Identifying common thresholds in learning for students working in the 'hard' discipline of Science LeBard, Rebecca en_US Thompson, Rachel en_US Micolich, Adam en_US Quinnell, Rosanne en_US 2021-11-25T14:45:14Z 2021-11-25T14:45:14Z 2009 en_US
dc.description.abstract Biglan (1973) divides academic disciplines into hard and soft, with subcategories of pure and applied, and life and non-life. We have conducted a study spanning these sub-categories in the ‘hard’ discipline of science, focused on looking for common factors that impede student learning. A survey of second year undergraduate courses in Thermal Physics, Quality of Medical Practice and Molecular Biology was conducted. A common theme identified was the students’ struggle with numeracy skills. Our survey results suggest this has less to do with a real weakness in mathematics, the students in these courses generally have strong mathematical backgrounds, and is more related to two factors – lack of relevance, which reduces their willingness to engage with the challenging aspects of the mathematics, and difficulties in transforming their ‘pure’ mathematical training into a form that allows them to use it effectively in their chosen courses. en_US
dc.identifier.isbn 978-1-74210-149-1 en_US
dc.language English
dc.language.iso EN en_US
dc.publisher Uniserve Science en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri en_US
dc.source Legacy MARC en_US
dc.title Identifying common thresholds in learning for students working in the 'hard' discipline of Science en_US
dc.type Conference Paper en
dcterms.accessRights metadata only access
dspace.entity.type Publication en_US
unsw.description.notePublic Original inactive link: en_US
unsw.description.publisherStatement © 2009 Rebecca LeBard, Rachel Thompson, Adam Micolich and Rosanne Quinnell The authors assign to UniServe Science and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to UniServe Science to publish this document on the Web (prime sites and mirrors) and in printed form within the UniServe Science 2009 Conference proceedings. Any other usage is prohibited without the express permission of the authors UniServe Science reserved the right to undertake editorial changes in regard to formatting, length of paper and consistency. en_US Sydney, Australia en_US
unsw.relation.faculty Science
unsw.relation.faculty Medicine & Health
unsw.relation.ispartofconferenceLocation Sydney, Australia en_US
unsw.relation.ispartofconferenceName Uniserve Science en_US
unsw.relation.ispartofconferenceProceedingsTitle Motivating Science Undergraduates: Ideas and Interventions en_US
unsw.relation.ispartofconferenceYear 2009 en_US
unsw.relation.ispartofpagefrompageto 72-77 en_US
unsw.relation.originalPublicationAffiliation LeBard, Rebecca, Biotechnology & Biomolecular Sciences, Faculty of Science, UNSW en_US
unsw.relation.originalPublicationAffiliation Thompson, Rachel, Faculty of Medicine, UNSW en_US
unsw.relation.originalPublicationAffiliation Micolich, Adam, Physics, Faculty of Science, UNSW en_US
unsw.relation.originalPublicationAffiliation Quinnell, Rosanne, Faculty of Science, UNSW en_US School of Biotechnology & Biomolecular Sciences * School of Physics *
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