ACSME 2020 Special Issue - Editorial

The 2020 Australian Conference of Science and Mathematics Education (ACSME) was held online due to the COVID-19 epidemic with the theme: “A science education for uncertain times.” This special issue of the International Journal of Innovation in Science and Mathematics Education (IJISME), consisting of six papers, is rich in the discussion of a range of issues, including thoughtful detail of the enhancement of teaching practices in the face of the current COVID-19 challenges. Twenty-five authors and co-authors, from a variety of disciplines, contributed to this edition. Some authors detail how they have adapted to the current COVID-19 circumstances and how their innovations and modifications have impacted students. These range from implementation of instructional videos, conceptual understanding and self-efficacy for first-year physics students, student perception and experience of online topographical first-year anatomy laboratory classes using Zoom technology, and discussion of the transition of mathematics and statistics support “in a room” to “via Zoom” and its implications for students. Also included in this edition is a paper on the insights into student cognition using creative exercises as an evaluation tool in undergraduate first-year organic chemistry, and a paper on an Australian perspective on integrating cultural competence into science teaching via cultural accountability. Furthermore, we have included a discussion paper outlining short-term and long-term responses to COVID-19 in the context of quality assurance, quality improvement and scholarship requirements for curricula, which was supported by an inaugural Australian Council of Deans of Science (ACDS) Teaching Fellowship. We hope these papers inspire you to strengthen your own educational research activities and engage in, and write papers about, your scholarly teaching and learning practices, particularly in these changing times where the generation of new ideas and innovative practices has become a necessity for quality education of our science graduates

Using online tools to develop numerical competence in block mode teaching

BACKGROUND Low numeracy is of particular concern within STEM disciplines, leading academics to search for better means of mathematical instruction. AIMS The aim of this study was to investigate the implementation of online support tools to increase numeracy within a time-compressed block-teaching model. DESCRIPTION OF INTERVENTION Alongside small, focused groups, students had access to online numeracy tools, curated to aid in the development of numerical understanding. DESIGN AND METHODS N = 100 first year students were included in the study. On commencement, students participated in a survey to elicit their perceived ability, and history of learning, in mathematics. Students also completed a short quiz to establish a numeracy baseline. At the conclusion of the unit, students again completed both the survey and quiz, and the results were analysed. RESULTS Preliminary results indicate an increase in perceived mathematical ability, as well as an increase in actual performance, where there was engagement with the provided support tools. CONCLUSIONS The use of online support tools, particularly where students report low perceived numeracy, appear to aid in increasing perception and ability in this area. Further investigation is needed to determine what mix of tools is the most appropriate to maximise this benefit

STUDENTS’ PERCEPTION OF ONLINE GROSS ANATOMY LABORATORY CLASSES VIA ZOOM TECHNOLOGY

BACKGROUND During the 1st semester of 2020 the unit ‘Functional Anatomy of the Trunk’ was re-designed and taught online, in response to the COVID-19 virus lockdown. AIMS The aim of this study was to investigate whether the use of computer based online support tools (as replacement of the traditional cadaver based laboratory learning), in conjunction with a focused period of synchronous Zoom delivery, achieved student outcomes and learning experience. DESCRIPTION OF INTERVENTION The curriculum of the unit deals with the gross anatomy of the human trunk. The unit was taught in small groups (around 30 students) and entirely online with Zoom technology. DESIGN AND METHODS N=41 first year students participated in this study and were invited at the conclusion of the unit to complete an anonymous opinion-based survey (via Qualtrics). Student grades and learning management system analytics was also analysed. RESULTS Preliminary results indicate that students’ perception of the online gross anatomy laboratory learning was positive and extended their learning. However, the online learning platform has its limitations, not using real bodies makes it harder to appreciate the 3D relationships between structure and function. CONCLUSIONS Students’ perception of online learning as a replacement of the traditional gross anatomy laboratory was surprisingly positive. Most agreed that it provided valuable insights and improved their understanding of anatomy as well as helped with the application of anatomical knowledge. Equally so, they strongly agreed that the online 2D learning experience was less engaging and interesting than learning using real bodies

Naltrexone/bupropion for obesity: an investigational combination pharmacotherapy for weight loss

AbstractThe mechanism of action of the combination therapy, naltrexone/bupropion (NB), for obesity has not been fully described to date. Weight loss attempts rarely result in long-term success. This is likely a result of complex interactions among multiple peripheral and CNS systems that defend against weight loss, and may explain the overwhelming lack of effective obesity treatments. NB is an investigational combination therapy for obesity that was developed based on evidence that obesity involves alterations in the hypothalamic melanocortin system as well as brain reward systems that influence food craving and mood. Naltrexone and bupropion both have actions in these brain regions that may cause them to influence food intake, food craving, and other aspects of eating behavior that affect body weight. We review the individual actions of naltrexone and bupropion in brain hypothalamic and reward systems, and describe the current in vitro, in vivo, and clinical evidence for how NB influences food intake and produces weight loss

The importance of developing a metric to classify student experience in mathematics within the framework of intensive block teaching

The number of students enrolling in higher level mathematics units at high school have been in decline for a number of years. This is of particular concern when they then continue their studies within undergraduate STEM disciplines at University, leading academics to search for better methods to support mathematical instruction. The aim of this study was to investigate the development of a simple and robust tool to classify students’ mathematical capacity within a time compressed block teaching environment. One hundred and seventy-six first year students completed a survey reflecting on their level of comfort, competence, and enjoyment of mathematics, including their highest level of previous study in the discipline. Students also completed a short quiz to establish a pre-learning numeracy skill baseline. The survey provided data for development of the metric, from which, three groups ranked on their mathematical ability (low, medium and high) were identified which were then matched with scores arising from their baseline assessment. The classification grouping was uniform across all four offerings of the mathematics unit taught and matched with common baseline assessment scores. The importance of this tool shows both reliability and robustness in being able to identify students likely to have difficulty in studying undergraduate mathematics especially within the context of the time limited intensive block teaching, permitting early intervention to help students at risk of failure to succeed

How does team-based guided inquiry learning improve student engagement?

Bioscience is a fundamental component of undergraduate tertiary allied health programs, providing students the scientific basis underlying clinical practice. However despite its significance, Bioscience subjects prove to be a hurdle for many students (Jordan et al , 1999). The introduction of a Process Oriented, Guided Inquiry Learning (POGIL) (an example of an active learning approach) has been shown to significantly improve students’ marks in physiology (Brown, 2010). Guided group based activities would aid in building broader skills and capabilities like teamwork and communication skills, as well as physiology discipline knowledge and skills (Rathner et al 2013). This paper aims to assess the impact of changed teaching approach on student performance in first year physiology. . The redesign of the unit, Bioscience for paramedics 1 (a first year introductory unit for study of anatomy and physiology) in 2013 utilised team based guided inquiry to encourage time-on-task, active learning and constructive teamwork to promote good learning and study habits. Students were centrally assigned to a tutorial team. Teams were made up of between 4-6 students, and these teams, after week one of semester, were then stable throughout the semester. A typical tutorial group was made up of five teams. In 2012, tutorials were of one hour duration, more likely reflected a traditional didactic based tutorial activity. There was no assessment activity based on team participation of function. In 2013, students earned 20% of their final grade based on weekly team participation by submitting weekly team submission based on work done during the tutorial (2.0% per week for 10 tutorials). An opinion based survey was conducted at the end of semester. There was no significant difference in final exam result in any of the instances of the subject. Nor was there any difference in intrasemester test results between the 2011 and 2012 instance of the subject. However, students in 2013 outperformed both of the earlier instances of the subject (

Reviewing the literature: collaborative professional learning for academics in higher education

The literature indicates that collaborative activities can support professional learning (PL) for academics teaching in higher education (HE). Nevertheless, limited approaches for collegial PL exist that can be embedded in the day-to-day work of busy academics. This paper reports on an evidence-based approach to practice that was undertaken to develop an authentic, structured, collegial approach to PL for academics. This involved a review and synthesis of relevant literature, which revealed that collegial PL could be supported through self-initiated communities of academics; collaborative, social interaction with peers; safe, non-judgemental, supportive, conversations; critical reflection; sustained inquiry into practice; an exploration of perspectives; and bespoke resources. These findings informed the development of the Collaborative Peer-Observation Learning Circles (CPO/LC). The approach includes a four-stage process and adaptable template resources designed to facilitate academics’ collegial PL while also meeting the needs of accreditation requirements in HE

Methamphetamine Induces Systemic Inflammation and Anxiety: The Role of the Gut–Immune–Brain Axis

Methamphetamine (METH) is a highly addictive drug abused by millions of users worldwide, thus becoming a global health concern with limited management options. The inefficiency of existing treatment methods has driven research into understanding the mechanisms underlying METH-induced disorders and finding effective treatments. This study aims to understand the complex interactions of the gastrointestinal–immune–nervous systems following an acute METH dose administration as one of the potential underlying molecular mechanisms concentrating on the impact of METH abuse on gut permeability. Findings showed a decreased expression of tight junction proteins ZO-1 and EpCAm in intestinal tissue and the presence of FABP-1 in sera of METH treated mice suggests intestinal wall disruption. The increased presence of CD45+ immune cells in the intestinal wall further confirms gut wall inflammation/disruption. In the brain, the expression of inflammatory markers Ccl2, Cxcl1, IL-1β, TMEM119, and the presence of albumin were higher in METH mice compared to shams, suggesting METH-induced blood–brain barrier disruption. In the spleen, cellular and gene changes are also noted. In addition, mice treated with an acute dose of METH showed anxious behavior in dark and light, open field, and elevated maze tests compared to sham controls. The findings on METH-induced inflammation and anxiety may provide opportunities to develop effective treatments for METH addiction in the future