Taylor, Charlotte - University of Sydney - School of Biological Sciences

研究领域

Plant-Animal Interactions and Urban Biodiversity Urban Biodiversity Birds in Backyards is a project of Birds Australia, currently in partnership with the Australian Museum, focussing on research, education and conservation of birds in urban environments. The program has sponsored 4 students in honours or PhD projects studying: Interspecific relationships in urban bird assemblages Nesting ecology of urban bird populations Population ecology of Superb Fairy Wrens in fragmented urban environments A recent project by Honours student Lisa Ashley investigated the relationship between increased planting of large-flowered hybrid grevilleas and the distribution and abundance of Noisy Miners in Western Sydney. While the presence and abundance of Noisy Miners was not related to the presence of the grevilleas, it was strongly related to the presence of tall eucalypts, where they forage for lerps. It is still not clear whether the change (or decline) in abundance and distribution of small native birds is due to changes in noisy miner populations Future projects include: The interaction between weeds and urban birds: effects on distribution and abundance The effects of competition for resources between native and introduced birds in urban environments The importance of weeds as small bird habitat in disturbed environments Differences in pollinators, and success of pollination and seed set, in fragmented habitats Science Education and Public Understanding of Science Understanding Biology A threshold concept can be defined in terms of troublesome knowledge, and transformations of knowledge, such that new and conceptually more difficult ideas can be understood. Such concepts are the key to subsequent higher order learning within a discipline and a lack of ability to progress past such a threshold may lead to ongoing problems in subsequent understanding and application. A survey of biologists in Australian and UK universities, in 2004, has identified a number of potential threshold concepts in biology (see publications list). A collaborative study, with Prof JHF Meyer at the University of Durham, is now determining the extent to which these concepts fit the definition above. Academic Writing My educational research has focused on student learning, and in particular how an understanding of science is communicated in reports and other written forms. These studies have expanded to encompass the concept of feedback: what it is, how it works and how students use it to improve their writing. I am interested in using quantitative and qualitative data from students to determine which experiences most effectively enhance learning in science. The outcomes of these studies are then used to improve curriculum design and teaching approaches. Investigating student attitudes to scientific writing - the effect of experience and expectations on performance in undergraduate writing programs Communicating and learning on the web: an investigation of student and staff use of web discussions in the learning process Learning from feedback: student interpretation, understanding and use of comments on science assignments Writing to Learn in science: investigating student and staff understanding of the process and outcomes of writing

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Jacobson, M., Taylor, C., Richards, D. (2016). Computational scientific inquiry with virtual worlds and agent-based models: new ways of doing science to learn science. Interactive Learning Environments, article in press. [More Information] Davis, A., Major, R., Taylor, C. (2016). Do trees flower longer in the city? A comparison of flowering eucalyptus trees in streets, remnants and continuous forest and their association with nectarivorous birds. Urban Ecosystems, 19, 735-747. [More Information] Davis, A., Major, R., Taylor, C. (2015). The association between nectar availability and nectarivore density in urban and natural environments. Urban Ecosystems, 18(2), 503-515. [More Information] Davis, A., Major, R., Taylor, C. (2014). Distribution of tree-hollows and hollow preferences by parrots in an urban landscape. Emu, 114(4), 295-303. [More Information] Liu, D., Taylor, C. (2014). Integrating Inquiry and Technology into the Undergraduate Introductory Biology Curriculum. International Journal of Innovation in Science and Mathematics Education, 22(2), 1-18. Davis, A., Major, R., Taylor, C. (2013). Housing Shortages in Urban Regions: Aggressive Interactions at Tree Hollows in Forest Remnants. PloS One, 8(3), 1-9. [More Information] Taylor, L., Taylor, C., Davis, A. (2013). The impact of urbanisation on avian species: The inextricable link between people and birds. Urban Ecosystems, 16(3), 481-498. [More Information] Davis, A., Taylor, C., Major, R. (2012). Seasonal abundance and habitat use of Australian parrots in an urbanised landscape. Landscape and Urban Planning, 106, 191-198. [More Information] Lowe, K., Taylor, C., Major, R. (2011). Do Common Mynas significantly compete with native birds in urban environments? Journal of Ornithology, 152(4), 909-921. [More Information] Davis, A., Taylor, C., Major, R. (2011). Do fire and rainfall drive spatial and temporal population shifts in parrots? A case study using urban parrot populations. Landscape and Urban Planning, 100(3), 295-301. [More Information] Ross, P., Taylor, C., Hughes, C., Whitaker, N., Lutze-Mann, L., Kofod, M., Tzioumis, V. (2010). Threshold Concepts in Learning Biology and Evolution. Biology International, 47, 47-54. Ashley, L., Major, R., Taylor, C. (2009). Does the presence of grevilleas and eucalypts in urban gardens influence the distribution and foraging ecology of Noisy Miners? Emu, 109, 135-142. [More Information] Taylor, C., Peat, M., May, E., Quinnell, R. (2007). Does the new biology syllabus encourage students to think differently about their biology knowledge? Teaching Science, 53(3), 23-26. Ellis, R., Taylor, C., Drury, H. (2007). Learning science through writing: associations with prior conceptions of writing and perceptions of a writing program. Higher Education Research & Development, 26(3), 297-311. Ellis, R., Taylor, C., Drury, H. (2006). University student conceptions of learning science through writing. Australian Journal of Education, 50(1), 6-28. Ellis, R., Taylor, C., Drury, H. (2005). Evaluating writing instruction through an investigation of students' experiences of learning through writing. Instructional Science, 33(1), 49-71. [More Information] Peat, M., Taylor, C., Franklin, S. (2005). Re-engineering of undergraduate science curricula to emphasise development of lifelong learning skills. Innovations in Education and Teaching International, 42(2), 135-146. Peat, M., Taylor, C., Fernandez, A. (2002). From Informational Technology in biology teaching to Inspirational Technology: Where have we come from and where are we going? Australian Science Teachers Journal, 48(2), 6-11.