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2.4 - Bringing real-world science into the classroom
- from Part 2 - Practice
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- By Kay Lembo, Queensland STEM Education Network, Julie Crough, Griffith University, Geoff Woolcott, Southern Cross University
- Edited by Geoff Woolcott, Southern Cross University, Australia, Robert Whannell, University of New England, Australia
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- Book:
- Teaching Secondary Science
- Published online:
- 06 August 2018
- Print publication:
- 16 November 2017, pp 283-299
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- Chapter
- Export citation
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Summary
LEARNING OBJECTIVES
After studying this chapter, you will be able to:
• consolidate personal understanding of the Nature of Science and application to real-world scenarios
• demonstrate how inquiry approaches can assist in development of an understanding of working scientifically, scientific knowledge domains and science as a human endeavour
• formulate clear understanding of concepts and resolve commonly held alternative conceptions
• apply theoretical knowledge to examining real-world scenarios that engage students in teaching science.
Introduction
This ‘mirror’ chapter provides examples for the practical application of learning experiences from Chapter 1.4, designed to enable students to connect scientific principles to real-world scenarios and to develop an understanding of the Nature of Science.
A scientifically literate person can be described as action-oriented (Rennie, 2006), and displays the following:
• is interested in and understands the world around them
• engages in the discussions about and of science
• identifies questions, investigates and draws evidence-based conclusions
• is sceptical and questions claims made about scientific matters
• makes informed decisions about their own health and wellbeing and environment.
The development of scientific literacy is fostered by integrating explicit, reflective instruction about the Nature of Science together with scientific literacy in traditional science content (Lederman, Lederman & Antink, 2013). Essentially, if you create a range of opportunities for students to practise doing science and reflect on what they are doing (as discussed in Chapter 1.4 and modelled in Figure 1.4.2), their science learning experiences will be richer, more authentic and more meaningful. The question, therefore, is what activities or strategies can you bring into the classroom to engage authentic, real world experiences for your students – while at the same ensuring that all strands of the Australian Curriculum: Science are addressed. For a true reflection of science as a way of learning or the Nature of Science, all strands must be integrated. Figure 2.4.1 depicts the strands of the Australian curriculum as a three dimensions model related to the Nature of Science, which depicts misgivings occurring when an insufficient number of strands is addressed.
OPENING VIGNETTE
Watch the Youtube clip Awareness test, www.youtube.com/watch?
v=oSQJP40PcGI.
Questions
How did you go with this? Did you need to watch the video again to check the validity of the statement?
It is often easy to miss the ‘obvious’ if we are not looking for it. The same concept applies when ensuring the Nature of Science is embedded into your teaching.
1.4 - Real-world science in the classroom
- from Part 1 - Theory
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- By Kay Lembo, Queensland STEM Education Network, Julie Crough, Griffith University, Geoff Woolcott, Southern Cross University
- Edited by Geoff Woolcott, Southern Cross University, Australia, Robert Whannell, University of New England, Australia
-
- Book:
- Teaching Secondary Science
- Published online:
- 06 August 2018
- Print publication:
- 16 November 2017, pp 73-92
-
- Chapter
- Export citation
-
Summary
LEARNING OBJECTIVES
After studying this chapter, you should be able to:
• apply the concept of the Nature of Science to indicate ideas about science
• adopt a scientific inquiry model to apply in your science education context
• identify possible misconceptions that may impede an individual's understanding of scientific concepts
• realise the importance of providing real-life examples that reflect theoretical knowledge.
Introduction
This chapter outlines the view that science tells us about ourselves and our lives by helping us to understand our relationships with other people and the world. Although the big ideas of science are reflected in curricula, such as in ‘know the content and how to teach it’ (NSWIT, 2013, pp. 6–7, 14–8), this chapter shows how teachers and students may benefit from a realisation that science is embedded in our industrialised culture and is everywhere in the modern world for all to see – we rely on it every day. Science, along with technology, engineering and mathematics (STEM), is part of the fabric of our lives (Chubb et al., 2012; OCS, 2014).
The chapter develops the important consideration that the use of real-world community contexts in regional locations as a basis for developing scenario-based or problem-based teaching is crucial for a deep understanding of the concepts and processes of science – including enhanced scientific literacy through understanding how scientists go about their work (Chubb et al., 2012). This should allow both pre-service teachers and school students to transfer the context of a scenario while retaining the material to be learned (in a curriculum) as it applies to the new context (Barab & Plucker, 2002).
Recent publications have reinforced real-world application; for example, through the view that proficiency should emphasise using and applying scientific knowledge within a discipline (Harris et al., 2016). This should allow for engagement of students in sense making and problem solving in contexts that reflect real-world science, thereby deepening their conceptual understanding of both content and authentic practice. The use of technology is also a consideration, since scientists continually engage with and use technology. Technology, such as computer simulations (see Chapter 1.8 and Chapter 2.8), can be an important consideration in making real-world science part of the classroom, particularly in inquiry-based science education and problem-based learning (Renken et al., 2016).