1. P E R S O N A L
C O N S T R U C T
6
Guiding
Principles

2. P r e m i l a
D ’ M e l l o
Constructivist
classroom
based
on
5E
approach
Authentic
tasks
Knowledge
Communities

3. P r e m i l a
D ’ M e l l o
Acco rding
t o
M ilne
&
o th ers
scient ific
L ite racy
is
ab ou t
ch ild ren
p ersonalizing
S cie nce
activ it ies
and
add ing
t he
k no wle dg e
t o
t heir
pe rsonal
schem a.
Ch ildren
nee d
t o
b e
inv olve d
in
exp loratio n,
inqu iry,
explanatio ns
in
ord er
to
m ak e
conn ectio ns.
t hro ug h
aest het ic
expe rie nces.
T he
‘En gage,
E xplore,E xp lain
and
Exp and’
Mo de l
he lp
child re n
const ruct
new
k now led ge
&
‘Ev aluat e’
w ill
he lp
us
as
t eacher
t o
asse ss
ne w
learnings.
S cie nce
is
changing
so
rapid ly
in
th is
K no wle dg e
&
I nform atio n
Ag e
th at
it
is
no
m ore
realistic
t o
e xp ect
te ach ers
to
be
th e
m ain
prov id ers
o f
kno wledg e.
T his
requ ire s
foste ring
closer
re lat ionsh ip s
be twee n
scho ols
and
t he
scie nce
com m unit y.
In
orde r
for
th e
t eache rs
to
be
effectiv e
in
solving
‘w ick e d
pro ble ms’
of
t he
21s t
cent ury
th e
t eache rs
have
to
eng age
wit h
ot he r
perspe ctive s,
t his
can
b e
d one
b y
wo rk ing
p rod uct ively
wit hin
k nowled ge
com mu nitie s.

4. P r e m i l a
D ’ M e l l o
Holistic
Authentic
tasks
Critical
Reflection

5. P r e m i l a
D ’ M e l l o
I n
ord er
for
T ech nolog ical
P ractice
t o
b e
m eaning fu l
it
h as
t o
b e
au th ent ic
&
en su re
t hat
t he
practice
is
h olistic
and
involv e
all
the
aspect s
of
t he
Nat ure
of
T echno logy .
Jo nes
(1996)
m ent io ns
t he
ne ed
for
te chno lo gy
to
be
holist ic
rat her
t han
fragm ent ed .
T he
stu de nts
ne ed
to
loo k
at
th e
d esign
p ro cess
ho list ically .
Th is
is
reinfo rce d
b y
t he
M OE
w hich
st ate s
th at
T ech nolog ical
L ite racy
inclu d es
th e
k nowled ge
&
u nde rst anding s
to
sk illfu lly
&
k nowled ge ably
u nd ertak e
ho list ic
T echno logical
pract ice .
Research
sh ows
th at
if
learning
is
sit uat ed
in
au t hent ic
pract ice
it
is
m ore
lik ely
t o
m ot ivat e
learners
t o
achie ve
(Hill
1 998 ;
Henne ssy
1993 )
T echno logical
pract ice
calls
fo r
ch ild ren
t o
d ev elop
ab ility
to
crit ique
t echno logy
&
u nde rst and
it s
com plexit y.
T his
can
be
do n e
if
t his
learning
is
const ruct ed
in
a
socio-­‐const ruct ivist
classroo m
e nvironm ent
t hrou gh
sit uat ed
cog nition ,
co gnitiv e
appre ntice sh ips
&
e xpert
kno w led ge
t he ory.
S uch
instru ctio n
leads
t o
t he
de velo pm ent
of
Ge neric
Te chnical
Kno w led ge
as
w ell.

6. P r e m i l a
D ’ M e l l o
Change
of
attitudes
towards
science
&
technology
education
Skills
&
knowledge
to
survive
in
the
Information
Age

7. P r e m i l a
D ’ M e l l o
S cie nce
E du cat ion
sh ou ld
pay
explicit
at te ntio n
to
imp roving
st u den t’s
at tit ud es
t owards
science .
T yt ler
&
Milne
d iscu ss
ho w
wo nde rme nt
&
lit eracy
can
b e
t ied
t oge th er
t
b ring
ab ou t
t his
chang e.
Claxt on
also
calls
for
an
Ep istem ic
chang e
in
att it ud es
to wards
T echn olog y
Ed ucat ion,
d isp ositio ns
of
cu rio sit y,
resilience ,
flexibilit y
&
sk ep ticism.
Bellanca
&
Brand t
(201 0)
st at e
n o
ge neratio n
can
escape
the
respo nsibility
of
d ecid in g
w hat
stu de nts
sho uld
learn
&
fo r
le arning
in
t he
21 s t
cent ury
w e
face
t he
d aunt ing
C hallen ge
o f
equipp ing
stu d ent s
wit h
sk ills
&
Kn ow led ge
t o
surv iv e
in
t he
I nfo rm at ion
A ge.
W ith
th e
rapid
change s
in
bo th
scie nce
&
T echno logy
stu de nts
ne ed
to
be
Digit ally
Lit erat e
in
ord er
t o
part icip ate
in
t he
K now le dge Net .
T h e
abilit y
to
be
m ult id isciplinary ,
m u lt ilingu al
and
abilit y
t o
work
C ollabo rat ive ly
in
te ams
are
all
21 s t
C en t ury
L ite racie s
&
as
t eachers
it
is
ou r
re sponsib ilit y
t o
p re pare
o ur
learne rs
fo r
the se
challeng es.

8. P r e m i l a
D ’ M e l l o