ORCID Profile
0000-0002-0002-5748
Current Organisation
University of Tasmania
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Science, Technology and Engineering Curriculum and Pedagogy | Curriculum and Pedagogy | Mathematics and Numeracy Curriculum and Pedagogy |
Learner and Learning Achievement | Learner and Learning Processes
Publisher: Informa UK Limited
Date: 28-10-2019
Publisher: Springer Science and Business Media LLC
Date: 16-09-2023
Publisher: Springer Singapore
Date: 2018
Publisher: Public Library of Science (PLoS)
Date: 24-08-2021
DOI: 10.1371/JOURNAL.PONE.0253949
Abstract: The constructive alignment (CA) of university teaching is designed to encourage students to adopt a deep learning approach, which supports meaningful learning. The evidence is mixed, however, with some studies showing that students may adopt a surface approach even when teaching promotes deep learning. To add to the understanding of the relationships between CA and learning approaches, we explored with quantitative measures two potential implications from prior qualitative research. First, we assessed with a novel questionnaire if students’ CA perceptions predicted adaptation towards a deep learning approach. Second, we explored relationships between deep approach adaptation and learning motivation, as well as perceived mental workload. 56 students from two second-year courses in different study programmes completed a learning approach questionnaire in the second (T 1 ), seventh (T 2 ), and the final fourteenth (T 3 ) course week. At T 2 and T 3, participants also rated the constructive alignment of the course, their learning motivation, and the mental workload. Regression analyses showed that ILO Clarity (i.e. being clear about the intended learning outcomes of the course) and receiving effective feedback were associated with a significant increase in deep approach scores from T 2 to T 3 . That deep approach adaptation was in turn positively related to learning motivation in terms of higher ratings of one’s competence, the importance of high course performance, and course usefulness. Moreover, deep approach adaptation went with higher satisfaction of having accomplished one’s learning goals, but also with stronger feelings of insecurity and stress. Our findings suggest that students’ CA perceptions are meaningful predictors of learning approach adaptation that might eventually be developed into indicators of the effectiveness of CA implementation at the course level.
Publisher: Routledge
Date: 30-07-2015
Publisher: Informa UK Limited
Date: 04-07-2020
Publisher: Informa UK Limited
Date: 27-07-2017
Publisher: Springer Science and Business Media LLC
Date: 14-05-2023
DOI: 10.1007/S10763-022-10281-7
Abstract: This report focuses on the ways in which 36 Grade 4 students recognized, explained, described, and employed variation during interviews conducted 1 month after participating in STEM-based activities in which they tested, adjusted, and re-tested catapults. An inductive thematic methodology was used for analysis of the interview transcripts to capture the ways in which students discussed their analyses and justified their conclusions from the activity. The results were based on 1080 instances of variation in student responses to the interview questions, which evidenced three ways students characterized variation: contextual variation, specific variation, and general variation. Findings point to the essential nature of context in building statistical understanding in relation to both specific and general aspects of variation as well as decision-making in that context.
Publisher: BRILL
Date: 22-10-2018
Publisher: Edith Cowan University
Date: 15-06-2016
Publisher: International Association for Statistical Education
Date: 29-02-2020
Abstract: Statistics education has the potential to assist students to develop their identities and engage in problems and social contexts that assist in empowering them to act politically in the future. The actions and narrative reported in this paper seek to identify the way in which teachers could develop and implement statistical inquiries that utilize aspects of creative insubordination to enhance student learning experiences. This paper reports on two students who were supported to produce information and act politically on a problem founded in their social and cultural context. Reported practices in this research involved inquiry tasks that promoted collaborative exploration of ideas, data analysis, and reporting. Results evidence that teaching statistics through projects that focus on the development of political actions, Creative Insubordination, have the potential to improve students’ statistical skills. As a consequence, the students were able to go beyond being data producers and data consumers to being statisticians and political activists, a shift necessary for students to understand how data can be used to transform their lives and those of others. First published February 2020 at Statistics Education Research Journal Archives
Publisher: Edith Cowan University
Date: 08-2018
Publisher: Springer International Publishing
Date: 10-12-2018
Publisher: BRILL
Date: 2020
Publisher: Informa UK Limited
Date: 2015
Publisher: Informa UK Limited
Date: 02-01-2019
Publisher: Springer Science and Business Media LLC
Date: 04-07-2023
DOI: 10.1007/S13394-022-00421-1
Abstract: Integrated STEM activities are espoused as appropriate for enhancing student learning in relation to statistical concepts however, a greater understanding of the way in which students’ ideas about those concepts develop is needed to maximise the learning potential offered by engagement in STEM activities. For this study, plant growth was chosen as a topic from the Year 6 Australian Science Curriculum as an appropriate context to employ aspects of the four STEM disciplines to explore students’ developing ideas about variation. Sixty-four Year 6 students across three school terms worked in groups of four to trial various treatments and their effects on the growth of radish or wheat seeds. This report considers two aspects of student learning related to this topic based on (i) the formative assessment of features of students’ workbook entries specifically related to variation during the part of the classroom activity based on their TinkerPlots graphs and (ii) the later summative evidence of learning in responses to end-of-year questions on the activity for 56 of the students. The workbook entries are presented via a qualitative analysis to provide evidence of the forming of understanding of variation in a STEM context, with the SOLO Taxonomy being employed to assess the longer-term evidence and developmental nature of that learning. Overall, a broader picture has emerged of the potential for developing appreciation of variation in a STEM context in primary school.
Start Date: 2018
End Date: 2018
Funder: University of Tasmania
View Funded ActivityStart Date: 2013
End Date: 2013
Funder: Department of Industry and Science
View Funded ActivityStart Date: 2013
End Date: 2013
Funder: Department of Industry and Science
View Funded ActivityStart Date: 2014
End Date: 2015
Funder: Department of Education Tasmania
View Funded ActivityStart Date: 2014
End Date: 2016
Funder: Department of Industry and Science
View Funded ActivityStart Date: 04-2015
End Date: 04-2020
Amount: $603,900.00
Funder: Australian Research Council
View Funded Activity