Project Report, The State of Quantitative Skills in Undergraduate Science Education, open for discussion
Findings of the QS in Science project have been formulated into a report The State of Quantitative Skills in Undergraduate Science Education and presented on 19 July 2012 at the Australian Council of Deans of Science (ACDS) Teaching and Learning Forum in Sydney, Australia. The key findings are organised around seven points with the team proposing several recommendations in the form of “QS Phase 2 Project Proposals”.
We invite you to comment, offer additional recommendations, and express your interest in leading or acting as a team member for a “QS Phase 2 Project” by emailing Kelly Matthews at email@example.com by 31 August 2012.
Call for Papers – iJMEST Special Issue
We need your contributions! The QS in Science team is inviting papers for a Special Issue of International Journal of Mathematics Education in Science and Technology (iJMEST). The Special Issue – Quantitative skills in science: integrating mathematics and statistics in undergraduate science curricula – is due for publication in September 2013. Additional details are outlined below and in iJMEST_call_for_papers_A4_flyer
The need for students to graduate with quantitative skills (QS) has been espoused in a vast array of reports in the United States, the United Kingdom and Australia. In the sciences, the call for greater levels of QS has been amplified by methodological and technological advancements, which have rapidly and profoundly transformed the practice of modern science into an undeniably interdisciplinary endeavour, underpinned by mathematics and statistics. As such, QS are becoming a central learning outcome for undergraduate science curricula.
While relying on a mathematical knowledge base, QS are the application of mathematical/statistical thinking and reasoning in a given external context. The traditional approach of building upon prerequisite secondary level mathematics by providing first year mathematics or statistics units is proving insufficient to build QS. The challenge facing academics is that large numbers of science students find it difficult integrating the knowledge and skills gained in their mathematics and statistics units with their science units. Despite many institutions keenly pursuing changes in teaching and learning, the challenges of designing science curricula that sufficiently integrate mathematics/statistics such that students graduate confident and prepared in QS are emerging as an international issue. This special issue provides a timely opportunity for the science and mathematics sector to share current practice, and build a foundation for future scholarship and research in this emerging interdisciplinary area of critical importance to higher education.
This special edition of iJMEST invites papers on this topic. Empirical research, case studies or theoretical essays are welcomed. We hope contributors will come from a range of disciplines.
Guest Editor: Professor Vicki Tariq
Submission deadline: 15 January 2013
A4 flyer: iJMEST_call_for_papers_A4_flyer
Information for contributors: See instructions for authors. Please indicate that the submission is intended for the Special Issue: Quantitative skills in science.
Publication date: September 2013
Other ways to get involved with QS in Science
As this project progresses, there will be many opportunities for interested people, like you, to engage with us.
Sharing with us
If you have a great link to a website or know of excellent resources for building quantitative skills in educational contexts, email us. We can add them to our website!
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