National science agency - university collaboration inspires an inquiry-oriented experiment

Kirkup, L; Waite, K; Beames, S; Mears, A; Pizzica, J; Watkins, S

National science agency - university collaboration inspires an inquiry-oriented experiment

Kirkup, L Waite, K

Beames, S Mears, A Pizzica, J

Watkins, S

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Publication Type:: Journal Article
Citation:: International Journal of Innovation in Science and Mathematics Education, 2015, 23 (5), pp. 66 - 78
Issue Date:: 2015-01-01

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Field	Value	Language
dc.contributor.author	Kirkup, L	en_US
dc.contributor.author	Waite, K https://orcid.org/0000-0001-8851-7423	en_US
dc.contributor.author	Beames, S	en_US
dc.contributor.author	Mears, A	en_US
dc.contributor.author	Pizzica, J https://orcid.org/0000-0001-6074-8211	en_US
dc.contributor.author	Watkins, S	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	International Journal of Innovation in Science and Mathematics Education, 2015, 23 (5), pp. 66 - 78	en_US
dc.identifier.issn	2200-4270	en_US
dc.identifier.uri	http://hdl.handle.net/10453/43458
dc.description.abstract	An initiative involving the University of Technology, Sydney (UTS) and Australia's premier science agency, the Commonwealth Scientific and Industrial Research Agency (CSIRO), connects first year students in a large enrolment physics service subject to research of national standing through a co-developed inquiry-oriented experiment. We describe the background to the initiative which we believe to be the first of its kind, how it was piloted, and our findings from the first running of the experiment with enrolled students. The initiative applies a previously published framework for designing and evaluating new and existing experiments with regard to student engagement and learning, laboratory logistics, and scale. Evidence from focus groups, student surveys, and classroom observations indicates that the experiment is regarded by students as: 1) a worthwhile, very valuable or outstanding learning experience; 2) engaging; and 3) benefitting their learning through group discussions. Student feedback during the development phase highlighted issues to be addressed, including allowing students greater time to design and carry out their own investigations, more explicit assistance for students in the use of supporting technology, and better guidance on the assessed component of the experiment.	en_US
dc.relation.ispartof	International Journal of Innovation in Science and Mathematics Education	en_US
dc.title	National science agency - university collaboration inspires an inquiry-oriented experiment	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	23	en_US
utslib.for	130304 Educational Administration, Management and Leadership	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1399 Other Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Faculty of Science/School of Mathematical and Physical Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Science/School of Physics and Advanced Materials
utslib.copyright.status	open_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	23	en_US

Abstract:

An initiative involving the University of Technology, Sydney (UTS) and Australia's premier science agency, the Commonwealth Scientific and Industrial Research Agency (CSIRO), connects first year students in a large enrolment physics service subject to research of national standing through a co-developed inquiry-oriented experiment. We describe the background to the initiative which we believe to be the first of its kind, how it was piloted, and our findings from the first running of the experiment with enrolled students. The initiative applies a previously published framework for designing and evaluating new and existing experiments with regard to student engagement and learning, laboratory logistics, and scale. Evidence from focus groups, student surveys, and classroom observations indicates that the experiment is regarded by students as: 1) a worthwhile, very valuable or outstanding learning experience; 2) engaging; and 3) benefitting their learning through group discussions. Student feedback during the development phase highlighted issues to be addressed, including allowing students greater time to design and carry out their own investigations, more explicit assistance for students in the use of supporting technology, and better guidance on the assessed component of the experiment.

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http://hdl.handle.net/10453/43458