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.
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