Mark W. Hackling

Bio: Mark W. Hackling is an academic researcher from Edith Cowan University. The author has contributed to research in topics: Science education & Teaching method. The author has an hindex of 18, co-authored 57 publications receiving 1618 citations.

Students' Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning

Abstract: (1995). Students' Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education: Vol. 25, No. 1, pp. 69-96.

Misconceptions of chemical equilibrium

Abstract: Those propositions deemed necessary for an understanding of chemical equilibrium and Le Chatelier's Principle were defined by the investigators and validated. Thirty, Year 12 Western Australian chemistry students (17 years of age) who had studied chemical equilibrium were interviewed and students’ responses were coded into various categories of misconception that had been identified. The most significant misconceptions revealed by the study were: The rate of the forward reaction increases with time from the mixing of the reactants until equilibrium is established; a simple arithmetic relationship exists between the concentrations of reactants and products at equilibrium; and when a system is at equilibrium and a change is made in the conditions, the rate of the favoured reaction increases but the rate of the other reaction decreases. Students’ prior experience of reactions that proceed to completion appears to have influenced their conception of equilibrium reactions; many students failed to discriminate ...

Science Teaching and Learning in Australian Schools: Results of a National Study

Abstract: This paper reports on a large scale study that investigated the quality of teaching and learning in science in Australian schools Its purposes were first, to describe ideal practice in the teaching and learning of school science; second, to describe the nature of teaching and learning of science in Australian schools; and third, to make recommendations to move the actual closer to the ideal Fundamental to the research was the belief that scientific literacy is a high priority for all citizens, helping them to be interested in, and understand the world around them, to be sceptical and questioning of claims made by others about scientific matters, to be able to identify questions, investigate and draw evidence-based conclusions, and to make informed decisions about the environment and their own health and well-being Based on national and international reports and research literature, and substantial new data collected from teachers, students and other Australian stakeholders in science education, the ideal picture was described in nine themes relating to the curriculum, teaching and learning strategies, professionalism of teachers and their career path, resources and facilities, and the value of science and science education to the community The actual picture was one of great variability, but overall, it was bleak The actual curriculum implemented in most schools differs from the intended curriculum, which is focused on developing scientific literacy and helping students progress towards achieving the stated outcomes Science in primary schools is generally student-centred and activity-based When students move to high school, many experience disappointment, because the science they are taught is neither relevant nor engaging and does not connect with their interests and experiences Disenchantment with science is reflected in the decline in science subjects taken by students in upper secondary school Many science teachers feel undervalued, under-resourced and overloaded with non-teaching duties The recommendations developed to improve the status and quality of science education were underlain by five fundamental premises: the purpose of science education is to develop scientific literacy, the focus for change is closing the gap between the actual and ideal, teachers are the key to change, change takes time and resources, and collaboration is essential for quality science education Preliminary recommendations were prepared and scrutinised by members of a government-appointed Steering Committee for the project, critical friends, and teacher focus groups Recommendations concerning awareness, teachers, resources, assessment, and national collaboration were developed incorporating feedback from the process described, each including a range of suggested actions for implementation that were feasible in the Australian context If Commonwealth and State governments choose to act on these recommendations, the gap between the actual picture of science teaching and learning in Australia and the ideal will be significantly reduced

Facilitating conceptual change in chemical equilibrium using a CAI strategy

Abstract: A computer‐assisted instructional (CAI) package, based on a conceptual change model, was developed to challenge student misconceptions of chemical equilibrium. The CAI package used simulation to create cognitive conflict in students and promote accommodation of their conceptions. Use of the package produced significant and lasting conceptual changes in Year 12 chemistry students in the Maldives.

Primary Connections : reforming science teaching in Australian primary schools.

Abstract: Concerns about the status and quality of science teaching in Australian primary schools led the Australian Academy of Science to develop Primary Connections over 2004–8 with funding from DEST and the support of states and territories. Primary Connections is a teacher professional learning program supported with curriculum resources that aims to enhance learning outcomes in science and the literacies of science by supporting both inservice and preservice primary teachers to teach science effectively. Primary Connections is a systematic, widespread and innovative reform that complements programs within states and territories. The program is based on an innovative teaching and learning approach that links science with literacy, uses cooperative learning, embeds assessment with teaching and learning, and follows an inquiry process including student-planned investigations. Research has demonstrated that the program improves teachers’ confi dence, self-effi cacy and practice, students’ learning, and the status of science within schools. features

Teaching for quality learning at university

Abstract: by J. Biggs and C. Tang, Maidenhead, England, Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4