Fun or profit : primary students\u27 perceptions of mathematics and science

As the number of students pursuing mathematics and science in higher education decline, it becomes imperative&middot; that we look for the causes of the decline. As part of the Australian Improving Middle Years Mathematics and Science (IMYMS) project, students were asked to rate their perceptions of classroom practice in mathematics and science and their attitudes to these subjects. Results of this survey reveal little difference in perceptions of classroom practice, but significant differences in students\u27 attitudes between mathematics and science. Differences were particularly evident for items relating to the usefulness of mathematics and science (mathematics was more useful) and enjoyment of the subjects (science is more fun). If teachers are aware of such perspectives, it may be possible to change students\u27 attitudes.Effective student engagement depends on students enjoying their studies in mathematics and science, being confident in their ability and recognising the relevance of these subjects to everyday life, now and in the future.(Education Training Committee, 2006, p. xvii)Science and technology are the widely acknowledged foundation of Australia\u27s future development. Underpinning these are the key learning areas of mathematics and science. However, Australia is experiencing a decline in numbers of mathematics and science students in higher education. Moreover, studies over the last two decades have shown a general decline in Australian students\u27 interest and enjoyment of science across the compulsory secondary school years, with a particularly sharp decline across the primary to secondary school transition (e.g. Adams, Doig, &amp; Rosier 1991; Goodrum, Hackling, &amp; Rennie, 200 I) and a decline in the numbers of students studying\u27 advanced mathematical courses in upper secondary school (Thomas, 2000).Improving teaching and learning in the middle years of schooling (Years 5 to 9) is receiving particular attention because of the coincidence of the disengagement of students with the significance of these years for the preparation of students for their future role in society. Thus the Improving Middle Years Mathematics and Science: The role of subject cultures in school and teacher change (IMYMS) project, which is the source of data for this paper, is investigating the role of mathematics and science\u27 knowledge and subject cultures in mediating change processes in the middle years of schooling.Mathematics and science are sometimes seen as &quot;love-hate&quot; subjects, rating highest for subjects disliked, but also rating relatively highly among preferred subjects (Hendley &amp; Stables, 1996). Students, even primary aged students, can often shed light on what constitutes good practice (see, for example, \u27van den Heuvel-Panhuizen, 2005). Students\u27 attitudes towards mathematics and science and their perceptions of what they regard as positive aspects of classroom practice have been shown to decline from the primary years to junior secondary (Race, 2000). The decline in interest in science in the early years of secondary school is of particular concern, since it is in these years that attitudes to the pursuit of science subjects and careers are formed (Speering &amp; Rennie, 1996). Students\u27 negative attitude towards the relevance of science ,content for their lives was a strong theme in the report by Goodrum, Hackling, &amp; Rennie (2001) on the status and quality of teaching and learning of science.As part of the IMYMS project, the IMYMS Student Survey was administered to all students in 2004 and 2005. The survey included a 36 item section on students\u27 perceptions of classroom practice and attitudes towards mathematics and science, and a 24 item section on students\u27 learning preferences. Students completed separate, parallel surveys for mathematics and science.This paper focuses on students\u27 perceptions and attitudes. It explores the differences in 700 Year 5 and 6 students\u27 perceptions of their learning environment and their attitudes to mathematics and science during 2005, the second (and final) year of schools , involvement in the IMYMS project.<br /

Effective integration of teaching and research in a first year food and nutrition course

Previous research has indicated that undergraduate student learning can be enhanced through active involvement in research. Furthermore, creating an academic environment where teaching and research are intimately linked can facilitate the induction of students into a community of learners where new knowledge is created, explored and critiqued. Scaffolding and supporting student learning via engagement in authentic research experiences can work to ensure graduating students have the capacity to generate and investigate important questions that contributes to the development of new knowledge. This paper presents a case study that outlines curriculum design and pedagogical strategies aimed at integrating teaching and research within the first year of an undergraduate course. First year Food and Nutrition students were asked to partake in a research project where they were asked to complete a series of diet and food related questionnaires, analyse, interpret and critique the resulting data. Students were supported through this learning activity via small group tutorial support and question and answer sessions within the learning management system. Anonymous evaluation of the teaching and learning experience was conducted at the end of the teaching period and the results indicate that the students welcomed the opportunity to engage in an authentic, research based learning activity. Students&rsquo; found the assessment tasks were clearly explained to them (88% agreeing), and felt well supported in approaching this research based assessment task. Furthermore, the qualitative comments indicated that the students&rsquo; found the learning environment to be meaningful and relevant. This case study indicates that it is possible to effectively incorporate authentic research experiences within the curriculum of a first year course. The experiential, inquiry based learning approach used supported the students&rsquo; participation in a systematic, rigorous data collection process required in a structured research environment and blended these requirements with authentic learning of discipline specific skills and knowledge.<br /

Primary and secondary mathematics practice: how different is it?

This paper describes the practices of ninety-nine teachers at the beginning of their involvement in a large-scale project investigating the influence of subject cultures on school and teacher change. Data collected from these teachers, using the IMYMS. Components of effective teaching and Learning mapping procedure, were analysed to investigate similarities and differences in primary and secondary teachers&rsquo; perceptions of their practice in mathematics. Results of the analysis show different patterns across a range of components of effective teaching and learning.A first priority when working with teachers is to help them become aware of and make problematic aspects of their current practice &hellip;. Only then would they have reason to attempt to reform their instructional practices when working with us. (Yackel, 1994, p. 386)<br /

Improving middle years mathematics and science

The overall aim of the Improving Middle Years Mathematics and Science (IMYMS) project was to explore the explore the nature and significance of subject cultures in framing teacher and school practice in mathematics and science and to develop a middle years school improvement model that takes account of these subject cultures in influencing school and teacher change. The project also investigated ways in which effective pedagogies in mathematics and science can be monitored; and ways in which higher order learning outcomes in mathematics and science can be reliably assessed.The project has worked with more than 30 schools in four clusters to support them in planning for and implementing change. A framework describing effective mathematics and science pedagogies was developed, and used as the basis for auditing procedures that track classroom practice. Instruments were developed and used to probe: teacher classroom practice; student perceptions of classroom practice and learning preferences; knowledge outcomes; reasoning in science and mathematics; understanding of the nature of science and mathematics; and performance skills in mathematics and science investigations. Data sources have also included questionnaire data, interviews, school reports and field notes. Video data was also collected and used for stimulated recall interviews concerning teacher beliefs and practices.In order to support teachers and schools to improve their practice, the project team worked with cluster educators in each of the clusters, and with school coordinators, through a number of network meetings including an initial &lsquo;leading change&rsquo; workshop, through cluster visits, and the provision of auditing and planning instruments supported by data analysis support. The nature of the subject cultures of, and effective pedagogies in, mathematics and science, was explored using interview data with effective teachers, literature exploration, interviews with project teachers to map characteristics of their practice, the team&rsquo;s experience of the construction and analysis of achievement tests, a video and interview study of teachers of mathematics and science, and student perceptions data.<br /

Creative Education

Previous research has indicated that undergraduate student learning can be enhanced through active involvement in research. Furthermore, creating an academic environment where teaching and research are intimately linked can facilitate the induction of students into a community of learners where new knowledge is created, explored and critiqued. Scaffolding and supporting student learning via engagement in authentic research experiences can work to ensure graduating students have the capacity to generate and investigate important questions that contributes to the development of new knowledge. This paper presents a case study that outlines curriculum design and pedagogical strategies aimed at integrating teaching and research within the first year of an undergraduate course. First year Food and Nutrition students were asked to partake in a research project where they were asked to complete a series of diet and food related questionnaires, analyse, interpret and critique the resulting data. Students were supported through this learning activity via small group tutorial support and question and answer sessions within the learning management system. Anonymous evaluation of the teaching and learning experience was conducted at the end of the teaching period and the results indicate that the students welcomed the opportunity to engage in an authentic, research based learning activity. Students&apos; found the assessment tasks were clearly explained to them (88% agreeing), and felt well supported in approaching this research based assessment task. Furthermore, the qualitative comments indicated that the students&apos; found the learning environment to be meaningful and relevant. This case study indicates that it is possible to effectively incorporate authentic research experiences within the curriculum of a first year course. The experiential, inquiry based learning approach used supported the students&apos; participation in a systematic, rigorous data collection process required in a structured research environment and blended these requirements with authentic learning of discipline specific skills and knowledge

Indigenous cultural and natural resource management futures

A version of this Topical Issue was provided as a submission to the Australian Government’s discussion paper Review of Caring for Our Country: Australia’s Natural Resource Management Investment Initiative. This paper has a specific focus on lessons we have learnt from working with Indigenous peoples engaged in cultural and natural resource management projects in northern Australia and New South Wales. It is based on action research currently being undertaken under the five-year research project People on Country, Healthy Landscapes and Indigenous Economic Futures (PoC) and a related three-year project investigating the socioeconomic benefits of Aboriginal people being involved in the sustainable management of their country in NSW

Indigenous Cultural and Natural Resource Management Futures

This paper has a specific focus on lessons we have learnt from working with Indigenous peoples engaged in cultural and natural resource management projects in northern Australia and New South Wales. It is based on action research currently being undertaken under the five-year research project People on Country, Healthy Landscapes and Indigenous Economic Futures (PoC) and a related three-year project investigating the socioeconomic benefits of Aboriginal people being involved in the sustainable management of their country in NSW

Caffeine increases sugar-sweetened beverage consumption in a free-living population: a randomised controlled trial

Excessive sugar-sweetened beverage (SSB) consumption has been associated with overweight and obesity. Caffeine is a common additive to SSB, and through dependence effects, it has the potential to promote the consumption of caffeine-containing foods. The objective of the present study was to assess the influence that caffeine has on the consumption of SSB. Participants (n 99) were blindly assigned to either a caffeinated SSB (C-SSB) or a non-caffeinated SSB (NC-SSB) group. Following randomisation, all participants completed a 9&nbsp;d flavour-conditioning paradigm. They then completed a 28&nbsp;d ad libitum intake intervention where they consumed as much or as little of C-SSB or NC-SSB as desired. The amount consumed (ml) was recorded daily, 4&nbsp;d diet diaries were collected and liking of SSB was assessed at the start and end of the intervention. Participants (n 50) consuming the C-SSB had a daily SSB intake of 419 (sd 298)&nbsp;ml (785 (sd 559)&nbsp;kJ/d) over the 28&nbsp;d intervention, significantly more than participants (n 49) consuming the NC-SSB (273 (sd 278)&nbsp;ml/d, 512 (sd 521)&nbsp;kJ/d) (P&lt;&nbsp;0&middot;001). A trained flavour panel (n 30) found no difference in flavour between the C-SSB and NC-SSB (P&gt;0&middot;05). However, participants who consumed the C-SSB liked the SSB more than those who consumed the NC-SSB (6&middot;3 v. 6&middot;0 on a nine-point hedonic scale, P=&nbsp;0&middot;022). The addition of low concentrations of caffeine to the SSB significantly increases the consumption of the SSB. Regulating caffeine as a food additive may be an effective strategy to decrease the consumption of nutrient-poor high-energy foods and beverages

Multidisciplinary consensus guideline for the diagnosis and management of spontaneous intracranial hypotension

BACKGROUND: We aimed to create a multidisciplinary consensus clinical guideline for best practice in the diagnosis, investigation and management of spontaneous intracranial hypotension (SIH) due to cerebrospinal fluid leak based on current evidence and consensus from a multidisciplinary specialist interest group (SIG). METHODS: A 29-member SIG was established, with members from neurology, neuroradiology, anaesthetics, neurosurgery and patient representatives. The scope and purpose of the guideline were agreed by the SIG by consensus. The SIG then developed guideline statements for a series of question topics using a modified Delphi process. This process was supported by a systematic literature review, surveys of patients and healthcare professionals and review by several international experts on SIH. RESULTS: SIH and its differential diagnoses should be considered in any patient presenting with orthostatic headache. First-line imaging should be MRI of the brain with contrast and the whole spine. First-line treatment is non-targeted epidural blood patch (EBP), which should be performed as early as possible. We provide criteria for performing myelography depending on the spine MRI result and response to EBP, and we outline principles of treatments. Recommendations for conservative management, symptomatic treatment of headache and management of complications of SIH are also provided. CONCLUSIONS: This multidisciplinary consensus clinical guideline has the potential to increase awareness of SIH among healthcare professionals, produce greater consistency in care, improve diagnostic accuracy, promote effective investigations and treatments and reduce disability attributable to SIH