‘There's a much bigger world of science than just Australia': Australian students’ development of disciplinary knowledge, transferable skills and attributes through a New Colombo Plan short-term mobility program to Japan

Trần, Lý Thị; Phan, Huong Le Thanh; Bellgrove, Alecia

doi:10.1080/09500693.2021.1891322

Cited by 17 publications

(12 citation statements)

References 26 publications

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“…Additionally, the effect of 'novelty space' on off-campus fieldwork can affect student learning (Cotton & Cotton, 2009), although other more recent studies show that novelty and new experiences were viewed as positive by students (Goodenough et al, 2015). Students also struggle to link off-campus overseas fieldwork with employability, despite identifying that they had developed technical and transferable skills as a result of the experience (Tran, Phan, & Bellgrove, 2021).…”

Section: Fieldwork In the Current Higher Education Environmentmentioning

confidence: 99%

“…For students, on-campus opportunities can increase accessibility of fieldwork, meaning more students from all backgrounds and locations, rather than select groups, may access the benefits to their learning, skill development, and well-being. Fieldwork becomes more common and scalable rather than being offered as 'signature' study tour style experiences for small groups of typically 20-50 students (Phan, Tran, & Bellgrove, 2021). There is currently a deficit in educational literature covering the opportunities and educational benefits provided by the incorporation of on-campus field-based learning into traditional science degrees (Boyle & Stokes, 2009;Da Silva, 2014).…”

Section: Fieldwork In the Current Higher Education Environmentmentioning

confidence: 99%

“…An effective fieldwork-based skills curriculum in environmental fields may be a hook that draws students to undertake fieldwork and integrate these elements and benefits, ultimately empowering students (Scott, Humphries, & Henri, 2019). Considering the gap in generic transferable skills that has been reported among Australian science graduates (Sheldon & Thornthwaite, 2005), and previous studies reporting improved skills development from practical fieldwork (Tran, Phan, & Bellgrove, 2021), it is particularly important to identify whether on-campus fieldwork can be used to enhance the skills curriculum and a sense of empowerment (Norton & Cakitaki, 2016;Scott, Humphries, & Henri, 2019).…”

Section: Authentic Skills Developmentmentioning

confidence: 99%

“…Other studies have found that staff-lead fieldwork causes students to identify technical skills, while student-lead fieldwork helps students to identify transferrable skills and link to enhance their employability (Peasland et al, 2019). Yet some studies have shown that students still struggle to link off-campus fieldwork with employability (Pha, Tran, & Bellgrove, 2021). This appears linked to perceptions of the authenticity of the task and potentially affective responses to developing a sense of professional identity (Halliwell et al, 2020;Peacock & Bacon, 2018).…”

Section: " -(Jmr3)mentioning

confidence: 99%

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Do Students Value On-Campus Field-Based Education? A Case Study of Science Educational Initiatives in the Jock Marshall Reserve

Chapple

Wilson

Herbert

et al. 2022

IJISME

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Fieldwork, known for fostering more engaging and authentic learning experiences, is an established tradition in higher education which is changing; increasingly run on-campus for financial and logistical reasons and enhanced through education technologies to reflect industry practices. Here we examine student perceptions of on-campus fieldwork with the aim of understanding if on-campus fieldwork was valued and why, to be able to compare against literature on off-campus fieldwork. We explore student views on activities at the Jock Marshall Reserve, an on-campus nature reserve of Monash University, Australia using mixed-methods approach. An online survey targeted students undertaking four subjects across first to third year and received 116 responses. In alignment with off-campus fieldwork studies, we found that overwhelmingly respondents highly valued fieldwork with dominant reasons being; 1) developed skills relevant to ‘real-world’ science, 2) reinforced theoretical learning, and 3) was more engaging than traditional study, with some benefits to their wellbeing. The novel perceptions related to increased convenience and authenticity. Since a majority of respondents wished to undertake on-campus fieldwork more frequently, this study suggests that the inclusion of on-campus fieldwork should be considered within science curriculum in higher education.

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Section: Fieldwork In the Current Higher Education Environmentmentioning

confidence: 99%

Section: Fieldwork In the Current Higher Education Environmentmentioning

confidence: 99%

Section: Authentic Skills Developmentmentioning

confidence: 99%

Section: " -(Jmr3)mentioning

confidence: 99%

See 2 more Smart Citations

Do Students Value On-Campus Field-Based Education? A Case Study of Science Educational Initiatives in the Jock Marshall Reserve

Chapple

Wilson

Herbert

et al. 2022

IJISME

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“…The college stage is the transitional stage of life, which needs to complete the transformation from school to society ( Porru et al, 2021 ). There are many factors affecting the mental health of college students, including the learning environment, social environment, employment pressure, and so on ( Tran et al, 2021 ). At present, in the Chinese college, about 30% of college students suffer from mental diseases to varying degrees, one-third of which has more serious mental diseases ( Ochnik et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Exploration and Strategy Analysis of Mental Health Education for Students in Sports Majors in the Era of Artificial Intelligence

Liang

Yong

Ge³

et al. 2022

Front. Psychol.

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This study aims to explore new educational strategies suitable for the mental health education of college students. Big data and artificial intelligence (AI) are combined to evaluate the mental health education of college students in sports majors. First, the research status on the mental health education of college students is introduced. The internet of things (IoT) on mental health education, a structure based on big data and convolutional neural network (CNN), is constructed. Next, the survey design and questionnaire survey are carried out. Finally, the questionnaire data are analyzed and compared with the mental health status under traditional education. The results show that the CNN model has good accuracy and ability to distinguish symptoms, so it can be applied to the existing psychological work in colleges. In the symptom comparison survey, under the traditional education and big data network, the number of college students with mild mental health problems is found to be 158 (84.9%) and 170 (91.4%), respectively. It indicates that the number of college students with moderate mental health problems decreases significantly. In the comparative investigation of the severity of mental problems, the number of students with normal mental health, subhealth, and serious mental health problems under the background of traditional mental health education is 125 (67.2%), 56 (30.1%), and 5 (2.7%), respectively. The mental health status of college students under the influence of big data networks on mental health education is better than that of traditional mental health education. There are 140 students with normal mental health, a year-on-year increase of 16.7%. In the comparative survey of specific mental disorders, students with obsessive-compulsive symptoms under traditional mental health education account for 22.0% of the total sample, having the largest proportion. In the subhealth psychological group under the big data network on mental health education, the number of hostile students decreases by 7, which is the psychological factor with the most obvious improvement. Hence, the proposed path of mental health education is feasible.

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The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Susilayati,

Hardyanto,

Supriyadi

et al. 2024

Review of Education

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The COVID‐19 global pandemic was a socio‐scientific issue (SSI) that had an impact on various aspects of life including education. Educational institutions adapted to new learning, teaching and assessment approaches to be effective in responding to the pandemic. This study aims to determine the research trends and contributions of science education during the COVID‐19 pandemic in order to follow up on possible impacts and other crises in the future. The study involved a narrative systematic literature review of 898 articles published in three selected journals from 2018 to 2021. The analysis was divided into two stages. First, to compare research trends between 2018 and 2019 as the baseline with research trends for 2020–2021 during COVID‐19. Second, to systematically analyse the content of articles published between 2020 and 2021 to explore the contribution of science education amidst COVID‐19 descriptively. The results show that the empirical type of research during the COVID‐19 pandemic has increased compared to the baseline. Research topics on learning contexts dominate the baseline and amidst the pandemic, but ‘teaching’ topics are current and future trends in science education research. The three selected journals contributed many publications related to understanding and resolving the crisis during the COVID‐19 pandemic directly and indirectly. In addition, science education amidst COVID‐19 contributes to preparing the younger generation to become resilient citizens capable of dealing with crises. Direct evidence of preparing resilient citizens amidst the COVID‐19 pandemic is contributed by technological and pedagogical knowledge, content and context knowledge, futurising education, and student mobility programmes in science education. Furthermore, indirect evidence is contributed by science education publications published in the three selected journals between 2020 and 2021. Most publications are carried out at the high school level. More articles in the integrated sciences are published than in separate disciplines such as physics, chemistry, biology and earth/space science. Furthermore, the details of research trends and contributions of science education amidst the COVID‐19 pandemic are discussed.

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‘There's a much bigger world of science than just Australia': Australian students’ development of disciplinary knowledge, transferable skills and attributes through a New Colombo Plan short-term mobility program to Japan

Cited by 17 publications

References 26 publications

Do Students Value On-Campus Field-Based Education? A Case Study of Science Educational Initiatives in the Jock Marshall Reserve

Do Students Value On-Campus Field-Based Education? A Case Study of Science Educational Initiatives in the Jock Marshall Reserve

Exploration and Strategy Analysis of Mental Health Education for Students in Sports Majors in the Era of Artificial Intelligence

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

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