Improving quantitative volumetric analysis skills in first year university chemistry courses     

Ms Carmel McNaught  Ms Heather Grant  Mr Paul Fritze  Dr Peter McTigue  Ms Janet Barton  Dr Robert Prosser 《Research in Science Education》1993,23(1):189-198

This paper describes a project in the School of Chemistry at The University of Melbourne. During 1992 thirty hours of videotapes were taken of students doing quantitative volumetric work in first year laboratories. These were viewed to find out what problems students encountered and what interactions they had with other students and with demonstrators. The data were logged on a Hypercard stack and novel visual images were produced to map student activity, both qualitatively and quantitatively. These data contributed to the design of a multimedia learning package which students worked through at the beginning of 1993. Video data of their laboratory performance after this intervention provides evidence of improved performance. Specializations: academic development in the sciences, evaluation of computer-based learning materials. Specializations: physical chemistry, chemical education at tertiary level. Specializations: design and development of computer-based learning materials. Specializations: electrochemistry, general physical chemistry at secondary and tertiary level. Specializations: chemical education at secondary and tertiary level, theoretical chemistry.  相似文献   

American Hegemony in Packaged Software Trade and the 'Culture of Software'     

Erran Carmel 《The Information Society》1997,13(1):125-142

United States-based companies continue to dominate the global market in packaged software. Although many have predicted this U.S. dominance will wane, particularly as a result of competitive threats from Japan, and more recently from low-wage, developing nations, erosion has yet to be significant. The United States benefits from nine factors that sustain its advantage in this industry: skilled labor, favorable capital conditions, sophisticated customers, close association with hardware vendors, a competitive marketplace, geographic concentrations, first-mover advantage, a strong intellectual property regime, and English as the software lingua franca. Industry-specific strengths and weaknesses vis-a-vis Europe, Japan, and other nations are also discussed. In addition to these nine better known U.S. competitive advantages, two culturally linked assertions are presented that have received scant attention vis-a-vis competitive analysis. First, the industrial evolution of software development is at an immature stage-still a cottage industry practiced by craftsmen in a cultural milieu of artisans-and thus does not track other global high-technology trends. Second, packaged software is part of the copyright industry (e.g., film and music) in which United States-based firms have a sustained advantage. While manufacturing capabilities are significant for technology industries, culturally related factors, such as creativity, are more important for copyright industries. The U.S. 'culture of software,' which helps explain U.S. hegemony, is introduced and discussed. The three elements of this culture are the culture of individuals as manifested by the individualistic computer hacker; the entrepreneurial culture and its risk-taking ethos; and the software development culture with its embrace of ad hoc, innovation-driven development as opposed to routinized, production-driven development.  相似文献   

Growing scholarly teachers and educational researchers: a curriculum for a Research Pathway in pre‐service teacher education     

Carmel M. Diezmann 《Asia-Pacific Journal of Teacher Education》2005,33(2):181-193

This paper advocates the development of high‐level research capability in some students in their undergraduate Bachelor of Education course. The rationale for this viewpoint is presented in relation to three questions: ‘What is educational research?’ ‘Why should universities develop high‐level research capability in some pre‐service teacher education graduates?’ and ‘What type of curriculum can support the development of high‐level research capability in some pre‐service teacher education graduates?’ The first two questions are addressed broadly. The latter question is addressed with reference to an existing Research Pathway within a Bachelor of Education course. The paper concludes with the identification of a priority issue for subsequent iterations of the Pathway and a reflection on the shift in my role as a teacher in this Pathway from ‘teacher researcher’ to ‘scholarly teacher’.  相似文献   

Criterion-referenced and norm-referenced assessments: compatibility and complementarity     

Beatrice Lok  Carmel McNaught 《Assessment & Evaluation in Higher Education》2016,41(3):450-465

The tension between criterion-referenced and norm-referenced assessment is examined in the context of curriculum planning and assessment in outcomes-based approaches to higher education. This paper argues the importance of a criterion-referenced assessment approach once an outcomes-based approach has been adopted. It further discusses the implementation of criterion-referenced assessment, considering to what extent the criteria and standards adopted are implicitly norm referenced. It introduces a compatible interpretation of criterion-referenced and norm-referenced assessments in higher education, and illustrates how their combined use can avoid grade inflation and also provide useful information to educators, employers and learners. Instead of seeing criterion referencing and norm referencing as a dichotomy, assessment in higher education benefits from their synthesis through a feedback loop that emphasises alignment between learning and assessment; such feedback and alignment are essential features of quality assurance and enhancement.  相似文献   

A narrative across 28 years in academic development     

Carmel McNaught 《International Journal for Academic Development》2020,25(1):83-87

ABSTRACT

This paper is a narrative across 28 years in academic development. Four phases are described, showing how initially naïve conceptions about academic development have been addressed, enabling a growth towards a more holistic understanding of how diversity, quality assurance, and community networks can productively interface. This narrative will, hopefully, assist reflection by other academic developers.  相似文献   

Addressing the challenge of legitimate international comparisons of classroom practice   总被引：1，自引：0，他引：1  

David Clarke  Carmel Mesiti  Catherine O’Keefe  Li Hua Xu  Eva Jablonka  Ida Ah Chee Mok  Yoshinori Shimizu 《International Journal of Educational Research》2007,46(5):280-293

In this article, we address the choice of suitable instructional units that might serve as the basis for cross-cultural analyses of classroom practice. Our argument draws on analyses undertaken as part of the Learner's Perspective Study (LPS). The database comprised a three-camera video record of sequences of 10 consecutive lessons in each classroom, supplemented by post-lesson video-stimulated interviews with teachers and students: a total of over 180 videotaped lessons, over 50 teacher interviews and almost 400 student interviews. The results of these analyses challenge the suitability of the lesson as the unit of comparative analysis. In particular, the location of the lesson in the topic sequence is seen to be a key influence on the lesson's structure, critically affecting the teacher's deployment of the constituent activities that we have called ‘lesson events.’ The lesson event is proposed as an alternative unit of international comparative analysis of classroom practice.  相似文献   

A healthy start: promoting mental health and well-being in the early primary school years     

Carmel Cefai  Liberato Camilleri 《Emotional and Behavioural Difficulties》2013,18(2):133-152

Mental health problems in children represent a significant international health concern, with up to one in five children using mental health services during the course of any given year. Identifying the processes of what prevents social, emotional and behaviour difficulties (SEBD) and promotes healthy development from an early age can make a significant contribution to the promotion of positive mental health in children. This article describes a longitudinal study which sought to identify the risk and promotive factors as young children move from the early to junior years in primary school. Multilevel analysis was used to identify the individual, classroom, school, home and community factors that predict change in SEBD and in prosocial behaviour in the early school years. It also calculated the cumulative effect of the various risk and promotive factors on the pupils’ well-being and mental health. The article presents the windows of vulnerability and opportunity for young children’s healthy development, proposing a trajectory for healthy development in early and middle childhood.  相似文献   

Energy system contribution to 400-metre and 800-metre track running     

Rob Duffield  Brian Dawson  Carmel Goodman 《Journal of sports sciences》2013,31(3):299-307

As a wide range of values has been reported for the relative energetics of 400-m and 800-m track running events, this study aimed to quantify the respective aerobic and anaerobic energy contributions to these events during track running. Sixteen trained 400-m (11 males, 5 females) and 11 trained 800-m (9 males, 2 females) athletes participated in this study. The participants performed (on separate days) a laboratory graded exercsie test and multiple race time-trials. The relative energy system contribution was calculated by multiple methods based upon measures of race [Vdot]O₂, accumulated oxygen deficit (AOD), blood lactate and estimated phosphocreatine degradation (lactate/PCr). The aerobic/anaerobic energy system contribution (AOD method) to the 400-m event was calculated as 41/59% (male) and 45/55% (female). For the 800-m event, an increased aerobic involvement was noted with a 60/40% (male) and 70/30% (female) respective contribution. Significant (P <?0.05) negative correlations were noted between race performance and anaerobic energy system involvement (lactate/PCr) for the male 800-m and female 400-m events (r = ? 0.77 and ??0.87 respectively). These track running data compare well with previous estimates of the relative energy system contributions to the 400-m and 800-m events. Additionally, the relative importance and speed of interaction of the respective metabolic pathways has implications to training for these events.  相似文献   

Energy system contribution to 1500- and 3000-metre track running     

Rob Duffield  Brian Dawson  Carmel Goodman 《Journal of sports sciences》2013,31(10):993-1002

The aim of the present study was to quantify the contributions of the aerobic and anaerobic energy systems to 1500- and 3000-m track running events during all-out time-trials performed individually on a synthetic athletic track. Ten 3000-m (8 males, 2 females) and fourteen 1500-m (10 males, 4 females) trained track athletes volunteered to participate in the study. The athletes performed a graded exercise test in the laboratory and two time-trials over 1500 or 3000?m. The contributions of the energy systems were calculated by measures of race oxygen uptake, accumulated oxygen deficit (AOD), race blood lactate concentration, estimated phosphocreatine degradation and some individual muscle metabolite data. The relative aerobic energy system contribution (based on AOD measures) for the 3000?m was 86% (male) and 94% (female), while for the 1500?m it was 77% (male) and 86% (female). Estimates of anaerobic energy expenditure based on blood lactate concentrations, while not significantly different (P?>?0.05), were generally lower compared with the AOD measures. In conclusion, the results of the present study conform with some recent laboratory-based measures of energy system contributions to these events.  相似文献   

The dilemma of case‐based teaching and learning in science in Hong Kong: Students need it,want it,but may not value it     

Carmel McNaught  W. M. Lau  Paul Lam  Mark Y. Y. Hui  Peter C. T. Au 《International Journal of Science Education》2013,35(9):1017-1036

The paper reports a study for determining a suitable process for converting traditional surface science courses into case‐based learning ones in two universities in Hong Kong. In this preparative study, a set of baseline data was collected on the current level of students’ conceptual understanding and also students’ perceptions about the traditional courses. The student data (from 38 students) came from examination results, the Study Process Questionnaire, a course‐end survey and a focus group meeting; teachers also kept reflective journals. This set of baseline data revealed factors that both support and inhibit case‐based learning. On the one hand, students demonstrate a motivation to be able to solve practical problems in this field; on the other hand, they show an unwillingness to take up a personal responsibility for learning. This finding strengthens our resolve to take into account students’ expectations and beliefs in the implementation of case‐based teaching and learning.  相似文献