Debra Lee Panizzon

First-year biology students' understandings of meiosis : an investigation using a structural theoretical framework

Meiosis is a biological concept that is both complex and important for students to learn. This study aims to explore first‐year biology students’ explanations of the process of meiosis, using an explicit theoretical framework provided by the Structure of the Observed Learning Outcome (SOLO) model. The research was based on responses of 334 first‐year biology students to practical and examination questions about meiosis, together with student interviews. Students’ written responses were coded, which resulted in a hierarchy of qualitatively different categories consistent with recent developments in the SOLO model. Most responses described a number of the less abstract elements of meiosis, but not in a coherent, relational manner, and interviews elucidated several areas of confusion about meiosis and its subordinate concepts. These findings are consistent with much previous research, and provide insights into both the use of the SOLO model as a research tool and students’ understandings of meiosis. In conjunction with previous research, the results of this study raise questions beyond its local context about the match between students’ apparent understandings and university expectations. The implications of the study relate to the use of terminology, the treatment of meiosis in textbooks, and some specific issues of pedagogy.

An analysis of the role of peers in supporting female students’ choices in science subjects

This exploratory study investigated the role and importance of peers in providing personal and academic support for Year 11 female students, enrolled in physics and biology. While these areas of support had been identified in earlier research by Holland and Eisenhart (1981), this study attempted to investigate further their importance within an Australian context. Questionnaires, completed by one hundred female students, were analysed using Principal Components Analysis and MANOVA. The statistical analysis found no significant differences between the six relevant factors and science subjects, however, significant differences emerged in relation to schools and particular factors. Subsequently, six interviews were conducted with selected students to elaborate upon the statistical differences that emerged from these results. The interviews corroborated the findings of the quantitative analysis and provided explanations for these differences. Overall, the results of this study suggest that while the supportive role provided by peers is similar regardless of the science subject undertaken by a female student this role varies between schools.

Science education in rural settings: Exploring the 'State of Play' internationally

The majority of literature in rural education tends to focus around identifying the factors contributing to the significant variations that exist in relation to student achievement between rural and urban schools. In reviewing this research from an international perspective, an interesting inconsistency emerges. At one extreme, some studies support the notion of a ‘deficit model’ of rural schooling, whereas conflicting evidence attributes a high degree of success to these schools in relation to student achievement. This chapter attempts to explore and unravel these discrepancies by considering the available research in relation to the definitions used to define ‘rurality’, the ways in which achievement is measured so that comparisons are possible, and the potential limitations of these prior studies. By ‘stepping back’ from the literature and contemplating the research findings more holistically, it is possible to identify major themes that provide a solid basis upon which to build a framework for future research in the area.

Using ‘big ideas’ to enhance teaching and student learning

Abstract Organising teaching of a topic around a small number of ‘big ideas’ has been argued by many to be important in teaching for deep understanding, with big ideas being able to link different activities and to be framed in ways that provide perceived relevance and routes into engagement. However it is our view that, at present, the significance of big ideas in classroom practice is underappreciated while their implementation in teaching is perceived as ‘unproblematic’. In this paper we address these issues; while we draw on the experiences of two major research projects focusing on teachers’ pedagogical reasoning, we attempt to investigate big ideas from a conceptual stance. While the domain is important, we argue that the source of big ideas should include reflection on issues of student learning and engagement as well as the domain. Moreover, big ideas should be framed in ways that are richer, more generative of teaching ideas and more pedagogically powerful than topic headings. This means framing them as a sentence, with a verb, that provides direction and ideas for teachers. We posit three different kinds of big ideas: big ideas about content, big ideas about learning and big ideas about the domain; the last two result in teachers having parallel agendas to their content agendas. In addition to discussing how pedagogically powerful big ideas can be constructed, we draw on data from highly skilled teachers to extend thinking about how teachers can use big ideas.

Teaching Secondary Science in Rural and Remote Schools: Exploring the Critical Role of a Professional Learning Community

Much of the literature around rural education highlights broader issues and challenges faced by teachers in rural and remote secondary schools with little emphasis on the detail of teacher pedagogical knowledge and classroom practice that might be specific to these very different contexts. This is a serious oversight in country like Australia and Canada where the first teaching position for many graduates may be in small rural schools with few “experienced” mentors in their discipline areas. This is most particularly the case in fields such as the physical sciences. While the key components of quality teaching are relevant regardless of context, it is the way in which teachers apply, develop and implement their pedagogical knowledge to meet the needs of particular students that becomes the real craft of teaching. This chapter explores challenges likely to be confronted by secondary science teachers in rural/remote schools in Australia, and pedagogies and practices that are appropriate responses to these challenges. These challenges include engaging students in small senior classes, multigrade teaching, benchmarking practices that enhance student learning, maintaining academic standards (particularly in senior classes), and using contexts to teach science that are relevant to students and meet curriculum requirements. The implications of these experiences are considered in relation to preservice and inservice teacher education.

Formação inicial de professores de ciências na austrália, brasil e canadá: uma análise exploratória

A principal justificativa para estudos comparativos em Educacao e a promocao de um entendimento regional, local, por meio de analises e cooperacao internacional. Na area do ensino de ciencias, existem poucas investigacoes na formacao de professores numa perspectiva internacional. Baseado nessa perspectiva, este artigo vem contribuir mostrando uma analise comparativa dos programas de formacao de professores de ciencias para o Ensino Fundamental em tres diferentes contextos: Australia, Brasil e Canada. Apresenta-se uma analise qualitativa das similaridades e diferencas por meio da comparacao da politica de certificacao de professores de ciencias e das exigencias das instituicoes formadoras numa especifica jurisdicao de cada pais. Por meio dessa analise, identifica-se um numero coerente de similaridades, destacando-se os mecanismos de funcionamento e as estruturas comuns que dao suporte aos programas de formacao nas tres realidades estudadas. Os resultados apresentados sao importantes para futuros estudos comparativos na formacao de professores de ciencias.

Strategies for Enhancing the Learning of Ecological Research Methods and Statistics by Tertiary Environmental Science Students.

Abstract To undertake rigorous research in biology and ecology, students must be able to pose testable hypotheses, design decisive studies, and analyse results using suitable statistics. Yet, few biology students excel in topics involving statistics and most attempt to evade optional courses in research methods. Over the last few years, we have developed a tertiary-level unit to create a positive, inquiry-based, learning environment for teaching survey methods and statistics to environmental science students. This paper reports the success of incorporating a staged sequence of learning and assessment tasks into an ecological research methods unit. To gauge reactions to the strategies incorporated into the unit, all students completed a questionnaire and several students were interviewed while the lecturer involved was interviewed. Overall, students demonstrated acquisition of fundamental research skills, enhanced understanding of the subtleties of the scientific method, and improved confidence in their use of inferential statistical procedures. Further, they recognised the value of interactions with their colleagues and the need for flexibility in research design to compensate for variable environmental conditions. Skills in statistics and survey design appear best taught using learning and assessment tasks that are integrated into the teaching sequence so that they emulate the steps involved in conducting ‘real-life’ scientific research.

Pursuing Different Forms of Science Learning Through Innovative Curriculum Implementation

‘Science as a Human Endeavour’ is one of three strands of content identified in the new Australian Science Curriculum. All strands (Science as Human Endeavour, Science Understanding and Science Inquiry Skills) are seen as legitimate content areas to be learnt by all students throughout their school science. However, with the pressures of a crowded curriculum, many teachers consider ‘Science as a Human Endeavour’ an additional and somewhat less important burden and fail to appreciate the critical integrative role this strand can play in helping make science meaningful and relevant to all students. Embracing ‘Science as a Human Endeavour’ raises significant challenges for schools in re-assessing what counts as valued learning in science for future students. In this chapter we draw on specific cases from both the John Monash Science School (Victoria) and a Federal (Australian) National Broadband Network project involving the establishment of a virtual science school to illustrate how such shifts in thinking about learning to be valued may be explored and implemented. Importantly, we also consider the challenges that such shifts present to curriculum constructors and implementers. These two contexts are very different in the experiences they offer their students. The first tracks the development of a specialist school (the John Monash Science School) devoted to studying science at senior levels with a focus on providing rich experiences in science for students who already demonstrate interest and aptitude in this area. With its strong design emphasis on open space and the integration of ICT, both the cognitive and physical environments interact to enhance how students are able to engage with learning. In the second case, the focus is on providing access to interested Year 10 students from across Australia to learning experiences in the emerging sciences. In this solely online environment, students engage with their peers and teachers in a virtual classroom with access to resources, opportunities and ‘experts’ that are not normally part of mainstream classroom experiences.

Impact of Geographical Location on Student Achievement: Unpacking the Complexity of Diversity

When considered in the educational sphere, diversity often refers to the classroom and the ways in which teachers cater for the variety of learning needs of their students. At this classroom level, much can be learnt from the research literature regarding the factors likely to enhance the engagement and achievement of students in mathematics. However, diversity can be conceptualized more broadly in ways that identify distinct gaps in the mathematical opportunities provided for particular groups within society. One such example is geographical location, which emerged as an issue from international comparisons of data made available by the Program for International Student Assessment (PISA). These data highlight consistent significant differences in the achievement of students in rural schools when compared to their peers in metropolitan schools for a number of countries. In this chapter, Australia is taken as a case study. Geographical diversity around mathematical achievement is explored by synthesizing the evidence currently available and outlining some of the key contributing factors. Possible ways for enhancing greater inclusivity in mathematics classrooms across location are proposed.

Outreach Education: Enhancing the Possibilities for Every Student to Learn Science

A review of the science education literature identifies the importance of outreach in raising public awareness of science while providing students with contextually relevant and meaningful science in ways that enhance their school experiences. The National Virtual School of Emerging Sciences (NVSES) provided just such an opportunity. Established throughout 2012–2014, it enabled 429 secondary students from across Australia to engage with the emerging sciences of Astrophysics and Nanotechnology. Creation of ‘virtual’ science classrooms allowed small groups of students to connect synchronously twice a week under the guidance of subject specialist teachers. To prepare for this context, teachers modified their face-to-face pedagogies to suit the range of technologies readily accessible in the virtual classroom. This chapter discusses how these different pedagogies were utilised by the NVSES teachers to develop lessons that created unique experiences for students within the virtual classroom environment. Data collected from pre and post student surveys, interviews with the NVSES teachers and access to digitally-recorded lessons demonstrate that while NVSES was highly successful, there were challenges for all involved.