Control of Thermal Conductance is Insignificant to Thermoregulation in Small Reptiles

Five small species of Australian scincid lizard

A Strategic Approach to Curriculum Design for Information Literacy in Teacher Education – Implementing an Information Literacy Conceptual Framework

This paper details a conceptual framework that situates curriculum design for information literacy and lifelong learning, through a cohesive developmental information literacy based model for learning, at the core of teacher education courses at UTAS. The implementation of the framework facilitates curriculum design that systematically, consistently and incrementally develops information literacy capabilities across entire teacher education course structures, thereby facilitating teacher education students to graduate as critical thinkers, problem solvers, informed decision makers and independent, self-directed lifelong learners. As education professionals, these graduates have the potential of developing these capabilities in the children they teach. The paper discusses the development of a conceptual framework and identifies areas for future research

Getting bench scientists to the workbench

In the Australian University sector today, the separation of the ‘world of work’ from formal education is becoming more artificial. Since the mid-eighties, the voices of Government and Employer bodies have combined to demand more workplace-relevant skills and attributes from university graduates (ACNielson, 1998, 1999; NBEET, 1992; Tomas, 1997). Variously referred to as generic skills, capabilities, key skills or graduate attributes, these include literacy, numeracy, computer skills, time management, written and oral communication, interpersonal skills, teamwork, leadership, creativity and problem solving (ACNielson, 1999) amongst others. Universities have responded, to a greater or lesser extent, by revisiting their curricula with the aim of integrating the development of such work-relevant skills and capabilities into their degree programs. A related response has been to establish or enhance already established industry-university linkages through research partnerships and work placement programs. A work integrated learning (WIL) program (cooperative education, work experience, internship) has the potential to assist students to develop these skills, and more. Student motivation, classroom learning and course completion are enhanced when a WIL program is implemented effectively, whilst at the same time students develop an awareness of the ‘world of work’, confirm or redirect career decision-making, and improve their job opportunities (NCCE, 2002). This paper explores the issues that need to be addressed in the sciences, before an effective WIL program can be developed so that all partners in the process can achieve useful outcomes

A model for principals' STEM leadership capability

In this paper we develop a model for the capabilities required by principals for effective Science, Technology, Engineering and Mathematics (STEM) leadership. The model underpinned a large national cross-sectional research and development project across Australian states in both primary and secondary schools. This model is developed via synthesis of research literature across leadership and STEM education. The model consists of five dimensions of principals' STEM capability: (1) STEM discipline-specific and integrated knowledge and practices; (2) contexts; (3) dispositions; (4) tools; and (5) critical orientation. These dimensions represent distinct, but interrelated, capacities required by principals to establish and maintain positive STEM learning cultures within schools. Elaborations have been provided, in the form of capabilities, for each of these dimensions. The model has the potential for shaping principals' STEM leadership development trajectories and structuring targeted professional learning programmes for principals, teachers and other members of the school community

Children of War: Quebec’s Social Policy Response to Children and Their Families

Canada has signed the Optional Protocol of the Convention on the Rights of the Child on the involvement of children in armed conflict that obligates signatories to ensure assistance and support to war-affected children’s physical and psychological recovery as well as their social reintegration. In light of this obligation, the paper reviews the most recent policies related to immigrants and refugees of four Quebec (Canada) ministries, with particular attention to the frameworks underpinning these policies and practices in order to explore how the needs of refugee children are conceptualised and how these same conceptualisations orient the action plans. Miller and Rasmussen’s (2010) psychosocial/trauma integrative model is used as a benchmark to assess whether and how policies integrate considerations from both psychosocial and trauma focused conceptual models. The analysis suggests that all four ministries adopt a psychosocial focus but that none directly mention the impact of war, potential trauma or pre-migratory experiences on children’s reintegration or resettlement. There seems to be a divide and a lack of coherence in the goals and underlying philosophies of the action plans of the different ministries, most likely in part related to their differences in mandate. Indeed, the Ministry of Health and Social Services emphasizes individual and family wellbeing, while the Ministry of Education prioritizes citizenship and the development of Quebec. Potential implications of these policy orientations for children having been exposed to war living in the Quebec context are discussed

A ‘Community of Learning’ – the UWS Nepean Science Virtual Resource Centre

The Science Virtual Resource Centre (VRC) (http://edtech.nepean.uws.edu.au/science/vrc/) has been modelled on web sites that are already successfully engaging students, notably The University of Sydney’s Biological Sciences site (http://fybio.bio.usyd.edu.au/sobsfyb/fyb_StuRes.html) and Hypertext Books at the College of DuPage (http://www.cod.edu/dept/KiesDan/). The site was established with six main aims: • to provide level one science students with greater access to learning resources and information, and encourage the use of technology as a learning tool; • to free staff from being seen solely as information providers, enabling them to have access to a venue through which they can experiment and develop rich and interactive learning resources; • to establish a site where collaborative learning is encouraged and supported, and where teaching staff can challenge and stimulate students; • to assist students to develop the skills of independent learning, encouraging them to take responsibility for their own learning; • to help students develop their computer skills and familiarity with the web, via an easily accessible, low technology site; and • to begin the development of a ‘community of learning’ (Hough and Paine, 1997) whereby students and staff share common learning interests and purposes. The VRC site was launched in first semester 1999, and is thus in its infancy. Subject Resources, Further Tools for Learning, and the Discussion Forum, are still being developed. The process by which the site has developed, and continues to evolve and the manner in which we hope to achieve our aims will be the focus of this paper

Group Work in Science – How do you do it?

From 1993–1997 the subject “Introductory Immunology” was delivered in “traditional” mode with 3 hours of lectures and 3 hours practical/tutorial classes per fortnight. However, it was believed that this structure provided little opportunity for students to develop as independent learners (Candy, Crebert and O’Leary, 1995), nor did it help them to develop the skills and attitudes that are essential in graduates such as critical analysis, problem solving, communication and working in teams (B/HERT, 1992; NBEET, 1992). Typically, students enrolled in this subject were used to a teacherled learning regime and not usually familiar with group learning as an educational technique and, although students worked in small groups (n=2 to 4) during laboratory sessions, the groups were often friendship partnerships and provided little opportunity for cooperative learning. In 1997 we undertook an evaluation of the effectiveness of the existing delivery methodology, both from the viewpoint of the skills it aimed at developing and from the students’ perspective. In 1998 the subject structure was changed from its traditional presentation mode to group work, use of reflective journals and workshops. Student opinion was canvassed during this period with respect to their expectations, their concerns and their preference for particular learning modes

Marketing an Alternate Model for Science and Mathematics Initial Teacher Education

An innovative initial teacher education undergraduate degree has been offered for the first time in 2016 at an Australian University. The degree provides for qualification as a secondary science and mathematics teacher through the completion of a four-year integrated science, mathematics and education program of study where the synergies available through concurrent, integrated study of content and teacher pedagogy are available. The paper describes the results of the analysis of data from science and mathematics school teachers and career advisors in relation to the potential market for the program and perceived advantages and barriers to students selecting the degree

Educational leaders’ perceptions of STEM education revealed by their drawings and texts

This study explored school principals\u27 and teacher educators\u27 perceptions of STEM education based on how they described STEM as a discipline, their understanding of the nature of teaching and learning of STEM, and the capabilities of a STEM-educated person. Data were generated through the Draw a STEM Learning Environment (D-STEM) instrument comprising drawn and written descriptions where participants drew a picture of a STEM learning environment and completed five prompt statements about what STEM is and how an individual develops personal STEM capability. The Legitimation Code Theory (LCT) specialization codes were used for data analysis (198 individual response items in total) to understand how the participants perceive STEM education. Almost half the participant responses indicated knowledge-code perceptions with a smaller but significant number (approximately a third of responses) indicating knower-code perceptions. The remaining responses showed élite-code perceptions, indicating a small proportion of participants valued the development of both disciplinary knowledge/practices and generic skills/attributes in STEM education. We posit that curriculum structure and reporting requirements influence these perceptions. Further research in relation to the influence of such understandings on enacted curriculum is warranted

Boys’ motivation profiles in mathematics : Relations with contextual factors, wellbeing and engagement in a boys-only school

This study examined the extent to which boys fell into clusters comprised of different levels of motivations and costs. In turn, the antecedents of these clusters and associations with engagement and wellbeing outcomes were considered. Based on survey responses from 168 students across Years 5, 7 and 9 from an all-boys' school in Sydney, Australia, three clusters were identified: Positively Engaged, Disengaged, and Struggling Ambitious. Performance-approach and avoidance achievement goals, mastery classroom goal structure, perceived peer valuing of mathematics and teacher enthusiasm differentially predicted profile membership. Clusters were also found to differ in terms of both wellbeing and engagement, such that students within maladaptive profiles evidenced the most negative outcomes. The study reaffirms prior work, holds implications for addressing student motivation in mathematics, and adds to understanding of the interplay of individual and classroom goal structures in relation to students’ mathematics expectancies, values and resultant outcomes