The ACELL project: student participation, professional development, and improving laboratory learning

Justin R. Read; Mark A. Buntine; Geoffrey T. Crisp; Simon C. Barrie; Adrian V. George; Scott H. Kable; Robert B. Bucat; Ian M. Jamie

The ACELL project

student participation, professional development, and improving laboratory learning

Justin R. Read, Mark A. Buntine, Geoffrey T. Crisp, Simon C. Barrie, Adrian V. George, Scott H. Kable, Robert B. Bucat, Ian M. Jamie

Department of Molecular Sciences

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution

7 Downloads (Pure)

Abstract

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.

Original 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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Carrick Award for Australian University Teaching
Ian Jamie (Recipient), Scott H. Kable (Recipient), Mark A. Buntine (Recipient), Simon C. Barrie (Recipient) & Justin R. Read (Recipient), 2007
Prize

Carrick Award for Australian University Teaching - Citation for Outstanding Contribution to Student Learning

Ian Jamie (Recipient), Mark A. Buntine (Recipient), Scott H. Kable (Recipient), Justin R. Read (Recipient) & Simon C. Barrie (Recipient), 2007

Prize

Cite this

Read, J. R., Buntine, M. A., Crisp, G. T., Barrie, S. C., George, A. V., Kable, S. H., ... Jamie, I. M. (2006). The ACELL project: student participation, professional development, and improving laboratory learning. In Symposium proceedings: assessment in science teaching and learning : September 28, 2006 : the University of Sydney (pp. 113-119). Sydney: UniServe Science.

Read, Justin R. ; Buntine, Mark A. ; Crisp, Geoffrey T. ; Barrie, Simon C. ; George, Adrian V. ; Kable, Scott H. ; Bucat, Robert B. ; Jamie, Ian M. / The ACELL project : student participation, professional development, and improving laboratory learning. Symposium proceedings: assessment in science teaching and learning : September 28, 2006 : the University of Sydney. Sydney : UniServe Science, 2006. pp. 113-119

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abstract = "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.",

author = "Read, {Justin R.} and Buntine, {Mark A.} and Crisp, {Geoffrey T.} and Barrie, {Simon C.} and George, {Adrian V.} and Kable, {Scott H.} and Bucat, {Robert B.} and Jamie, {Ian M.}",

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pages = "113--119",

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Read, JR, Buntine, MA, Crisp, GT, Barrie, SC, George, AV, Kable, SH, Bucat, RB & Jamie, IM 2006, The ACELL project: student participation, professional development, and improving laboratory learning. in Symposium proceedings: assessment in science teaching and learning : September 28, 2006 : the University of Sydney. UniServe Science, Sydney, pp. 113-119, Assessment in Science, Teaching and Learning, Sydney, 28/09/06.

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

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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.

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BT - Symposium proceedings

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