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dc.contributor.authorGregory, Mary Sarah-Jane
dc.contributor.authorJohnston, Peter
dc.contributor.editorAllan, Christopher
dc.contributor.editorCampbell, Chris
dc.contributor.editorCrough, Julie
dc.description.abstractThis chapter will discuss the implementation of a suite of PebblePad activities and assessment tasks across the Bachelor of Science Advanced (Honours) undergraduate degree program. Enrolled in this program are students who scored in the top 11 percentile of all university entrants and are intentionally on a scientific research career trajectory. In preparation for the embedded honour component of the program, students undertake three core research project courses across the second and third academic year levels, each designed to develop an array of different research capabilities within a student’s specific discipline. In these courses, students complete many traditional communication methods practiced by scientists. In the past, there has been limited focus on a key component of scientific process, the contextual reflection on the undertaking of scientific research. The PebblePad platform is a flexible tool that provides an opportunity to augment the existing research experiences through the development of scaffolded critical reflection of scientific practices holistically. This chapter will present the application of best practices associated with both blended design and undergraduate research experiences. It will explore the benefits of this combination and how to successfully enhance a critical component of developing the next generation of scientists using best practice blended learning design strategies.
dc.relation.ispartofbooktitleBlended Learning Designs in STEM Higher Education Putting Learning First
dc.titleUse of PebblePad to develop scaffolded critical reflection in scientific practice
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dcterms.bibliographicCitationGregory, MS-J; Johnston, P, Use of PebblePad to develop scaffolded critical reflection in scientific practice, Blended Learning Designs in STEM Higher Education Putting Learning First, 2019, pp. 311-337
gro.hasfulltextNo Full Text
gro.griffith.authorJohnston, Peter R.
gro.griffith.authorGregory, Sarah-Jane S.

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