Science by Doing

1. Science by Doing
Name: Tasnim Ferdous
ID: 11591702

2. Contents
• What is Science by Doing Website
• Description
• Evaluation
• Practical Benefits
• Educational Benefits
• Practical Challenges
• Educational Challenges
• Recommendation
• References
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3. What is Science by Doing Website
• www.sciencebydoing.edu.au
website is designed for high
school students.
• It is planned for Years 7 to 10
Science subject.
Tasnim Ferdous ID: 11591702 3Pic : Home page

4. Science by Doing Website (cont.)
• It covers the Australian Curriculum.
• This site is made by Australian Academy of Science to provide scientific
knowledge to all young Australian learners.
• Its learning is inquiry based for engaging and motivating students in science
education.
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5. Description
(Students' Login)
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6. Description
(Students' Login) (cont.)
• Student Guide
• Student e- notebook
• Student Digital
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7. Description
(Teachers' Login)
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• Curriculum Units
• Professional Learning
• Teacher Info

8. Description
(Teachers' Login) (cont.)
• In every curriculum unit,
there are many resources
(both pdf and word format
is available):
• Unit at glance
• Lesson plans
• Students' guide
• Students' activity
• Teachers' guide
Tasnim Ferdous ID: 11591702 8Pic: Curriculum Unit.

9. Description
(Teacher Guide) (cont.)
• Link to Australian
Curriculum
• Lesson type
• Activity description
• Lesson plan
• Student pages
• Student e- notebook
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10. Description
(Student Guide)
• 'Student Guide' has
description of activities and
links of 'Student Digital'
and 'Notebook'.
• Every activity page has icon
for digital activity, hands on
inquiry, classroom activity,
notebooking and discussion.
Pic : 'Student Guide'Tasnim Ferdous ID: 11591702 10

11. Description
(Student Guide)(cont.)
• In every curriculum units has
• Mind Map
• Glossary
• Mind Map helps students and teachers to understand how the lesson are
organized.
• Glossary helps students to understand complicated scientific terminology.
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12. Benefit
(Price)
This website is free for all teachers and students (Australian Academy of
Science, 2017).
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13. Practical Benefit
(Usability)
• Instruction goals are fully met with this tool.
• It creates safe learning environment.
• It crafts differentiated learning.
• The purpose of Science by Doing is to improve science learning
by engaging high school students through a guided inquiry approach; and
by supporting teachers with relevant resources using innovative technology
(Australian Academy of Science, 2017).
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14. Practical Benefit
(User Friendly Design)
• This site is very user friendly designed.
• Site is easy to navigate.
• Help guide and tutorial is available and clear.
• Tools and features are appropriately located.
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15. Practical Benefits
(Reliability)
• It is very reliable.
• Site is always available especially at the peak time of the day.
• Navigation between pages are quick and easy.
• The program is funded by the Australian government through the
Department of Education and Training.
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16. Practical Benefit
(Tour and screenshots availability)
• There is a video for
registration purpose.
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17. Practical Benefit
(Tour and Screenshots Availability)
• About the program,
curriculum units,
teacher materials, news
events and snapshots
are available before
registering.
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18. Practical Benefit
(Fun Factor)
• This site has
Digital interactive,
Hands-on inquiry,
Classroom activity,
Note booking and
Discussion
Tasnim Ferdous ID: 11591702 18Pic: Student Digital (Interactive activity.Pic: Student Guide .

19. Practical Benefit
(Fun Factor)
• There are also many ideas
for playing the game in
every section.
Tasnim Ferdous ID: 11591702 19Pic: Student Guide.

20. Practical Benefits
(Time Management and Workload)
Formative assessments are linked
with Scootle (www.scootle.edu.
Au) website.
These assessments are interactive
and give instant feedback.
Tasnim Ferdous ID: 11591702 20Pic: Assessment

21. Practical benefit
(Contact Information)
• Contact information
is given clearly.
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22. Practical Benefit
(Copyright Policy)
• Teachers can freely use
these resources for non-
commercial educational
purposes.
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23. Practical Benefit
(Maintenance)
• There is a news and media
release section, which gives
update information
regarding this site.
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24. Practical Benefit
(Maintenance) (cont.)
• Curriculum units for Year
Seven and Eight are updated.
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25. Educational Benefit
(Professional Learning Resources)
• Professional learning unit has three parts:
• DVD,
• booklet and
• CD-ROM.
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26. Educational Benefits
(Professional Learning Resources) (cont.)
• The modules are
downloadable.
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27. Educational Benefits
(Pedagogy)
• This website use 5Es model.
• The 5Es Model refers to the five
phases in the inquiry process:
• Engage
• Explore
• Explain
• Elaborate and
• Evaluate.
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28. Educational Benefits
(Pedagogy) (cont.)
• This model is a framework to
inform conversations and guide
the observation, critique, and
reflection of classroom practice.
• This model can be used for
understanding and improve
teaching in all educational settings
( Department of Education and
Training Victoria., 2017).
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29. Educational Benefits
(Learning Theory)
• This learning also follows
Social Constructive
Learning Theory and
Connectivist Theory.
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30. Educational Benefits
(Learning Theory)
• All the curriculum units, are enquiry based teaching and learning. Therefore, it
follows Constructivist Learning Theory (Berkeley Graduate Division, 2017,
Harasim, 2012).
• These lessons also give students’ autonomy (Heuwinkel, 1996)
• This site incorporates technology to foster creative problem solving, group
cooperation skill and to help to build mental models (Roblyer & Doering, 2014,
pp. 50-64).
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31. Educational Benefits
(Learning Theory)
• Learning is occurred by connecting information source (Bell, 2011;
Siemens, 2005).
• Learners learn from non-human appliances.
• From this site, learner can easily find the required information when and
where it is needed (Anderson & Dron, 2011).
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32. Educational Benefits
(Pedagogy)
• These learning have several
teaching strategies
• Concept mapping
• Brain storming
• Envoy
• Jigsaw
• Gallery walk
• Predict- observe- explain
(POE)
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33. Educational Benefit
(The BYOD Model)
• This website is appropriate for the BYOD (bring you own device) model
because it can be access through laptop, iPad, iPod, even mobile phone.
• Student Guide’ is pdf format and can be downloaded in any devices as well as
print format.
• IPad user can download as an “iBook.”
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34. Practical Challenge
(Maintenance)
• Curriculum units for Year
Nine and Ten are not
updated.
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35. Practical Challenges
• It has no search button.
• This site does not say anything about their privacy policy.
• Registration process is time consuming. Takes more than one day.
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36. Educational Challenge
• Though students who have hearing impairment can be supplied video
transcript, this site does not provide information regarding how to cater
diversified students.
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37. Recommendation
Every school should adopt Science By Doing
website for their science curriculum ( Year7 to 10).
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38. References
• Anderson, T. & Dron, J. (2011). Three generations of distance education
pedagogy. 2011, 12(3), 18. doi: 10.19173/irrodl.v12i3.890
• Australian Academy of Science. (2012). Science by Doing. From
https://www.sciencebydoing.edu.au
• Bell, F. (2011). Connectivism: Its place in theory-informed research and
innovation in technology-enabled learning. 2011, 12(3), 21. doi:
10.19173/irrodl.v12i3.902
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39. References(cont.)
• Berkeley Graduate Division. (2017). Graduate Student Instructor Teaching &
Resource Center - Social Constructivism. Retrieve from
http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-
constructivism
• Department of Education and Training Victoria. (2017). The e5 instructional
model. Retrieved from
http://www.education.vic.gov.au/school/teachers/support/Pages/e5.aspx
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40. References (cont.)
• Davis, A. (2014). INFUSING INTO TEACHING AND LEARNING. The Journal
of Digital Learning and Teaching Victoria, 2(2).
• Harasim, L. (2012). Learning theory and online technologies. New York, N.Y. : Routledge.
• Heuwinkel, M. K. (1996). New ways of learning= new ways of teaching. Childhood
Education, 73(1), 27-31.
• Siemens, G. (2005). (2005). Connectivism: A learning theory for the digital age.
International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
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41. References (cont.)
• Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology Into
Teaching: Pearson New International Edition (Vol. Sixth international edition. M.D.
Roblyer and Aaron H. Doering). Harlow, Essex: Pearson.
• State Government of Victoria, Australia. (2017). Personal Devices.
http://www.education.vic.gov.au/school/parents/learning/Pages/devices.aspx
• Schrock, K. (2017). KATHY SCHROCKS GUIDE TO EVERYTHING.
From http://www.schrockguide.net/samr.html
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42. Tasnim Ferdous ID: 11591702 42
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