Teaching Secondary Science Theory and Practice

LEARNING OBJECTIVES

After studying this chapter, you should be able to:

Introduction

This chapter is designed to provide practical advice and examples to help you develop your understanding of the ideas discussed in Chapter 1.7. Research into representational reasoning has indicated that this approach is an effective way to engage students in science and develop their understanding of science concepts. Using student-generated representations (SGRs) as a basis for reasoning about science, provides a means for students to build their knowledge and engage in science in a way that emulates the way science works and to appreciate scientific thinking (see Chapter 1.4 and Chapter 2.4 for detail on Nature of Science principles).

The teacher has an important role to play when student-generated representations are used as a basis for science inquiry and learning. The teacher needs to create a learning environment that values genuine inquiry, where students can make and refine claims, based on evidence, through a respectful discussion of their ideas. The teacher's role changes from a provider of expert knowledge to that of an expert guide. The aim is to plan and develop activities that will enable students to explore relevant problems, questions and/or issues and come to understand the relevant science concepts.

While acknowledging that the balance of breadth (i.e. covering the content) with depth (i.e. exploring topics deeply) is an ever-present tension, it is argued that the improved quality of student learning and engagement in science makes this approach worthwhile. The Australian Curriculum: Science encourages deep explorations of key concepts, so the onus is upon us as teachers of science to be creative, but purposeful, in planning. The tools provided in this chapter have been designed to support an iterative and responsive approach to planning science teaching.

You are encouraged to study the examples, adapt them as needed and try these ideas in your class.