The Resource Centre contains practical material about good teaching and learning in the tertiary sector. The Resources can come from the Communities and Project Groups on the site. The Resources are high-quality, well-presented, evidence-based, and relevant to New Zealand.
This section includes items relevant to the teaching of Natural and Physical Sciences including Biology, Chemistry, Earth Sciences, Mathematical Sciences, Physics, and Astronomy.
Most recent resources about Natural and Physical Science
A series of booklets offering a practical introduction to using drawing and other visual methods to support undergraduate and postgraduate learning and research in every discipline - not just those with which these activities are usually associated.
This one-year TLRI study aimed to investigate the development of teachers’ own mathematical knowledge for teaching. Seven secondary teachers from the Auckland region each developed some aspect of their mathematical knowledge.
Physclips is a multimedia introduction to mechanics and areas of electricity and magnetism suitable for use by teachers, while students may use the whole package for self instruction or for reference. The level is approximately that of introductory university or advanced high school (For some primary school resources,
Achieving the most effective, evidence-based science education (effective science education, backed by evidence). The Carl Wieman Science Education Initiative is a five-year, $12M project at The University of British Columbia aimed at dramatically improving undergraduate science education.
This project aimed to identify gaps and opportunities for biotechnology learning and teaching in Australia and to discover pathways to enhance the quality of curriculum in biotechnology and biotechnology-related programs across the higher education sector.
The idea for this online book of resources was to further intellectual discussion and debate about the scholarship of teaching and learning by showcasing research and scholarship on teaching and learning practice in the University of Sydney and demonstrating how such work had contributed to the improvement of teaching and student learning practice.
This project developed tools and approaches to enhance the quantitative and mathematical skills of students. A flexible electronic framework was created, through which students and educators can interactively generate a very large number of illustrative examples, problems and questions that cover a wide range of fundamental mathematical, statistical & quantitative skills.
The Centre supports and promotes high quality education in Materials and related disciplines, by encouraging and coordinating the development and adoption of effective practices in learning, teaching and assessment. It is a key dissemination channel for the work of the Centre and a valuable resource for members of the Materials community and other interested parties.
This Australian website presents a comprehensive picture of assessment practice and learning priorities in the biological sciences; incorporates specific examples drawn from undergraduate courses in a diverse array of life science disciplines; provides strategies and tips to guide good practice in assessment.
An Australian project commissioned by the Australian Universities Teaching Committee (AUTC) and the Carrick Institute. Its aims were to evaluate a wide range of teaching practice and innovation in tertiary physics nationwide, and to ascertain graduate and employer satisfaction..
mathcentre is a UK on-line mathematics support centre which provides resources to help students make the transition from school-level to university-level mathematics. There are also resources and useful links for those who teach or support students.
The Network supports teaching and learning within Mathematics, Statistics & Operational Research, and other disciplines where components of these subjects are taught. It works with individual academics, departments, professional bodies, employers and students to develop and share excellent practice that will enhance the learning experience.
The Centre promotes and supports high quality learning and teaching across the disciplines of geography, earth and environmental sciences in UK higher education. Based at the University of Plymouth, it provides a voice for the discipline communities, contributing to government consultations and policy developments.
The Centre supports a large network of learning and teaching practitioners involved in HE bioscience throughout the UK. It provides funding, events, resources and a large number of opportunities to network with bioscience learning and teaching practitioners from a variety of institutions and roles.
This report identifies and discusses the many interwoven factors that impact on students’ decision making with regard to the ongoing study of sciences, both in the final year of secondary school, and on transition to tertiary level studies.It addresses two closely related key questions:Why do students choose to continue with sciences in Year 13 of their school studies?Why do students plan to take up (or not take up) sciences in their tertiary level studies?
Cooperative education, a form of experiential or work-integrated learning is common in tertiary educational institutions worldwide, but less so in New Zealand. How well do such programs work? What infrastructure is needed to ensure learning actually occurs? Are graduates of work-integrated learning programs able to satisfy employer needs? This chapter synthesizes decades of work around such issues, and details research initiatives that provide valuable insights into how students learn science on in the workplace, how their skill development matches that desired by employers, and best practice for management of work-integrated learning in science and engineering.