18 results
2.1 - Engagement practices: a major issue in contemporary education
- from Part 2 - Practice
-
- By Simon Leonard, University of Canberra, 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 217-235
-
- Chapter
- Export citation
-
Summary
LEARNING OBJECTIVES
After studying this chapter, you should be able to:
• describe strategies for signposting the significance and connection of a learning activity
• formulate questions that encourage substantive conversation
• identify learning design elements that encourage higher order thinking
• plan strategies that allow feedback and development of metacognitive skills.
Introduction
This chapter is the ‘mirror’ chapter for Chapter 1.1 and it also introduces ideas that will be explored more fully in the remainder of this book. The chapter begins to connect the more theoretical discussion in the first part of the book to everyday practice in schools. The connection will be made through a discussion of four example lessons, each used to discuss a range of strategies for engaging students in their learning, although the strategies should also be seen as highly interconnected.
A key idea to keep in mind as you read this chapter is that engagement is something different to entertainment or even attention and is more than good behaviour. When they are engaged, students take on work that is intellectually challenging, involves higher order thinking and is connected to work they do in the real world. Following on from this, another key idea to keep in mind is that engagement in learning is often more about how we go about teaching, rather than what we teach.
OPENING VIGNETTE
When do we get to use the Bunsen burners?
As I started teaching, this was a near constant refrain from my year 7 and year 8 classes, and it left me feeling frustrated. Didn't these kids ‘get’ that science was so much more? This is quite literally the subject of ‘life, the universe and everything’! Sure, the Bunsen burner has its appeal, but weren't they curious about other things, or even just about what was going on when the gas burned in the burner that was such an obsession? And I was teaching in the middle of the Murray-Darling Basin during a massive drought, so why weren't they interested in my carefully planned unit on the water cycle?
I was reminded of this experience recently when a science communicator was relating how, in her regular spot on the local ABC radio station, the phones ran hot when the topic was medical research, but shows on quantum physics had to be well spaced in the calendar as they quickly exhausted the question bank in the listener community.
Acknowledgements
- 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 xvii-xvii
-
- Chapter
- Export citation
1.1 - Contemporary issues in teaching and learning science
- from Part 1 - Theory
-
- By Simon Leonard, University of Canberra, 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 3-23
-
- Chapter
- Export citation
-
Summary
LEARNING OBJECTIVES
After studying this chapter, you should be able to:
• discuss the diverse roles of science and science education in our society
• identify contemporary issues for science education
• reflect on the place of science within the wider curriculum.
Introduction
While ostensibly examining contemporary issues in teaching and learning science, in many ways this chapter is really concerned with why we as a society require all of our children to spend so much of their early lives learning about science at school. The reasons are many and complex, and this chapter does not aim to provide a neat and satisfactory answer, but it will provide you with a greater level of insight into the ‘why’ of science education before the book departs more earnestly into matters of ‘how’.
In search of this insight, the chapter will begin with a brief historical examination of science education and the public understanding of science. This will highlight that science education is, and always has been, about more than just teaching children some ‘stuff about science’. There is a well-known principle developed in modern architecture and industrial design that ‘form follows function’. This principle is also quite apt for describing changing approaches to the design of science education as it is evident that the form in science education, or teaching and learning practices, has indeed followed changes in the function, or goals and purposes, set for it by society.
OPENING VIGNETTE
A common question heard in many classrooms goes something like, ‘When will I use this when I grow up?’ Given the time and effort we expect children to put into their education, it is the sort of question that deserves an answer with greater meaning than it typically receives, such as, ‘I don't know, but it will be on the next test!’
Finding reasons to study science is easy – science is increasingly important in our rapidly changing world, meaning that many jobs and many decisions we need to make as a society require an understanding of science; science enables us to understand, manage and shape our natural and made environments, or simply to widen our sense of wonder and curiosity about them; scientific ways of working provide a powerful way to solve problems from the personal to the global level; the list could go on.
2.5 - Creating a classroom for engagement with scientific thinking, problem solving and real-world contexts
- from Part 2 - Practice
-
- By Margaret Marshman, University of the Sunshine Coast, 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 300-322
-
- Chapter
- Export citation
-
Summary
LEARNING OBJECTIVES
After studying this chapter, you should be able to:
• improve lesson quality utilising collaborative enhancement based on current scientific knowledge and knowledge of how scientists solve problems, combined with personal and classroom students’ collective knowledge
• reflect collaboratively on a teaching lesson using the affect-based critical moment protocol, or other reflection strategies
• use an iterated structure to collaborate to improve teaching performance
• utilise transferable teaching skills to deliver different types of content in science lessons.
Introduction
This chapter is the ‘mirror’ chapter to Chapter 1.5. It provides practical examples related to the theoretical outlines in Chapter 1.5, designed to improve competence and confidence in teaching and learning science. The first two examples in this chapter have been selected to illustrate processes of collaborative enhancement and reflection based around lesson delivery of a particular aspect of the Australian Curriculum. The second two examples illustrate how to use collaboration in iterative processes and in the development of transferable teaching skills.
Questions
Take 10 minutes to consider the following questions related to how this pre-service teacher is using scientific thinking, everyday thinking and problem solving in her classroom. Write in your own words how you might relate the following questions to your classroom teaching.
1 How is the pre-service teacher using problem solving in her introduction to this lesson?
2 It is the period after lunch on a hot Friday afternoon. How is she engaging her students?
3 How is she encouraging students to see science as part of everyday life?
4 What are some other ideas that you could use to engage this group of students? How would you try to find out what their interests are?
5 What benefit do you think this pre-service teacher obtained from collaborative enhancement and reflection?
Collaborative enhancement in practice
In Chapter 1.5 the term collaborative enhancement was used to refer to collaborations that can be organised and utilised to improve science teaching through enhancement of knowledge about science and how this can be used in the classroom. In this chapter, we show you how this can be done and illustrate some of the experiences that pre-service teachers have had in working with real-world scientists or people who have scientific expertise.
2.9 - Bringing Australia's diversity into science education
- from Part 2 - Practice
-
- By Linda Pfeiffer, Central Queensland University, Angela Fitzgerald, Monash 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 394-415
-
- Chapter
- Export citation
-
Summary
LEARNING OBJECTIVES
After studying this chapter, you should be able to:
• describe the importance of differentiation in science education
• understand how practical approaches to cultural differences can foster students’ different ways of knowing science
• recognise the role of Universal Design for Learning (UDL) in developing practical approaches to inclusion of disability in science education
• explain how families and communities of students of differing socioeconomic statuses can provide quality practical approaches to science learning and teaching
• develop practical science learning opportunities for students living in different geographic localities.
Introduction
This chapter is the ‘mirror’ chapter to Chapter 1.9. It provides practical examples related to the theoretical outlines in Chapter 1.9 with a focus on the four different categories of diversity outlined in Chapter 1.9, diversity in cultural background, disability, socioeconomic status and geographic location. Bearing in mind, of course, that students may have diverse needs that cross over more than one of these areas. It is important to note that in a classroom environment every single student has a diverse range of needs.
The ways in which the diverse needs of students can be catered for when teaching science include:
• utilising pedagogies and strategies that enhance science learning, such as the 5Es mode of inquiry (see Chapter 1.3 and Chapter 2.3)
• hands-on investigations
• problem-based learning
• ensuring science lessons are relevant and contextual.
Hands-on investigations that allow for students from family backgrounds with low science education or careers in science need to be structured to enhance and support students. Support needs to be provided in the science classroom, such as resources, structure and scaffolding. Group work is another way that students with low confidence or prior experiences with science can learn from one another and increase confidence.
Problem-based learning requires researching, experimenting and testing solutions to a problem. Using relevant and contextual real problems can increase the confidence of your students to get involved in scientific investigations. You will need to use diagnostic tools to determine your student's prior experiences and background each time you begin a new topic or unit of work. Including parents and the local community can assist in creating meaningful, relevant and contextual learning experiences.
We all learn differently and there are a number of different ways of learning that need to be catered for within the one classroom.
Teaching Secondary Science
- Theory and Practice
- Edited by Geoff Woolcott, Robert Whannell
-
- Published online:
- 06 August 2018
- Print publication:
- 16 November 2017
-
- Textbook
- Export citation
-
Teaching Secondary Science: Theory and Practice provides a dynamic approach to preparing preservice science teachers for practice. Divided into two parts - theory and practice - the text allows students to first become confident in the theory of teaching science before showing how this theory can be applied to practice through ideas for implementation, such as sample lesson plans. These examples span a variety of age levels and subject areas, allowing preservice teachers to adapt each exercise to suit their needs when they enter the classroom.Each chapter is supported by pedagogical features, including learning objectives, reflections, scenarios, key terms, questions, research topics and further readings. Written by leading science education researchers from universities across Australia, Teaching Secondary Science is a practical resource that will continue to inspire preservice teachers as they move from study into the classroom. This book includes a single-use twelve-month subscription to Cambridge Dynamic Science.
Part 1 - Theory
- 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 1-2
-
- Chapter
- Export citation
2.4 - Bringing real-world science into the classroom
- from Part 2 - Practice
-
- 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 283-299
-
- Chapter
- Export citation
-
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.
Index
- 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 416-429
-
- Chapter
- Export citation
1.9 - Celebrating Australia's diversity through science education
- from Part 1 - Theory
-
- By Angela Fitzgerald, Monash University, Linda Pfeiffer, Central Queensland 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 191-214
-
- Chapter
- Export citation
-
Summary
LEARNING OBJECTIVES
After studying this chapter, you should be able to:
• consider what diversity might look like in Australian classrooms and why inclusive practices matter in terms of quality science learning and teaching
• understand how inclusive practices can foster the different ways of knowing science for students with diverse cultural backgrounds
• recognise the role of inclusive practices in supporting students with disabilities in learning science
• demonstrate an awareness of how inclusive practices enable students of differing socioeconomic statuses to access science education
• highlight the impact of inclusive practices on providing science learning opportunities for students living in different geographic locations.
Introduction
As a term, diversity can mean a variety of things to different people. In this chapter, we intend to draw on a holistic view of diversity. Cultural diversity and disability are commonly focused on when we consider the notion of diversity and are very important differences to acknowledge and address in our classrooms. Diversity, however, is evident in many more ways than just these two areas. In its broadest sense, diversity is about embracing all human differences and as a concept encompasses acceptance and respect. By defining diversity in this way, we hope to support you – future secondary school teachers – in thinking about how to embrace and celebrate your students’ diversities in safe, positive and nurturing ways. For the purposes of this chapter, we have chosen to focus on four main areas: cultural background, disability, socioeconomic status (SES) and geographic location (rural, remote and metropolitan). The rural, remote and metropolitan area (RRMA) classification was developed nationally by the Australian Institute of Health and Welfare (2004), and is still used by the Department of Health when defining geographic location in Australia, with metropolitan locations including capital cities and other urban centres (population greater than 100 000), rural, including large rural centres (population of 25 000 – 99 999), small rural centres (population of 10 000 – 24 999) and other rural centres (population of less than 10 000), and remote centres (population greater than 4999) and other remote areas (with the population of less than 5000).
While we acknowledge that a range of other differences have a presence in schools, we believe that these four areas of diversity, cultural background, disability, socioeconomic status and geographic location, may be ones that you will come across most commonly in secondary school classrooms.
Part 2 - Practice
- 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 215-216
-
- Chapter
- Export citation
-
Summary
Each chapter in Part 2 contains examples of how the issues discussed in the ‘mirror’ theory chapters from Part 1 can be translated into classroom teaching practice at different year levels. Examples of perspectives illustrated in each chapter focus on, but are not restricted to, the following areas: upper primary (years 5 and 6), lower secondary (years 7 and 8), middle secondary (years 9 and 10) and upper secondary (years 11 and 12).
The examples chosen from the upper primary area are intended to illustrate strategies that allow the teacher to cater to the diversity of student ability and thinking levels that will be present in many lower secondary classrooms. Due to the absence of a national curriculum for science subjects at the year 11 and 12 level, sample lesson plans for these levels will not include reference to a specific learning outcome. Rather, a general lesson objective will be used.
A number of exemplars are presented that show how the principles in Part 1 may be applied to the teaching of pre-service teachers. This is an important inclusion for a number of reasons, including as a resource for out-of-field teachers as well as lecturers and tutors in pre-service teacher education. Some of these exemplars will draw on previously published Cambridge resource material (e.g. Dynamic Science), cutting-edge science education projects and other resources relevant to contemporary science practice.
Teaching Secondary Science and Cambridge Dynamic Science
- 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 xviii-xviii
-
- Chapter
- Export citation
Preface
- 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 xiii-xiv
-
- Chapter
- Export citation
-
Summary
This textbook is targeted primarily at pre-service teachers aiming to teach science in secondary school. It is also contextualised in terms of its relation to science education at upper primary school (years 5 and 6), and accommodates the needs of practicing teachers who are teaching out-of-field or retraining to be science teachers.
The overall framework views scientific thinking, including problem solving and inquiry, as an essential part of the fabric of our lives. This framework draws on each pre-service teacher's or teacher's knowledge of a world that has been transformed by science, as well as on the thinking processes that we naturally use from a young age. The result is an approach that places the theory of science teaching in a context of changes in theory and practice over the last century, particularly since the internet revolution of the 1990s. The approach also shows that content knowledge can be accessed as needed, rather than through learning vast amounts of information by rote – something very few pre-service teachers may desire to do. The book therefore responds to the big issues of science, which relate to the preparedness of scientists to change their views in light of new information, and how we deal with real-world issues and events, rather than relying on a set of facts.
The book is presented in two parts, with Part 1 looking at a variety of contemporary issues relevant to teaching and learning science in the Australian classroom. Each of the chapters that comprise Part 1 commences with an initial (brief) outline followed by an examination of the relevant issues and the influence of these issues on science teaching practice in the modern classroom. The focus of each chapter is to provide generic theory-based tools or understandings that can be used in the classroom to improve teaching practice in both upper primary and secondary science teaching.
Part 1 is designed to be easy to read and approachable, but also to provide reasons for teaching science based in current research. It is intended to encourage collaborative classroom teaching that is based on students and teachers supplementing their own knowledge through access to evidenced studies on pedagogy, collaboration with academics and those who work with science in everyday life, and science teaching resources that encourage engagement.
List of Contributors
- 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 xv-xvi
-
- Chapter
- Export citation
Contents
- 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 v-xii
-
- Chapter
- Export citation
1.5 - Improving science teaching practice through collaboration and reflection
- from Part 1 - Theory
-
- By Margaret Marshman, University of the Sunshine Coast, 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 93-115
-
- Chapter
- Export citation
-
Summary
LEARNING OBJECTIVES
After studying this chapter, you should be able to:
• organise collaborative enhancement with people in your region who utilise science or scientific thinking as part of their daily life in order to examine scientific thinking, pedagogy and content questions based around problem solving
• utilise a suite of reflection processes that will develop your science teaching effectiveness using collaborative reflection, including a new and innovative reflection based on how you feel while you are teaching
• recognise that iterations of collaborative enhancement, teaching and reflection are key processes in improving your science teaching
• develop and utilise science teaching skills that can be transferred from one topic and level to another.
Introduction
Collaboration is about people working together on projects. In education, teachers work together in social networks to improve student learning in the classroom; for example, by exchanging teaching ideas. Classrooms are also becoming collaborative spaces where teachers can guide the learning to achieve their teaching and learning goals and those of their students. Students collaborate to deepen their understanding of scientific concepts.
Collaboration is an important part of pre-service teacher education and teacher professional learning in science education domains. Collaboration may take a number of different forms; for example, groups of university researchers working with teachers to develop a teaching resource, a teacher mentoring a pre-service teacher, a university lecturer teaching a pre-service teacher or delivering teacher professional learning to a classroom educator, or simply two teachers or two pre-service teachers working together on a lesson or unit plan or reflecting on the impact of the lesson presented.
This chapter outlines how you as pre-service teachers and classroom teachers can collaborate to enhance your science teaching and to utilise collaborative reflection, the natural partner to collaborative enhancement. The chapter also outlines how repeated cycles, or iterations, rather than single instances of enhancement and reflection can improve teaching. The final section of this chapter speaks to transferable teaching skills that require collaboration for their development and continued effectiveness.
OPENING VIGNETTE
As teachers we want our students to be able to ‘think and act in scientific ways’ (ACARA, 2012). Listening to scientists talk about scientific thinking and problem solving is one way to help us to understand it. Scientific thinking is both similar to and different from everyday thinking and problem solving.
1.4 - Real-world science in the classroom
- from Part 1 - Theory
-
- 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).
Frontmatter
- 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 i-iv
-
- Chapter
- Export citation