Introduction

When we first start learning how to teach, it seems that confident primary school teachers have a bag of tricks that they dip into to help them teach specific aspects of science. It follows that if these teachers simply shared this bag of tricks with us, it would be easier for us to teach science too. Initially we feel that if we are confident, engaging, well-informed, and armed with a number of different strategies, then we can teach science well. It doesn’t take us long to realise that even if these teachers swamped us with resources we would be only marginally better prepared than we were before. This is because, even though we have a pivotal role in conceptualising, creating, coordinating, implementing, scaffolding, assessing and evaluating learning and teaching experiences, it is only when we focus on our students’ interests, desires and existing ideas and skills that we can figure out which approaches might actually work.

Introduction

Modern curricula internationally promote science as an essential learning area that supports students in becoming scientifically literate. Scientific literacy enables citizens to participate knowledgeably in science-related debates and issues (see chapter 1). Science is an essential learning area in the Australian and New Zealand curricula, with scientific literacy promoted in both curriculum statements (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2012; Ministry of Education (MoE), 2007). There is considerable agreement amongst science educators that scientific literacy includes understandings of science concepts, the processes involved in scientific investigations, and the nature of science (Goodrum & Rennie, 2007; Hodson, 2009; Monk, 2006). However, scientific literacy is still a contested construct which is debated in the literature, with Roberts (2007) providing a useful summary of the various ways it has been defined (as discussed in chapter 1). The nature and importance of each of these aspects in relation to students’ learning are explored in chapter 6, and have also been debated in the literature (Abrahams & Millar, 2008; Wellington, 1998).

Introduction

In addressing the decline in student engagement and differences in student achievement, especially for students from Indigenous, minority and lower socio-economic groups, school science needs to be better connected with students’ lives out of school. This suggests that instruction should emerge out of everyday experiences. At a time when classrooms are characterised by diversity, this raises questions about the ways in which primary school teachers can ensure that all students develop the science knowledge and skills they need to be active participants in society. This chapter will uncover strategies and approaches for engaging students who have a variety of cultural backgrounds, learning styles, needs and interests in learning science.

Introduction

Many of the views that students hold about science centre on the lack of relevance that science has to their everyday lives. In learning and teaching primary science, opportunities are opened up for students to be supported in the exploration of scientific phenomena that occur in their daily lives and as part of their world. Teachers need to be mindful of these connections and develop strategies that make links not only with their students’ prior learning but also with their everyday contexts.

Introduction

Primary school teachers raise concerns that a lack of time and space to deliver science within an already overcrowded curriculum impacts on their willingness to teach science. In resolving this concern, teachers may consider working with the curriculum in more creative ways. Science is well positioned as a learning area because its topics provide a context into which different learning areas can be integrated, such as literacy, numeracy and the Arts. This chapter will bring to life some innovative and interesting ways in which science can be taught in an integrative way to enrich learning across several discipline areas. It will discuss the concept of the integrated curriculum, approaches to its implementation and the benefits and drawbacks associated with it.

Introduction

Today’s digitally aware learners are confident and competent in engaging with and exploring different information and communication technologies (ICTs). While students gravitate to gadgets and digital social media, the challenge lies in harnessing these innovations to support and enrich student learning in science. Science education in primary schools provides numerous opportunities for teachers to integrate technology into the learning environment. This chapter will examine some of the ways online and digital tools can enhance the teaching of science as well as maximise opportunities for students’ learning of science.

Introduction

At a recent professional learning program, the question, ‘What is science?’ was posed to a group of primary teachers. The teachers asked for clarification: ‘science’ as in ‘school science’ or ‘science’ in the ‘real world’? The facilitator’s response was to ask: ‘Is there a difference, and should there be a difference?’ This conversation is interesting because it captures some important considerations for understanding science education in primary school settings. Firstly, a range of opinions, assumptions and understandings may shape teachers’ thinking about science, and these have potential implications for student learning. Secondly, school science often does not mirror how we see, experience or use science in the world around us.

These considerations resonate with primary teachers who openly express specific concerns about their science teaching – in particular, their sense of having an inadequate personal knowledge of science content and the influence of this when they teach science. This tension unnecessarily suggests that because primary teachers are generalist teachers, they may be less effective science educators. This is far from the truth, because as generalist teachers they bring a range of pedagogical strengths to science education which are often not recognised. They understand how to successfully contextualise the nature of science as a human endeavour by creating classroom conditions which value student-centred learning, nurture curiosity and creativity, and support the social construction of knowledge.