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  • Major terms in Fair Testing procedures Controlled variables: - are variables that do not change during a scientific investigation Things that you keep the same in the test Independent Variables: are variables that you can change during a scientific investigation Things that you change during the test Dependent Variables: are variables that may change because you changed an independent variable -Things that change and that can be measured because you changed the independent variable Data: is the record of what happened during the test and could include text, tables, graphs and diagrams
  • AAS view is that a strong education sector at all levels is vital to Australia’s future. The primary purpose of school science education is to develop scientifically literate citizens with the skills to make informed decisions on issues of science, technology, the environment and their own health and well-being. An important secondary purpose is to attract students into science related careers. In order to achieve these goals, a strong foundation in primary school is necessary. There is a lack of science being taught in Australian primary schools because many primary teachers lack confidence in their background knowledge and competence in teaching science. We need a program that supports and encourages primary school teachers in teaching science. We believe that Primary Connections, which was formerly known as the Primary Science and Literacy Project, is such a program. It links the teaching of science to the teaching of literacy in our primary schools and has received widespread support across the country.
  • AAS view is that a strong education sector at all levels is vital to Australia’s future. The primary purpose of school science education is to develop scientifically literate citizens with the skills to make informed decisions on issues of science, technology, the environment and their own health and well-being. An important secondary purpose is to attract students into science related careers. In order to achieve these goals, a strong foundation in primary school is necessary. There is a lack of science being taught in Australian primary schools because many primary teachers lack confidence in their background knowledge and competence in teaching science. We need a program that supports and encourages primary school teachers in teaching science. We believe that Primary Connections, which was formerly known as the Primary Science and Literacy Project, is such a program. It links the teaching of science to the teaching of literacy in our primary schools and has received widespread support across the country.

Transcript

  • 1. Griffith Science Education Alliance
  • 2.  
  • 3.
    • Southern Science Centre of Innovation & Professional Practice (SCIPP)
    The Science Education Strategy 2006-09 builds on the achievements of the Spotlight on Science action plan 2003-2006 and responds to the key recommendations of the external evaluation of the action plan .
  • 4.
    • Southern Science Centre of Innovation & Professional Practice (SCIPP)
    The major focus of the Science Education Strategy 2006-2009 is the provision of targeted high quality professional development for curriculum leaders and both primary and secondary teachers of science.
  • 5.
    • Southern Science Centre of Innovation & Professional Practice (SCIPP)
    Major focus on Professional Development of primary school teachers in Primary Connections
  • 6. Primary Connections: linking science with literacy
  • 7. Science education is a priority for the Australian government National assessments of scientific literacy at Year 6 (2003, 2006) and at Year 10 (2006) National Consistency of Curriculum Outcomes (NCCO) must be embedded by 2008 Investment in National Science programs- Primary Connections , Science by Doing
  • 8. Science education in primary school is a priority for parents
    • The top three key learning
    • areas in primary school were ranked by parents
      • (ASTEC, 1997)
    • English
    • Mathematics
    • Science
  • 9. Concerns about primary science
    • Teaching Time
    • Primary teachers spend less time on
    • Science than all other subjects except LOTE
    • 41 minutes per week spent on Science on average across P-7
    • 2.7% of total weekly teaching time
    • (Angus et al, 2004)
  • 10. Concerns about primary science
    • Student achievement
    • Less than 60% of Year 6 students in 6 of 8 jurisdictions attained the proficiency standard in the 2003 national assessments of scientific literacy (MCEETYA, 2005)
    • The science achievement of Australian Year 4 students on the international TIMSS tests has remained static from 1994 to 2002 while countries like the USA, UK and Singapore have now moved ahead of us (Thomson, 2004)
  • 11. The birth of Primary Connections - a collaborative project
    • Australian Academy of Science project
    • Funded by Department of Education, Science and Training as a quality initiative under the Australian Government Quality Teacher Program (AGQTP)
    • Consulting co-directors in both Science Education and Literacy
    • Reference Group consisting of representatives from
      • Australian Academy of Science
      • Department of Education, Science and Training
      • Universities
      • Literacy, English and Science Educators Associations
      • State Education Departments
      • Catholic and Independent Schools Associations
  • 12. The result is Primary Connections Professional learning programme supported by curriculum resources
  • 13. Purpose of Primary Connections
    • To
    • improve learning outcomes for primary students in science and
    • literacy
    • by
    • developing a professional learning program supported with
    • curriculum resources
    • that will
    • improve teachers’ confidence and competence for teaching
    • science through developing their science pedagogical content
    • knowledge.
  • 14. Research findings
    • Primary Connections was trialled by 106 teachers in 56 schools across
    • all states and territories in 2005.
    • Primary Connections
      • improved teachers’ confidence, self-efficacy and practice
      • increased the amount of science taught
      • had students responding positively to the activities and learning approach
      • made a positive contribution to literacy learning and students used a wider range of forms of representation
      • improved the status of science within the school
      • (Hackling & Prain, 2005)
  • 15. Why is this so?
    • Teacher confidence
    • Teacher knowledge and skill
    • Inquiry pedagogy
    • Status of science
    • Resources
  • 16. Five Key features of the curriculum units
      • Inquiry and investigative approach
      • 5Es teaching and learning model
      • Literacy focuses
      • Cooperative learning strategies
      • Assessment embedded with teaching and learning
  • 17. Principle 1 Teaching and learning about science with an inquiry/investigative approach
  • 18. The role of investigations is to:
      • actively engage students in learning.
      • provide an opportunity to learn the
      • skills and processes of investigating.
      • provide students with an authentic
      • experience of science.
      • help students develop an understanding
      • of scientific evidence and of the nature of science.
      • provide a foundation for conceptual development through experience of science phenomena.
  • 19. Stages of investigating Planning Conducting Evaluating Processing
  • 20. Variables table for “fair tests” Dependent variable Controlled variables Independent variable What will I measure? What will I keep the same? What will I change?
  • 21.
    • Remember:- C ows M oo S oftly
    • C hange something
    • M easure something
    • Keep everything else the S ame
  • 22. Questions for investigation
    • What happens to __________________________________________
    • (dependent variable)
    • when we change ___________________________________________________?
    • (independent variable)
    • How can we describe the effect? _____________________________
    • (measures)
  • 23. Principle 2 The 5Es teaching and learning model
    • ENGAGE
    • EXPLORE
    • EXPLAIN
    • ELABORATE
    • EVALUATE
  • 24. The Primary Connections 5Es model Students re-represent understandings and reflect on their learning journey and teachers collect evidence about achievement of outcomes Summative assessment of the conceptual outcomes EVALUATE Extend understandings to a new context or make connections to additional concepts through a student-planned investigation Summative assessment of the investigating outcome ELABORATE Develop science explanations for experiences and representations of developing conceptual understanding Formative assessment EXPLAIN Provide hands-on experience of the phenomenon Formative assessment EXPLORE Engage students and elicit prior knowledge Diagnostic assessment ENGAGE Focus Phase
  • 25. Principle 3 Why link science and literacy?
    • To represent ideas and information
    • To enable students to represent and communicate their understandings by learning the literacies of science
    • To provide a science context and a purpose for literacy learning
  • 26.
    • Scientific literacy is a high priority for all citizens, helping them
      • to be interested in, and understand the world around them,
      • to engage in the discourses of and about science,
      • to be sceptical and questioning of claims made by others about scientific matters,
      • to be able to identify questions, investigate and draw evidence-based conclusions, and
      • to make informed decisions about the environment and their own health and well-being.
    • (Goodrum, Hackling & Rennie,2001, p. 7)
    Scientific literacy
  • 27. Literacy's of Science
    • Scientists use specific forms of language and literacy to
    • learn about, represent and communicate their findings
    • including:
    • Data charts and tables
    • Graphs
    • Diagrams
    • Text
    • Headings
    • Measurements and units of measurement
    • Numbers
  • 28. Principle 4 Co-operative learning strategies
    • Director
    • Speaker
    • Manager
    Each role has specific duties and responsibilities as the students work through the activities. Working in cooperative learning teams enables students to share their experiences and consider different points of view
  • 29. Principle 5 Linking assessment with teaching and learning
    • PHASE OF THE MODEL ASSESSMENT FOCUS
    • ENGAGE PHASE DIAGNOSTIC
    • EXPLORE PHASE FORMATIVE
    • EXPLAIN FORMATIVE
    • ELABORATE SUMMATIVE (investigating)
    • EVALUATE SUMMATIVE (concepts)
  • 30. Assessment activity Draw arrows on the diagram to show any pushes and pulls.
  • 31. Professional Learning Programme and curriculum resources
    • Professional learning workshops
    • Training by professional learning facilitators
    • Professional learning modules:
      • Introduction to Primary Connections
      • The 5 E’s Model/ Cooperative Learning
      • Assessment
      • Investigating
      • Literacies of Science
    • Curriculum resource : each unit book costs $13.75, including postage and handling .
  • 32. Curriculum resource organisation
  • 33.
    • Southern Science Centre of Innovation & Professional Practice (SCIPP)
    Major focus on Professional Development of primary school teachers in Primary Connections
  • 34. South Coast Region
    • Gold Coast and LAB Districts
    • 11 clusters
    • 83 state primary schools
  • 35. Regional Implementation Plan 2007
    • Cluster based
    • Commence Semester 2, 2007
    • Awareness raising -HOC meetings, Curriculum conferences, Principal meetings
    • Upskilling of 2 day trained PC teachers to facilitators (4 teachers)
    • Funding of 2 day training for teachers within region (10 teachers)
    • Teach the teacher/ train the trainer?
    • Initial clusters (Cluster 6 and Alliance 15)
    • HOC professional learning days held at Griffith Term 3, 2007
  • 36. Connecting with Science
    • A model for regional PrimaryC onnections implementation across the South Coast Region
    The Southern SCIPP
  • 37. Connecting with Science- Trial Term 4, 2007
    • Mid Coast Community of Schools ASSISTM grant
    • Merrimac SS, Broadbeach SS, Miami SS, Caningeraba SS, Burleigh Heads SS
    • Whole day school engagement
    • Science on the GO! show
    • Teacher professional development
    • Teaching consultant held in class workshops
    • Total number of teachers engaged across the cluster 143
    • Total number of students engaged across the cluster 3068
  • 38. Teaching Consultants
    • Science on the GO!
    • CSIRO
    • GC Waterwatch
    • QBEN
    • S.E. Catchments
    • The Southern SCIPP
    • Griffith University Pre-Service Teachers – P.C.
    • Gold Coast Coastal Management
    • Broadbeach SS, Upper Coomera SS, Redlands SS
    • Helensvale SHS
    • Robina SHS
    • Tallebudgera Beach School
  • 39.  
  • 40. Connecting with Science 2008
    • Whole school engagement
    • Science on the GO! student engagement
    • SCIPP led professional development of teaching staff
  • 41. Ten Point Plan
    • Initial contact with the target cluster
    • Cluster Principals Meetings
    • Address the principals of the target cluster and present model for Connecting with Science Days
    • Primary Connections trained teacher meeting
    • Two and Three-day trained Primary Connections teachers/facilitators
    • Gathering of all two and three-day trained Primary Connections teachers/facilitators from a cluster to discuss their role in the ongoing support of Primary Connections.
    • Trained teachers to act as first point of call for teachers with questions or needing advice.
  • 42. Ten Point Plan
    • Meeting with Heads of Curriculum (HOC’s) or Science Coordinators
    • HOC’s/ Science Coordinators
    • Meet with HOC’s/ Science Coordinators to discuss implementation of Connecting with Science Days in their particular schools.
    • Initial planning for the days as well as timetabling for Introductory Professional Learning workshop.
    • One week prior to Connecting with Science Day Introductory Professional Learning workshop
    • Teachers participate in a 90 min workshop at their school that introduces Primary Connections and introduces the teachers to the inquiry based investigation that they will implement in their class on the Connecting with Science Day.
  • 43. Ten Point Plan
    • Baseline data survey
    • Teachers are presented with a survey to establish baseline data on their current science teaching practices.
    • SCIPP funded research into current Teaching and Learning practices
    • Connecting with Science Day
    • Teachers/ Students
    • Whole school science day.
    • Teachers professionally developed.
    • Students immersed in Science on the GO! show and teacher led investigations from Primary Connections units.
  • 44. Ten Point Plan
    • Principal reflection
    • Two weeks after Connecting with Science Day
    • Sharing of data from surveys.
    • Reflections on Connecting with Science Days
    • HOC/ Science Coordinator recall
    • One Semester after Connecting with Science Day
    • Cluster HOCs/ Science Coordinators recalled for reflection on the implementation of Primary Connections throughout their schools/ cluster and to discuss additional support that could be provided.
  • 45. Ten Point Plan
    • Ongoing Support
    • Ongoing support offered in the form of trained Primary Connections teacher and Science Centre of Innovation and Professional Practice (SCIPP) Primary Coordinators (Randall Hall and Dale Pearse)
    • Sharing
    • Through network meetings and an online forum established on The Learning Place called The Southern SCIPP Primary Teachers Community teachers can share their experiences of teaching and learning through Primary Connections and post questions that can be answered by other Primary Connections teachers.
    • Teachers will also be encouraged to share units written in the Primary Connections model with other teachers.
  • 46. Connecting with Science
    • How does it work?
    • 2 x Professional Development sessions for staff
    • Session 1 - run at a staff meeting
    • Introduction to Primary Connections
    • Session 2 -whole school Connecting with Science Day
    • Schools of over 300 students split into 2 groups P-3 and 4-7
    • Groups of students attend the dynamic Science on the GO! show
    • Students supervised by admin/specialist teachers/ teacher aides
    • Teachers released for 90 min PD in Primary Connections
    • Teachers conduct an inquiry based investigation with their own class, supported by SCIPP resources
    • Teachers produce a literacy item based on science investigation
  • 47. Connecting with Science
    • 5 schools in South Coast region Term 4, 2007
    • 19 schools in South Coast region by end of Term 1, 2008
    • 447 teachers have received 2 x professional learning sessions in South Coast Region
  • 48. Connecting with Science
    • 11016 students engaged
    • Science on the GO! show
    • Fully supported teacher guided science investigations
  • 49. Why have a Connecting with Science day?
    • Teacher confidence
    • Teacher knowledge and skill
    • Inquiry pedagogy
    • Status of science
    • Federally funded/ National role-out
    • Pre-Service teachers exposure
    • Full staff PD with no TRS
    • Whole school engagement
    • Ongoing support from SCIPP
    • Easy organisation fully supported by SCIPP resource package
    • Professionally run PD sessions
    • Positive feedback
    • Complete set of Primary Connections units supplied by SCIPP
    • School profile
  • 50. Connecting with Science
    • The story so far….
    • 24 schools Connected
    • 16 schools booked for Term 3, 2008
    • 48% South Coast Region schools
    • Funding til the end 2009
  • 51.
      • Science Education Initiatives
  • 52.
    • Science Shows
    • GU Discovery Science Club
    • Curriculum Linked Units
    • In-Class workshops
    • GU Science Resource Library
    • Community Science
    • Science Camps
    • GCCC Water Saver Program
    • Peer Mentoring
    Outreach: Science on the GO!
  • 53.
    • Uni for a Day, the GU experience
    • Shadow a Scientist
    • GU Lab Experience
    • Professional Development
    • Discovery Lecture Series
    In-Reach: On-Campus Activities
  • 54.
    • Secondary School
    • Primary School
    • Off-Campus
    • On-Campus
    • Clusters
    • Science on the GO! - Units
    • Accelerated Entry Program – Chemistry/ Physics
    Professional Development/ Curriculum Development
  • 55.
    • Schools Science Trivia Challenge
    • Siemens Science Experience
    • Sustainable Living Challenge
    • RACI O’Donnell Lecture Series
    • RACI Chemistry in Schools
    • RACI Titration Comp
    • GC Science Comp
    • Myth-Busters
    • Sci. and Eng. Challenge
    • Innovators of the Future
    Annual Events
  • 56.
    • Eco-Centre
    • GCCM – Coast Ed
    • SEQ Fire and Biodiversity Consortium
    • Tallebudgera Beach School
    • Jacobs Well Environmental Education Centre
    • Numinbah Environmental Education Centre
    • Gold Coast Water
    • Polar Bears International
    Science Out-Reach Centres/ Community Partners
  • 57. For further details contact: [email_address]
  • 58.
    • The Primary Connections Team in the
    • Southern SCIPP
    • Randall Hall
    • [email_address]
    • 555 27208
    • Dale Pearse
    • [email_address]
    • 555 28341