Zobrazeno 1 - 10
of 25
pro vyhledávání: '"Roy Tasker"'
Autor:
Gwen Lawrie, Anthony Wright, Madeleine Schultz, Timothy Dargaville, Glennys O’Brien, Simon Bedford, Mark Williams, Roy Tasker, Hayden Dickson, Christopher Thompson
Publikováno v:
International Journal of the First Year in Higher Education, Vol 4, Iss 2, Pp 111-116 (2013)
Students entering tertiary studies possess a diverse range of prior experiences in their academic preparation for tertiary chemistry so academics need tools to enable them to respond to issues in diversity in conceptual models possessed by entering s
Externí odkaz:
https://doaj.org/article/16609fa468ed484a9bc217670ac867bb
Autor:
Dewi Ungu, Roy Tasker, Henry Matovu, David Treagust, Mihye Won, Mauro Mocerino, Chin-Chung Tsai
Publikováno v:
Chemistry Education Research and Practice. 24:509-525
In recent years, chemistry educators are increasingly adopting immersive virtual reality (IVR) technology to help learners visualise molecular interactions. However, educational studies on IVR mostly investigated its usability and user perceptions le
Autor:
Dewi Ungu, Roy Tasker, Henry Matovu, David Treagust, Mihye Won, Mauro Mocerino, Chin-Chung Tsai
Publikováno v:
Chemistry Education Research and Practice. 24:437-452
Recent studies have reported a growing trend of using student-generated diagrams for assessment in science teaching and research. However, many educators tend to use diagrams to explore students’ perceptions of scientists and their work rather than
Autor:
Dewi Ungu, Roy Tasker, Henry Matovu, David Treagust, Mihye Won, Mauro Mocerino, Chin-Chung Tsai
Publikováno v:
Studies in Science Education. :1-40
Publikováno v:
Journal of Chemical Education
The COVID-19 pandemic has fundamentally changed many aspects of our world including the way we teach chemistry. Our emergence from the pandemic provides an opportunity for deep reflection and inten...
Autor:
Roy Tasker
Publikováno v:
Innovations in Science Education and Technology ISBN: 9783030560461
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::180be4ffa58306cf541efe8b9ab574e8
https://doi.org/10.1007/978-3-030-56047-8
https://doi.org/10.1007/978-3-030-56047-8
Publikováno v:
Learning from Animations in Science Education ISBN: 9783030560461
Immersive Virtual Reality (VR) is increasingly being used as an educational tool to help students visualise complex structures and phenomena. The use of VR is particularly useful for science animation that involves sub-microscopic and abstract proces
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5a0b1b9048b5b14b540b4951ad35bc19
https://doi.org/10.1007/978-3-030-56047-8_4
https://doi.org/10.1007/978-3-030-56047-8_4
Autor:
Tim R. Dargaville, Gwendolyn A. Lawrie, Madeleine Schultz, Simon B Bedford, Anthony Wright, Mark Williams, Glennys O'Brien, Chantal Bailey, Christopher Thompson, Roy Tasker
Publikováno v:
International Journal of Science Education. 39:565-586
A multi-institution collaborative team of Australian chemistry education researchers, teaching a total of over 3000 first year chemistry students annually, has explored a tool for diagnosing students' prior conceptions as they enter tertiary chemistr
Publikováno v:
Research and Practice in Chemistry Education ISBN: 9789811369971
Computer-aided visualisation has played an essential role in helping students construct a better understanding of molecular interactions over the years. However, students still need to translate 2D images on a screen into 3D molecular structures in t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::177cfc22f1d18bbc9e4d94674ea5d5cd
https://doi.org/10.1007/978-981-13-6998-8_4
https://doi.org/10.1007/978-981-13-6998-8_4
Autor:
Glennys O'Brien, Madeleine Schultz, Mark Williams, Tim R. Dargaville, Gwen Lawrie, Christopher Thompson, Hayden Dickson, Anthony R. Wright, Simon B Bedford, Roy Tasker
Publikováno v:
International Journal of the First Year in Higher Education, Vol 4, Iss 2, Pp 111-116 (2013)
Students entering tertiary studies possess a diverse range of prior experiences in their academic preparation for tertiary chemistry so academics need tools to enable them to respond to issues in diversity in conceptual models possessed by entering s