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Gwendolyn A. Lawrie
University of Queensland
Mathematics educationPsychologyChemistryPedagogyChemistry education
95Publications
15H-index
909Citations
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Publications 93
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#1Gwendolyn A. Lawrie (UQ: University of Queensland)H-Index: 15
#2Nicole Graulich (University of Giessen)H-Index: 6
Last. Scott E. Lewis (USF: University of South Florida)H-Index: 10
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#1Lisbeth Grøndahl (UQ: University of Queensland)H-Index: 26
#2Gwendolyn A. Lawrie (UQ: University of Queensland)H-Index: 15
Last. Aparna Shejwalkar (UQ: University of Queensland)
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Abstract Alginates are ubiquitous in the fields of biomaterials science and drug delivery. These polysaccharides are versatile due to their biocompatibility and structural functionality. This chapter provides a comprehensive overview of the recent advances in the development of new alginate-based drug delivery systems through the exploration of the manipulation of chemical and structural properties. The encapsulation of both small molecular drugs and cells producing active biomolecules is consid...
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#1Abdullah Al Mamun (UQ: University of Queensland)H-Index: 50
#2Gwendolyn A. Lawrie (UQ: University of Queensland)H-Index: 15
Last. Tony Wright (UQ: University of Queensland)H-Index: 7
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Abstract Technology is ubiquitous in the modern world; to harness its educational potential in the quest to introduce environments that are flexible and differentiate for individual student learning needs, the strategic use of the complex array of tools is required. Engagement with this challenge has the potential to lead to the provision of interfaces that allow students to access these resources and become independent learners. It is therefore important to identify and evaluate the features of...
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Teachers select multiple representations and adopt multiple visualization approaches in supporting their students to make meaning of chemical phenomena. Representational competence underpins students’ construction of their mental models of concepts thus it is important that teachers consider this while developing instructional resources. In tertiary chemistry, teachers typically use PowerPoint slides to guide lectures. This instructional resource is transferred between different teachers each se...
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#1Branda Le (UQ: University of Queensland)
#2Gloria Deborah Woods (UQ: University of Queensland)
Last. Gwendolyn A. Lawrie (UQ: University of Queensland)H-Index: 15
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BACKGROUND The successful implementation of Blended Learning (BL) – an amalgamation of face-to-face and online learning, is impacted by students’ digital literacy (DL), self-efficacy (SE), and online learning self-concept (OLSC) (Bauer, 2005; Ng, 2012; Shen, Cho, Tsai & Marra, 2013; Mohammadyari & Singh, 2015). However, there is limited literature studying their effects on student engagement, specifically in a STEM blended course. AIMS To explore UQ STEM (i.e. biology, chemistry, mathematics, ph...
#1Gwendolyn A. Lawrie (UQ: University of Queensland)H-Index: 15
Workshop Activities This session, facilitated by members of the RACI Chemical Education Division Committee, aims to engage members of our community in a range of networking activities including: Dissemination snapshots of recently completed project findings Members of the community are invited to share a brief snapshot of a project completed in the past 12 months including key findings. Networking for chemistry education research Participants will be actively engaged in discussions around contem...
#1Gwendolyn A. Lawrie (UQ: University of Queensland)H-Index: 15
#2Jeanette E. Stok (UQ: University of Queensland)H-Index: 13
BACKGROUND Engaging students in independent active-learning within blended learning environments requires a careful integration of instructional scaffolding strategies. These include using multiple modalities of representations, provision of formative feedback and explicit connections between concepts. It is difficult to monitor and AIMS Instructional scaffolding was strategically applied to guide students between online and face-to-face learning environments. The aim was to engage students in d...
#1Paris Renzella (UQ: University of Queensland)
#2Kim Nichols (UQ: University of Queensland)H-Index: 15
Last. Gwendolyn A. Lawrie (UQ: University of Queensland)H-Index: 15
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BACKGROUND Chemistry instructors adopt a range of representations that can be shared with students using multiple modalities. It is tempting to assume students, who typically have experience using online media, can translate between modalities however representational competencies in chemistry require careful scaffolding in terms of formalisms and representational cues. AIMS As students are often expected to be self-directed learners, we aim to identify which combinations or sequences of represe...
#1Charisse T. Reyes (University of the Philippines Open University)H-Index: 3
#2Gwendolyn A. Lawrie (UQ: University of Queensland)H-Index: 15
Last. Christopher Thompson (Monash University)H-Index: 23
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The rapid advancement in information and computer technology (ICT) has contributed to massive development of new pedagogies for the enhancement of teaching and learning across all fields of education, at all levels, including tertiary chemistry education. For the most part, the worldwide web (WWW) has afforded chemistry educators vast opportunities to improve their teaching practices towards better student learning experience. From a static traditional text-based content delivery, chemistry educ...
#1Gloria Deborah Woods (UQ: University of Queensland)
#2Branda Le (UQ: University of Queensland)
Last. Jack T. H. Wang (UQ: University of Queensland)H-Index: 7
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BACKGROUND Blended learning has become increasingly prevalent in Higher Education (Garrison & Kanuka, 2004). Incoming students are diverse in their prior exposure to technology impacting on their digital literacies, and this diversity may not be accommodated by blended learning environments (Tang & Chaw, 2016). AIMS The aim is to explore whether students’ perceptions of blended learning are related to their digital literacies, and to monitor these transitions over time. DESIGN AND METHODS Studen...
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