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    Improving teaching and learning in undergraduate science: Some research and practice

    Access Status
    Fulltext not available
    Authors
    Zadnik, Marjan
    Yeo, Shelley
    Date
    2001
    Type
    Conference Paper
    
    Metadata
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    Citation
    Zadnik, Marjan and Yeo, Shelley. 2001. Improving teaching and learning in undergraduate science: Some research and practice, in Fernandez, Anne (ed), Research and Development into University Science Teaching and Learning Workshop, UniServe Science, Apr 20 2001, pp. 12-16. The University of Sydney: UniServe Science.
    Source Title
    UniServe Science - Proceedings of Research and Development into University Science Teaching and Learning Workshop
    Source Conference
    UniServe Science
    Additional URLs
    http://science.uniserve.edu.au/pubs/procs/wshop6/rdws001.pdf
    ISBN
    1864874112
    URI
    http://hdl.handle.net/20.500.11937/37442
    Collection
    • Curtin Research Publications
    Abstract

    Research has shown that traditional methods of teaching science (lectures, laboratories and problem solving tutorials) are ineffective in promoting conceptual change and are inadequate or unsuitable for many students. Together with a growing number of colleagues around the world, members of the Physics Education Research and Development Group at Curtin University of Technology have attempted to address some of these issues by incorporating, or developing and evaluating, innovative teaching practice in their courses. Teaching innovations, such as the implementation of a 'studio' Model, are being researched to examine their effectiveness in changing students’ understandings of fundamental concepts. These innovations integrate theory, experiment and problem solving activities in a student-centred 'hands-on' learning environment based on a constructivist epistemology. This paper discusses some of the reasons for embarking on research into university science teaching and learning. It outlines the guiding principles and then describes some of the current projects and lessons we have learnt, which have led to improvements in student learning.

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