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

Universities and public libraries supporting student success: an exploratory study

As universities seek new ways to engage and support students in their learning, in Australia, students from regional and remote areas pose a challenge for universities given their geographical, social and technological isolation compared with their metropolitan counterparts. Much of the literature that address challenges associated with distance learning focus on teaching, course design and ways of accessing learning materials. Little is known about the provision of learning support services. Public libraries are well placed within their communities to assist university students with their learning needs. The aim of this research was to explore the idea of universities and public library services working together to support regional student success. The University of Southern Queensland, provided the context for this study. Semi-structured interviews with representatives from public library services in regional areas of Queensland were conducted to find out what service is currently being provided to students; challenges, opportunities and related issues. Thematic analysis was used to identify themes that told the ‘story’ within the data. Findings suggest there is an opportunity for universities and public libraries to work together to support regional student success, and that this opportunity is worthy of further discussion and exploration

Challenging the Science Curriculum Paradigm: TeachingPrimary Children Atomic-Molecular Theory

Solutions to global issues demand the involvement of scientists, yet concern exists about retention rates in science as students pass through school into University. Young children are curious about science, yet are considered incapable of grappling with abstract and microscopic concepts such as atoms, sub-atomic particles, molecules and DNA. School curricula for primary (elementary) aged children reflect this by their limitation to examining only what phenomena are without providing any explanatory frameworks for how or why they occur. This research challenges the assumption that atomic-molecular theory is too difficult for young children, examining new ways of introducing atomic theory to 9 year olds and seeks to verify their efficacy in producing genuine learning in the participants. Early results in three cases in different schools indicate these novel methods fostered further interest in science, allowed diverse children to engage and learn aspects of atomic theory, and satisfied the children’s desire for intellectual challenge. Learning exceeded expectations as demonstrated in the post-interview findings. Learning was also remarkably robust, as demonstrated in two schools eight weeks after the intervention, and in one school, one year after their first exposure to ideas about atoms, elements and molecules