Science education for global citizenship
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The document discusses the challenges facing the world like climate change, disease, and economic crises. Many of these challenges are global and scientific in nature. It argues that science education needs to prepare all students, not just those going into science careers, to understand science and take an active role as global citizens. It should teach scientific issues in real-world contexts and help students make informed decisions on issues. This will allow citizens to avoid being misled on scientific claims and help address global challenges through informed participation.
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A novel sequence for teaching students physics concepts and inquiry skills was developed and evaluated. It was found to enhance students' conceptual understanding, confidence in their understanding and skills in inquiry learning
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The document defines and discusses the terms effectiveness, efficiency, and efficacy as they relate to teaching. Effectiveness refers to achieving specified goals and can be measured by evaluating the extent goals are met. Efficiency considers the resources required to meet goals, with more efficient practices achieving the same goals using fewer resources. Efficacy refers to a teacher's confidence in their own ability to be effective.
Teacher expertise
Expert teachers have five categories of expertise according to Hattie (2003). They can identify essential representations of their subject, guide learning through classroom interactions, monitor learning and provide feedback, attend to affective attributes, and influence student outcomes. Specifically, expert teachers have deeper representations of teaching and learning, adopt a problem-solving approach, anticipate and improvise, and are good decision-makers. They create an optimal learning environment, have multidimensional perception of classrooms, and are context-dependent with high situation cognition. Expert teachers also monitor students' understanding better, provide more useful feedback, develop hypotheses, and are more automatic. Additionally, they have high respect for students, are passionate about teaching and learning, engage and challenge students
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The objectives for today are to consider the purposes and uses of assessment in education, the distinction between assessment for learning and assessment of learning, and to expand assessment repertoires while challenging assumptions and resisting anti-educational trends.
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The document discusses science education in Queensland and focuses on the Australian National Curriculum. It outlines the three strands of the curriculum: Science Understanding, Science as a Human Endeavor, and Science Inquiry Skills. Each strand is divided into further sub-categories. The document also discusses using curricular emphases, such as nature of science, technology, and science and society, to integrate socioscientific issues into science classrooms. Curricular emphases allow teachers to meet the goals of both high-quality science education and good test scores.
Curriculum and syllabus
The document outlines the key differences between a curriculum and a syllabus. A syllabus is mandated by the government and defines what must be taught, assessed, and how instruction should be delivered. In contrast, a curriculum is developed by teachers and comprises the experiences and activities students will engage in. The document then provides various definitions of a curriculum, including the subjects taught, content, programs of study, and planned school experiences. It also discusses different images of a curriculum and introduces the concept of a hidden curriculum.
Productive pedagogies
The document summarizes research from the Queensland School Reform Longitudinal Study on productive pedagogies. The research found high levels of supportiveness in classrooms but low intellectual demand and connectedness. Teachers with high ratings of productive pedagogies had a greater sense of responsibility, efficacy, and understanding of curriculum and assessment. The absence of intellectual demand particularly in disadvantaged schools has social justice implications, as it reproduces inequality by demanding what it does not provide. Productive pedagogies aim to redistribute capitals by aligning curriculum, pedagogy, and assessment in a way that scaffolds learning and connects to students' lives.
Differentiated learning
This document discusses differentiated learning and recognizing student diversity in the classroom. It argues that all students are diverse and teachers should see differences as resources rather than deficits. The document also addresses challenges in differentiating instruction for individual students and proposes creating a classroom learning community where students support each other's learning.
Constructivism lite
Constructivism is an epistemological theory about knowledge that posits learners already have existing knowledge and construct new knowledge by building on their foundations and integrating new information, rather than knowledge being directly transmitted. As such, students should be actively engaged in their learning by testing new knowledge frameworks based on their starting point of existing knowledge and experience.
Planning for instruction in science
This document discusses different aspects of planning for teaching. It recommends that beginning teachers need more detailed written plans than experienced teachers. It also emphasizes that quality planning allows for flexibility and creativity in teaching. The document also notes specific planning considerations for teaching science, such as obtaining equipment and booking lab time. It describes planning in terms of overall year plans, unit plans, and using a storyline approach to structure individual lessons.
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This document outlines the 5 E instructional model for inquiry-based science instruction. It describes the 5 phases (Engage, Explore, Explain, Elaborate, Evaluate) and provides examples of activities for each phase. It also lists science process skills and types of questions teachers can use at different phases of instruction. The 5 E model provides a framework to incorporate science concepts, process skills, and questioning into inquiry-based lessons.
Metaphors we teach by
This document discusses metaphors related to teaching and learning. It argues that metaphors shape how we think about concepts in unconscious ways. The document asks readers to reflect on their own metaphors for learning and teaching by drawing pictures representing these metaphors. Readers then share and discuss their metaphors to consider how coherent and consistent their views of learning and teaching are. The document also discusses how metaphors like "work" shape schooling and asks readers to reflect on other potentially unhelpful metaphors.
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This document defines middle years education as grades 6-9 and focuses on junior secondary grades 7-10. It discusses that middle years education aims to meet the unique developmental needs of early adolescents through intentional teaching practices. While students have various characteristics and challenges during this time, the document emphasizes that teacher quality has the greatest influence on student outcomes and engagement. It provides an overview of research findings regarding productive pedagogies and practices that can better support middle years learners.
Open teacher education
A university professor is conducting an experiment in open education by sharing course materials online and maintaining open discussion forums. The forums are intended for students in the professor's courses and are voluntary and not a graded component. While participation can continue beyond the courses, any data from the forums will not be used for research without consent in order to maintain openness. The professor hopes this will help students develop their identity as teachers.
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The document discusses different aspects of inquiry-based learning. It explains that inquiry is consistent with constructivist learning theories but is not the same as constructivism. Inquiry can be open-ended, allowing students to develop different answers, or open-entry where students develop a pre-planned scientific concept. The teacher plays an important role in inquiry by asking questions, facilitating student activities, and helping students develop scientific language and concepts from their inquiries. The teacher also supports students by scaffolding the inquiry process and managing engagement and frustration levels.
What is science
- Science involves creating and testing knowledge claims about the natural world using methods and standards of evidence. It aims to build an objective body of knowledge through experiments and observation.
- There are four main scientific disciplines: physics, chemistry, biology, and earth/space sciences. The boundaries between them are blurred with overlapping fields like biophysics.
- Science uses mathematics and technology as tools. It teaches both facts and "big ideas" like that everything is made of chemicals in chemistry. The purpose is to prepare both future scientists and an informed public.
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This document describes a research study that evaluated the educational effectiveness of using scientific visualizations to teach physics concepts in Year 11 Physics education. The study used a crossover research design where teachers taught two concepts - one with visualizations and one without - to see if using visualizations led to greater conceptual development as measured by pre and post tests. The study aimed to determine if teaching with scientific visualizations is more effective than teaching without them for supporting students' understanding of physics concepts. Data collection was postponed from 2008 to 2009 and results were to be presented at the AARE 2009 conference.
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Science education for global citizenship
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