Resistance and Accommodation to Racism Among Early Seventh-day Adventist Missionaries in the American South: a Case Study on Relating to Oppressive Cultural Practices in Missions

Topic and Method. A basic task of the missionary is to negotiate the complex social codes of the foreign territory; for early Seventh-day Adventist missionaries in the American South this meant negotiating a culture of racism which oppressed the Black population. The present study investigated how early Adventist missionaries to the South related to the racism they encountered. Using data drawn from books, periodical literature, personal letters, and denominational minutes, the expressions and recorded actions of the missionaries were analyzed to determine how the missionaries’ attitudes and behaviors were related to the cultural racism. Three categories of relationship were utilized for analysis: resistance, accommodation, and institutionalization. -- Conclusions. This analysis provided a picture of the race relations of the missionaries as it changed over time. Early Adventist missionaries first resisted the racist beliefs and practices of the South. Then, pressured by custom and escalating violence, they began to accommodate the racism by racially segregating, yet continuing to resist the oppression of Blacks. Over time, however, the segregation which began as accommodation was normalized and institutionalized. In effect, it became part of the Adventist culture in America. This history has been instructive for understanding how to relate to oppressive cultural practices in missions, and two recommendations are made for preventing the adoption of the oppression in the larger culture when some accommodation is necessary. First, the accommodation must be accompanied with regular internal communication of right principles. Second, the accommodation must be regularly and intentionally re-examined. These strategies are designed to resist the internalization of the wrong principles which underlie the oppressive practices which are being accommodated

Investigating the trajectories of academic staff who identify as DBER scholars

One of the growing areas of research in Australia is the discipline-based education research (DBER) field. In 2012 a National Research Council report stated “[DBER is a] vital area of scholarship [with] potential to improve undergraduate science and engineering education” (National Research Council, 2012, p. 1), meeting recommendations given by the Chief Scientist of Australia (2014) to improve the education of STEM graduates. The primary intent of this study was to collect the motivations, journeys and trajectories of DBER researchers and find factors that can lead to supporting the growth and retention of these scholars. Given the regional differences in academic landscapes between continents, we have chosen to focus (for now) on the Australian DBER community. Additionally, we know representation within our teaching faculty has direct and measurable impact on the students themselves. As such, we have also explored the diversity of backgrounds of those who participated alongside their perceptions of the diversity seen within the Australian DBER community. To achieve the above aims, a series of interviews were undertaken with Australian academics who identify as being a part of the DBER community. The population represented was across a range of experience levels, from early career to senior, as well as multiple gender identities and varied academic pathways. In this presentation, the outcomes of analysing this data will be used to describe the types of academics that are becoming DBER researchers in Australia, as well as the initial motivations and pathways that have led them to this point in their careers. REFERENCES National Research Council. (2012). Discipline-based education research: Understanding and improving learning in undergraduate science and education. Washington, DC: National Academies Press. Office of the Chief Scientist. (2014). Science, Technology, Engineering and Mathematics: Australia’s Future. Australian Government, Canberra

Enhancing the Capture of Magnetic Nanoparticles Inside of Ferromagnetic Nanostructures Using External Magnetic Fields

The influence of an external magnetic field upon the capture of 130 nm magnetic nanoparticles (MNPs) by ferromagnetic nanostructures was investigated. The magnetophoretic forces acting upon a nanoparticle were simulated in external magnetic fields parallel and perpendicular to ferromagnetic nanostructures consisting of arrays of antidots and dots. Changing the direction of the external field was found to dramatically alter the magnetophoretic forces acting on the particle and the trajectories of the MNPs. A field parallel to the nanostructures' surfaces generated magnetophoretic forces that directed the nanoparticle into the nanostructures. A perpendicular field produced forces directing particles onto the structures' surfaces. Nanostructures were etched into the surfaces of Permalloy films using ion beam lithography. MNPs were then deposited onto the films' surfaces under a parallel or perpendicular magnetic field. The distributions of particles in the nanostructures were analysed to obtain the capture efficiencies of each structure which indicate the proportion of particles trapped inside. Without an external field, the highest efficiency was displayed by arrays of circular antidots with circular dot arrays displaying the lowest. Antidot arrays displayed higher capture efficiencies than dot arrays. Addition of a field parallel to the surface significantly increased the capture efficiencies and addition of a field perpendicular to the surface decreased the efficiencies. Under the perpendicular field, the particles were instead caught on the outer edges of the nanostructures. These results suggest that application of a parallel external magnetic field promotes the capture of MNPs within ferromagnetic nanostructures and a perpendicular field increases the capture of MNPs onto the outer surface and edges of nanostructures.Comment: 25 pages, 30 figure

Chemistry Discipline Day

Please join the RACI Chemistry Education Division (CED) for the 2022 ACSME Chemistry Discipline Day. The event will start with an introduction and outline of the CED and how this division currently serves the chemistry community in Australia. We will then facilitate round table discussions to develop ideas for the Chemistry Education Research (CER) community in Australia to ensure an updated and relevant framework for the CED is in place to support the teaching and learning of chemistry in Australia. This will include breaking out into groups to discuss audience derived topics with the intention of building collaboration opportunities and networking. This event will be of interest to secondary and tertiary chemistry educators, education focused and non-education focused chemistry academics, and undergraduate or postgraduate students with an interest in chemistry education

Self-Regulation Learning Theory: The effects of metacognitive scaffolding on student metacognition and motivation

Australian educational institutions are currently facing a decline in upper secondary science course enrolments and perform one-and-three-quarter school years lower in science compared to higher performing countries (Australian Council for Educational Research [ACER], 2018; Kennedy et al., 2014). Furthermore, increased access to information results in new demands of actively acquiring and adapting existing knowledge more rapidly, which increases the responsibility of educational institutions to promote the development of proactive learners, who practice “self-regulated learning” (OECD, 2003). The Self-Regulated Learning Theory (SRLT) argues that successful learners rely on internal regulatory skills and become self-sufficient through refining and regulating their cognitive, motivational, and metacognitive knowledge (Schraw et al., 2006). This study investigates successful learning through the SLRT, specifically focusing on Metacognition and Motivation knowledge and practices of senior secondary chemistry students in NSW. Throughout the course of a term, students engage with various data collection instruments (pre- and post- Metacognition and Motivation questionnaire, integrated Metacognitive Scaffolding Interventions in the form of reflection tasks, and post-intervention focus group interviews). This presentation will outline how Metacognitive Regulation and Motivation change, or stay the same, during a term. It will also give insight into student perceptions of their metacognitive practices and motivations. Finally, it will compare this knowledge with academic performance to consider the influences of cognition on the self-regulation of chemistry students. REFERENCES Australian Council for Educational Research. (2018). PISA 2018: Australian student performance in long-term decline. Australian Council for Educational Research - ACER. https://www.acer.org/au/discover/article/pisa-2018-australian-student-performance-in-long-term-decline Kennedy, J., Lyons, T., & Quinn, F. (2014). The continuing decline of science and mathematics enrolments in Australian high schools. Teaching Science, 60(2), 34–46. OECD. (2003). Learners for Life: Student Approaches to Learning: Results from PISA 2000. Organisation for Economic Co-operation and Development. https://www.oecd-ilibrary.org/education/learners-for-life-student-approaches-to-learning_9789264103917-en Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. Research in Science Education, 36(1), 111–139. https://doi.org/10.1007/s11165-005-3917-

COMPARING THE QUESTIONS IN ONLINE CHEMISTRY EXAMS TO PAPER-BASED EXAMS WITH THE USE OF BLOOMS TAXONOMY

Paper-based summative exams represent the main form of final assessment in many science courses worldwide and they are typically comprised of multi-choice questions (MCQs) and short-answer questions (SAQs). These SAQs can take the form of written explanations, drawings or calculations. However, this process was complicated in early 2020 when the COVID-19 pandemic forced educators worldwide to switch to entirely open book electronic quizzes operated through a range of learning management systems. While online exams are not novel, their use on such a scale, with limited to no training for the teaching staff, was undeniably so. This study sought to investigate how the types of questions and the orders of thinking varied between 2019 (paper-based exams) and 2020 (online exams). The types of questions were generated prior to analysis through a process of individual categorisations and discussions to come to an agreement. The questions were also analysed through the lens of Bloom’s taxonomy to consider how the thinking processes, and by extension the order of thinking, may have changed. In addition, the potential relationships between the type of question and its order of thinking were also explored. This talk will cover these comparisons of exam questions in online and paper-based exams

Virtual Reality, help or hindrance? A case study of two undergraduate student-generated chemistry lessons

Virtual Reality (VR) has become a much more common household commodity thanks to the proliferation of more affordable VR devices. While its use in the gaming industry is becoming widespread, its application in pedagogical environments has only just started, particularly in chemistry. As such, whether VR will aid or hinder the teaching and learning of chemistry is currently a topic of research and debate. This project sought to generate VR materials designed to support students learning undergraduate chemistry, with the specific topics decided by undergraduate student researchers. This work was undertaken in the X-reality (i.e. VR and other forms of augmented realities) laboratories at the The University of Sydney. Preliminary materials were generated, and pilot tested with student volunteers who undertook pre- and post-questionnaires followed by an exit interview. The results of these trials showed that the VR experience did enhance student engagement and understanding, but only for more complex examples. The trial volunteers felt that ball-and-stick models were adequate for simple molecular representations. Nausea was noted as a significant issue alongside concerns around the inadequate response of the hand-held controls. This same issue made movement throughout the virtual environment difficult for several students. Lastly, the student researchers found generating the VR lessons to be challenging, noting a steep learning curve with regards to creating the environments

BUILDING INCLUSIVITY IN SCIENCE COMMUNICATION THROUGH MULTIPLE HISTORICAL PERSPECTIVES

The development of science communication practice is often driven by the evolving needs and embedded values of a specific culture or country (Davies & Horst 2016). These differing perspectives are lost when we focus on Western histories of science and science communication. In the literature, and often in practice, this has resulted in the exclusion of non-Western and Indigenous histories of communicating scientific knowledge (Orthia, 2020). Similarly, science syllabi often privilege Western histories of science, with narratives of white male scientists dominating science history (Pringle & McLaughlin, 2014). These narratives are neither representative of the rich history of science nor the diversity of the student cohorts. Incorporating science history into curriculums can improve student engagement and understanding of concepts (Olsson et al., 2015), highlighting the importance of representing diverse histories. This presentation will explore multiple histories of science communication, including Western, non-Western, and Indigenous histories. It will challenge the ‘deficit to dialogue’ rhetoric by highlighting the broad landscape of science communication in Australia and globally. Finally, it will suggest some ways to broaden histories of science communication and acknowledge those that have been excluded in order to build towards a more inclusive future of science education and communication. REFERENCES Davies, S. R., & Horst, M. (2016). Science Communication. Palgrave Macmillan UK. https://doi.org/10.1057/978-1-137-50366-4 Olsson, K. A., Balgopal, M. M., & Levinger, N. E. (2015). How Did We Get Here? Teaching Chemistry with a Historical Perspective. Journal of Chemical Education, 92(11), 1773–1776. https://doi.org/10.1021/ed5005239 Orthia, L. (2020). Strategies for including communication of non-Western and indigenous knowledges in science communication histories. Journal of Science Communication, 19(2), A02. https://doi.org/10.22323/2.19020202 Pringle, R. M., & McLaughlin, C. A. (2014). Preparing Science Teachers for Diversity: Integrating the Contributions of Scientists from Underrepresented Groups in the Middle School Science Curriculum. In M. M. Atwater, M. Russell, & M. B. Butler (Eds.), Multicultural Science Education: Preparing Teachers for Equity and Social Justice (pp. 193–208). Springer Netherlands. https://doi.org/10.1007/978-94-007-7651-7_1

Penyalahgunaan Minuman Alkohol (CAPTIKUS) Terhadap Remaja Dikelurahan Ranotana Weru Kecamatan Wanea Kota Manado

Konsumsi alkohol baik dikalangan remaja maupun dikalangan adalah sebuah masalah kesehatan yang sangat serius, meminum alkohol dibawah umur beresiko negative bagi kesehatan dan  sosial seperti gangguan  perkembangan otak sehingga mempengaruhi kosentrasi pada saat belajar sehingga prestasi akademis menjadi buruk, bunuh diri dan depresi. Kehilangan memori dan resiko tinggi terhadap perilaku seksual, kecanduan serta menyebabkan kekerasan terhadaporang disekitanya, dan kecelakaan saat berkendara bermotor maupun mobil (cederadan menyebabkan kematian. Dalam menjawab permasalahan yang ditemukan, penelitian yang dilakukan menngunakan metode penelitian kualitatif. Lokasi penelitian di Kelurahan Ranotana Weru Kecamatan Wanea Kota Manado “Penyalahgunaan Alkohol (Captikus) Terhadap Remaja” dengan fokus penelitian pada 10 informan. Teknik pengumpulan data yang digunakan observasi, wawancara, dan dokumentasi. Hasil dari penelitian ini menunjukkan Penyalahgunaan dalam hal ini konsumsi minuman keras beralkohol tidak bisa dipandang sebelah mata karena dampak yang terjadi yang mengakibatkan banyak remaja yang sudah menjadi kebiaasaan buruk bagi mereka, sungguh tragis bila melihat dan mendengar para remaja yang dianggap sebagai agen perubahan, harus mengenal dan menyalahgunakan minuman keras.     Kata Kunci : Penyalahgunaan, Captikus, Remaja &nbsp