General http://hdl.handle.net/10453/245 2013-05-23T07:46:52Z 2013-05-23T07:46:52Z Congruent Facilitation of Simulations and Games Spindler Laraine Leigh Elyssebeth http://hdl.handle.net/10453/12756 2012-05-07T03:49:21Z 2005-01-01T00:00:00Z Congruent Facilitation of Simulations and Games Spindler Laraine; Leigh Elyssebeth R Shiratori, K Arai and F Kato (eds) 2005-01-01T00:00:00Z Work and learning: some challenges for practice Boud David http://hdl.handle.net/10453/12458 2013-03-25T01:16:44Z 2005-01-01T00:00:00Z Work and learning: some challenges for practice Boud David Poikela, E 2005-01-01T00:00:00Z Learning and teaching science with analogies and metaphors Aubusson Peter Treagust David Harrison Allan http://hdl.handle.net/10453/12456 2013-02-08T05:06:03Z 2009-01-01T00:00:00Z Learning and teaching science with analogies and metaphors Aubusson Peter; Treagust David; Harrison Allan Ritchie, S. [n this chapter, we review Australasian research to outline the broad pathways this research has followed and to highlight s ignificant contributions the work has made to science education. We describe a series of studies from different research groups and highlight two seminal publications that are discussed later in finer detail. The first publication Metaphor and analogy in science education (Aubusson, Harrison & Ritchie, 2006a) provides a state of the art analysis of how metaphors and analogies are used in science classrooms; the majority of the authors are Australasian. The second publication Using analogies in middle and secondOlY science classrooms (Harrison & Coli, 2008) provides both a scholarly argument for using analogies in science teaching and also presents 50 concepts from biology, chemistry, physics and earth and space science that have been taught using a model for effective analogy teaching. The chapter concludes with an analysis identifying where gaps remain in our understanding of the role of analogy and metaphor in science education and suggests emerging fields for further study. 2009-01-01T00:00:00Z Corporatizing knowledge: work-based learning at the University of Technology, Sydney Solomon Nicole Gustavs Julie http://hdl.handle.net/10453/11698 2013-02-06T02:40:40Z 2004-01-01T00:00:00Z Corporatizing knowledge: work-based learning at the University of Technology, Sydney Solomon Nicole; Gustavs Julie Michelson, E; Mandell, A 2004-01-01T00:00:00Z