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Stephen R. George-Williams
Monash University
Mathematics educationPsychologyChemistry educationPerceptionMeaningful learning
5Publications
1H-index
3Citations
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Publications 7
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#1Stephen R. George-Williams (USYD: University of Sydney)H-Index: 1
#1Stephen Robert Daniel George-Williams (USYD: University of Sydney)
Last. Tina Overton (Monash University)H-Index: 12
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ABSTRACTPrevious work at Monash University has shown that students recognise that inquiry-, problem-, context- and industry- based experiments were better contextualised, more open to decision maki...
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#1Angela ZiebellH-Index: 15
Last. Tina OvertonH-Index: 12
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#1Stephen R. George-Williams (Monash University)H-Index: 1
#2Dimitris Karis (Monash University)
Last. Tina Overton (Monash University)H-Index: 12
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How students behave and learn in the teaching laboratory is a topic of great interest in chemical education, partly in order to justify the great expense of teaching laboratories. Much effort has been put into investigating how students think, feel and physically act in these unique learning environments. One such attempt was made through the generation and utilisation of the Meaningful Learning in the Laboratory Instrument (MLLI). This 30 question survey utilised Novak's theory of Meaningful Le...
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#2Dimitri Karis (USYD: University of Sydney)
Last. Tina OvertonH-Index: 12
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#1Stephen R. George-Williams (Monash University, Clayton campus)H-Index: 1
#2Mary-Rose Carroll (Monash University, Clayton campus)
Last. Tina Overton (Monash University, Clayton campus)H-Index: 12
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AbstractVariation in marks awarded, alongside quality of feedback, is an issue whenever large-scale assessment is undertaken. In particular, variation between sessional teaching staff has been studied for decades resulting in many recorded efforts to overcome this issue. Attempts to curtail variation range from moderation meetings, extended training programmes, electronic tools, automated feedback or even audio/video feedback. Decreased marking variation was observed whenever automated marking w...
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#1Stephen R. George-Williams (Monash University)H-Index: 1
#2Jue T. Soo (Monash University)
Last. Tina Overton (Monash University)H-Index: 12
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Many examples exist in the chemical education literature of individual experiments, whole courses or even entire year levels that have been completely renewed under the tenets of context-based, inquiry-based or problem-based learning. The benefits of these changes are well documented and include higher student engagement, broader skill development and better perceived preparation for the workforce. However, no examples appear to have been reported in which an entire school's teaching laboratory ...
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#1Stephen R. George-Williams (Monash University)H-Index: 1
#2Angela Ziebell (Monash University)H-Index: 15
Last. Tina Overton (Monash University)H-Index: 12
view all 6 authors...
The aims of teaching laboratories is an important and ever-evolving topic of discussion amongst teaching staff at teaching institutions. It is often assumed that both teaching staff and students are implicitly aware of these aims, although this is rarely tested or measured. This assumption can lead to mismatched beliefs between students and teaching staff and, if not corrected for, could lead to negative learning gains for students and become a source of frustration for teaching staff. In order ...
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