Proceedings of The Australian Conference on Science and Mathematics Education (2023)

• Editorial

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• Sponsors

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  • Sponsors PDF

• Committee Members and Reviewers

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  • Committee Members PDF

• Keynote Speakers

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  • Keynote Speakers PDF

• Plenary Panel Empowered or overpowered: How should students and educators respond to AI?

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  • Plenary Speakers PDF

Keynote Presentations (Abstract)

• Adapting to the educational climate: Unleashing the potential of active learning in science education

  Angela Carbone

  7

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Abstracts

• Research-based Instructional Strategies in second-year Physics: A case study

  Yessi Affriyenni, Christine Lindstrøm, Helen Georgiou, Adam Micolich

  8

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• My experience with “ungrading” a large first-year physics course

  Elizabeth Angstmann

  9

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• Advanced organic chemistry laboratory curricula in Australian universities: Investigating the major topics and approaches to learning

  William R. M. Atkinson, Christopher Hyland, Stephen George-Williams, Reyne Pullen

  10

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• Examining links between students’ mental imagistic abilities and their perceptions of chemical representations

  Lauren Baade, Effie Kartsonaki, Hassan Khosravi, Gwendolyn Lawrie

  11

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• Making labs accessible for all: A Community of Practice promoting inclusive practice in laboratory teaching

  Vicky Barnett, Joanne Castelli

  12

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• Chemistry students’ changing attitudes to online assessments

  Jeffrey J. Black, Siobhán S. Wills

  13

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• Let students ask any question for an authentic assessment experience

  Katrina Blazek

  14

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• A climate of inclusion: Utilising personalised learning in climate science education

  Alison Blyth

  15

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• Collaboration between researchers and educators enables an authentic and engaging learning experience

  Klementine J. Burrell-Sander, Kymberley R. Scroggie, Peter J. Rutledge, Alice E. Motion

  16

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• Exploring students’ and employers’ perspectives of creativity in STEM

  Michael Calarese, Jesse Mullen, Declan Page, Alexandra Yeung

  17

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• Mapping assessment tasks as an index of undergraduate student workload

  Fiona Y. Carroll

  18

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• Providing authentic, contemporary and equitable training for students in STEM peer leadership programs

  Joanne Castelli, Christina Chong, Madelon Heperi, Reva Ramiah

  19

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• Real-world connections to sustainability: Using authentic learning activities to introduce students to systems thinking through green chemistry

  Alan Chen, Martin D. Peeks, Sara H. Kyne

  20

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• “I try my very best and then I send it to the wizards, who make up numbers” Science students’ perceptions of (in)effective assessment and feedback practices

  Christine Chinchen, Kate Jackson, Jennifer Stansby, Nirmani Wijenayake, Siobhán S. Wills

  21

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• Building the STEM pipeline from the ground up: The confluence of First Nations Perspectives and Sustainability in science teacher training

  Connie Cirkony, Joe Sambono

  22

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• Leveraging natural language processing for comprehensive studies of science student projects

  James Cleaver, Laura K. McKemmish, Sara H. Kyne

  23

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• From virtual to practical: Integrating an online simulation and face-to-face learning to enable hemocytometer proficiency

  Maurizio Costabile, Sheree Bailey, Gareth Denyer

  24

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• The use of augmented reality apps to make laboratories more accessible to people with colour vision deficiencies

  Caitlin Cubie, Shane Michael Wilkinson

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• The experiences of sessional academics in undergraduate science education during the COVID-19 pandemic

  Prarthana Devi, Tsz Wai Rosita Pang, Madeleine Schultz, Jillian Healy, Tricia Wevill, Reyne Pullen, Stephen George-Williams

  26

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• Scaffolding laboratory skills for first-year physics majors

  Thomas Findlay Dixon, Jonathan Rebolledo Moya

  27

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• Knowing what they know is half the battle: Investigating student conceptions of stoichiometry

  Kylie Quynh Do, Sara Krivickas, Simon M. Pyke

  28

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• Sustainability educator perspectives of impacts, potential and barriers of sustainability education

  Francesca Douglas, Dave Kendal, Emily J. Flies

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• Changing primary science education by identifying, representing, and analysing variation in data-based observations from integrated STEM activities

  Noleine Fitzallen, Jane Watson

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• Sustainability education impacts on student knowledge, attitudes, behaviours and wellbeing

  Emily J. Flies, Francesca Douglas, Dave Kendal, Penelope Jones

  31

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• From teacher to learner: Using digital technology to enhance authenticity and engagement in poster presentations in the classroom and online

  Rebecca Gehling

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• Flipping after a pandemic: A case study

  Stephen R. D. George-Williams, Susan Hemsley, Francesca van den Berg, Timothy Lee

  33

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• Embracing diversity in the changing climate of STEM higher education – transforming teacher beliefs

  Lisa Godinho, Reva Ramiah

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• ChatGPT: Force for good in assessment AI benefits in a large first year human biology assessment task

  Mary Sarah-Jane Gregory, Deanne Hryciw

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• Immersive learning: Enhancing student engagement using 360° photography and unity simulations in undergraduate medical science courses

  Manisha Hari Rajan, Cristan Herbert, Patsie Polly

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• The role of the STEM Video Game Challenge in the pipeline to tertiary STEM education

  Jessica Holmes, Lisa van Beeck

  37

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• Are we developing career-readiness skills in science graduates?

  Ruby Hume, Trent Weir, Jamie Priest, Beth Loveys, Karina Riggs, Sara Krivickas, Andrew MacKinnon, Michelle Coulson, Olivier Fahy, Adrian Hunter, James Botten, Amanda J. Able

  38

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• Sustainability in the pharmacy and pharmaceutical science curriculum

  Stefan G. Huth, Jim Fang, Catherine A. Forrester, Richard A. Hughes, Lauren T. May, Susan J. van de Meene

  39

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• Designing and expanding maths and science support for optimal student learning experiences in a changing environment

  Deborah Jackson

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• Building meaningful assessment around Mudang-Dali – an Indigenous-connected curriculum

  Joanne Jamie, Ian Jamie

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• Beyond bushfire preparedness Evaluating the impact of a higher education sustainability unit on bushfire-related attitudes and behaviours

  Penelope Jones, Emily J. Flies, Jessica E. Hughes, Carina Anderson

  42

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• Diversity in numbers – cultivating a growth mindset for numeracy development

  Shu Hui Koh, Garth Maker, Natalie Warburton, Rebecca Bennett, Rebecca Gillis, Sarah Etherington

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• How much do they really do? Assessing student workload

  Ingo Köper

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• Establishing online examination guidelines Preliminary results from an ACDS Teaching and Learning Project 2022

  Sara H. Kyne, Reyne Pullen, Siobhán S. Wills

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• Integrating computation through first- and second-year physics major units

  Istvan Laszlo, Anna McLean Phillips

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• Two-staging a comeback: A review of two-stage exams from 1996 to 2022

  Timothy R. C. Lee, Matthew Pye, Osu Lilje, Hong Dao Nguyen, Samantha Hockey, Mark de Bruyn, Francesca Trudy van den Berg

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• Bayesian Inference and Gravitational Waves in undergraduate computational physics

  Yi Shuen Christine Lee, Kok Hong Thong, YuTong Bu

  48

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• Patterns demonstrated by college students in drawings regarding sodium chloride and implications for the classroom

  Solange Locatelli, Mauro Mocerino, Alexandra Yeung, David Treagust

  49

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• 'Getting the VIBE’ in biochemistry education

  Anna Elizabeth Lohning, Susan Hall, Oladayo Folasire, Ryan Wirth, Shailandra Anoopkumar-Dukie

  50

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• The impact of a virtual laboratory tour on affective domain of first-year chemistry students

  Ryan E. Lopez, Dino Spagnoli

  51

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• Improving confidence in hands-on scientific skills post-pandemic

  Beth Loveys, Sara Krivickas, Andrew MacKinnon, Michelle Coulson, Amanda J. Able, Karina Riggs

  52

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• Embracing innovation in microbiology education: Integrating online interactive simulation and F-2-F practical inquiry when teaching MADLI-TOF

  Layla Mahdi, Gareth Denyer, Maurizio Costabile

  53

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• Python for chemists: a problem-orientated introduction to scientific programming

  Laura McKemmish, Martin Peeks

  54

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• SciX: Scalable and sustainable authentic research experiences for high-school students

  Laura McKemmish

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• Designing evaluation for a high school research integrated learning outreach program

  Lauren A. McKnight, Shannan Maisey, Sara H. Kyne, Laura McKemmish

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• Using science communication strategies to close the resource gap in under-resourced schools A focus on rural schools in South Africa

  Blessing Nemadziva, Catherine Cole, Steven Sexton

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• Engaging students in scenario-based assessment for final exams

  Hong Dao Nguyen, Matthew Pye, Francesca Trudy van den Berg, Osu Lilje, Michael Widjaja, Timothy R. C. Lee

  58

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• The nature of agricultural industry school partnerships: a primary school case study

  Molly O'Dea, Amy Cosby, Jaime Manning, Nicole McDonald, Bobby Harreveld

  59

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• Staff and student perceptions of assessment value and workload

  James Peet, Trent Weir, Amanda J. Able

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• How interactive workshops shape women and non-binary students’ sense of belonging in physics

  Anna McLean Phillips, Thanura Ediri

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• Formative authentic assessment to develop communication competencies among first-year science students

  Adam Piggott

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• Investigating the trajectories of academic staff who identify as DBER scholars

  Reyne Pullen, MaryKay Orgill

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• Wake up and smell the bloody Eucalyptus!! Using pluralistic pedagogical approaches to decolonise curricula and advance botanical awareness in first-year undergraduate biology

  Matthew Pye, James Gibbs, Francesca Trudy van den Berg, Daniel Howell

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• “Humans not ScienceBots” – the need for acknowledging other ways of knowing in STEM higher education

  Reva Ramiah, Alison Blyth

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• A framework to evaluate what we value in science practicals, and what we assess

  Andrew Seen

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• Creating SAFE spaces for online learning in enabling maths courses

  Jane Stratton, David Vender

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• Generative artificial intelligence literacy amongst science students

  Miriam Sullivan, Andrew Kelly, Katrina Strampel

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• Inclusion of students who are blind or low vision in chemistry

  Cary A. Supalo, Prarthana Devi, Jasodhara Bhattacharya, Alice Motion, Siegbert Schmid

  69

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• The Wicked Problem of microplastics – an interdisciplinary solution

  Johanna Turnbull, Tracey Kuit, Carolyn Dillon, Haydee Nicoll, Olivia Rigoli, Meg Emery, Audrey Hulley, Trudy Costa, Karen Walton

  70

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• Assessing AI: the academic integrity of using artificial intelligence (Chat GPT) in assessment

  Francesca Trudy van den Berg, Matthew J. Hall, Matthew Pye

  71

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• Commercially available industry-relevant software in the education of genome variant curation

  Callum J. Vidor, Hendrika M. Duivenvoorden, Desirée du Sart, Robert J. Bryson-Richardson, Thomas J. Hiscox

  72

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• Investigation of methods for the optimal selection of students into specialist science secondary schools

  Sakol Warintaraporn, Sara H. Kyne, Christopher Thompson

  73

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• Disrupting the past paper pandemic – developing new question banks

  Diana Warren

  74

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• Supporting novice research students in learning to write literature reviews

  Margaret Wegener

  75

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• Embedding career climate skills broadly into Australian degrees

  Angela Ziebell

  76

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Refereed Papers

• Does comparative judgement reduce students' perceived cognitive load when evaluating mathematics solutions?

  Jennifer Palisse, Deborah King, Mark MacLean

  77-82

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• Perceptions of an assessment literacy module to improve academic judgement – a pilot study

  Amber Jane Willems-Jones, Claudia A. Rivera Munoz, Sarah Frankland, Melissa J. Saligari, Saw Hoon Lim, Jennifer Fox, Rosa McCarty, Angelina Fong, Piers Douglas Lionel Howe

  83-90

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Workshops (Discipline Day)

• Future-proofing career readiness in science graduates: where, when and how?

  Ruby Hume, Trent Weir, Jamie Priest, Beth Loveys, Karina Riggs, Sara Krivickas, Andrew MacKinnon, Michelle Coulson, Olivier Fahy, Adrian Hunter, James Botten, Amanda J. Able

  91

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• RACI Chemistry Education Division Workshop

  Sara H. Kyne, Reyne Pullen, Dino Spagnoli, Siobhán Wills, Alexandra Yeung, Elizabeth Yuriev

  92

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• Assessing by design—constructing a marking guide

  Philip MacKinnon, Alan Hayes, Kathy Tangalakis

  93

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• Student Relationship Engagement System Community of Practice (SRES-CoP)

  Shane Michael Wilkinson, Timothy Lee, Francesca T. van den Berg, Alexandra Yeung

  94

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• Increasing engagement: adding industry and real-life contexts to your labs and workshops

  Angela Ziebell, Stephen George-Williams

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