Faculty of Education - Research Publications

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Author: Elliott, Kristine × End date: 2019 × Start date: 2010 × Type: Conference Paper ×

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    Exploring misconceptions as a trigger for enhancing student learning
    Verkade, H ; Lodge, JM ; Elliott, K ; Mulhern, TD ; Espinosa, AA ; Cropper, SJ ; Rubinstein, BIP ; Walker, R ; Bedford, S (Higher Education Research and Development Society of Australasia, Inc, 2017)
    This article addresses the importance of confronting misconceptions in the teaching of the STEM disciplines. First, we review the central place for threshold concepts in many disciplines and the threat misconceptions pose to quality education. Second, approaches will be offered for confronting misconceptions in the classroom in different contexts. Finally, we discuss what we can learn about these approaches and the common threads that reveal successful approaches. These steps have been explored in relation to four case studies across diverse disciplines. From these case studies, a set of principles about how best to address misconceptions in STEM disciplines has been distilled. As conceptual knowledge increases in importance in higher education, effective strategies for helping students develop accurate conceptual understanding will also be increasingly critical.
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    Learning gains in a flipped classroom to teach the principles of envenomation
    Elliott, K ; Winkel, K ; Barker, S ; Dawson, S ; Pardo, A ; Colvin, C (ASCILITE, 2016)
    Diagnosis and management of venomous bites and stings, particularly snakebite, is important for Australian clinicians. In 2015, a flipped classroom was trialled to teach the principles of envenomation to year 1 medical students in a MD program. A bespoke online resource was developed and then used by students to prepare for a face-to-face class tailored to their learning needs. Students reported positively about learning the principles of envenomation with the online resource and found it useful. Responses from students also indicated that the interactive class was beneficial to their learning, particularly the clinical application of envenomation. These findings were supported by comparisons of pre- and post-test scores that showed significant learning gains across eight questions. The study also provided some insights into students’ perception of knowledge retention and why some students may prefer to prepare individually for content attainment.