The Advancing Science by Enhancing Learning in the Laboratory (ASELL) Project: The first Australian multidisciplinary workshop
Most science educators and researchers will agree that the laboratory experience ranks as a major factor that influences students' attitudes to their science courses. Consequently, good laboratory programs should play a major role in influencing student learning and performance. The laboratory...
| Main Authors: | , , , , , , , |
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| Format: | Journal Article |
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Springer
2011
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| Online Access: | http://ojs-prod.library.usyd.edu.au/index.php/CAL/article/view/5042/5981 http://hdl.handle.net/20.500.11937/46928 |
| _version_ | 1848757694690754560 |
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| author | Yeung, A. Pyke, S. Sharma, M. Barrie, S. Buntine, Mark Burke Da Silva, K. Kable, S. Lim, K. |
| author_facet | Yeung, A. Pyke, S. Sharma, M. Barrie, S. Buntine, Mark Burke Da Silva, K. Kable, S. Lim, K. |
| author_sort | Yeung, A. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Most science educators and researchers will agree that the laboratory experience ranks as a major factor that influences students' attitudes to their science courses. Consequently, good laboratory programs should play a major role in influencing student learning and performance. The laboratory program can be pivotal in defining a student's experience in the sciences, and if done poorly, can be a major contributing factor in causing disengagement from the subject area. The challenge remains to provide students with laboratory activities that are relevant, engaging and offer effective learning opportunities. The Advancing Science by Enhancing Learning in the Laboratory (ASELL) project has developed over the last 10 years with the aim of improving the quality of learning in undergraduate laboratories, providing a validated means of evaluating the laboratory experience of students and effective professional development for academic staff. After successful development in chemistry and trials using the developed principles in physics and biology, the project has now expanded to include those disciplines. This paper will discuss the activities of ASELL and provide a report about the first ASELL science workshop held at the University of Adelaide in April 2010, present some views of academic and student delegates, and make comparisons with other workshops. |
| first_indexed | 2025-11-14T09:32:10Z |
| format | Journal Article |
| id | curtin-20.500.11937-46928 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:32:10Z |
| publishDate | 2011 |
| publisher | Springer |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-469282017-01-30T15:30:02Z The Advancing Science by Enhancing Learning in the Laboratory (ASELL) Project: The first Australian multidisciplinary workshop Yeung, A. Pyke, S. Sharma, M. Barrie, S. Buntine, Mark Burke Da Silva, K. Kable, S. Lim, K. science experimental workshop students' experience laboratory learning professional development science education communities of practice Most science educators and researchers will agree that the laboratory experience ranks as a major factor that influences students' attitudes to their science courses. Consequently, good laboratory programs should play a major role in influencing student learning and performance. The laboratory program can be pivotal in defining a student's experience in the sciences, and if done poorly, can be a major contributing factor in causing disengagement from the subject area. The challenge remains to provide students with laboratory activities that are relevant, engaging and offer effective learning opportunities. The Advancing Science by Enhancing Learning in the Laboratory (ASELL) project has developed over the last 10 years with the aim of improving the quality of learning in undergraduate laboratories, providing a validated means of evaluating the laboratory experience of students and effective professional development for academic staff. After successful development in chemistry and trials using the developed principles in physics and biology, the project has now expanded to include those disciplines. This paper will discuss the activities of ASELL and provide a report about the first ASELL science workshop held at the University of Adelaide in April 2010, present some views of academic and student delegates, and make comparisons with other workshops. 2011 Journal Article http://hdl.handle.net/20.500.11937/46928 http://ojs-prod.library.usyd.edu.au/index.php/CAL/article/view/5042/5981 Springer fulltext |
| spellingShingle | science experimental workshop students' experience laboratory learning professional development science education communities of practice Yeung, A. Pyke, S. Sharma, M. Barrie, S. Buntine, Mark Burke Da Silva, K. Kable, S. Lim, K. The Advancing Science by Enhancing Learning in the Laboratory (ASELL) Project: The first Australian multidisciplinary workshop |
| title | The Advancing Science by Enhancing Learning in the Laboratory (ASELL) Project: The first Australian multidisciplinary workshop |
| title_full | The Advancing Science by Enhancing Learning in the Laboratory (ASELL) Project: The first Australian multidisciplinary workshop |
| title_fullStr | The Advancing Science by Enhancing Learning in the Laboratory (ASELL) Project: The first Australian multidisciplinary workshop |
| title_full_unstemmed | The Advancing Science by Enhancing Learning in the Laboratory (ASELL) Project: The first Australian multidisciplinary workshop |
| title_short | The Advancing Science by Enhancing Learning in the Laboratory (ASELL) Project: The first Australian multidisciplinary workshop |
| title_sort | advancing science by enhancing learning in the laboratory (asell) project: the first australian multidisciplinary workshop |
| topic | science experimental workshop students' experience laboratory learning professional development science education communities of practice |
| url | http://ojs-prod.library.usyd.edu.au/index.php/CAL/article/view/5042/5981 http://hdl.handle.net/20.500.11937/46928 |