The Australian Chemistry Discipline Network: A Supportive Community of Practice in a Hard Science

Schultz, Madeleine; O'Brien, Glennys

doi:10.1007/978-981-10-2866-3_22

Cited by 8 publications

(8 citation statements)

References 48 publications

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“…After all, “chemistry is governed by its laboratory practice, not by its elementary teaching in the classroom” . We re-emphasize the indispensable role of face-to-face instruction in a physically and socially pertinent space to develop scientific tacit learning. , Conversely, experimental instruction should not be reduced to technical competence. We expect our ongoing phenomenological research will shed more light on the ERT experience of experimental courses.…”

Section: Insights Gained From Learning Amid the Crisismentioning

confidence: 91%

“…42 We re-emphasize the indispensable role of face-to-face instruction in a physically and socially pertinent space to develop scientific tacit learning. 13,14 Conversely, experimental instruction should not be reduced to technical competence. We expect our ongoing…”

Section: Emergency Remote Teaching Of Chemical Experimentationmentioning

confidence: 99%

“…Before making broad generalizations, one must remember these findings are strictly linked to the nature of the evidence gathered and the methods employed. It is hard to envision how distance learning may support development of tacit knowledgethose ideas, skills, intuitions, and ability to draw inferences we gather through experience and are not aware of and cannot verbalize. , Tacit knowledge is difficult to articulate and communicate, thus difficult to teach formally; it requires practice in context, with committed physical and social engagement . If distance learning fully substitutes a conventional lab, the question arises whether the design of this conventional environment is compatible with accepted science education expectations. , …”

Section: Introductionmentioning

confidence: 99%

“…12,13 Tacit knowledge is difficult to articulate and communicate, thus difficult to teach formally; it requires practice in context, with committed physical and social engagement. 14 If distance learning fully substitutes a conventional lab, the question arises whether the design of this conventional environment is compatible with accepted science education expectations. 15,16 Often research on laboratory experiences gathers evidence focused on singular curricular modifications or instructional approaches rather than looking to understand broader aspects of learning.…”

Section: Introductionmentioning

confidence: 99%

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Experimentation Skills Away from the Chemistry Laboratory: Emergency Remote Teaching of Multimodal Laboratories

Sandí-Ureña

2020

J. Chem. Educ.

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Three days into the academic year, the COVID-19 pandemic abruptly led to emergency remote teaching, ERT, of Chemical Experimentationa revised alternative to the majors’ General Chemistry Laboratory at the University of Costa Rica. The course was reoriented to support students’ development of nontechnical experimentation skills and scientific practices relevant to the conventional course. Assignments ranged from problem-based projects to prescriptive online simulations, included team and individual work, lasted one or several weeks, and were hands-on or relied on computer-based animations, simulations, and demonstrations. Assignments were completed asynchronously and supported by synchronous weekly discussion sessions, extended office hours, and online forums. Online modules on topics pertinent to the course were available for perusal at students’ convenience. Instruction of technical skills was deferred until public health conditions allow. End-of-course survey data suggest the ERT course effectively supported development of nontechnical experimental skills and scientific practices, e.g., asking scientific questions, planning and executing investigations, collecting, analyzing, and constructing explanations, creating arguments from evidence, and obtaining, evaluating, and communicating scientific information. Ongoing phenomenological work will advance the understanding of the nature and extent of learning during ERT and how it occurred. Although in-laboratory experiences are not completely substitutable, course designs may incorporate meaningful activities away from the lab to fulfill some of the objectives of experimental instruction. Current concerns over academic laboratory costs make optimization of instructional resources compelling. This communication describes the context, the course model, and basics of the ERT design.

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Section: Insights Gained From Learning Amid the Crisismentioning

confidence: 91%

Section: Emergency Remote Teaching Of Chemical Experimentationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Experimentation Skills Away from the Chemistry Laboratory: Emergency Remote Teaching of Multimodal Laboratories

Sandí-Ureña

2020

J. Chem. Educ.

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“…CoP hold the guarantee of empowering associations among individuals over these conventional structures to defeat considerable hierarchical issues. Another examination directed in [35] express that a topographically scattered yet disciplinarily affectionate community can work as a steady, non-various levelled CoP depending on the extent of mentorship, plus the creation of social resources. These scholars state that the most important imperative is to have one committed person to drive meetings and cycles of the CoP via Skype or email in a synchronous or asynchronous learning environment.…”

Section: Different Activities Academics Undertake In Communities Of Pmentioning

confidence: 99%

Building Effective Working Relationships among Academics through Participation in Communities of Practice

Akinyemi¹,

Nkonki²,

Baleni³

et al. 2022

Interpersonal Relationships

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This chapter addresses the significance and importance of communities of practice in the professional development of academics as university teachers. Its documents the role of communities of practice in enabling and enhancing the development of a professional knowledge base, the acquisition of skills, and competencies for effective teaching practice, as well as the dissemination of practical knowledge needed within a community of teaching practitioners. It provides details of how a community of practice comes into being, and how working relations within a community of practice are fostered. There is an elaboration on how members of a community of practice come to perceive their substantive issues the same way, and how a common agenda is formed around those issues. It also discusses peculiar ways of dealing with the identified issues, and the manner in which expertise, resources, resourcefulness and experiences are exchanged and shared with improvement, change and further development of academics’ teaching practices in sight.

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Insights and Teacher Perceptions Regarding Students’ Conceptions as They Enter Tertiary Chemistry Studies: a Comparative Study

Lawrie

Schultz

Wright

2017

Int J of Sci and Math Educ

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The Australian Chemistry Discipline Network: A Supportive Community of Practice in a Hard Science

Cited by 8 publications

References 48 publications

Experimentation Skills Away from the Chemistry Laboratory: Emergency Remote Teaching of Multimodal Laboratories

Experimentation Skills Away from the Chemistry Laboratory: Emergency Remote Teaching of Multimodal Laboratories

Building Effective Working Relationships among Academics through Participation in Communities of Practice

Insights and Teacher Perceptions Regarding Students’ Conceptions as They Enter Tertiary Chemistry Studies: a Comparative Study

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