Citations (31)
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Ann L. Parkinson, Eva Hatje, Mary Kynn, Anna V. Kuballa, Rebecca Donkin & Nicole B. Reinke. (2022) Collusion is still a tricky topic: student perspectives of academic integrity using assessment-specific examples in a science subject. Assessment & Evaluation in Higher Education 47:8, pages 1416-1428.
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Camilla R. Fisher, Christopher D. Thompson & Rowan H. Brookes. (2020) Gender differences in the Australian undergraduate STEM student experience: a systematic review. Higher Education Research & Development 39:6, pages 1155-1168.
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John Butcher, Anactoria Clarke, Carlton Wood, Elaine McPherson & Wendy Fowle. (2019) How does a STEM Access module prepare adult learners to succeed in undergraduate science?. Journal of Further and Higher Education 43:9, pages 1271-1283.
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Jekaterina Rogaten, Bart Rienties, Rhona Sharpe, Simon Cross, Denise Whitelock, Simon Lygo-Baker & Allison Littlejohn. (2019) Reviewing affective, behavioural and cognitive learning gains in higher education. Assessment & Evaluation in Higher Education 44:3, pages 321-337.
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Christopher Randles, Tina Overton, Ross Galloway & Marsali Wallace. (2018) How do approaches to solving open-ended problems vary within the science disciplines?. International Journal of Science Education 40:11, pages 1367-1390.
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Laura Wilson, Susie Ho & Rowan H. Brookes. (2018) Student perceptions of teamwork within assessment tasks in undergraduate science degrees. Assessment & Evaluation in Higher Education 43:5, pages 786-799.
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Juan Carlos Ponce Campuzano, Kelly E. Matthews & Peter Adams. (2018) On the use of history of mathematics: an introduction to Galileo's study of free fall motion. International Journal of Mathematical Education in Science and Technology 49:4, pages 517-529.
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Kelly E. Matthews & Lucy D. Mercer-Mapstone. (2018) Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences. Studies in Higher Education 43:4, pages 644-659.
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C. Evans, C. Kandiko Howson & A. Forsythe. (2018) Making sense of learning gain in higher education. Higher Education Pedagogies 3:1, pages 1-45.
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Rebecca Turner, Carole Sutton, Reema Muneer, Claire Gray, Nadine Schaefer & Julie Swain. (2018) Exploring the potential of using undergraduates’ knowledge, skills and experience in research methods as a proxy for capturing learning gain. Higher Education Pedagogies 3:1, pages 222-248.
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Deborah King, Cristina Varsavsky, Shaun Belward & Kelly Matthews. (2017) Investigating students’ perceptions of graduate learning outcomes in mathematics. International Journal of Mathematical Education in Science and Technology 48:sup1, pages S67-S80.
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Lucie S. Dvorakova & Kelly E. Matthews. (2017) Graduate learning outcomes in science: variation in perceptions of single- and dual-degree students. Assessment & Evaluation in Higher Education 42:6, pages 900-913.
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Kelly E Matthews, Peter Adams & Merrilyn Goos. (2017) Quantitative skills as a graduate learning outcome: exploring students’ evaluative expertise. Assessment & Evaluation in Higher Education 42:4, pages 564-579.
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Kelly E. Matthews, Jennifer Firn, Susanne Schmidt & Karen Whelan. (2017) A comparative study on student perceptions of their learning outcomes in undergraduate science degree programmes with differing curriculum models. International Journal of Science Education 39:6, pages 742-760.
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Lucy D Mercer-Mapstone & Kelly E Matthews. (2017) Student perceptions of communication skills in undergraduate science at an Australian research-intensive university. Assessment & Evaluation in Higher Education 42:1, pages 98-114.
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Kelly E. Matthews, Peter Adams & Merrilyn Goos. (2016) Quantitative skills as a graduate learning outcome of university science degree programmes: student performance explored through the planned–enacted–experienced curriculum model. International Journal of Science Education 38:11, pages 1785-1799.
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Ruth L. Healey & Chris Ribchester. (2016) Developing ethical geography students? The impact and effectiveness of a tutorial-based approach. Journal of Geography in Higher Education 40:2, pages 302-319.
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Kelly E. Matthews, Peter Adams & Merrilyn Goos. (2015) The Influence of Undergraduate Science Curriculum Reform on Students’ Perceptions of their Quantitative Skills. International Journal of Science Education 37:16, pages 2619-2636.
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Lucy Mercer-Mapstone & Louise Kuchel. (2015) Teaching Scientists to Communicate: Evidence-based assessment for undergraduate science education. International Journal of Science Education 37:10, pages 1613-1638.
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Articles from other publishers (12)
Teresa Lupión-Cobos, Jesús Girón-Gambero & Cristina García-Ruiz*. (2022) Building STEM Inquiry-Based Teaching Proposal Through Collaborations Between Schools and Research Centres: Students’ and Teachers’ Perceptions. European Journal of Educational Research 11:2, pages 899-915.
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Natasha Chinoy, Hayden Stoub, Yvonne Ogrodzinski, Katelyn Smith, Devika Bahal & John Zubek. (2022) Assessing student desire for professional skills development within the undergraduate science curriculum: a focus on teamwork. Advances in Physiology Education 46:1, pages 179-189.
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Jessica K. Abbonizio & Susie S. Y. Ho. (2020) Students’ Perceptions of Interdisciplinary Coursework: An Australian Case Study of the Master of Environment and Sustainability. Sustainability 12:21, pages 8898.
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Julian David Pillay, Fazila Ally & Nalini Govender. (2019) Exploring opportunities for embedding graduate attributes in a first-year undergraduate anatomy course for allied health students. BMC Medical Education 19:1.
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Michelle A. Hill, Tina L. Overton, Christopher D. Thompson, Russell R. A. Kitson & Paolo Coppo. (2019) Undergraduate recognition of curriculum-related skill development and the skills employers are seeking. Chemistry Education Research and Practice 20:1, pages 68-84.
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Kelly E. Matthews. (2021) Engaging Students as Participants and Partners: An Argument for Partnership with Students in Higher Education Research on Student Success. International Journal of Chinese Education 7:1, pages 42-64.
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Pâmela B. Mello-Carpes, Barbekka Hurtt, Fernanda K. Marcondes, Colleen J. Thomas, Kathleen Marie Bartlow & Maria José Alves Rocha. (2017) Symposium report on “Dynamic Methods For Improving Undergraduate Physiology Education”: IUPS 38th World Congress. Advances in Physiology Education 41:4, pages 560-564.
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Jekaterina Rogaten, Bart Rienties & Denise Whitelock. 2017. Technology Enhanced Assessment. Technology Enhanced Assessment
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C. A. Randles & T. L. Overton. (2015) Expert vs. novice: approaches used by chemists when solving open-ended problems. Chemistry Education Research and Practice 16:4, pages 811-823.
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