A Review of Intensive Mode of Delivery and Science Subjects in Australian Universities

Autor/inn/en	Harvey, Marina; Power, Michelle; Wilson, Michael
Titel	A Review of Intensive Mode of Delivery and Science Subjects in Australian Universities
Quelle	In: Journal of Biological Education, 51 (2017) 3, S.315-325 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2016.1217912
Schlagwörter	Foreign Countries; Delivery Systems; Student Participation; Intermode Differences; Science Instruction; Teaching Methods; Learner Engagement; Educational Practices; Higher Education; Literature Reviews; Australia + Suchen Sie Ihr Suchwort? Ausland; Auslieferung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Australien
Abstract	One response to the global trend of increasing rates of student participation in tertiary education has been for universities to increase the number of intensive mode of delivery subjects available. This phenomenon extends to science subjects. Embarking on offering an undergraduate science subject in intensive mode for the first time at the Australian case example university, it was essential to first learn about good pedagogical design and practice from other educational organisations. To achieve this, a website audit of Australian universities was undertaken in tandem with a critical review of the Australian and international literature on intensive mode of delivery. While it was found that a majority of Australian universities offer science subjects in intensive mode, these subjects were primarily at the postgraduate level of study. The literature focusing on intensive mode in science was minimal. It revealed definitional ambiguity and conceptual non-uniformity as well as a range of positive, negative and inconclusive results in relation to the academic and "real-world" outcomes of intensive mode. This review identifies a need for evidenced-based empirical research into the pedagogy around intensive mode for undergraduate science subjects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01