Search results for author:"Gail Chittleborough"
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Learning How to Teach Chemistry with Technology: Pre-Service Teachers' Experiences with Integrating Technology into Their Learning and Teaching
Journal of Science Teacher Education Vol. 25, No. 4 (June 2014) pp. 373–393
The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28...
Teaching Science Vol. 60, No. 1 (March 2014) pp. 19–29
A Victorian government initiative called "The Primary Science Specialists Professional Learning Program" is designed to tackle students' falling interest in science by investing in the building of teacher capacity. The aims of the...
Achieving Greater Feedback and Flexibility Using Online Pre-Laboratory Exercises with Non-Major Chemistry Students
Journal of Chemical Education Vol. 84, No. 5 (May 2007)
The design and effects of using online pre-laboratory exercises in an introductory first-year university chemistry course that requires no previous knowledge of chemistry for non-major chemistry students is reported. The results have indicated that...
Australian Educational Computing Vol. 25, No. 2 (December 2010) pp. 12–16
Recent research has demonstrated a significant disadvantage for rural teachers in a variety of aspects of ICT use. This context provides a backdrop for two professional learning programs designed to support ICT-based pedagogies in teaching science...
Students' Perceptions of the Role of Models in the Process of Science and in the Process of Learning
Research in Science & Technological Education Vol. 23, No. 2 (November 2005) pp. 195–212
The purpose of this paper was to investigate students' views on models and modelling in science as well as the role that models play in learning, using a theoretical framework of models in learning. Students' views on models in science were...
Mellita Jones; Linda Hobbs; John Kenny; Coral Campbell; Gail Chittleborough; Andrew Gilbert; Sandra Herbert; Christine Redman
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 60, No. 1 (November 2016) pp. 108–120
This paper presents an Interpretive Framework stemming from a longitudinal and iterative multiple case study of five Australian universities examining the cogent and unique practices underpinning their established and successful school-based science ...