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Deanne Boydell 《Education 3-13》2013,41(2):30-33
Summary Children hold a wide range of ideas about what science is, but boys tend to have very stereotyped ideas about scientists, exclusively depicting them as male and often seeing in science something weird or magical — this is the antithesis of what science claims to be, and yet it is easy to see how the ideas can become fused or confused. Girls in this study did not see science as an exclusively male preserve and are more likely to view science in a ‘realistic’ way than are boys. In interviews with the teachers of these children (all women) awareness of the need to avoid gender stereotyping was expressed. This study shows that among their girl pupils at least, their attempts are beginning to bear fruit. 相似文献
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Assessment practices that aim to promote both quality and equity may be compromised in a higher education market where students
are consumers and grades the currency exchanged for measures of success. In such a climate, academics report feeling pressured
to make course content and assessment less challenging in order to obtain positive student evaluations, and they may lose
faith in university quality assurance processes that seem focused on ensuring student satisfaction with education as a product.
To explore these issues from the perspectives of the main stakeholders in assessment, this paper investigates assessment perceptions
of students, course coordinators, and faculty Associate Deans responsible for teaching and learning at The University of Queensland.
The findings highlight differences in what these groups consider to be important assessment issues and differences in how
they should be addressed. First year students are identified as a disadvantaged group due to perceptions of the role of feedback
and formative assessment that may be influenced by their secondary school assessment experiences. 相似文献
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Susan Rowland Deanne Gannaway Rhianna Pedwell Peter Adams Robyn Evans Hailey Bonner 《高等教育研究与发展》2020,39(2):318-331
ABSTRACTRecent focus on graduate employability has exposed the inadequacies of work preparation for science students, who need an employability toolkit to navigate the modern work landscape. An established mechanism to develop students’ employment awareness is Work Integrated Learning (WIL), but Australian mathematics and science students participate in fewer WIL activities than students in other disciplines. In this article, we present a conceptual discussion around the design of a non-traditional Bachelor of Science WIL program that transcends commonly held perceptions of WIL as primarily discipline-orientated and placement-based. This design dramatically expands the possibilities for WIL in science programs, enabling WIL participation for students unable to engage in a traditional science work placement. The program draws on and legitimises students’ experiences in diverse non-science, part-time workplaces and extra-curricular activities; we term this ‘transgressional learning’. Students engage in reflective and active learning opportunities designed to help them explore and articulate their skill sets in a manner that speaks to multiple future work settings. By drawing on students’ extant work experiences, the program explicitly supports students to foreground and expand on broad skill sets acquired in extra-curricular settings. This article suggests a new conceptual approach and a path forward for large-scale WIL delivery in generalist science degrees. It draws on the reflections of the project team and student participants to outline the goals and design ethos of the program and reflect on the legitimacy of this transgressional program as a science WIL offering. 相似文献
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Governments and educational institutions promote study abroad in the belief that it offers valuable learning experiences for all students. Yet studies suggest that equitable access to study abroad is more myth than reality. This study took a narrative approach supported by survey data to explore this issue at one Australian university. The survey indicated that the majority of students are effectively excluded from the university's Student Exchange Programme, and that those included generally have high cultural, social and economic capital. Interviews revealed how multiple dimensions of privilege typically work to make study abroad imaginable, affordable and do-able for some. These findings are complicated by one student's atypical narrative, which serves to raise further questions for research. 相似文献
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Paula Myatt Deanne Gannaway Ivy Chia Kym Fraser Jacquelin McDonald 《International Journal for Academic Development》2018,23(2):147-160
This paper considers the support required to develop Scholarship of Teaching and Learning (SoTL) capability across institutions. Rather than developing a checklist or a standardised audit approach, this paper describes the reflective journey taken by a group of academic developers who used strategies and structures previously identified in the literature to develop a conceptual framework for academic professional development. The framework was refined through an iterative process, including reflection on its use within diverse institutional contexts, combined with evaluative feedback from recognised experts in the field. The resulting framework is designed to facilitate and guide conversations to support institutional decision-making related to SoTL capacity building. 相似文献