Abstract
| Language | English |
|---|---|
| Title of host publication | Symposium proceedings |
| Subtitle of host publication | assessment in science teaching and learning : September 28, 2006 : the University of Sydney |
| Place of Publication | Sydney |
| Publisher | UniServe Science |
| Pages | 113-119 |
| Number of pages | 7 |
| ISBN (Print) | 1864878657 |
| Publication status | Published - 2006 |
| Event | Assessment in Science, Teaching and Learning - Sydney Duration: 28 Sep 2006 → 28 Sep 2006 |
Conference
| Conference | Assessment in Science, Teaching and Learning |
|---|---|
| City | Sydney |
| Period | 28/09/06 → 28/09/06 |
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The ACELL project : student participation, professional development, and improving laboratory learning. / Read, Justin R.; Buntine, Mark A.; Crisp, Geoffrey T.; Barrie, Simon C.; George, Adrian V.; Kable, Scott H.; Bucat, Robert B.; Jamie, Ian M.
Symposium proceedings: assessment in science teaching and learning : September 28, 2006 : the University of Sydney. Sydney : UniServe Science, 2006. p. 113-119.Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › Research › peer-review
TY - GEN
T1 - The ACELL project
T2 - student participation, professional development, and improving laboratory learning
AU - Read, Justin R.
AU - Buntine, Mark A.
AU - Crisp, Geoffrey T.
AU - Barrie, Simon C.
AU - George, Adrian V.
AU - Kable, Scott H.
AU - Bucat, Robert B.
AU - Jamie, Ian M.
PY - 2006
Y1 - 2006
N2 - Chemistry is an ‘enabling science’ as its core concepts are essential for almost every area of science (White, O’Connor, Mousley, Cole and MacGillivray 2003) and it is studied both as a discipline in its own right and as a central component of other degree programs. Across 35 Australian universities, more than 20 000 students are taught chemistry each year (Barrie, Buntine, Jamie and Kable 2001a). Chemistry is also a highly conceptual discipline, requiring an ability to deal with phenomena at both a macroscopic and microscopic level, and to connect with symbolic representations used at each of these levels. Students may experience difficulties with their learning if this symbolic language is taken for granted, and there is a risk that connections between the material world and theoretical constructs may be misunderstood (Marais and Jordaan 2000; Kozma, Chin, Russell and Marx 2000; Bucat 2004). The laboratory environment is a bridge between theory and praxis, it offers unique opportunities to assist students as they attempt to construct an understanding of these connections.
AB - Chemistry is an ‘enabling science’ as its core concepts are essential for almost every area of science (White, O’Connor, Mousley, Cole and MacGillivray 2003) and it is studied both as a discipline in its own right and as a central component of other degree programs. Across 35 Australian universities, more than 20 000 students are taught chemistry each year (Barrie, Buntine, Jamie and Kable 2001a). Chemistry is also a highly conceptual discipline, requiring an ability to deal with phenomena at both a macroscopic and microscopic level, and to connect with symbolic representations used at each of these levels. Students may experience difficulties with their learning if this symbolic language is taken for granted, and there is a risk that connections between the material world and theoretical constructs may be misunderstood (Marais and Jordaan 2000; Kozma, Chin, Russell and Marx 2000; Bucat 2004). The laboratory environment is a bridge between theory and praxis, it offers unique opportunities to assist students as they attempt to construct an understanding of these connections.
M3 - Conference proceeding contribution
SN - 1864878657
SP - 113
EP - 119
BT - Symposium proceedings
PB - UniServe Science
CY - Sydney
ER -