Focus:
Presentation of research outcomes.

Description:
At the core of a science degree is understanding the scientific method. A crucial outcome of science education is for students to be able to critically evaluate data and form an understanding of knowledge based on measurable observations.
Practical classes afford students the opportunity to engage in active learning centred on the scientific method. However, economic, logistical and resource limitations often constrain the feasibility of running practical classes.
Consequently, there is a need to develop learning resources that provide the benefits of practical classes without the resource demand of those classes. Using simulated experiments, we can design learning activities that focus on data interpretation and application of knowledge to explain experimental observations, without the need to master technical skills or equipment required to perform those experiments. In addition, computer simulations allow experiments that would otherwise be impossible.
We evaluate the student perception of workshop experiences exploiting computer simulations of physiology experiments (JustPhysiology.com).

Method:
We trialled a series of workshops intended for second-year Human Physiology students. Participants were recruited from students with prior Human Physiology studies. After each workshop, participants engaged in a focus group interview, and thematic analysis identified student attitudes towards the activities.

Evidence:
The outcome of the focus group interviews suggests that students engaging with the workshop tasks enter a positive learning cycle:
1. Application: formulating hypotheses about expected experimental outcomes.
2. Contradiction: Identifying mismatch between hypothesis and observation
3. Resolution: Reformulate understanding to explain the observations
4. Consolidation: Improved understanding of learning content via application to complex scenarios.

Contribution:
Student self-reports of a learning cycle promoting deeper understanding suggest that computer-based experimental simulations may enhance fundamental science skills and graduate capabilities.
Engagement: The audience will be asked to work in a small group on a sample simulation workshop task.

Focus: Presentation of research outcomes
Background/Context: University students engaging in metacognition - planning, monitoring, and evaluating learning - achieve greater academic success (Ward & Butler, 2019). Despite its benefits, higher education seldom integrates these skills directly, highlighting the need for programs that enhance metacognitive awareness (Safari & Meskini, 2016; Wagener, 2016).
Description: This study assesses pedagogical training's impact on developing metacognition within our Peer-Assisted Study Session (PASS) programme, which equips educators with metacognitive knowledge and activities to support student learning. We examined the programme’s impact on student metacognitive awareness and development and the transferability to other learning contexts. Unique to this research is our development and use of innovative metacognition prompts and activities tailored specifically to the peer-assisted learning context.
Method(s): Semi-structured interviews with 11 PASS participants, including educators and students, provoked discussion about examples of metacognition use in different learning environments. Transcripts were coded according to our research aims, which allowed subsequent themes to be identified (Braun & Clarke, 2006).
Evidence: Findings indicated significant metacognitive practice among students and educators, particularly in planning. A notable overlap existed between the monitoring and evaluation components. Metacognitive awareness and development were more evident in PASS than in traditional tutorial sessions. Participants appreciated the collaborative nature of these sessions and reported applying metacognitive strategies in their independent and group studies. This illustrates the impactful potential of our specific metacognitive interventions within the peer-assisted learning framework.
Contribution: This research highlights the significance of metacognitive awareness in enhancing student learning outcomes. By underscoring the unique contributions and potential of our metacognition prompts and activities within the peer-assisted study space, it illustrates the challenges and opportunities of incorporating such instruction, suggesting wide applicability.
Engagement: The session will begin with a question to prompt reflections on learning experiences, fostering a discussion on metacognition's critical importance.

Background: Tertiary education programs focusing on Indigenous Australian knowledge and perspectives are increasingly expanding. This growth primarily stems from a national acknowledgement that addressing disparities between Indigenous and non-Indigenous populations requires enhancing the cultural competencies of non-Indigenous graduates and future professionals in various fields to work effectively with Indigenous Australians (Universities Australia, 2011).
This study emphasises Indigenous perspectives in business, purposefully integrating their voices and knowledge to enhance student learning. It overcomes common academic concerns about integrating Indigenous perspectives including avoiding misappropriation, mistakes, or resistance from students (Raciti et al., 2018). Students work with Indigenous business owners, applying cultural knowledge in real-world settings to reinforce discipline-specific learning.
The initiative/ practice: This presentation explores how a respectful, strengths-based teaching approach and authentic assessment design impact students' preparedness for professional engagement with Indigenous peoples, emphasising two factors from Bodkin-Andrews et al.'s (2019) Indigenous Graduate Attribute evaluation tool: Future Confidence and Future Adaptability.
Methods of evaluative data collection/analysis: The study presents results examining student preparedness at the outset (Phase One) and conclusion (Phase Two) of the business unit, using survey data from enrolled students. Analysis assessed students' understanding of Indigenous people and culture, their competency pertaining to levels of confidence and adaptability, with comparisons made between the two phases to evaluate the unit's influence.
Evidence of outcomes and effectiveness: The presentation will report on levels of student knowledge, confidence, adaptability, and how the teaching approach strengthened student cultural competencies. It emphasises the importance of authentically integrating Indigenous peoples and their knowledge into educational settings to better prepare students for careers (Universities Australia, 2022). Lastly, recommendations and practical strategies for implementing culturally and discipline-relevant teaching approaches will be provided.
Engagement: The audience will be urged to assess their current practices, identify barriers to incorporating indigenous knowledge, and reflect on potential modifications to their approach.