�ݺ�ߣshows by User: KirstenZimbardi

�ݺ�ߣshows by User: KirstenZimbardi / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: KirstenZimbardi / Wed, 11 May 2016 08:11:44 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: KirstenZimbardi Student understanding of the critical features of a hypothesis: variation across epistemic and heuristic dimensions /slideshow/student-understanding-of-the-critical-features-of-a-hypothesis-variation-across-epistemic-and-heuristic-dimensions/61894852 nairtl2012-zimbardi-160511081144
Presented at NAIRTL: The 4th Biennial Threshold Concepts Conference, (Dublin, Ireland). Abstract: The higher education sector is now focussed on the task of creating graduates who are able to deal with the novel, complex, unstructured problems they will encounter in the 21st century workforce (Brew, 2010). Within science, the central role of hypothetico-deductive reasoning in ‘thinking like a scientist’ is well established (Dunbar and Fugelsang, 2005), and in bioscience education, understanding ‘testable hypotheses’ has become a threshold concept (Taylor and Meyer, 2010) and a key driver of curriculum transformation (Elliot et al., 2010). From a large database of responses provided by undergraduate biology students to the question “What is a hypothesis?” Taylor et al (2011) developed a 48 item psychometric instrument capturing variation in student understanding of this threshold concept. A version of this instrument has now been trialled with eight hundred undergraduate science students enrolled in a first year, second semester biology course. Exploratory factor analysis of their responses has revealed five factors which vary along dimensions of epistemic maturity and understanding of disciplinary heuristics. These factors are interpreted as representing the initial 'critical features' of the threshold concept as it 'comes into view'. Specifically, students were found to conceptualise hypotheses most simplistically as based on facts, or hold more advanced conceptions about the predictive utility of hypotheses (indicating an awareness of hypothetico-predictive reasoning) and to hypotheses as testable statements (indicating an awareness of hypothetico-deductive reasoning) used in the development of new scientific knowledge. Further, student conceptions varied on the role of observations, experiments and controlling variables in judging the validity of hypotheses. This snapshot characterises the conceptions about hypothesis held by early stage undergraduate science students, providing insights into the ways students are beginning to understand the heuristics used to judge the evidence that builds scientific knowledge in their discipline, as they embark on the journey toward thinking like a scientist.]]>
Presented at NAIRTL: The 4th Biennial Threshold Concepts Conference, (Dublin, Ireland). Abstract: The higher education sector is now focussed on the task of creating graduates who are able to deal with the novel, complex, unstructured problems they will encounter in the 21st century workforce (Brew, 2010). Within science, the central role of hypothetico-deductive reasoning in ‘thinking like a scientist’ is well established (Dunbar and Fugelsang, 2005), and in bioscience education, understanding ‘testable hypotheses’ has become a threshold concept (Taylor and Meyer, 2010) and a key driver of curriculum transformation (Elliot et al., 2010). From a large database of responses provided by undergraduate biology students to the question “What is a hypothesis?” Taylor et al (2011) developed a 48 item psychometric instrument capturing variation in student understanding of this threshold concept. A version of this instrument has now been trialled with eight hundred undergraduate science students enrolled in a first year, second semester biology course. Exploratory factor analysis of their responses has revealed five factors which vary along dimensions of epistemic maturity and understanding of disciplinary heuristics. These factors are interpreted as representing the initial 'critical features' of the threshold concept as it 'comes into view'. Specifically, students were found to conceptualise hypotheses most simplistically as based on facts, or hold more advanced conceptions about the predictive utility of hypotheses (indicating an awareness of hypothetico-predictive reasoning) and to hypotheses as testable statements (indicating an awareness of hypothetico-deductive reasoning) used in the development of new scientific knowledge. Further, student conceptions varied on the role of observations, experiments and controlling variables in judging the validity of hypotheses. This snapshot characterises the conceptions about hypothesis held by early stage undergraduate science students, providing insights into the ways students are beginning to understand the heuristics used to judge the evidence that builds scientific knowledge in their discipline, as they embark on the journey toward thinking like a scientist.]]> Wed, 11 May 2016 08:11:44 GMT /slideshow/student-understanding-of-the-critical-features-of-a-hypothesis-variation-across-epistemic-and-heuristic-dimensions/61894852 KirstenZimbardi@slideshare.net(KirstenZimbardi) Student understanding of the critical features of a hypothesis: variation across epistemic and heuristic dimensions KirstenZimbardi Presented at NAIRTL: The 4th Biennial Threshold Concepts Conference, (Dublin, Ireland). Abstract: The higher education sector is now focussed on the task of creating graduates who are able to deal with the novel, complex, unstructured problems they will encounter in the 21st century workforce (Brew, 2010). Within science, the central role of hypothetico-deductive reasoning in ‘thinking like a scientist’ is well established (Dunbar and Fugelsang, 2005), and in bioscience education, understanding ‘testable hypotheses’ has become a threshold concept (Taylor and Meyer, 2010) and a key driver of curriculum transformation (Elliot et al., 2010). From a large database of responses provided by undergraduate biology students to the question “What is a hypothesis?” Taylor et al (2011) developed a 48 item psychometric instrument capturing variation in student understanding of this threshold concept. A version of this instrument has now been trialled with eight hundred undergraduate science students enrolled in a first year, second semester biology course. Exploratory factor analysis of their responses has revealed five factors which vary along dimensions of epistemic maturity and understanding of disciplinary heuristics. These factors are interpreted as representing the initial 'critical features' of the threshold concept as it 'comes into view'. Specifically, students were found to conceptualise hypotheses most simplistically as based on facts, or hold more advanced conceptions about the predictive utility of hypotheses (indicating an awareness of hypothetico-predictive reasoning) and to hypotheses as testable statements (indicating an awareness of hypothetico-deductive reasoning) used in the development of new scientific knowledge. Further, student conceptions varied on the role of observations, experiments and controlling variables in judging the validity of hypotheses. This snapshot characterises the conceptions about hypothesis held by early stage undergraduate science students, providing insights into the ways students are beginning to understand the heuristics used to judge the evidence that builds scientific knowledge in their discipline, as they embark on the journey toward thinking like a scientist. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/nairtl2012-zimbardi-160511081144-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presented at NAIRTL: The 4th Biennial Threshold Concepts Conference, (Dublin, Ireland). Abstract: The higher education sector is now focussed on the task of creating graduates who are able to deal with the novel, complex, unstructured problems they will encounter in the 21st century workforce (Brew, 2010). Within science, the central role of hypothetico-deductive reasoning in ‘thinking like a scientist’ is well established (Dunbar and Fugelsang, 2005), and in bioscience education, understanding ‘testable hypotheses’ has become a threshold concept (Taylor and Meyer, 2010) and a key driver of curriculum transformation (Elliot et al., 2010). From a large database of responses provided by undergraduate biology students to the question “What is a hypothesis?” Taylor et al (2011) developed a 48 item psychometric instrument capturing variation in student understanding of this threshold concept. A version of this instrument has now been trialled with eight hundred undergraduate science students enrolled in a first year, second semester biology course. Exploratory factor analysis of their responses has revealed five factors which vary along dimensions of epistemic maturity and understanding of disciplinary heuristics. These factors are interpreted as representing the initial 'critical features' of the threshold concept as it 'comes into view'. Specifically, students were found to conceptualise hypotheses most simplistically as based on facts, or hold more advanced conceptions about the predictive utility of hypotheses (indicating an awareness of hypothetico-predictive reasoning) and to hypotheses as testable statements (indicating an awareness of hypothetico-deductive reasoning) used in the development of new scientific knowledge. Further, student conceptions varied on the role of observations, experiments and controlling variables in judging the validity of hypotheses. This snapshot characterises the conceptions about hypothesis held by early stage undergraduate science students, providing insights into the ways students are beginning to understand the heuristics used to judge the evidence that builds scientific knowledge in their discipline, as they embark on the journey toward thinking like a scientist.

Student understanding of the critical features of a hypothesis: variation across epistemic and heuristic dimensions from Kirsten Zimbardi

]]> 233 6 https://cdn.slidesharecdn.com/ss_thumbnails/nairtl2012-zimbardi-160511081144-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

http://activitystrea.ms/schema/1.0/posted

0 Developing students’ advanced scientific thinking skills through effective inquiry-based physiology practical classes /slideshow/developing-students-advanced-scientific-thinking-skills-through-effective-inquirybased-physiology-practical-classes/61893681 zimbardietal-iupsposterfellowship-kz14f-tweaking-160511073433
Poster presented at the International Union of Physiological Societies' Quadrennial Conference 2013 (Birmingham, UK). Abstract: Calls for reform in science education (1) and physiology education in particular (5), have long argued for an emphasis on the development of key scientific thinking skills to prepare students for the complex, novel problems they will face in the 21st Century workplace. In Australia, these skills have been formalised as a set of national academic standards for scientific thinking (4). Inquiry-based curricula have been shown to facilitate the development of key scientific thinking skills such as experimental design and data interpretation (6). Currently, there is a lack of empirical evidence detailing what students actually do in inquiry-based classes and which aspects of the curricula implementation shape their actions and learning. We have developed a vertically-integrated set of inquiry-based practical curricula for large cohorts (500-900 students) of first and second year physiology students (2). Our findings over three semesters (3, 7) demonstrate that this curricula design facilitates the development of students’ skills in scientific thinking and communication. Video recordings of a 22 students participating in inquiry classes were analysed to determine how students engage with the curricula and discuss their scientific ideas. Students also annotated these videos of themselves to highlight instances of scientific thinking, and described the development of their critical thinking skills in relation to the Australian national academic standards for scientific thinking (4) in interviews. The majority of the scientific thinking events occured during development of the hypotheses and experimental plans, and during analysis and interpretation of the experimental data. In contrast, students rarely demonstrated scientific thinking during the execution of the experiments and collection of the data – an omission that several students lamented in interviews when they later realised inconsistencies in the data that might have been addressed with more timely critical evaluation of the data. References 1. Bybee RW, and Fuchs B. Journal of Research in Science Teaching 43: 349-352, 2006. 2. Farrand K, Kibedi J, Colthorpe K, Good J, and Lluka L. Third National Attributes Graduate Project Symposia. Griffith University, Queensland, Australia: 2009. 3. Farrand-Zimbardi K, Colthorpe K, Good J, and Lluka L. International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference. Liverpool, UK: 2010. 4. Jones S, Yates B, and Kelder J. Learning and Teaching Academic Standards (LTAS) Project Final Report for the Second-Intake Discipline Groups, 2011. 5. Michael J. Advances in Physiology Education 30: 159-167, 2006. 6. Myers MJ, and Burgess AB. Advances in Physiology Education 27: 26-33, 2003. 7. Zimbardi K, Bugarcic A, Colthorpe K, Good JP, and Lluka LJ. Advances in Physiology Education 2013; 37 (4): 303-15.]]>
Poster presented at the International Union of Physiological Societies' Quadrennial Conference 2013 (Birmingham, UK). Abstract: Calls for reform in science education (1) and physiology education in particular (5), have long argued for an emphasis on the development of key scientific thinking skills to prepare students for the complex, novel problems they will face in the 21st Century workplace. In Australia, these skills have been formalised as a set of national academic standards for scientific thinking (4). Inquiry-based curricula have been shown to facilitate the development of key scientific thinking skills such as experimental design and data interpretation (6). Currently, there is a lack of empirical evidence detailing what students actually do in inquiry-based classes and which aspects of the curricula implementation shape their actions and learning. We have developed a vertically-integrated set of inquiry-based practical curricula for large cohorts (500-900 students) of first and second year physiology students (2). Our findings over three semesters (3, 7) demonstrate that this curricula design facilitates the development of students’ skills in scientific thinking and communication. Video recordings of a 22 students participating in inquiry classes were analysed to determine how students engage with the curricula and discuss their scientific ideas. Students also annotated these videos of themselves to highlight instances of scientific thinking, and described the development of their critical thinking skills in relation to the Australian national academic standards for scientific thinking (4) in interviews. The majority of the scientific thinking events occured during development of the hypotheses and experimental plans, and during analysis and interpretation of the experimental data. In contrast, students rarely demonstrated scientific thinking during the execution of the experiments and collection of the data – an omission that several students lamented in interviews when they later realised inconsistencies in the data that might have been addressed with more timely critical evaluation of the data. References 1. Bybee RW, and Fuchs B. Journal of Research in Science Teaching 43: 349-352, 2006. 2. Farrand K, Kibedi J, Colthorpe K, Good J, and Lluka L. Third National Attributes Graduate Project Symposia. Griffith University, Queensland, Australia: 2009. 3. Farrand-Zimbardi K, Colthorpe K, Good J, and Lluka L. International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference. Liverpool, UK: 2010. 4. Jones S, Yates B, and Kelder J. Learning and Teaching Academic Standards (LTAS) Project Final Report for the Second-Intake Discipline Groups, 2011. 5. Michael J. Advances in Physiology Education 30: 159-167, 2006. 6. Myers MJ, and Burgess AB. Advances in Physiology Education 27: 26-33, 2003. 7. Zimbardi K, Bugarcic A, Colthorpe K, Good JP, and Lluka LJ. Advances in Physiology Education 2013; 37 (4): 303-15.]]> Wed, 11 May 2016 07:34:33 GMT /slideshow/developing-students-advanced-scientific-thinking-skills-through-effective-inquirybased-physiology-practical-classes/61893681 KirstenZimbardi@slideshare.net(KirstenZimbardi) Developing students’ advanced scientific thinking skills through effective inquiry-based physiology practical classes KirstenZimbardi Poster presented at the International Union of Physiological Societies' Quadrennial Conference 2013 (Birmingham, UK). Abstract: Calls for reform in science education (1) and physiology education in particular (5), have long argued for an emphasis on the development of key scientific thinking skills to prepare students for the complex, novel problems they will face in the 21st Century workplace. In Australia, these skills have been formalised as a set of national academic standards for scientific thinking (4). Inquiry-based curricula have been shown to facilitate the development of key scientific thinking skills such as experimental design and data interpretation (6). Currently, there is a lack of empirical evidence detailing what students actually do in inquiry-based classes and which aspects of the curricula implementation shape their actions and learning. We have developed a vertically-integrated set of inquiry-based practical curricula for large cohorts (500-900 students) of first and second year physiology students (2). Our findings over three semesters (3, 7) demonstrate that this curricula design facilitates the development of students’ skills in scientific thinking and communication. Video recordings of a 22 students participating in inquiry classes were analysed to determine how students engage with the curricula and discuss their scientific ideas. Students also annotated these videos of themselves to highlight instances of scientific thinking, and described the development of their critical thinking skills in relation to the Australian national academic standards for scientific thinking (4) in interviews. The majority of the scientific thinking events occured during development of the hypotheses and experimental plans, and during analysis and interpretation of the experimental data. In contrast, students rarely demonstrated scientific thinking during the execution of the experiments and collection of the data – an omission that several students lamented in interviews when they later realised inconsistencies in the data that might have been addressed with more timely critical evaluation of the data. References 1. Bybee RW, and Fuchs B. Journal of Research in Science Teaching 43: 349-352, 2006. 2. Farrand K, Kibedi J, Colthorpe K, Good J, and Lluka L. Third National Attributes Graduate Project Symposia. Griffith University, Queensland, Australia: 2009. 3. Farrand-Zimbardi K, Colthorpe K, Good J, and Lluka L. International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference. Liverpool, UK: 2010. 4. Jones S, Yates B, and Kelder J. Learning and Teaching Academic Standards (LTAS) Project Final Report for the Second-Intake Discipline Groups, 2011. 5. Michael J. Advances in Physiology Education 30: 159-167, 2006. 6. Myers MJ, and Burgess AB. Advances in Physiology Education 27: 26-33, 2003. 7. Zimbardi K, Bugarcic A, Colthorpe K, Good JP, and Lluka LJ. Advances in Physiology Education 2013; 37 (4): 303-15. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/zimbardietal-iupsposterfellowship-kz14f-tweaking-160511073433-thumbnail.jpg?width=120&height=120&fit=bounds" /> Poster presented at the International Union of Physiological Societies' Quadrennial Conference 2013 (Birmingham, UK). Abstract: Calls for reform in science education (1) and physiology education in particular (5), have long argued for an emphasis on the development of key scientific thinking skills to prepare students for the complex, novel problems they will face in the 21st Century workplace. In Australia, these skills have been formalised as a set of national academic standards for scientific thinking (4). Inquiry-based curricula have been shown to facilitate the development of key scientific thinking skills such as experimental design and data interpretation (6). Currently, there is a lack of empirical evidence detailing what students actually do in inquiry-based classes and which aspects of the curricula implementation shape their actions and learning. We have developed a vertically-integrated set of inquiry-based practical curricula for large cohorts (500-900 students) of first and second year physiology students (2). Our findings over three semesters (3, 7) demonstrate that this curricula design facilitates the development of students’ skills in scientific thinking and communication. Video recordings of a 22 students participating in inquiry classes were analysed to determine how students engage with the curricula and discuss their scientific ideas. Students also annotated these videos of themselves to highlight instances of scientific thinking, and described the development of their critical thinking skills in relation to the Australian national academic standards for scientific thinking (4) in interviews. The majority of the scientific thinking events occured during development of the hypotheses and experimental plans, and during analysis and interpretation of the experimental data. In contrast, students rarely demonstrated scientific thinking during the execution of the experiments and collection of the data – an omission that several students lamented in interviews when they later realised inconsistencies in the data that might have been addressed with more timely critical evaluation of the data. References 1. Bybee RW, and Fuchs B. Journal of Research in Science Teaching 43: 349-352, 2006. 2. Farrand K, Kibedi J, Colthorpe K, Good J, and Lluka L. Third National Attributes Graduate Project Symposia. Griffith University, Queensland, Australia: 2009. 3. Farrand-Zimbardi K, Colthorpe K, Good J, and Lluka L. International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference. Liverpool, UK: 2010. 4. Jones S, Yates B, and Kelder J. Learning and Teaching Academic Standards (LTAS) Project Final Report for the Second-Intake Discipline Groups, 2011. 5. Michael J. Advances in Physiology Education 30: 159-167, 2006. 6. Myers MJ, and Burgess AB. Advances in Physiology Education 27: 26-33, 2003. 7. Zimbardi K, Bugarcic A, Colthorpe K, Good JP, and Lluka LJ. Advances in Physiology Education 2013; 37 (4): 303-15.

Developing students’ advanced scientific thinking skills through effective inquiry-based physiology practical classes from Kirsten Zimbardi

]]> 146 4 https://cdn.slidesharecdn.com/ss_thumbnails/zimbardietal-iupsposterfellowship-kz14f-tweaking-160511073433-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post

http://activitystrea.ms/schema/1.0/posted

0 Student self-assessment of the development of advanced scientific thinking skills during inquiry-based physiology practical classes using an innovative e-learning tool for annotating videos /slideshow/student-selfassessment-of-the-development-of-advanced-scientific-thinking-skills-during-inquirybased-physiology-practical-classes-using-an-innovative-elearning-tool-for-annotating-videos/61893461 iupsteachingworkshop2013-zimbardi-160511072715
Presented at the International Union of Physiological Societies' Teaching Workshop 2013 (Bristol, UK). Abstract: We have developed three vertically-integrated inquiry-based practical courses for large cohorts (500-900 students) of early stage physiology students [1-3]. Video recordings of 22 students participating in inquiry classes were annotated by students, highlighting instances of scientific thinking. Most scientific thinking events occurred during development of hypotheses and experimental plans, and during analysis and interpretation of experimental data. However, to their regret, students rarely demonstrated scientific thinking whilst conducting experiments and collecting data. Videos and annotations will be presented; workshop participants will be encouraged to add annotations, to explore how novices and experts critically evaluate evidence of scientific thinking in inquiry-based classes. References 1. Farrand, K., et al. Creating physiology graduates who think and sound like scientists. in Third National Attributes Graduate Project Symposia. 2009. Griffith University, Queensland, Australia. 2. Farrand-Zimbardi, K., et al. Becoming a scientist: the development of students’ skills in scientific investigation and communication through a vertically integrated model of inquiry-based practical curricula. in International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference. 2010. Liverpool, UK. 3. Zimbardi, K., et al., A set of vertically-integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students. Advances in Physiology Education 37 (4): 303-15, 2013.]]>
Presented at the International Union of Physiological Societies' Teaching Workshop 2013 (Bristol, UK). Abstract: We have developed three vertically-integrated inquiry-based practical courses for large cohorts (500-900 students) of early stage physiology students [1-3]. Video recordings of 22 students participating in inquiry classes were annotated by students, highlighting instances of scientific thinking. Most scientific thinking events occurred during development of hypotheses and experimental plans, and during analysis and interpretation of experimental data. However, to their regret, students rarely demonstrated scientific thinking whilst conducting experiments and collecting data. Videos and annotations will be presented; workshop participants will be encouraged to add annotations, to explore how novices and experts critically evaluate evidence of scientific thinking in inquiry-based classes. References 1. Farrand, K., et al. Creating physiology graduates who think and sound like scientists. in Third National Attributes Graduate Project Symposia. 2009. Griffith University, Queensland, Australia. 2. Farrand-Zimbardi, K., et al. Becoming a scientist: the development of students’ skills in scientific investigation and communication through a vertically integrated model of inquiry-based practical curricula. in International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference. 2010. Liverpool, UK. 3. Zimbardi, K., et al., A set of vertically-integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students. Advances in Physiology Education 37 (4): 303-15, 2013.]]> Wed, 11 May 2016 07:27:15 GMT /slideshow/student-selfassessment-of-the-development-of-advanced-scientific-thinking-skills-during-inquirybased-physiology-practical-classes-using-an-innovative-elearning-tool-for-annotating-videos/61893461 KirstenZimbardi@slideshare.net(KirstenZimbardi) Student self-assessment of the development of advanced scientific thinking skills during inquiry-based physiology practical classes using an innovative e-learning tool for annotating videos KirstenZimbardi Presented at the International Union of Physiological Societies' Teaching Workshop 2013 (Bristol, UK). Abstract: We have developed three vertically-integrated inquiry-based practical courses for large cohorts (500-900 students) of early stage physiology students [1-3]. Video recordings of 22 students participating in inquiry classes were annotated by students, highlighting instances of scientific thinking. Most scientific thinking events occurred during development of hypotheses and experimental plans, and during analysis and interpretation of experimental data. However, to their regret, students rarely demonstrated scientific thinking whilst conducting experiments and collecting data. Videos and annotations will be presented; workshop participants will be encouraged to add annotations, to explore how novices and experts critically evaluate evidence of scientific thinking in inquiry-based classes. References 1. Farrand, K., et al. Creating physiology graduates who think and sound like scientists. in Third National Attributes Graduate Project Symposia. 2009. Griffith University, Queensland, Australia. 2. Farrand-Zimbardi, K., et al. Becoming a scientist: the development of students’ skills in scientific investigation and communication through a vertically integrated model of inquiry-based practical curricula. in International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference. 2010. Liverpool, UK. 3. Zimbardi, K., et al., A set of vertically-integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students. Advances in Physiology Education 37 (4): 303-15, 2013. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/iupsteachingworkshop2013-zimbardi-160511072715-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presented at the International Union of Physiological Societies' Teaching Workshop 2013 (Bristol, UK). Abstract: We have developed three vertically-integrated inquiry-based practical courses for large cohorts (500-900 students) of early stage physiology students [1-3]. Video recordings of 22 students participating in inquiry classes were annotated by students, highlighting instances of scientific thinking. Most scientific thinking events occurred during development of hypotheses and experimental plans, and during analysis and interpretation of experimental data. However, to their regret, students rarely demonstrated scientific thinking whilst conducting experiments and collecting data. Videos and annotations will be presented; workshop participants will be encouraged to add annotations, to explore how novices and experts critically evaluate evidence of scientific thinking in inquiry-based classes. References 1. Farrand, K., et al. Creating physiology graduates who think and sound like scientists. in Third National Attributes Graduate Project Symposia. 2009. Griffith University, Queensland, Australia. 2. Farrand-Zimbardi, K., et al. Becoming a scientist: the development of students’ skills in scientific investigation and communication through a vertically integrated model of inquiry-based practical curricula. in International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference. 2010. Liverpool, UK. 3. Zimbardi, K., et al., A set of vertically-integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students. Advances in Physiology Education 37 (4): 303-15, 2013.

Student self-assessment of the development of advanced scientific thinking skills during inquiry-based physiology practical classes using an innovative e-learning tool for annotating videos from Kirsten Zimbardi

]]> 427 16 https://cdn.slidesharecdn.com/ss_thumbnails/iupsteachingworkshop2013-zimbardi-160511072715-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

http://activitystrea.ms/schema/1.0/posted

0 Translating research experiences to employability skills: using evidence to make a convincing case. /slideshow/translating-research-experiences-to-employability-skills-using-evidence-to-make-a-convincing-case/61889050 zimbardi-ascept2015-160511044357
Invited presented for the 2015 Australasian Pharmaceutical Science Association (APSA) and Australian Society for Clinical and Experimental Pharmacology and Toxicology (ASCEPT) Joint Scientific Meeting (Hobart, Tasmania). Abstract: All graduates need the skills and habits of mind to solve the complex, unstructured problems they will face in the 21st Century workforce (Bybee & Fuchs, 2006). In science, analysing technical literature, identifying conflicts and gaps, developing relevant, testable hypotheses, collecting and analysing the evidence to these hypotheses, and putting forward reasonable, specific and qualified conclusions, is our bread and butter – the basis of scientific reasoning (Kuhn & Pease 2008). Research experiences and inquiry-based curricula aim to help undergraduate students develop these habits of mind and cognitive skills (Zimbardi & Myatt, 2012). In our inquiry-based curricula we have documented the development of students’ scientific reasoning skills (Zimbardi et al., 2013) and their understanding of the contestable nature of scientific knowledge (Zimbardi et al., in press). We have also developed a series of meta-cognitive assessment items which have reveal students’ ability to translate these learning outcomes into employability skills. Specifically, undergraduate biomedical science students in their final semester are provided with a job interview scenario and asked behavioural questions (e.g “Tell me about a time when you successfully used your scientific problem skills”) and hypothetical questions (e.g “Suggest a potential approach for investigating this issue…”). Students’ responses to these open-ended questions have revealed the diverse skill levels amongst the cohort in translating educational experiences to workplace situations. Notably, we have found several underlying assumptions and misconceptions that hinder students’ articulation of their employability skills, as well as useful models of specific, evidence-based, and convincing, approaches to answering such questions. Bybee RW & Fuchs B (2006) J Res Sci Teach 43(4): 349–352. Kuhn D & Pease M (2008) Cogn Instruct 26: 512–559. Zimbardi K et al (2013) Adv Physiol Educ 37 (4): 303-15. Zimbardi K et al (in press) IJISME Zimbardi K & Myatt P (2012) SHE 39 (2): 233-250]]>
Invited presented for the 2015 Australasian Pharmaceutical Science Association (APSA) and Australian Society for Clinical and Experimental Pharmacology and Toxicology (ASCEPT) Joint Scientific Meeting (Hobart, Tasmania). Abstract: All graduates need the skills and habits of mind to solve the complex, unstructured problems they will face in the 21st Century workforce (Bybee & Fuchs, 2006). In science, analysing technical literature, identifying conflicts and gaps, developing relevant, testable hypotheses, collecting and analysing the evidence to these hypotheses, and putting forward reasonable, specific and qualified conclusions, is our bread and butter – the basis of scientific reasoning (Kuhn & Pease 2008). Research experiences and inquiry-based curricula aim to help undergraduate students develop these habits of mind and cognitive skills (Zimbardi & Myatt, 2012). In our inquiry-based curricula we have documented the development of students’ scientific reasoning skills (Zimbardi et al., 2013) and their understanding of the contestable nature of scientific knowledge (Zimbardi et al., in press). We have also developed a series of meta-cognitive assessment items which have reveal students’ ability to translate these learning outcomes into employability skills. Specifically, undergraduate biomedical science students in their final semester are provided with a job interview scenario and asked behavioural questions (e.g “Tell me about a time when you successfully used your scientific problem skills”) and hypothetical questions (e.g “Suggest a potential approach for investigating this issue…”). Students’ responses to these open-ended questions have revealed the diverse skill levels amongst the cohort in translating educational experiences to workplace situations. Notably, we have found several underlying assumptions and misconceptions that hinder students’ articulation of their employability skills, as well as useful models of specific, evidence-based, and convincing, approaches to answering such questions. Bybee RW & Fuchs B (2006) J Res Sci Teach 43(4): 349–352. Kuhn D & Pease M (2008) Cogn Instruct 26: 512–559. Zimbardi K et al (2013) Adv Physiol Educ 37 (4): 303-15. Zimbardi K et al (in press) IJISME Zimbardi K & Myatt P (2012) SHE 39 (2): 233-250]]> Wed, 11 May 2016 04:43:56 GMT /slideshow/translating-research-experiences-to-employability-skills-using-evidence-to-make-a-convincing-case/61889050 KirstenZimbardi@slideshare.net(KirstenZimbardi) Translating research experiences to employability skills: using evidence to make a convincing case. KirstenZimbardi Invited presented for the 2015 Australasian Pharmaceutical Science Association (APSA) and Australian Society for Clinical and Experimental Pharmacology and Toxicology (ASCEPT) Joint Scientific Meeting (Hobart, Tasmania). Abstract: All graduates need the skills and habits of mind to solve the complex, unstructured problems they will face in the 21st Century workforce (Bybee & Fuchs, 2006). In science, analysing technical literature, identifying conflicts and gaps, developing relevant, testable hypotheses, collecting and analysing the evidence to these hypotheses, and putting forward reasonable, specific and qualified conclusions, is our bread and butter – the basis of scientific reasoning (Kuhn & Pease 2008). Research experiences and inquiry-based curricula aim to help undergraduate students develop these habits of mind and cognitive skills (Zimbardi & Myatt, 2012). In our inquiry-based curricula we have documented the development of students’ scientific reasoning skills (Zimbardi et al., 2013) and their understanding of the contestable nature of scientific knowledge (Zimbardi et al., in press). We have also developed a series of meta-cognitive assessment items which have reveal students’ ability to translate these learning outcomes into employability skills. Specifically, undergraduate biomedical science students in their final semester are provided with a job interview scenario and asked behavioural questions (e.g “Tell me about a time when you successfully used your scientific problem skills”) and hypothetical questions (e.g “Suggest a potential approach for investigating this issue…”). Students’ responses to these open-ended questions have revealed the diverse skill levels amongst the cohort in translating educational experiences to workplace situations. Notably, we have found several underlying assumptions and misconceptions that hinder students’ articulation of their employability skills, as well as useful models of specific, evidence-based, and convincing, approaches to answering such questions. Bybee RW & Fuchs B (2006) J Res Sci Teach 43(4): 349–352. Kuhn D & Pease M (2008) Cogn Instruct 26: 512–559. Zimbardi K et al (2013) Adv Physiol Educ 37 (4): 303-15. Zimbardi K et al (in press) IJISME Zimbardi K & Myatt P (2012) SHE 39 (2): 233-250 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/zimbardi-ascept2015-160511044357-thumbnail.jpg?width=120&height=120&fit=bounds" /> Invited presented for the 2015 Australasian Pharmaceutical Science Association (APSA) and Australian Society for Clinical and Experimental Pharmacology and Toxicology (ASCEPT) Joint Scientific Meeting (Hobart, Tasmania). Abstract: All graduates need the skills and habits of mind to solve the complex, unstructured problems they will face in the 21st Century workforce (Bybee & Fuchs, 2006). In science, analysing technical literature, identifying conflicts and gaps, developing relevant, testable hypotheses, collecting and analysing the evidence to these hypotheses, and putting forward reasonable, specific and qualified conclusions, is our bread and butter – the basis of scientific reasoning (Kuhn & Pease 2008). Research experiences and inquiry-based curricula aim to help undergraduate students develop these habits of mind and cognitive skills (Zimbardi & Myatt, 2012). In our inquiry-based curricula we have documented the development of students’ scientific reasoning skills (Zimbardi et al., 2013) and their understanding of the contestable nature of scientific knowledge (Zimbardi et al., in press). We have also developed a series of meta-cognitive assessment items which have reveal students’ ability to translate these learning outcomes into employability skills. Specifically, undergraduate biomedical science students in their final semester are provided with a job interview scenario and asked behavioural questions (e.g “Tell me about a time when you successfully used your scientific problem skills”) and hypothetical questions (e.g “Suggest a potential approach for investigating this issue…”). Students’ responses to these open-ended questions have revealed the diverse skill levels amongst the cohort in translating educational experiences to workplace situations. Notably, we have found several underlying assumptions and misconceptions that hinder students’ articulation of their employability skills, as well as useful models of specific, evidence-based, and convincing, approaches to answering such questions. Bybee RW & Fuchs B (2006) J Res Sci Teach 43(4): 349–352. Kuhn D & Pease M (2008) Cogn Instruct 26: 512–559. Zimbardi K et al (2013) Adv Physiol Educ 37 (4): 303-15. Zimbardi K et al (in press) IJISME Zimbardi K & Myatt P (2012) SHE 39 (2): 233-250

Translating research experiences to employability skills: using evidence to make a convincing case. from Kirsten Zimbardi

]]> 165 6 https://cdn.slidesharecdn.com/ss_thumbnails/zimbardi-ascept2015-160511044357-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

http://activitystrea.ms/schema/1.0/posted

0 Workshop: Best practices for undergraduate research experiences /slideshow/workshop-best-practices-for-undergraduate-research-experiences/61887651 zimbardietal-apsitlworkshoponundergraduateresearchexperiences-160511032606
International invitation to facilitate workshop at the inaugural American Physiological Society's Institute on Teaching & Learning (Bar Harbour, Maine, USA; June 2014). Workshop was an interactive consultation with bioscience academics who wanted to implement or expand their programs for engaging undergraduate students in authentic research experiences. Abstract Undergraduate research experiences (UREs) during which students undertake a research project over an extended period of time under the direct supervision of a researcher, are associated with high levels of student engagement, academic success (Kuh 2008) and a wide range of student benefits (Hunter et al. 2006). In physiology education, practicals that incorporate physiological research can be used to promote active learning (Michael 2006), and teach students key skills in critical evaluation of complex data alongside important physiological concepts (Zimbardi et al. 2013, Luckie et al. 2012). Following an extensive investigation of diverse ways that research experiences are successfully embedded into undergraduate curricula (Zimbardi and Myatt 2012), we have developed a model for up-scaling UREs to cohorts of several hundred students. We are now leading a national project in Australia to support the uptake of these Authentic Large-Scale Undergraduate Research Experiences (ALUREs) and provide the benefits of research experiences to thousands of undergraduate students. During this workshop, examples of ALUREs from the biosciences will be used to highlight key considerations for ALURE design and implementation. Workshop participants will be engaged in developing their own ALURE using a detailed checklist derived from our extensive experience supporting faculty in developing, implementing and evaluating ALUREs.]]>
International invitation to facilitate workshop at the inaugural American Physiological Society's Institute on Teaching & Learning (Bar Harbour, Maine, USA; June 2014). Workshop was an interactive consultation with bioscience academics who wanted to implement or expand their programs for engaging undergraduate students in authentic research experiences. Abstract Undergraduate research experiences (UREs) during which students undertake a research project over an extended period of time under the direct supervision of a researcher, are associated with high levels of student engagement, academic success (Kuh 2008) and a wide range of student benefits (Hunter et al. 2006). In physiology education, practicals that incorporate physiological research can be used to promote active learning (Michael 2006), and teach students key skills in critical evaluation of complex data alongside important physiological concepts (Zimbardi et al. 2013, Luckie et al. 2012). Following an extensive investigation of diverse ways that research experiences are successfully embedded into undergraduate curricula (Zimbardi and Myatt 2012), we have developed a model for up-scaling UREs to cohorts of several hundred students. We are now leading a national project in Australia to support the uptake of these Authentic Large-Scale Undergraduate Research Experiences (ALUREs) and provide the benefits of research experiences to thousands of undergraduate students. During this workshop, examples of ALUREs from the biosciences will be used to highlight key considerations for ALURE design and implementation. Workshop participants will be engaged in developing their own ALURE using a detailed checklist derived from our extensive experience supporting faculty in developing, implementing and evaluating ALUREs.]]> Wed, 11 May 2016 03:26:06 GMT /slideshow/workshop-best-practices-for-undergraduate-research-experiences/61887651 KirstenZimbardi@slideshare.net(KirstenZimbardi) Workshop: Best practices for undergraduate research experiences KirstenZimbardi International invitation to facilitate workshop at the inaugural American Physiological Society's Institute on Teaching & Learning (Bar Harbour, Maine, USA; June 2014). Workshop was an interactive consultation with bioscience academics who wanted to implement or expand their programs for engaging undergraduate students in authentic research experiences. Abstract Undergraduate research experiences (UREs) during which students undertake a research project over an extended period of time under the direct supervision of a researcher, are associated with high levels of student engagement, academic success (Kuh 2008) and a wide range of student benefits (Hunter et al. 2006). In physiology education, practicals that incorporate physiological research can be used to promote active learning (Michael 2006), and teach students key skills in critical evaluation of complex data alongside important physiological concepts (Zimbardi et al. 2013, Luckie et al. 2012). Following an extensive investigation of diverse ways that research experiences are successfully embedded into undergraduate curricula (Zimbardi and Myatt 2012), we have developed a model for up-scaling UREs to cohorts of several hundred students. We are now leading a national project in Australia to support the uptake of these Authentic Large-Scale Undergraduate Research Experiences (ALUREs) and provide the benefits of research experiences to thousands of undergraduate students. During this workshop, examples of ALUREs from the biosciences will be used to highlight key considerations for ALURE design and implementation. Workshop participants will be engaged in developing their own ALURE using a detailed checklist derived from our extensive experience supporting faculty in developing, implementing and evaluating ALUREs. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/zimbardietal-apsitlworkshoponundergraduateresearchexperiences-160511032606-thumbnail.jpg?width=120&height=120&fit=bounds" /> International invitation to facilitate workshop at the inaugural American Physiological Society's Institute on Teaching & Learning (Bar Harbour, Maine, USA; June 2014). Workshop was an interactive consultation with bioscience academics who wanted to implement or expand their programs for engaging undergraduate students in authentic research experiences. Abstract Undergraduate research experiences (UREs) during which students undertake a research project over an extended period of time under the direct supervision of a researcher, are associated with high levels of student engagement, academic success (Kuh 2008) and a wide range of student benefits (Hunter et al. 2006). In physiology education, practicals that incorporate physiological research can be used to promote active learning (Michael 2006), and teach students key skills in critical evaluation of complex data alongside important physiological concepts (Zimbardi et al. 2013, Luckie et al. 2012). Following an extensive investigation of diverse ways that research experiences are successfully embedded into undergraduate curricula (Zimbardi and Myatt 2012), we have developed a model for up-scaling UREs to cohorts of several hundred students. We are now leading a national project in Australia to support the uptake of these Authentic Large-Scale Undergraduate Research Experiences (ALUREs) and provide the benefits of research experiences to thousands of undergraduate students. During this workshop, examples of ALUREs from the biosciences will be used to highlight key considerations for ALURE design and implementation. Workshop participants will be engaged in developing their own ALURE using a detailed checklist derived from our extensive experience supporting faculty in developing, implementing and evaluating ALUREs.

Workshop: Best practices for undergraduate research experiences from Kirsten Zimbardi

]]> 214 9 https://cdn.slidesharecdn.com/ss_thumbnails/zimbardietal-apsitlworkshoponundergraduateresearchexperiences-160511032606-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

http://activitystrea.ms/schema/1.0/posted

0 https://public.slidesharecdn.com/v2/images/profile-picture.png https://cdn.slidesharecdn.com/ss_thumbnails/nairtl2012-zimbardi-160511081144-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/student-understanding-of-the-critical-features-of-a-hypothesis-variation-across-epistemic-and-heuristic-dimensions/61894852 Student understanding ... https://cdn.slidesharecdn.com/ss_thumbnails/zimbardietal-iupsposterfellowship-kz14f-tweaking-160511073433-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/developing-students-advanced-scientific-thinking-skills-through-effective-inquirybased-physiology-practical-classes/61893681 Developing students’ a... https://cdn.slidesharecdn.com/ss_thumbnails/iupsteachingworkshop2013-zimbardi-160511072715-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/student-selfassessment-of-the-development-of-advanced-scientific-thinking-skills-during-inquirybased-physiology-practical-classes-using-an-innovative-elearning-tool-for-annotating-videos/61893461 Student self-assessmen...