Description:
This paper describes an ALTC (Australian Learning and Teaching Council) funded project, which addresses the development of students‟ report writing skills in science and engineering across the undergraduate years. The WRiSE project grew out of concerns about student performance in written assessments, as well as the need to improve graduate writing emphasised by employers and government. The project approach involved a collaborative team across two institutions. The team comprised language and learning specialists and discipline staff who developed learning materials and technical and eLearning specialists who converted these into online materials. Development followed a feedback spiral, which also involved student users. WRiSE is an integrated, freely available, student centred, online learning environment for report writing in nine discipline areas within science and engineering. In each discipline area, interactive learning materials have been developed to address both the product and process of report writing, as well as the concepts and content behind the reports students have to write. WRiSE is designed to meet the needs of students from diverse backgrounds who have had varying writing experiences as it can be accessed according to student needs. Evaluation of WRiSE has been positive in the areas of user friendliness and improved understanding and confidence in report writing. Those students who used WRiSE have attained significantly higher grades in their reports than students who did not use WRiSE.
Description:
Assessment is an integral part of the learning cycle and is necessary to determine where students are currently at, how to move them to the next level of understanding and to make judgements about whether or not learning has occurred. Assessment becomes formative assessment when the teacher uses it to modify the teaching or learning that occurs next.
Description:
Background: Professional nursing practice is informed by biological, social and behavioural sciences. In undergraduate pre-registration nursing programs, biological sciences typically include anatomy, physiology, microbiology, chemistry, physics and pharmacology. The current gap in the literature results in a lack of information about the content and depth of biological sciences being taught in nursing curricula. The aim of this study was to establish what priority is given to the teaching of science topics in these programs in order to inform an understanding of the relative importance placed on this subject area in contemporary nursing education. Method: This study employed a cross-sectional survey method. This paper reports on the first phase of a larger project examining science content in nursing programs. An existing questionnaire was modified and delivered online for completion by academics who teach science to nurses in these programs. This paper reports on the relative priority given by respondents to the teaching of 177 topics contained in the questionnaire. Results: Of the relatively small population of academics who teach science to nursing students, thirty (n = 30) completed the survey. Findings indicate strong support for the teaching of science in these programs, with particular priority given to the basic concepts of bioscience and gross system anatomy. Of concern, most science subject areas outside of these domains were ranked as being of moderate or low priority. Conclusion: While the small sample size limited the conclusions able to be drawn from this study, the findings supported previous studies that indicated inadequacies in the teaching of science content in nursing curricula. Nevertheless, these findings have raised questions about the current philosophy that underpins nursing education in Australia and whether existing practices are clearly focused on preparing students for the demands of contemporary nursing practice. Academics responsible for the design and implementation of nursing curricula are encouraged to review the content of current programs in light of the findings of this research.
Description:
Background: Professional nursing practice is informed by biological, social and behavioural sciences. In undergraduate pre-registration nursing programs, biological sciences typically include anatomy, physiology, microbiology, chemistry, physics and pharmacology. The current gap in the literature results in a lack of information about the content and depth of biological sciences being taught in nursing curricula. The aim of this study was to establish what priority is given to the teaching of science topics in these programs in order to inform an understanding of the relative importance placed on this subject area in contemporary nursing education. Method: This study employed a cross-sectional survey method. This paper reports on the first phase of a larger project examining science content in nursing programs. An existing questionnaire was modified and delivered online for completion by academics who teach science to nurses in these programs. This paper reports on the relative priority given by respondents to the teaching of 177 topics contained in the questionnaire. Results: Of the relatively small population of academics who teach science to nursing students, thirty (n = 30) completed the survey. Findings indicate strong support for the teaching of science in these programs, with particular priority given to the basic concepts of bioscience and gross system anatomy. Of concern, most science subject areas outside of these domains were ranked as being of moderate or low priority. Conclusion: While the small sample size limited the conclusions able to be drawn from this study, the findings supported previous studies that indicated inadequacies in the teaching of science content in nursing curricula. Nevertheless, these findings have raised questions about the current philosophy that underpins nursing education in Australia and whether existing practices are clearly focused on preparing students for the demands of contemporary nursing practice. Academics responsible for the design and implementation of nursing curricula are encouraged to review the content of current programs in light of the findings of this research.
Description:
The use of spectral-domain optical coherence tomography (SD-OCT) is becoming commonplace for the in vivo longitudinal study of murine models of ophthalmic disease. Longitudinal studies, however, generate large quantities of data, the manual analysis of which is very challenging due to the time-consuming nature of generating delineations. Thus, it is of importance that automated algorithms be developed to facilitate accurate and timely analysis of these large datasets. Furthermore, as the models target a variety of diseases, the associated structural changes can also be extremely disparate. For instance, in the light damage (LD) model, which is frequently used to study photoreceptor degeneration, the outer retina appears dramatically different from the normal retina. To address these concerns, we have developed a flexible graph-based algorithm for the automated segmentation of mouse OCT volumes (ASiMOV). This approach incorporates a machine-learning component that can be easily trained for different disease models. To validate ASiMOV, the automated results were compared to manual delineations obtained from three raters on healthy and BALB/cJ mice post LD. It was also used to study a longitudinal LD model, where five control and five LD mice were imaged at four timepoints post LD. The total retinal thickness and the outer retina (comprising the outer nuclear layer, and inner and outer segments of the photoreceptors) were unchanged the day after the LD, but subsequently thinned significantly (p < 0.01). The retinal nerve fiber-ganglion cell complex and the inner plexiform layers, however, remained unchanged for the duration of the study.
Description:
The use of spectral-domain optical coherence tomography (SD-OCT) is becoming commonplace for the in vivo longitudinal study of murine models of ophthalmic disease. Longitudinal studies, however, generate large quantities of data, the manual analysis of which is very challenging due to the time-consuming nature of generating delineations. Thus, it is of importance that automated algorithms be developed to facilitate accurate and timely analysis of these large datasets. Furthermore, as the models target a variety of diseases, the associated structural changes can also be extremely disparate. For instance, in the light damage (LD) model, which is frequently used to study photoreceptor degeneration, the outer retina appears dramatically different from the normal retina. To address these concerns, we have developed a flexible graph-based algorithm for the automated segmentation of mouse OCT volumes (ASiMOV). This approach incorporates a machine-learning component that can be easily trained for different disease models. To validate ASiMOV, the automated results were compared to manual delineations obtained from three raters on healthy and BALB/cJ mice post LD. It was also used to study a longitudinal LD model, where five control and five LD mice were imaged at four timepoints post LD. The total retinal thickness and the outer retina (comprising the outer nuclear layer, and inner and outer segments of the photoreceptors) were unchanged the day after the LD, but subsequently thinned significantly (p < 0.01). The retinal nerve fiber-ganglion cell complex and the inner plexiform layers, however, remained unchanged for the duration of the study.
Description:
"This study investigated the perceptions and expectations of students in a Year 7 science class in an attempt to elicit and make sense of what constitutes a learning environment conducive to engagement with science learning, and what role the teacher's pedagogy might play in the development."
Description:
"This study investigated the perceptions and expectations of students in a Year 7 science class in an attempt to elicit and make sense of what constitutes a learning environment conducive to engagement with science learning, and what role the teacher's pedagogy might play in the development."
Challenges faced by early-career researchers in the sciences in Australia and the consequent effect of those challenges on their careers : a mixed methods project
Description:
The purpose of the study was to explore the challenges faced by early-career researchers (ECRs) in the sciences in Australia and the consequent effect of those challenges on their careers. Using a realist/postpositivist paradigm, an evaluative approach, and a framework of job satisfaction, this project has explored and compared the views of ECRs to evaluate the factors which shape the ECR experience and contribute to job satisfaction or dissatisfaction and intention to leave, and to define the features which are necessary to keep an ECR in research. Data collection for this mixed methods study entailed a national survey of researchers working in universities and research institutes (n=658), a focus group discussion and semistructured in-depth interviews with eight women from a variety of scientific disciplines who had recently left academic research workplaces. I focussed particularly on the difficulties consequent to job insecurity: the constant need to attracting funding and a permanent position, lack of work-life balance and associated stress; and evidence of workplace difficulties such as bullying, harassment or inequity and support – or lack of it – offered by the research institutions. I examined the factors which contribute to and barriers which prevent job satisfaction of this population, and the consequent intention (if any) for ECRs to leave research or change their career path. I found an interesting situation whereby the satisfaction derived from a “love of science” was counterbalanced by stress and poor working conditions which are a consequence of lack of job security, typified by poor supervision, bullying or harassment, inequitable hiring practices, a concerning rate of impact from “questionable research practices” (impacting 34%-41% of respondents) and evidence of very high (80%) intention of ECRs to leave their position. The most significant predictor of intention to leave is time as a postdoctoral scientist: eventually the job insecurity and its associated stresses become too much and the ECRs leave their chosen career for work elsewhere. This decision, too, provides interesting findings as many of the ECRs have difficulty planning what to do next. They feel ill-prepared for an alternate career and suffer from a sense of failure as a result of having to leave academia. While addressing the shortage of funding is outside the scope of this study, in addition to offering my findings I put forward a range of recommendations which could lead to ar change of culture and benefit the wellbeing of ECRs in STEMM without incurring significant cost. The Australian Government, higher education institutions and the research community need to improve job security and workplace conditions and take better care of our people in STEMM disciplines or we will not have the scientists we need to deliver the “innovative Australia” planned for 2030 (Department of Industry Innovation and Science, 2018)
Description:
The purpose of the study was to explore the challenges faced by early-career researchers (ECRs) in the sciences in Australia and the consequent effect of those challenges on their careers. Using a realist/postpositivist paradigm, an evaluative approach, and a framework of job satisfaction, this project has explored and compared the views of ECRs to evaluate the factors which shape the ECR experience and contribute to job satisfaction or dissatisfaction and intention to leave, and to define the features which are necessary to keep an ECR in research. Data collection for this mixed methods study entailed a national survey of researchers working in universities and research institutes (n=658), a focus group discussion and semistructured in-depth interviews with eight women from a variety of scientific disciplines who had recently left academic research workplaces. I focussed particularly on the difficulties consequent to job insecurity: the constant need to attracting funding and a permanent position, lack of work-life balance and associated stress; and evidence of workplace difficulties such as bullying, harassment or inequity and support – or lack of it – offered by the research institutions. I examined the factors which contribute to and barriers which prevent job satisfaction of this population, and the consequent intention (if any) for ECRs to leave research or change their career path. I found an interesting situation whereby the satisfaction derived from a “love of science” was counterbalanced by stress and poor working conditions which are a consequence of lack of job security, typified by poor supervision, bullying or harassment, inequitable hiring practices, a concerning rate of impact from “questionable research practices” (impacting 34%-41% of respondents) and evidence of very high (80%) intention of ECRs to leave their position. The most significant predictor of intention to leave is time as a postdoctoral scientist: eventually the job insecurity and its associated stresses become too much and the ECRs leave their chosen career for work elsewhere. This decision, too, provides interesting findings as many of the ECRs have difficulty planning what to do next. They feel ill-prepared for an alternate career and suffer from a sense of failure as a result of having to leave academia. While addressing the shortage of funding is outside the scope of this study, in addition to offering my findings I put forward a range of recommendations which could lead to ar change of culture and benefit the wellbeing of ECRs in STEMM without incurring significant cost. The Australian Government, higher education institutions and the research community need to improve job security and workplace conditions and take better care of our people in STEMM disciplines or we will not have the scientists we need to deliver the “innovative Australia” planned for 2030 (Department of Industry Innovation and Science, 2018)
Description:
China’s science education has been undergoing a new round of curriculum and assessment reform from the beginning of this century. Realizing that the conventional curriculum attaches too much importance to knowledge teaching and book learning, the new curriculum standards have paid particular attention to quality education, which includes intellectual, affective, ethical, and physical development of all students. All science curriculum standards are developed under the framework of three dimensions – knowledge and skills, process and methods, and attitudes and values. The new curriculum emphasizes more on teaching the nature of science and its importance to enhancing scientific literacy.
Description:
The emerging High Efficiency Video Coding (HEVC) standard introduces a number of innovative and powerful coding tools to acquire better compression efficiency compared to its predecessor H.264. The encoding time complexities have also increased multiple times that is not suitable for realtime video coding applications. To address this limitation, this paper employs a novel coding strategy to reduce the time complexity in HEVC encoder by efficient selection of appropriate block-partitioning modes based on human visual features (HVF). The HVF in the proposed technique comprise with human visual attention modelling-based saliency feature and phase correlation-based motion features. The features are innovatively combined through a fusion process by developing a content-based adaptive weighted cost function to determine the region with dominated motion/saliency (RDMS)- based binary pattern for the current block. The generated binary pattern is then compared with a codebook of predefined binary pattern templates aligned to the HEVC recommended block-paritioning to estimate a subset of inter-prediction modes. Without exhaustive exploration of all modes available in the HEVC standard, only the selected subset of modes are motion estimated and motion compensated for a particular coding unit. The experimental evaluation reveals that the proposed technique notably down-scales the average computational time of the latest HEVC reference encoder by 34% while providing similar rate-distortion (RD) performance for a wide range of video sequences.
Description:
The emerging High Efficiency Video Coding (HEVC) standard introduces a number of innovative and powerful coding tools to acquire better compression efficiency compared to its predecessor H.264. The encoding time complexities have also increased multiple times that is not suitable for realtime video coding applications. To address this limitation, this paper employs a novel coding strategy to reduce the time complexity in HEVC encoder by efficient selection of appropriate block-partitioning modes based on human visual features (HVF). The HVF in the proposed technique comprise with human visual attention modelling-based saliency feature and phase correlation-based motion features. The features are innovatively combined through a fusion process by developing a content-based adaptive weighted cost function to determine the region with dominated motion/saliency (RDMS)- based binary pattern for the current block. The generated binary pattern is then compared with a codebook of predefined binary pattern templates aligned to the HEVC recommended block-paritioning to estimate a subset of inter-prediction modes. Without exhaustive exploration of all modes available in the HEVC standard, only the selected subset of modes are motion estimated and motion compensated for a particular coding unit. The experimental evaluation reveals that the proposed technique notably down-scales the average computational time of the latest HEVC reference encoder by 34% while providing similar rate-distortion (RD) performance for a wide range of video sequences.
Description:
Phytoremediation is an effective and low-cost method for the remediation of soil contaminated by potentially toxic elements (metals and metalloids) with hyperaccumulating plants. This study analyzed hyperaccumulator publications using data from the Web of Science Core Collection (WoSCC) (1992–2020). We explored the research status on this topic by creating a series of scientific maps using VOSviewer, HistCite Pro, and CiteSpace. The results showed that the total number of publications in this field shows an upward trend. Dr. Xiaoe Yang is the most productive researcher on hyperaccumulators and has the broadest international collaboration network. The Chinese Academy of Sciences (China), Zhejiang University (China), and the University of Florida (USA) are the top three most productive institutions in the field. China, the USA, and India are the top three most productive countries. The most widely used journals were the International Journal of Phytoremediation, Environmental Science and Pollution Research, and Chemosphere. Co-occurrence and citation analysis were used to identify the most influential publications in this field. In addition, possible knowledge gaps and perspectives for future studies are also presented.
Description:
Phytoremediation is an effective and low-cost method for the remediation of soil contaminated by potentially toxic elements (metals and metalloids) with hyperaccumulating plants. This study analyzed hyperaccumulator publications using data from the Web of Science Core Collection (WoSCC) (1992–2020). We explored the research status on this topic by creating a series of scientific maps using VOSviewer, HistCite Pro, and CiteSpace. The results showed that the total number of publications in this field shows an upward trend. Dr. Xiaoe Yang is the most productive researcher on hyperaccumulators and has the broadest international collaboration network. The Chinese Academy of Sciences (China), Zhejiang University (China), and the University of Florida (USA) are the top three most productive institutions in the field. China, the USA, and India are the top three most productive countries. The most widely used journals were the International Journal of Phytoremediation, Environmental Science and Pollution Research, and Chemosphere. Co-occurrence and citation analysis were used to identify the most influential publications in this field. In addition, possible knowledge gaps and perspectives for future studies are also presented.
Description:
Technology-based simulation use in science education is not new, with the first studies exploring their efficacy dating back to the early 1980s. However, almost all this work has been undertaken with college or university students. Very little is presently known about how or what young students learn from simulations, and if the benefits associated with older student and adult use of simulations hold true in early years learning. This chapter summarises findings of two related studies investigating animated simulation use with 5 year olds. The first explored knowledge-building and transfer across four simulations introducing a range of electrical circuit designs and concepts, while the second investigated the students’ ability to transfer this to equivalent, ‘real world’ tasks. Results were mixed, with data indicating basic procedural knowledge development and transfer within and between the simulations and to a lesser extent to the equipment tasks, but limited conceptual development and transfer. Data also signalled issues with how some students interpreted concepts through visual representations, with some appearing to encourage common misconceptions. While evidence was found supporting simulations for general thinking skill development, teachers using them with young students need to be mindful of their role in scaffolding concept-building, to ensure robust and accurate knowledge construction.
Description:
Technology-based simulation use in science education is not new, with the first studies exploring their efficacy dating back to the early 1980s. However, almost all this work has been undertaken with college or university students. Very little is presently known about how or what young students learn from simulations, and if the benefits associated with older student and adult use of simulations hold true in early years learning. This chapter summarises findings of two related studies investigating animated simulation use with 5 year olds. The first explored knowledge-building and transfer across four simulations introducing a range of electrical circuit designs and concepts, while the second investigated the students’ ability to transfer this to equivalent, ‘real world’ tasks. Results were mixed, with data indicating basic procedural knowledge development and transfer within and between the simulations and to a lesser extent to the equipment tasks, but limited conceptual development and transfer. Data also signalled issues with how some students interpreted concepts through visual representations, with some appearing to encourage common misconceptions. While evidence was found supporting simulations for general thinking skill development, teachers using them with young students need to be mindful of their role in scaffolding concept-building, to ensure robust and accurate knowledge construction.
Description:
We investigated (1) the relationship between Type D personality, stress intensity appraisal of a self-selected stressor, coping, and perceived coping effectiveness and (2) the relationship between Type D personality and performance. In study one, 482 athletes completed the Type D personality questionnaire (DS14), stress thermometer and MCOPE in relation to a recently experienced sport stressor. Type D was associated with increased levels of perceived stress and selection of coping strategies (more emotion and avoidance coping) as well as perceptions of their effectiveness. In study two, 32 participants completed a rugby league circuit task and were assessed on pre-performance anxiety, post-performance affect and coping. Type D was associated with poorer performance (reduced distance more errors), decreases in pre-performance self-confidence and more use of maladaptive resignation/withdrawal coping. Findings suggest that Type D is associated with maladaptive coping and reduced performance. Type D individuals would benefit from interventions related to mood modification or enhancing interpersonal functioning.
Description:
We investigated (1) the relationship between Type D personality, stress intensity appraisal of a self-selected stressor, coping, and perceived coping effectiveness and (2) the relationship between Type D personality and performance. In study one, 482 athletes completed the Type D personality questionnaire (DS14), stress thermometer and MCOPE in relation to a recently experienced sport stressor. Type D was associated with increased levels of perceived stress and selection of coping strategies (more emotion and avoidance coping) as well as perceptions of their effectiveness. In study two, 32 participants completed a rugby league circuit task and were assessed on pre-performance anxiety, post-performance affect and coping. Type D was associated with poorer performance (reduced distance more errors), decreases in pre-performance self-confidence and more use of maladaptive resignation/withdrawal coping. Findings suggest that Type D is associated with maladaptive coping and reduced performance. Type D individuals would benefit from interventions related to mood modification or enhancing interpersonal functioning.
Description:
Aims and objectives: To identify how science should be taught to nursing students, and by whom. Background: An understanding of foundational science and its role in supporting safe and effective nursing practice is an important part of student learning. The well documented challenges in teaching this content are compounded by a lack of evidence regarding educational strategies that lead to improved educational outcomes. Design: The study employed a cross-sectional design using online surveys. Methods: Two surveys were conducted in Australia involving (i) academics who teach science in undergraduate nursing programs and (ii) registered nurses (RNs). Participants were asked to respond to a range of questions around how science should be taught to nurses. There were n = 30 and n = 1808 respondents respectively. Results: Findings indicated a need to better integrate science content throughout nursing curricula. Participants were supportive of a discrete science subject in the foundation year and the integration of science content throughout the remainder of the curriculum. Participants across both surveys were ambivalent about whether the depth of science teaching was adequate for nursing practice. Most nurse academics and RNs thought that nurses should teach science, while non-nursing science teachers were less certain. Conclusions: Existing consensus clearly values the delivery of science content as an initial and ongoing priority of learning throughout the undergraduate nursing program. Relevance to practice: Improving the ways in which students learn sciences will impact on nursing practice, with the potential to improve patient care. 2017 Australian College of Nursing Ltd. Published by Elsevier Ltd.
Description:
In pursuit of more creative and imaginative citizens, the Chinese Ministry of Education has launched policies and curriculum guidelines to promote play-based science learning. However, little research has been directed towards Chinese children's agency in play-based science activity settings. Informed by a cultural-historical conception of play, this paper examines how children's agency in science learning improved after the Conceptual PlayWorld implementation. Conceptual PlayWorld as an intervention in this educational experiment framed a larger study of two teachers interacting with 34 children (aged four to five years mean age of 4.65 years) in group learning activities. 40.38 h of video observations, 5.75 h of child interviews and 1 h of teacher interviews were generated in total. The findings indicate that a Conceptual PlayWorld allows children to obtain some degrees of freedom and co-construct rules in the play-based science activity setting, which promotes children's initiatives and thereby their agency. In addition, children's active involvement in Conceptual PlayWorld activity settings motivates them to solve conceptual problems as responsible and intentional members, which also promotes their agency. We argue that a Conceptual PlayWorld in Chinese kindergartens appears to promote children's agency in science learning and can contribute to an active and creative citizenship.