Oral Presentations | SMEC

Oral Presentations

Group A: Focus on Strategies

  • Dr. David Delany, Centre for Academic Practice and Student Learning, (TCD), Enhancing deep learning and far transfer in science education: practical lessons from cognitive
  • Dr.David S. di Fuccia, Dortmund University of Technology, Peer assessments in chemistry teacher's education & Learning by teaching implies teaching by examining  
  • Prof. Richard Millman, University of Kentucky, Role Modeling During the Teaching of Algebra by a Cross-disciplinary Team of STEM Graduate students  

Group B: Focus on Multidisciplinarity

  • Dr. Eilish McLoughlin, CASTeL (DCU), A multidisciplinary approach - Recognising the relevance of all sciences in a first year science undergraduate course   
  • Dr. Elizabeth Swinbank, Science Education Group University of York, Perspectives on Science: a new course in history, philosophy and ethics of science  
  • Dr. Robert Toplis, Brunel University, Teaching outside the discipline: case studies of trainee teachers' understanding of chemical reactions.  

Group C: Focus on Maths transferability

  • Dr. Joseph Kyle, University of Birmingham, Breadth versus Depth in Mathematics: Upskilling or Dumbing Down?  
  • Dr. A.H. Mooldijk, Utrecht University, Coherent education in proportionality in Science and Mathematics  
  • Dr. Michael Carr, DIT, Alternative forms of continuous assessment in Mathematics  

Group D: Focus on Nature of Science

  • Dr. Cliona Murphy, CASTeL (SPD), Does teaching teachers about the Nature of Science matter?  
  • Dr. Phanis Constantinos, Cyprus University, Towards a New Biology Education for Future Scientists 
  • Dr. Michael Allen, Brunel University, Now this is what should have happened : a clash of classroom epistemologies?  

Group E: Focus on Transition between 2nd -3rd level education

  • Dr. Ann O'Shea, NUI Maynooth, A study of first year students' experience of the transition from second level mathematics to third level mathematics. 
  • Thomas Wemyss, CASTeL (DCU), Improving the graphing literacy of undergraduate science students
  • Dr. Simon Bates, University of Edinburgh, Diagnosingthe Maths Problem

Group F: Focus on Construction of Knowledge

  • Dr. Hugh Gash, CASTeL (SPD), A meta-evaluation of constructivist science lessons
  • Dr. Mansoor Vesali, Shahid Rajaei Teacher Training University, Studying the mental patterns of Iranian high school junior students in kinematics WITHDRAWN
  • Dr P.A. Padmanabhan Nair, University of Johannesburg, South Africa, Shaping the future of Physics in South Africa- the way to go?

 

Poster Presentations

  • David-S. di Fuccia; Lab experiments as a tool of an everyday assessment
  • Greg Foley; Teaching engineering modules within an interdisciplinary biotechnology degree program – the role of workbooks
  • Richard Hoban, Odilla E. Finlayson and Brien Nolan; The Significance of Mathematical Conceptualisation in 2nd Year Students’ Ability to Transfer Their Mathematical Knowledge to A Chemical Context, Where it Is Applied
  • James Lovatt, Edelle B. Mc Crudden, Sonia Ramírez-García, Odilla E. Finlayson, Patrick O’Malley; Selggog Abbey a context laboratory for 1st year undergraduate science students
  • Martin Marjoram, Ciaran O’Sullivan, and Paul Robinson; Implementing a Key Skills in Mathematics Initiative
  • Lorraine McCormack*, Odilla E. Finlayson and Thomas J.J. McCloughlin; The development and evaluation of second level chemistry lessons, central to the cognitive acceleration through science education methodology
  • Edelle B. McCrudden and Odilla E. Finlayson; Analysis of Leaving Certificate Chemistry Examination
  • Ahmed Mohameden; Application to Initial-Value 2nd Order Ordinary Differential Equations & Aliasing
  • Eabhnat Ní Fhloinn and Glynis Perkin; Novel Approaches to Refresher Courses in Basic Mathematics
  • Aidan O’Dwyer; Introducing systems engineering concepts into the education of physics students   
  • Aidan O’Dwyer; Teaching complex number manipulations as part of an introductory module in electrical engineering
  • Yorgos Politis and Peter I. Mitchell; Factors influencing the take-up of physics within second level education in Ireland ¾ the students’ perspective
  • Michael Seery; E-learning resources to support Maths for Chemistry
  • David Smith, Thomas Wemyss, and Paul van Kampen; Teaching Electric Circuits in First Year Undergraduate Laboratories
  • Raluca E. Teodorescu*, Cornelius Bennhold and Gerald Feldman; Enhancing Cognitive Development through Physics Problem Solving: Example of Thinking-Skills Curriculum
  • John R. Thompson, Evan B. Pollock, Brandon R. Bucy, and Donald B Mountcastle; Student understanding of P-V diagrams and related conceptions about integration
  • Isabel Vale, Ana Barbosa, Elisabete Cunha, José Portela, Lina Fonseca, and Teresa Pimentel; MatCid mathematics in the city: a project with elementary pre-service teachers and student

* Student poster prizes were awarded, in 1st place to: Raluca E. Teodorescu and in 2nd place to Lorraine McCormack

Presenting authors must place their posters on display between midday and 2.00p.m. on the day of presentation. Velcro only is permitted to attach your posters to the display boards (no pins, staples or any other adhesive are permitted). Velcro will be provided.

Each poster will be provided a space of 0.9m wide and approximately 1.8m high in which to display a summary of the paper. The poster session will commence at 5.00p.m. and finish at 7.00 p.m. on Thursday, 11th September. Presenting authors are requested to remain in the vicinity of their poster during their designated poster session to answer questions on your research. Posters must be removed at the end of the session.