The ability to communicate science effectively is a key attribute for science graduates, and considerable work has been done to establish the techniques and skills associated with effective communication. What is less clear however, is the learning progression students traverse as they develop proficiency in science communication. In this study we…

This paper reports on a study that explored the use of cognitively challenging tasks with low-attaining mathematics students and in particular, their teachers' attempts at scaffolding. A major finding was that responding appropriately to scaffolding opportunities was challenging for the teachers. In this paper two main factors are discussed which…

A pilot study was conducted in a regional university setting to promote awareness of the value of affective teaching and learning amongst staff and students. Academic staff and students from diverse disciplines at University of South Australia's (UniSA) Centre for Regional Engagement (CRE) were recruited to the study. The research investigated…

A study of depressed patients showed either cognitive or behavioral treatment can effectively alleviate the depressed condition by a short-term approach. A cognitive approach was more effective in decreasing depression and maintaining this effect. A strong inverse correlation between self-concept and depression after treatment was demonstrated.…

Investigated science teachers' (N=149) perceptions of the curriculum objectives they were expected to implement on a daily basis and whether they regarded cognitive objectives as more important than attitude objectives. Results indicate that science teachers do regard cognitive objectives as more important than affective objectives. (Author/DS)

Sixth- and seventh-grade teachers were trained to maintain an average teacher wait time of three to five seconds during mathematics and language arts lessons. Longer waits were associated with higher achievement, improved teacher and student discourse, and greater time spent in cognitive processing. (GDC)

This paper introduces the design for a study to investigate application of a cognitive apprenticeship approach to preservice teacher education. The research will be informed by and build upon the findings of a previous Master of Education dissertation. In particular, the study seeks to investigate answers to the following research question: To…