Analogies are often used in science, but students may not appreciate their significance, and so the analogies can be misunderstood or discounted. For this reason, educationalists often express concern about the use of analogies in teaching. Given the important place of analogies in the discourse of science, it is necessary that students are explicitly shown how they work, perhaps based on the structure-mapping theory we outline here. When using an analogy, the teacher should very clearly specify both its components and its limitations. Great care is required in developing an analogy to ensure that it is understood as intended and that misconceptions are minimized. This approach models the behavior of a scientist, which helps to develop student understanding of the practice of science.
Reducing the number of face-to-face laboratory sessions and supplementing with virtual/online alternatives are critical to managing the combined pressures of increasing first-year student numbers and decreasing university budgets. Most of the research studies about online practicals are hypothesis generating rather than hypothesis testing thus only providing initial support and direction for the generation of pedagogically sound online laboratory teaching. This pilot study investigated the effectiveness of using a combination of online and face-to-face practical sessions to enable students in a Microbiology unit, offered to students completing several health science courses, to connect discipline-specific theory and practical application. Quantitative and qualitative data were gathered using a paper-based questionnaire from 72 first-year students. Results showed that 65 percent of students preferred a combination of face-to-face and online sessions. Furthermore, determinants for engagement with online sessions varied with student gender.
The purpose of this study was to determine the current perspectives of feedback from first and second year undergraduate students enrolled in blended units of study which incorporated both face-to-face and online components. Students enrolled in a unit of study taught by the School of Health Sciences at the University of Tasmania were surveyed to broadly determine their perception of the feedback process. Responses from the 55% of the cohort who completed the survey indicated that students recognised a wide variety of feedback processes in both written and online formats. Results indicated that students did not always identify that feedback (particularly formative) could feed forward to enhance their learning. There was a strong student focus on the importance of summative assessment feedback. The analysis of survey responses identified four main themes which form the focus of the discussion; types of feedback, student role in seeking feedback, the usefulness of feedback to learning and, feedback perception and awareness of students. The outcomes of this study also highlighted the necessity to educate both teaching staff and students with respect to feedback processes within the learning and teaching paradigm in higher education.
Academics acknowledge that students are often unable to link and extend first year, first semester foundation material throughout their undergraduate degree. The use of a pedagogically sound interactive digital game-based learning (DGBL) resource to engage first year biological science students in recalling, linking and applying foundation knowledge and increasing their learning outcomes has been explored. According to the current literature there exists no evidence that DGBL resources have previously been used to address this transfer and linking of knowledge and core skills. Results from our study of student perceptions and student learning outcomes suggest that our creatively designed resource has effectively targeted a mixed cohort of students to retain, link and extend foundation knowledge. Our study also indicates that DGBL resources have a valid role in enabling students, many of whom are classed as "digital natives", to demonstrate positive learning outcomes by successfully recalling and transferring unit content into new learning domains.
The University of Tasmania (UTas), Australia, made the commitment to adopt a plan for incorporating environmental literacy and sustainability into teaching and learning practices for all undergraduate and postgraduate students as well as within research, operational activities, and the community. The systematic goal was Education for Sustainability (EfS). To move towards this goal, a Community of Practice (CoP) in EfS was established in 2011. This chapter describes the establishment process for this CoP along with key milestones from 2011 through 2013. Paramount among these is the impact of the CoP on EfS at UTas and beyond and the phases involved—from initiation to maturation to ongoing regeneration—are explored. The diverse membership of the CoP, which includes students, academics, professional/operational staff, and community members, is elaborated upon in this chapter to ensure each role is understood as well as the challenges that arise from such diverse initiatives (60+ members).
was established in September 2011 to bring together staff and the wider non-university community (e.g., non-government organisations, primary and secondary schools) with the goal of embedding sustainability as a core focus of the university curriculum, research activities, operations and community engagement. The establishment of this institution-wide Community of Practice is discussed within the context of engagement with the wider University of Tasmania community to raise awareness of, and participation in, Education for Sustainability initiatives. The paper documents the creation processes and includes opportunities and challenges encountered by Community of Practice members. Areas of discussion include greater collaboration across disciplinary boundaries and between academic and professional staff members. The major themes for these discussions were-the 'idea' of sustainability; the social responsibility of the wider university community; the teaching-research nexus and the student experience; community engagement; institutional leadership.
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