Pub Date : 2022-01-01DOI: 10.1504/ijiie.2022.10050435
Holly Heshmati, Danyal Farsani
{"title":"Visual attention in mathematics classroom: use of eye-glass cameras","authors":"Holly Heshmati, Danyal Farsani","doi":"10.1504/ijiie.2022.10050435","DOIUrl":"https://doi.org/10.1504/ijiie.2022.10050435","url":null,"abstract":"","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85258064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-08DOI: 10.30722/ijisme.29.04.004
S. Low, S. Bennett
Graduates from agriculture/agribusiness courses need to understand the multidisciplinary nature of agriculture, to think critically and solve problems in the role of an agricultural advisor. Producers are being exposed to new technologies developed for integration into agricultural production systems. Producers require technical support from external sources such as advisors and consultants, to identify relevant technologies, identify potential constraints of the technology and to support adoption. Information from such technologies may not be relevant to the production system, potentially resulting in information that has limited relevance. It is important that students develop an understanding of the processes used to develop predictive relationships between data generated by technology and the production system. In this study, students worked as collaborative teams, to design and implement an investigation aimed at developing prediction equations for pasture biomass using NDVI and a range of measurable agronomic parameters. The investigation provided students with the opportunity to gain an understanding of the importance and relevance of information to build prediction equations, to develop critical evaluation skills, to identify limitations to the process, propose solutions, and to work as a team to achieve the desired outcomes.
{"title":"Using Group Collaborative Investigations to Develop Pasture Biomass Prediction Equations","authors":"S. Low, S. Bennett","doi":"10.30722/ijisme.29.04.004","DOIUrl":"https://doi.org/10.30722/ijisme.29.04.004","url":null,"abstract":"Graduates from agriculture/agribusiness courses need to understand the multidisciplinary nature of agriculture, to think critically and solve problems in the role of an agricultural advisor. Producers are being exposed to new technologies developed for integration into agricultural production systems. Producers require technical support from external sources such as advisors and consultants, to identify relevant technologies, identify potential constraints of the technology and to support adoption. Information from such technologies may not be relevant to the production system, potentially resulting in information that has limited relevance. It is important that students develop an understanding of the processes used to develop predictive relationships between data generated by technology and the production system. In this study, students worked as collaborative teams, to design and implement an investigation aimed at developing prediction equations for pasture biomass using NDVI and a range of measurable agronomic parameters. The investigation provided students with the opportunity to gain an understanding of the importance and relevance of information to build prediction equations, to develop critical evaluation skills, to identify limitations to the process, propose solutions, and to work as a team to achieve the desired outcomes.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72672857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-02DOI: 10.30722/ijisme.29.02.003
A. Ziebell, T. Overton, Tyson Yunkaporta
The introduction of Indigenous knowledges (IK) and perspectives to the curriculum is an important step in decolonising the curriculum, and in reconciliation. This study explored the impact of a short laboratory project in the context of a traditional Aboriginal remedy (bush medicine), on final year Analytical Chemistry students. Samples were taken from the Sandpaper fig both off- and on-country, and students designed their own investigation to determine whether the chemicals present differed with location. The activity required no dedicated cultural awareness training, and did not involve student interaction with an Indigenous academic. A video made by one of the authors supported the students’ cultural learning and understanding. The findings indicate that the students displayed a respectful consideration of IK and Indigenous perspectives. However, the students’ inherent aversion to the idea of combining Indigenous and non-Indigenous knowledges, meant that they did not effectively bring Indigenous perspectives to bear within their own investigation. Students believed that the inclusion of Indigenous methods of inquiry in a modern laboratory setting made the IK feel inauthentic. We provide recommendations for more structured approaches to learning when integrating IK/perspectives and Western Scientific practices to allow students to comfortably navigate through IK within a modern context.
{"title":"Australian Indigenous Knowledge in the Undergraduate Teaching Laboratory","authors":"A. Ziebell, T. Overton, Tyson Yunkaporta","doi":"10.30722/ijisme.29.02.003","DOIUrl":"https://doi.org/10.30722/ijisme.29.02.003","url":null,"abstract":"The introduction of Indigenous knowledges (IK) and perspectives to the curriculum is an important step in decolonising the curriculum, and in reconciliation. This study explored the impact of a short laboratory project in the context of a traditional Aboriginal remedy (bush medicine), on final year Analytical Chemistry students. \u0000 \u0000Samples were taken from the Sandpaper fig both off- and on-country, and students designed their own investigation to determine whether the chemicals present differed with location. The activity required no dedicated cultural awareness training, and did not involve student interaction with an Indigenous academic. A video made by one of the authors supported the students’ cultural learning and understanding. \u0000 \u0000The findings indicate that the students displayed a respectful consideration of IK and Indigenous perspectives. However, the students’ inherent aversion to the idea of combining Indigenous and non-Indigenous knowledges, meant that they did not effectively bring Indigenous perspectives to bear within their own investigation. Students believed that the inclusion of Indigenous methods of inquiry in a modern laboratory setting made the IK feel inauthentic. We provide recommendations for more structured approaches to learning when integrating IK/perspectives and Western Scientific practices to allow students to comfortably navigate through IK within a modern context.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83357409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-02DOI: 10.30722/ijisme.29.04.003
S. Bennett, S. Low
Maximising student employability on graduation by ensuring they have the discipline knowledge as well as the ‘soft skills’ required by employers is an important focus of university courses. Following completion of an Agribusiness or Agricultural Science degree, many students enter the workforce in industries where they are required to run their own field trials to test new products or varieties, or to research agronomic best practise. One of the approaches highlighted in this paper is to incorporate Work Integrated Learning (WIL), including authentic assessment, into unit learning outcomes where the practical component of a unit is focused on developing industry required skills, such as field trial management, data collection, analysis and report writing, as well as embedding core discipline knowledge. Students, working in small groups, are required to run their own research field trial over a semester, having been guided to develop their research question based on a current industry issue on a pre-sown crop, identify the measurements required to answer the question, and then plan their semester. At the end of the semester, the students present their work to the class and submit a conference-style research paper. Success is measured in relation to a clear hypothesis, measurements and analysis that addresses their hypothesis, and results related to the industry issue. Anecdotal feedback from students is that they enjoy the experience and responsibility of running their own trials, are able to add a skill to their curriculum vitae, and have increased confidence in their ability when entering the industry. The aim of this paper is to present an example of unit-level WIL, including authentic assessment that contains the application of discipline skills in crop science.
{"title":"The Value of Student-led Field Trials for Agronomic Industry Training","authors":"S. Bennett, S. Low","doi":"10.30722/ijisme.29.04.003","DOIUrl":"https://doi.org/10.30722/ijisme.29.04.003","url":null,"abstract":"Maximising student employability on graduation by ensuring they have the discipline knowledge as well as the ‘soft skills’ required by employers is an important focus of university courses. Following completion of an Agribusiness or Agricultural Science degree, many students enter the workforce in industries where they are required to run their own field trials to test new products or varieties, or to research agronomic best practise. One of the approaches highlighted in this paper is to incorporate Work Integrated Learning (WIL), including authentic assessment, into unit learning outcomes where the practical component of a unit is focused on developing industry required skills, such as field trial management, data collection, analysis and report writing, as well as embedding core discipline knowledge. Students, working in small groups, are required to run their own research field trial over a semester, having been guided to develop their research question based on a current industry issue on a pre-sown crop, identify the measurements required to answer the question, and then plan their semester. At the end of the semester, the students present their work to the class and submit a conference-style research paper. Success is measured in relation to a clear hypothesis, measurements and analysis that addresses their hypothesis, and results related to the industry issue. Anecdotal feedback from students is that they enjoy the experience and responsibility of running their own trials, are able to add a skill to their curriculum vitae, and have increased confidence in their ability when entering the industry. The aim of this paper is to present an example of unit-level WIL, including authentic assessment that contains the application of discipline skills in crop science.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72632824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-02DOI: 10.30722/ijisme.29.04.001
J. Pratley
Agricultural education in Australia was in the doldrums for several decades in the latter part of the 20th Century and more recently. Some of this can be attributed to poor industry leadership, particularly in relation to recognition of the value of education and training in the sector. Consequently, agriculture lost community respect and was not seen by the emerging generation as the industry sector of choice for careers. For most of this Century there has been a concerted effort to change the public perception of the sector and the causal dynamics involved and it is pleasing to report that agriculture has been ‘rebooted’ to a positive paradigm with an encouraging outlook. The circumstances for the fall and rise of agriculture comprise the basis for this paper.
{"title":"Agricultural Education ‘Rebooted’ in Australia","authors":"J. Pratley","doi":"10.30722/ijisme.29.04.001","DOIUrl":"https://doi.org/10.30722/ijisme.29.04.001","url":null,"abstract":"Agricultural education in Australia was in the doldrums for several decades in the latter part of the 20th Century and more recently. Some of this can be attributed to poor industry leadership, particularly in relation to recognition of the value of education and training in the sector. Consequently, agriculture lost community respect and was not seen by the emerging generation as the industry sector of choice for careers. For most of this Century there has been a concerted effort to change the public perception of the sector and the causal dynamics involved and it is pleasing to report that agriculture has been ‘rebooted’ to a positive paradigm with an encouraging outlook. The circumstances for the fall and rise of agriculture comprise the basis for this paper.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77148247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-02DOI: 10.30722/ijisme.29.04.002
S. Graham
Agriculture in a secondary school context in Australia has had a poor reputation amongst students and parents. Consequently, there have been historically low enrolments for many decades. This has contrasted with the reality of well-paid, knowledge-intense and increasingly urban-based jobs in the sector. This disparity has led to a significant shortage of university agricultural graduates needed to fill vital jobs to support the economy and society. Through a case study at one high school, this paper demonstrates how the reputation of the subject in the view of students and parents can be changed to more closely align with the modern reality of jobs in the agriculture sector. It shows that urban high school students, who traditionally would not be expected to take roles in agriculture, are not only interested in the concept of ‘paddock to plate’ but are willing to devote their lives to a career in the industry in order to make a difference.
{"title":"Untapped Potential: The Neglected Urban Interest in Secondary Agriculture","authors":"S. Graham","doi":"10.30722/ijisme.29.04.002","DOIUrl":"https://doi.org/10.30722/ijisme.29.04.002","url":null,"abstract":"Agriculture in a secondary school context in Australia has had a poor reputation amongst students and parents. Consequently, there have been historically low enrolments for many decades. This has contrasted with the reality of well-paid, knowledge-intense and increasingly urban-based jobs in the sector. This disparity has led to a significant shortage of university agricultural graduates needed to fill vital jobs to support the economy and society. Through a case study at one high school, this paper demonstrates how the reputation of the subject in the view of students and parents can be changed to more closely align with the modern reality of jobs in the agriculture sector. It shows that urban high school students, who traditionally would not be expected to take roles in agriculture, are not only interested in the concept of ‘paddock to plate’ but are willing to devote their lives to a career in the industry in order to make a difference.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75436017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-28DOI: 10.1504/ijiie.2021.118046
Ye Chen, Bei Yu, Yihan Yu
Reflection journaling is a common practice in teacher education. However, analysing large amounts of textual reflections presents challenges. Automatic analysis is needed so that teacher educators ...
{"title":"Analysing preservice teachers' reflection journals using text-mining techniques","authors":"Ye Chen, Bei Yu, Yihan Yu","doi":"10.1504/ijiie.2021.118046","DOIUrl":"https://doi.org/10.1504/ijiie.2021.118046","url":null,"abstract":"Reflection journaling is a common practice in teacher education. However, analysing large amounts of textual reflections presents challenges. Automatic analysis is needed so that teacher educators ...","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88170885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-27DOI: 10.1504/ijiie.2021.118034
Ricardo L. P. Bueno, H. Hollnagel, E. Lopes
The main objective of this research was to identify in the context of transactional distance theory (TDT) which factors influence the perceived quality of a distance education course, by the variab...
{"title":"Public management courses: the potential of transactional distance theory: TDT framework to support a policy diffusion network","authors":"Ricardo L. P. Bueno, H. Hollnagel, E. Lopes","doi":"10.1504/ijiie.2021.118034","DOIUrl":"https://doi.org/10.1504/ijiie.2021.118034","url":null,"abstract":"The main objective of this research was to identify in the context of transactional distance theory (TDT) which factors influence the perceived quality of a distance education course, by the variab...","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79641654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-27DOI: 10.1504/IJIIE.2021.10041595
Gitte Miller Balslev
This paper explores learning processes of professionals in a case of innovation in education. Learning of professionals is here defined as a collective search process - in contrast to a predominant...
{"title":"Learning throughout the innovation journey: a new dimension to learning as a search process","authors":"Gitte Miller Balslev","doi":"10.1504/IJIIE.2021.10041595","DOIUrl":"https://doi.org/10.1504/IJIIE.2021.10041595","url":null,"abstract":"This paper explores learning processes of professionals in a case of innovation in education. Learning of professionals is here defined as a collective search process - in contrast to a predominant...","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79108988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-16DOI: 10.1504/ijiie.2021.118037
B. Marques, J. McIntosh, Philippe Campays
Design studios play an important role in training future architects and designers, representing a key space for experimentation and creative practice in the education of architecture, landscape architecture and interior architecture students. Unlike other courses, design studios confront students with the concrete practical aspects of the design process, along with the more abstract poetic experiences of designing. This combination of practice with theory introduces students to the concept of creativity and creative design processes. While conceptually exciting, student engagement often comes with feelings of vulnerability and fear of ‘exposure’ that design practice brings, preventing them from experimentation. This paper explores various experiments designed to foster trust to aid in students’ engagement in creative practices within studios. Several assignments follow where techniques are specifically designed to encourage creativity in the context of the architectural design studio. The paper further examines how architectural studio style teaching can foster a way of creating as well as researching through design and can provide a forum for both the sharing of knowledge as well as communication and collaboration between a wide range of stakeholders.
{"title":"Creative design studios: converting vulnerability into creative intensity","authors":"B. Marques, J. McIntosh, Philippe Campays","doi":"10.1504/ijiie.2021.118037","DOIUrl":"https://doi.org/10.1504/ijiie.2021.118037","url":null,"abstract":"Design studios play an important role in training future architects and designers, representing a key space for experimentation and creative practice in the education of architecture, landscape architecture and interior architecture students. Unlike other courses, design studios confront students with the concrete practical aspects of the design process, along with the more abstract poetic experiences of designing. This combination of practice with theory introduces students to the concept of creativity and creative design processes. While conceptually exciting, student engagement often comes with feelings of vulnerability and fear of ‘exposure’ that design practice brings, preventing them from experimentation. This paper explores various experiments designed to foster trust to aid in students’ engagement in creative practices within studios. Several assignments follow where techniques are\u0000specifically designed to encourage creativity in the context of the architectural design studio. The paper further examines how architectural studio style teaching can foster a way of creating as well as researching through design and can provide a forum for both the sharing of knowledge as well as communication and collaboration between a wide range of stakeholders.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89778244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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