Use of online video in a first year tertiary mathematics unit

The exploratory case study reported here used an action learning approach to examine the impact of online video on students studying a first year mathematics unit aimed at non-mathematics majors. After this intervention, the students completed a written questionnaire to determine their views on the impact of online video material on their understanding. Although most students were frequent users of online video only a proportion viewed the online video material. Two thirds of students who viewed the online video found it useful for visualising and understanding the practical applications of exponential function. The findings of this pilot study are encouraging and provide impetus to repeat the intervention, and develop online video material in other difficult areas of mathematics

Contemporary science curricula in Australian schools

A quality education in science is a crucial outcome of schooling. All young people need a deep understanding of how the practice of science enables humans to make sense of the world around them. The knowledge produced by science allows us to solve problems and make informed, evidence-based judgements to improve our lives and that of others. For example, our understanding of science allows us to develop drugs to treat diseases, build telescopes to search the outermost parts of the Universe, predict weather patterns and explain why certain chemicals react with each other in predictable ways. Many of the global problems facing humanity (e.g., climate change, food and energy shortages) require science and technology-based solutions

Measuring preparedness to teach with ICT

In this paper we discuss the development and implementation of a questionnaire that measures preparedness to teach secondary school science with information and communication technologies (leT). The questionnaire was designed for the purpose of evaluating the effectiveness of instruction in a science education unit in a Graduate Diploma teacher education course. Rasch analysis of the pre- and post-unit responses indicated domains of expertise for which students perceived they had improved their knowledge during the unit, and domains for which they perceived they were less knowledgeable after the unit than before it. We discuss students\u27 responses in relation to the unit, and report the technical decisions that we \u27made as part of the analysis. The questionnaire could be adapted easily to suit preservice teacher education in disciplines other than science

Use of online video in the teaching of exponential functions

Graduates with high level mathematical skills are a commodity that Australia needs more of. However the number of high school students taking a level of mathematics sufficient for their university studies is on the decline. This lack of relevant mathematical preparation makes the teaching of these students in their first year mathematics units challenging. Visualisation is an important tool in mathematical problem solving. The use of online videos (eg, YouTube) to illustrate applications of mathematical concepts can help to enhance a student’s engagement and ultimately their conceptual understanding. Conducted at a large Australian university with students enrolled in a first year service teaching mathematics unit taught in a traditional lecture and tutorial format, online videos were introduced to enhance students’ understanding of exponential function. The videos present the concepts in real world contexts in a visual way that is relevant and thus provides a starting point for engaging students in mathematical thinking. Online video was augmented with specific exercises in the same context as the videos. The outcomes of this intervention will be discussed

Use of cognitive organisers as a self regulated learning strategy

This research investigates the use of cognitive organisers as a self-regulated learning strategy by gifted and talented science students in a Year 9 class at a metropolitan high school in Perth, Western Australia. The case study research design incorporates three primary methods of data collection including participant observation in classrooms, surveys of student learning approaches and two cycles of in-depth student interviews. Findings indicate the students' use of cognitive organisers to complete an academic task is dependent on the nature of the task and prior exposure to cognitive organisers aligned with the task rather than the students' learning approach. The immediate significance of this research is that it provides a model of factors that facilitate or hinder autonomous student use of cognitive organisers. Recommendations for classroom implementation of cognitive organisers are included

A pilot program to build research competence in teaching and learning in academics

As universities moves towards becoming more research intensive while maintaining high standards in teaching and learning it is expected that all academic staff will engage in scholarship of teaching and learning. One aspect of scholarship is research in teaching and learning. Although academics may want to conduct educational research they do not necessarily have the research background to do so. Educational research has its own particular research paradigms, methodologies, data sources and methods of analysis, some of which may be unfamiliar to those from STEM disciplines. In 2011, a curriculum resource and professional learning program was developed to enable academics to engage in educational research in tertiary settings. The curriculum resource includes modules on educational research paradigms, research methodologies, data sources, ethics, data analysis, writing and publishing. In 2012, the program is being piloted with 26 academics. The program has been challenging as academics struggle to understand research methods they are not familiar with and find time within their busy academic lives. Nonetheless, the participants are enthusiastic and most are making steady progress in their research. This presentation will focus on preliminary findings of the experiences of the participants

Measuring preparedness to teach with ICT

In this paper we discuss the development and implementation of a questionnaire that measures preparedness to teach secondary school science with information and communication technologies (leT). The questionnaire was designed for the purpose of evaluating the effectiveness of instruction in a science education unit in a Graduate Diploma teacher education course. Rasch analysis of the pre- and post-unit responses indicated domains of expertise for which students perceived they had improved their knowledge during the unit, and domains for which they perceived they were less knowledgeable after the unit than before it. We discuss students\u27 responses in relation to the unit, and report the technical decisions that we \u27made as part of the analysis. The questionnaire could be adapted easily to suit preservice teacher education in disciplines other than science