Proceedings of the Australian Conference on Science and Mathematics Education (2019)

Michael Bowyer, Bill Budd, Michelle Duffy, Clovia I Holdsworth, John L Holdsworth, Timothy Kirkman, Bonnie McBain, Brett Neilan, Liam Phelan, Richard Yu

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A degree for today’s scientists: Demystifying the more-than-single disciplinary journey for students

Michael Bowyer, Bonnie McBain, Liam Phelan, Mark Quinan, Hollie Tose, Andrew Yardy

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An interdisciplinary approach to foundation study in the Bachelor of Science (Extended)

Syd Boydell, David Collis, Lisa Godinho, Michelle Livett, Mick Moylan, Daniel Pyke

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Thanks for the feedback: Multiple perspectives in group design processes

Chris A Browne

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Using student self-assessment to steer feedback

Klaudia Budzyn, Osuri Manatunga, Nirma Samarawickrema, Elizabeth Davis

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Do students understand how undergraduate research experiences improve their employability?

Lauren Jane Carpenter, Bindi Nguyen, Susan Rowland

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Collaborative learning positively affects student-student relationships, teamwork and connectedness

Scott Clarke

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Targeting strategies for success: Factors affecting retention and academic achievement of first year students at The University of Adelaide

Hilary Coleman, Natalie Williamson

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Extending the boundaries of non-Indigenous science to embrace the cultural curriculum by creating a living compendium of practice

Rebecca Cross, Rosanne Quinnell, Paul Rhodes, Glenda Wardle, Tina Bell, Alice Motion, Tom Hubble, Zsuzsanna Dancso, Dominic Murphy, Jaime Gongora

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Investigating the Impact of Work Integrated Learning on Science Students’ Professional Identity

Daniel Peter Czech, Julia Choate, Jessica Jong, Maxine Bonham, Tracy McCaffrey

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Harnessing the power of open-source software for research-integrated learning and assessment

Yvonne Davila, Aaron Greenville, Brad Murray

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Writing in a ‘popular science’ style: A paradigm shift

Yvonne Davila, Neela Griffiths, Maurizio Labbate

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Virtual reality for physics education

John Debs, Paul Wigley

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Quantitative assessments: Encouraging surface learning in introductory physics?

Thomas Findlay Dixon, Christine Lindstrøm, Elizabeth Angstmann

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What medical laboratory science students say about attending lectures and accessing lecture recordings

Sheila Doggrell

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First year students and research: A constructivist approach

Calum Downie

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Using online tools to develop numerical competence in block mode teaching

Calum Downie, Rudi Klein, Pushpa Sinnayah

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Design of worksheets for problem solving- Basic structures which support cognitive and behavioural processes

Arunee Eambaipreuk, Jeremy Lavielle, Narumon Emarat, Kwan Arayathanitkul, Manjula Sharma

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Situating sustainable development within secondary chemistry education via systems thinking – A Depth Study approach

Andrew Christopher Eaton, Seamus Delaney, Madeleine Schultz

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“What’s Biochem got to do with it?” Student evaluation of context-based undergraduate biochemistry for health science (CUBHS) instruction

Katherine Fernandez, Tina Overton, Christopher Thompson, Nirma Samarawickrema

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The stories of women in Australian undergraduate science degrees

Camilla Rose Fisher, Christopher Thompson, Rowan Brookes

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Education focussed academics of the 21st Century and beyond

Anthea Leigh Fudge, Karina Riggs

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Investigating the use of Virtual Reality in teaching chemistry to undergraduate students

Stephen Robert Daniel George-Williams, Elodie Chiarovano, Hamish MacDougall, Peter Rutledge, Reyne Pullen, Siegbert Schmid, Frans A. Verstraten

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Built during construction of a multimodal product

Helen Georgiou, Wendy Nielsen

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Barriers to effective feedback: Student and Staff perspectives

Jessica Gibbons, Scott Clarke

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Building scientific skills in first year biology undergraduates

Dawn Gleeson, Jennifer Fox, Lisa Godinho, Lyn O'Neill

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What makes you say that?

Tom Gordon, Helen Georgiou, Manjula Devvi Sharma

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Skills reflection in the undergraduate science curriculum: What, why, and how

Michelle A Hill, Tina Overton, Chris Thompson

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Are we meeting student expectations of a cure?

Samuel Holland, Justin Ridge

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Enhancing scientific literacy using E-learning tools

Narelle Hunter

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What does it take to redesign a degree? A case study

Stefan Gregor Huth, Elizabeth Yuriev, Jennifer L. Short, Laurence Orlando, Michelle P. McIntosh

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Measuring the association between student performance and mathematics support

Gizem Intepe, Don Shearman

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Cross-disciplinary mathematics support from the students’ perspective

Deborah Cheryl Jackson

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You can take a horse to water: Reflections on the effectiveness of a teaching development programme for research-focussed staff

Ian Paul Johnson, Lyn Collins

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Building an interactive online textbook: A tool at our fingertips

Ranjna Kapoor, Pam Megaw, Vicki Dunk, Harrison Glenn, Kate Miller, David Simcock

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Attitudes and motivations for studying STEM courses and pursuing a STEM career

Dimitris Karis, Siegbert Schmid, Alice Motion

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The use of mobile devices to improve the practice of scientific thinking and the scientific process

Michael Kasumovic

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Changes in perceived and experienced challenges and learning strategies throughout the second year transition

Judit Kibedi

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Harnessing digital technologies to engage students with open investigations in school science

Srividya Durga Kota, Scott Cornish, Manjula Sharma

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Modelling waves: Integrating technology and model based inquiry in undergraduate physics experiment

Srividya Durga Kota, Manjula Sharma

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A best practice model for teaching transferable skills in general science degrees

Louise J Kuchel

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From the inside out – Sticking points and initiative to mobilizing education academics in science

Louise J Kuchel

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A pilot study on how context-based learning impacts students environmental awareness

Sara H. Kyne, Christopher Thompson

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How do especially designed worksheets assist students to solve tutorial problems?

Jeremy Lavielle, Arunee Arunee Eambaipreuk, Vicky Tzioumis, Manjula Sharma

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Weaving webs: Creating instructional interdependency in blended, active learning environments

Gwendolyn Angela Lawrie, Jeanette Stok

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Digital literacy skills, student interactivity and academic performance in STEM blended course

Branda Le, Gloria Woods, Jack Wang, Gwendolyn Lawrie

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An online resource for evaluating teaching developed by a community of practice

Rebecca LeBard, Adrienne Torda

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Questions as a detective story: good clues, red herrings, and student reflections

Petr Maximovich Lebedev, Manjula Devi Sharma

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All the world’s a two stage exam: Assessing group research related problem solving in exams

Timothy Robert Charles Lee, Francesca van den Berg, Matthew Pye, Osu Lilje, Hong Dao Nguyen, Mark de Bruyn

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Perceptions of preparedness for first year chemistry studies

Elizabeth Wan Theng Leong, Christopher Thompson, Stephen Danczak

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Creative game-based scenario podcasts to improve the learning experience and outcomes for first-year physiology students

Chris Lillico, Kathy Tangalakis, Rudi Klein, Alan Hayes

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Improving evaluative judgement: Countering the Lake Wobegon effect

Kieran Fergus Lim

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Pedagogical behaviour in pre-service teachers drops with increasing content knowledge

Christine Lindstrom, Megan C Engel, Vinesh M Rajpaul

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Knowledge of astronomical scale: Measurement and evaluation

Christine Lindstrom, Vinesh M. Rajpaul, Megan C. Engel, Morten Brendehaug, Saalih Allie

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Enhancing student short answer question performance using exemplars of varying complexity

Lesley Lluka, Mark Williams, Prasad Chunduri

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Can 3D printing & cheminformatics enhance student understanding in biochemistry?

Anna E Lohning, Susan Hall, Shailendra Anoopkumar-Dukie

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The Bush Medicine Project: An authentic cross-discipline, cross-course and cross-campus research project as a learning experience

Benjamin Matthew Long, Lara Wakeling, David Bean, Nina Fotinatos, Andrew Greenhill, Mark Myers, Nicholas Shultz, Simone Louwhoff

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Comparing student cohorts between years in first-year chemistry assessments

Jacob Rhys Marchant, Simon Pyke, Natalie Williamson

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Effectiveness of enrichment programs in cultivating STEM interest in year nine female students

Stephanie Mayes, Maria Parappilly

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Co-creating inclusive science curricula with students as partners

Lucy Mercer-Mapstone

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Prior learning factors impacting success in first year general chemistry

Anna Miltiadousa Miltiadousa, Deepa Ram, Kieran Fergus Lim, Damien L. Callahan, Madeleine Schultz

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Are students learning what was intended? Evaluating progress using student perception surveys

Hong Dao Nguyen, Christopher Hammang, Timothy Lee

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The benefits of applying theory in undergraduate biomedical science education: A student’s experience

Benjamin Petersen

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Investigating the trajectories of academic staff who identify as DBER scholars

Reyne Pullen, MaryKay Orgill, Manju Sharma

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Name not shame: Empathy and respect in STEMM interdisciplinary units towards diverse cohorts - The transgender student voice

Matthew Pye, Timothy Lee, Jack Crane, Amy McCarthy

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A walk in the park? Engaging first year biology students through autonomous authentic research experiences and partnerships with industry

Matthew Pye, Francesca van den Berg, Sophie Golding, Charlotte Taylor

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Breathing life into Haswell’s historic educational zoological collection

Rosanne Quinnell, Lindsey Jane Gray, Jude Philp, Brittany Mitchell, Momo Newberry, Richard Dimon

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Implementing strategies to engage students across disciplines as partners to support 3D object based learning

Rosanne Quinnell, Rebecca Plumbe, Michael Rampe

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First steps in realising interdisciplinarity, creativity, empathy and global perspectives in STEM curriculum

Reva Ramiah, Jonathan Bullen, Joanne Castelli, Chris Rawson

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Exploration of students’ representational fluency in translating between multimodal representations of molecule structures

Paris Renzella, Kim Nichols, Gwendolyn Lawrie

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ICT + RBL + TPCK + UDL + OER = Innovative instructional design for blended undergraduate chemistry courses

Charisse Tongson Reyes, Gwendolyn Lawrie, Christopher Thompson

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The path to science student leadership at UQ

Susan Leonie Rowland, Eimear Vallely, Sarah Campbell, Aimee Clarke, Amanda Cooke, Melissa Fitzgerald, Jamie Jones, Lydia Kavanagh, Talia Sellars

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Science Museums as an educator’s tool for learning to teach primary school science

Megan June Runacres, Christopher Thompson, Tina Overton

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Measuring academic agency in university students

Izaak Rutenberg, Louise Ainscough, Kay Colthorpe

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Does working in academically diverse groups influence student perceptions?

Montana Samantzis, Kay Colthorpe, Louise Ainscough, Judit Kibedi

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Assessment literacy: Exploring institutional, teacher and student perspectives

Nirma Anandi Samarawickrema, Ester Villvanathan, Osuri Manatunga, Klaudia Budzyn, John McInerney, Swati Mujumdar, Maxine Bonham, Christopher Thompson, Elizabeth Davis

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Sessional staff training for improved student experience

Madeleine Schultz, Lisa Chiavaroli, Jillian M Healy, Siva Krishnan, Kieran F Lim, Janine McBurnie, Tricia Wevill

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Exploring opportunities to integrate systems thinking into chemistry education

Madeleine Schultz, Seamus Delaney, Joseph Ferguson, Jerry Lai

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Investigating the use of non-digital visual interaction tools in STEM education

Madeleine Schultz, William Woo

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Promoting team work in undergraduate research projects

Masha Smallhorn, Narelle Hunter

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How do you define creativity? A qualitative study of undergraduate chemistry students’ perspectives.

Jue Theng Soo, Stephen Michael Danczak, Alexandra Yeung, Christopher D Thommpson

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Investigating cognitive overload in the undergraduate chemistry laboratory through the lens of decision-making

Nathan Sos, Chris Thompson, Angela Ziebell

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The science consultancy project – Improving students perceived employability skills through a school placement unit

Dino Spagnoli, Megan Ellyard, Lauren Moorhouse, Samantha Andrews, Brendan J Waddell

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8 Ways of knowing: Embedding Yunkaporta’s Indigenous framework across the Faculty of Science

Hollie Susan Tose, Mark Quinan

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Dissecting the tension between ethics and learning objectives: The (virtual) reality of animal dissections

Francesca van den Berg, Timothy Lee, Hong-dao Nguyen, Osu Lilje, Matthew Pye

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Novel educational ecosystems: The role of connectivity and access to resources shaping the teaching-focused academic landscape

Francesca van den Berg, Timothy Lee, Hong-dao Nguyen, Osu Lilje, Matthew Pye

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Let’s BEE Scientists: Youth co-creating ecological science on pollinators

Amelie Mareva Vanderstock, Rebecca Cross, Tanya Latty

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Challenges and opportunities in the new blended learning paradigm

Sanjay Vasudeva, Kay Colthorpe, Stephen Anderson

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Interweaving interdisciplinary experiential learning with co-building solutions with students

Viji Venkataramani, Jim Cook, Philip Poronnik

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Characteristics of problem solving in spectroscopy: Productive and unproductive pathways

Kimberly Vo, Elizabeth Yuriev, Martin Scanlon

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Trial implementation of Microsoft 365 teams and Onenote in teaching chemistry laboratory classes

Magdalena Wajrak

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Blended delivery of laboratory experiences: Changing roles for education focussed academics

Jack Tsang-Hsing Wang, Thisun BH Piyasena, Gloria D Woods

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Choose your own adventure: Experiencing research through first-year group projects in data science

Diana Warren, Samantha Louise Clarke

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The scholarship of transdisciplinary spaces: Art meets science

Margaret Weneger, Rebecca LeBard, Julie Ayre, Stephanie Beames, Rosanne Quinnell

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Understanding the relevance of science in real life through group projects

Nirmani Wijenayake

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Student experiences as they journey through blended learning

Gloria Deborah Woods, Branda Le, Gwendolyn Lawrie, Jack Wang

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Creativity In STEM: Students’ and employers’ perspectives

Alexandra Yeung, Jesse Mullen

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Using animations to connect macroscopic, sub-microscopic, and symbolic representations of the world

Elizabeth Yuriev, Trayder Thomas, Tamir Dingjan, Michelle McIntosh

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Understanding the impact of careers focused classes on undergraduate science students

Angela Ziebell

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Refereed Papers

Exploring the impact of formative feedback and drafts on final marks in a diploma level science report assessment

Kerry Aitken, Carol Leza Conway

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Addressing discrepancies between assumed, expected and actual levels of mathematical competencies: A learning design model of networked partnerships

Iwona Czaplinski, Dann Mallet, Henk Huijser

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Declining enrolments in senior secondary mathematics courses: Staff and student perceptions

Gregory Stephen Colin Hine

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134-141

Using learning reflection reports to foster metacognition and deeper learning in science students

Jasmina Lazendic-Galloway, Juan Fischer, Kate Henkel

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142-148

The invisible academics

Karen Elizabeth Mate, Judith Weidenhofer, Josephine Smith, Zoe Yates, Suzanne Evans

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149-154

Avoiding the science stupidity trap

Bonnie McBain, Andrew Yardy, Frances Martin, Hollie Tose, Liam Phelan, Ian van Altenaa, Jill McKeowen, Claire Pemberton, Lindsey Fratus, Michael Bowyer

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The effect of an interdisciplinary science course on student perceptions of computer programming

Adam Piggott, Sara Herke, Timothy McIntyre, Michael Bulmer

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162-168

Exploring primary teacher education students’ self-perception of readiness to teach primary mathematics

Thuan Thai, Gregory Hine

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169-174