A snapshot of science education in kindergarten settings

Across Victoria, early childhood practitioners are incorporating science activities into daily experiences for their children. A small research project, which asked teachers to describe what they did in science and how they did it, has highlighted some interesting differences. This paper will describe case studies of four kindergarten settings and some of the experiences undertaken by the children—both as part of the formal program and through incidental play. It will consider these through a socio-cultural framework, noting how teachers used their understandings of play and language theories, to enhance children's understandings in science.

The role of science education in reducing violence towards others

This thesis explored how science education could contribute to the amelioration of violent behaviours in schools. Findings show that a shift in the way we relate with nature and animals could contribute to change the attitudes of children who, at the age of nine years, are already presenting aggressive behaviours.

Combining the forces of science and conservation to turn around the fortunes of shorebirds

At the start of the 21st century the majority of migratory wader (shorebird) populations are faced with serious threats. This commonly results from the continuous destruction of wetlands, their key habitat. Healthy wetlands are highly biodiverse and extremely vulnerable, and as functioning ecosystems particularly important for us humans for a sustained livelihood (artisanal fisheries, small-scale farming) and our well-being (effective water filtering and cleaning systems). In many parts of the world, wetlands have been seen as wastelands, or even as a source of threat (malaria). Many freshwater wetlands have been drained for agricultural use and mudflats have been reclaimed for settlement and urbanization. Wetlands are continuously squeezed by economic development and increasingly used for recreational activities, and their resources are, in general, notoriously overexploited.

Enactive research : transversal possibilities for expanding the imaging of science

This paper explores the notion of the expanded image as a transdisciplinary interaction between people and environments. In support of this proposition, images and imaging will be discussed through a series of transformative steps: from the diagram to the biogram and from the biogram to biotopology. Two research projects, exemplary of a transdisciplinary approach, inform the move to biotopology (the continuous surface of interactions tied to imaging practices): first, theories of enaction in cognitive science foreground co-selective processes and the precariousness of self- organizing systems and supply new ways of imaging body-environment relationships (Stewart et al 2010; Thompson 2007; and Varela et al 1993); and second, the procedural architecture of artist- turned-architects Arakawa and Gins foregrounds the reconfigurability of the co-selective process that becomes an enactive practice. These approaches suggest that if the image were expanded to include the intersection of the human organism’s behaviors, artifacts (such as images) and built- environments, then the ‘person’ whose myriad surfaces flicker towards future action, might become the best description of an expanded form of imaging, always in process and flickering towards future action. The many and non-locatable surfaces of person would defy disciplinary boundaries and interfere with habitual patterns of imaging. Ultimately, the aim of expanding imaging practices is to expand an embodied capacity to configure and reconfigure conceptual and material realms.

The intentional teaching of science in early childhood settings

The introduction of the new “Early Years Learning Framework” (DEEWR, 2009) has shifted the focus in Early Childhood Centres (ECC) from incidental learning through play, to planning curriculum with play as the vehicle to achieve learning in science. Using student research, we identified instances of educator practice that fitted with the new framework, and videoed practitioners’ sessions to select vignettes to use as part of an Early Childhood Science Education Unit. This presentation will discuss the varied practitioners’ approaches we saw and students’ and teachers’ interpretations of forms of ‘intentional teaching, with particular reference to science. We formulated an ‘Intentional Teaching Spectrum’ for the purpose of locating along it early childhood educator practice that differed in the opportunities that practice provided for creative and innovative children’s activity. As this work is not yet complete, full analysis of the video material is yet to be completed, so descriptive aspects only will be discussed.

STEM: country comparisons: international comparisons of science, technology, engineering and mathematics (STEM) education. Final report.

From 22 studies of Science, Technology, Engineering and Mathematics (STEM) policies and practices around the world the STEM: country comparisons report makes 24 key findings which highlight a number of challenges for Australia with STEM participation and provides a basis of ideas to tackle these.

What does distributed cognition tell us about student learning of science?

This paper reports multi-layered analyses of student learning in a science classroom using the theoretical lens of Distributed Cognition (Hollan et al. 1999; Hutchins 1995). Building on the insights generated from previous research employing Distributed Cognition, the particular focus of this study has been placed on the “public space of interaction” (Alac and Hutchins 2004, p. 639) that includes both participants’ interaction with each other and their interaction with artefacts in their environment. In this paper, a lesson from an Australian science classroom was examined in detail, in which a class of grade-seven students were investigating the scientific theme of gravity by designing pendulums. The video-stimulated post-lesson interviews with both the teacher and the student groups offered complementary accounts (Clarke 2001a) that assisted the interpretation of the classroom data. The findings of this study provide supporting evidence to demonstrate the capacity of Distributed Cognition for advancing our understanding of the nature of learning in science classrooms.