Learning Symbols

The following symbols signpost different ways of learning and content that students come across in
the Bachelor of Science. They provide explanations clarifying the intent and benefits of each
approach or perspective.

The use of symbols originates from Indigenous ways of learning called Yunkaporta’s 8 ways which
use symbols, signs, images and metaphors as tools for learning and memorising complex
knowledge.

Symbol Explanation
Peer Learning

Peer learning encourages you to test your understanding and explore

different
viewpoints with your student colleagues. Having to explain something to
someone requires you to understand it first. Doing that in a supportive and
collegial way with your colleagues allows you to deepen your understanding
and highlights where you might need further clarification. Practicing peer
learning together also helps you develop your interpersonal skills –
something that employers seek.

Blended Learning

Blended learning uses a combination of online course and face-to-face

learning. The online component, allows you to work at a time and place that
suites you. You can also learn at your own pace during the week and repeat
course content as many times as you wish. The online pre-class content
prepares you to consolidate your learning during face-to-face time with your
facilitator and student colleagues. Instead of just receiving information
during your time with your tutor, blended learning frees up precious time
allowing you to interrogate, question and practically work with what you are
learning.

Student-centred learning

Student-centred learning shifts the learning activity from the teacher to the
student. This type of learning encourages you to take an active role in
creating your own learning and assessment. It means that you have the
ability to customise your own learning experience so that it aligns with your
distinct learning needs and interests.

Problem-Based Learning

Science creates solutions to problems. Problem-based learning means you

will be actively engaged in addressing problems or tasks as part of your
learning. You are required to show how you would solve a challenge using
your prior knowledge. At the beginning of your study you will receive
support in how to problem solve. As you become more experienced, you’ll
be able to problem solve more autonomously. Problem based learning
prepares you for the workforce where employers will require you to know
how to address open-ended problems.
Active Learning

Active learning requires you to do something e.g. summarise, collect data,

talk about information. The act of involving yourself with course content
allows you to construct your own interpretation and can deepen your learning.
In the workforce you will be expected to actively contribute the projects with
other staff. Active learning in your study will prepare you to take on this role
with confidence.

Story Sharing

Narrative based story sharing is a key pedagogy in Indigenous learning. It is

a way for Indigenous people to keep abreast of current issues and to manage
dynamic yet eternal connections to Country. Yarning is used to transmit
knowledge and learning occurs through being actively involved in a shared
dialogue. Learning becomes a social activity and teaching a dialogue.

In Aboriginal community contexts, story sharing may manifest as: stories,

histories, songs and yarning.

Learning Maps

Learning Maps visualise pathways of knowledge. Diagrams or visualisations

are used to map out processes explicitly, providing a concrete, holistic image
of the tasks to be performed. These maps serve as a reference point for the
learner.

In Aboriginal community contexts, learning maps may manifest as:

knowledge stages/processes, navigating mental landscapes and visual
records/sites of Law/Story.

Non-verbal

Aboriginal pedagogy is kinaesthetic with an emphasis on hands-on learning,

body language, reflection and silence. Learners gain and test knowledge
non-verbally through experience, introspection and practice, thereby
becoming critical thinkers who can judge the validity of new knowledge
independently.

In Aboriginal community contexts, non-verbal may manifest as:

unspoken/instinctive/ancestral knowledge, signing, body language and
communicative silences.

Symbols and Images

Knowledge is coded in symbols, signs, images and metaphors and these

become tools for learning and memorising complex knowledge. Learning
maps and symbols provide the structure of memory while images provides
the language of memory.
In Aboriginal community contexts, symbols and images may manifest as:
symbols, signs, pictures, imaginings, messages, designs and images

Land Links & Place-Based learning

Aboriginal pedagogies are intensely ecological and place-based, drawn from

the living landscape within a framework of profound ancestral and personal
relationships with Country. Therefore, learning occurs through linking content
to local land and place in highly contextualised ways.

In Aboriginal community contexts, land links may manifest as: knowledge

of/connection to land, waters, climate, skies, plants, animals and place.

In western approaches to teaching this is called Place-based learning.

Non-linear

Learning is non-linear. It is not sequential but rather a continuous relational

endeavour. Problems are solved laterally through association and through
making connections with existing knowledge. Hence, learning occurs through
repetition and returning to concepts generating deeper understandings.

In Aboriginal community contexts, non-linear may manifest as: non-

linear/contradictory/'irrational'/creative ideas, circular logic, indirect
processes/management and adaptive capacity.

Deconstruct - Reconstruct

The deconstruct/reconstruct pedagogy is a holistic, global orientation to

learning whereby the initial focus is on the whole rather than the parts -
seeing an overall meaning, purpose and structure first and then breaking it
down into manageable parts. In this approach, the process is modelled by the
more knowledgeable person before the learner tries it independently; thus
watching first then doing.

In Aboriginal community contexts, deconstruct-reconstruct may manifest as:

holistic knowledge, balance of communal and individual needs, wholes to
parts and observation before action.

Community Links

Aboriginal pedagogy situates learning as group-oriented, localised and

connected to real-life purposes and contexts. Motivation for learning is
inclusion in the community, while teaching actively refers to community life
and value. Teaching and learning are intentionally structured to connection
with and benefit local communities.

Biology
Investigating and experimenting to learn more about living organisms
including plant and animal biology, cell and molecular biology, plus genetics
and evolution.

Chemistry

Understanding the properties and uses of chemicals, elements, and

compounds including key concepts of basic atomic and molecular structure,
the chemistry of carbon compounds, and the basic physical concepts of
chemistry.

Physics

Classical and modern physics including quantum mechanics,

electromagnetism, thermodynamics, optics, nuclear physics, atomic physics
and special relativity.

Geography

Understanding how humans interact with natural and built environments

including looking at spatial science, human geography and the Earth’s
dynamic processes to understand how these systems have shaped human
development.

Earth Science

Earth Sciences incorporate many sub-disciplines including the study the

Earth’s interacting systems, atmosphere, hydrosphere, and biosphere to
understand how the planet has evolved and will continue to evolve through
time.

Psychology

Psychology studies the workings of the human mind and the behavioural
patterns it informs including how the world around us influences our
thoughts and behaviour and the internal mechanisms of behaviour itself.

Quantitative Literacy

Quantitative literacy an approach to problems that employs both statistics

and mathematics. Industry is demanding science graduates with greater
quantitative literacy. Different science disciplines require varying levels of
quantitative literacy.
Information Literacy

Information literacy is the set of integrated abilities encompassing the

reflective discovery of information, the understanding of how information is
produced and valued, and the use of information in creating new knowledge
and participating ethically in communities of learning.

Visual Communication

Visual communication is a broad spectrum that includes signs, typography,

drawing, graphic design, illustration, industrial design, advertising,
animation, color, and electronic resources.

Written Communication

Scientists need to write clearly to communicate science-related topics to

both other scientists and non-specialist audiences. Writing can take the
form of lab reports, reports, journal articles, blog posts, opinion pieces etc.

Oral Communication

Scientists need to communicate clearly using the spoken voice to

communicate science-related topics to both other scientists and non-
specialist audiences. Oral communication can take the form of conference
presentation, seminars, team-based work, interviews etc.

New-Media Communication

Multi-media communication is communication that uses technology to

communicate information. It can take the form of blog, social media, email,
podcasts, YouTube videos etc.

Sustainability

Sustainability consists of actions that support and influence the

transformation of human societies towards a more sustainable future. The
field addresses interconnections between social, environmental and
ecological dimensions of social justice, sustainability and resilience. It
requires committed to valuing integrity, fairness and social responsibility.

Resilience

Building resilience increases the ability to meet and overcome challenges in

ways that maintain or promote well-being. Resilience is a key support for
achieving academic and personal goals.
Reflection

Thinking systematically about experiences during a specific situation, event

or activity so as to be aware of our or other’s actions and better able to
adjust and change behaviour in the future.

Critical Thinking

Critical thinking is a reflective and analytical style of thinking, with its basis in
logic, rationality, and synthesis. It means delving deeper and asking
questions like: why is that so? Where is the evidence? How good is that
evidence? Is this a good argument? Is it biased? Is it verifiable? What are the
alternative explanations?

Self-Management
Able to take responsibility and act autonomously. Self management is
learned by continual practice and can involve time management, stress
management, problem solving etc.

Life-long Learning

Lifelong learning includes being able to know where to access appropriate

information and support. It requires continual practice in learning how to
learn. It is especially important in a world characterised by growing rates of
change, requiring continually evolving skills and expertise.

Digital Literacy

Digital literacy includes learning, communicating, and working through

digital technologies like data repositories, internet platforms, social media,
and mobile devices. In the future, digital literacy will be even more
important than it is now.
Ethical Practice

Behaving in an ethical manner including accurate data recording and

storage, proper referencing and avoidance of plagiarism, intellectual
integrity, animal ethics or human ethics. Understanding social and cultural
responsibilities whilst investigating the natural world is also important.

Global Learning

Having the capacity to place scientific knowledge and skills in the context of
the world stage. Global learning requires engagement with culturally rich
learning opportunities, an understanding of global issues, and the ability to
be aware of the values of other cultures. Globally competence values
diversity and respects Indigenous knowledge.

Creative Thinking
Creative thinking is the use of divergent and convergent thinking together to
produce original and useful ideas or answers to problems. Creative thinking
requires intellectual curiosity.

Locally Engaged

Engagement with opportunities to learn about, operate in and offer

expertise to local communities and places.

More than one discipline working together

Operating and collaborating responsibly and effectively together with other

disciplines and/or types of expertise.

Blended Learning

Blended learning uses a combination of online and face-to-face learning. The

online component, allows you to work at a time and place that suites you.
You can also learn at your own pace during the week and repeat course
content as many times as you wish. The online content prepares you for
learning during face-to-face time with your facilitator and student
colleagues. Instead of just receiving information during your time with your
tutor, blended learning frees up precious time allowing you to interrogate,
question and practically work with what you are learning.

Teamwork

The ability to work and learn collaboratively with others is critical for
employability. High quality teamwork entails a group of people work
together cohesively, towards a common goal, creating a positive working
atmosphere, and supporting each other to combine individual strengths to
enhance team performance.