Representing and learning in science

In this book we argue for an approach to representational work in school science learning and teaching that engages participants, is epistemologically sound, aligns with knowledge-building practices in the discipline, and draws on extensive classroom study. We review in this chapter current research agendas around student representational work in science learning, including the assumptions, rationale and research practices of these agendas. We do this (a) to clarify precisely what we see as the diversity of current mainstream thinking and practices around representational activity, and (b) to articulate what is distinctive about our own contribution, noting the traditions, influences and prior research we draw on. We begin by noting the current dominant role of image generation and analysis in much contemporary science, and its implications for science in schools.

The nature of student learning and knowing in science

As outlined in previous chapters, the representation construction approach is underpinned by sociocultural, pragmatist, semiotic perspectives on learning and knowing. In this chapter we will:
a. review how each of these perspectives relate to this pedagogy, illustrating with the animals in the school-ground classroom sequence,
b. explore how this classroom practice relates to practice in science itself
c. discuss how the pedagogy promotes understandings of the nature of science, and
d. clarify the nature of quality learning, and knowledge, from this perspective.

Book review : Citizen voices: performing public participation in science and environment communication

In Citizen Voices Phillips, Carvalho and Doyle present a collection of articles exploring the meaning of “citizens” and their role as initiators of communication on science and as actors in formal public engagement exercises involved in science governance. Focusing on the dialogic process, the articles provide empirical insight into the effect of citizen voices on participatory decision-making and a range of related theories and methodologies.

Science teacher education partnerships with schools (STEPS): partnerships in science teacher education

This paper reports on the STEPS project which addressed international concerns about primary teachers' lack of confidence to teach science, and on-going questions about the effectiveness of teacher education. The five universities involved had each independently established a science education program incorporating school-based partnerships between the university and local schools to enable primary pre-service teachers (PSTs) to teach science. The diversity of the programs enabled an examination of the relevant literature underpinning the approaches and comparison of data from participants to identify key features and success factors for establishing and maintaining working relationships with schools. This preliminary analysis of learning from STEPS uses case studies and feedback from PSTs who participated. These findings indicate that authentic teaching experiences build the confidence of PSTs to teach science. Ultimately, the project will develop an Interpretive Framework which will articulate the characteristics of partnerships to be validated through feedback from other science educators from Australia and overseas.

Prevalence and stability of active play, restricted movement and television viewing in infants

This study describes engagement in and stability of physical activity and sedentary behaviours in early life, and assesses associations with sex, maternal education and developmental stage. Maternal-report data at child age 4, 9 and 20 months were collected from 542 families in the Melbourne Infant Feeding Activity and Nutrition Trial Program. Parents estimated average time per day their child spent in active pursuits or pursuits that restricted movement. With increasing age, children generally spent more time in active pursuits and watching television, and less time in situations that restrict movement. Associations were found with age of developmental milestone attainment but not sex or maternal education. Stability over time was strongest for television viewing (β = 0.34–0.38) and time spent outdoors (β = 0.27–0.33). Contrary to guidelines, television viewing increased and showed stability, suggesting a need to target this behaviour very early in life to achieve optimal longer term outcomes.

The age of STEM : educational policy and practice across the world in science, technology, engineering and mathematics

 Across the world STEM (learning and work in Science, Technology, Engineering and Mathematics) has taken central importance in education and the economy in a way that few other disciplines have. STEM competence has become seen as key to higher productivity, technological adaptation and research-based innovation. No area of educational provision has a greater current importance than the STEM disciplines yet there is a surprising dearth of comprehensive and world-wide information about STEM policy, participation, programs and practice.

Expert teachers’ discursive moves in science classroom interactive talk

It is well established that teacher-student interactive talk is critically important in supporting students to reason and learn in science. Teachers’ discursive moves in responding to student input are keys to developing and supporting a rich vein of interactive discussion. While initiation-response-evaluation (IRE) sequences have been shown to dominate science classroom discourse patterns worldwide, teacher ‘prompts’ are important for opening up opportunities for reasoning and higher level learning. This paper describes the analysis of video sequences for five expert elementary teachers across three countries to develop a coding scheme for these teachers’ ‘discursive moves’ to guide and respond to student inputs, that unpacks more completely the strategies they use to develop interactive discussion. The analysis showed varied patterns of knowledge transaction, with teacher discursive moves serving three broad purposes: to elicit and acknowledge student responses, to clarify and to extend student ideas. The patterns of talk were also related to the dialogic-authoritative distinction in analysis of talk, to show that this distinction is only clear for particular types of expert practice. While the particular moves teachers use vary across parts of lessons we argue that they are revealing of teachers’ particular beliefs and of systemic constraints, and that there exist patterns in the use of the discursive categories that capture how expert teachers build deeper level knowledge in classroom interactive talk. We describe ways in which the analysis can inform science teacher education and the professional learning of teachers of science.

Community-school collaborations in science: towards improved outcomes through better understanding of boundary issues

There is growing interest, worldwide, in collaboration between schools and community organisations in contributing to and enriching school science programs, yet such collaborations are inadequately understood. This paper reports data from an Australian study designed to probe the views of members of the community who have participated in a broad range of such collaborations in school science programmes in order to better understand the issues which impact on their operation. The data were collected by interviews with the community participants selected by opportunistic sampling. The analysis reveals a number of issues—purposes, communication, organisational structures and curriculum—which can be seen as impacting on the collaborations. These are examined through the concepts of communities of practice, boundaries and boundary crossing, associated with people from scientific communities of practice interacting with school communities. The paper reflects on the implications of these findings for constructing effective school-community collaboration in school science programs.

Text analytics visualisation of Course Experience Questionnaire student comment data in science and technology

A version of the Course Experience Questionnaire (CEQ) has been included in the Graduate Careers Council of Australia national survey of university graduates from 1993 onward. In addition to the quantitative response items noted above, the CEQ also includes an invitation to respondents to write open-ended comments on the best aspects (BA) of their university course experience and those aspects most needing improvement (NI).

Reasoning in science through representation

In this chapter we argue that our analysis of student reasoning through constructing representations points to a range of informal and formal reasoning processes. This suggests the need for researchers and teachers to shift from an exclusive focus on formal syllogistic reasoning as the main or only reasoning resource for science learning. First we review the literature to identify how informal reasoning is described, and relates to reasoning through representation, then examine one case of reasoning during a representational challenge, to argue that reasoning should be thought of as deliberative thinking that involves choices, leading to a justifiable claim. Two case studies from RILS units are then used to identify how reasoning through representation can occur at a number of points during a representational challenge, and finally to develop an indicative taxonomy of the different purposes of reasoning as part of the processes of science.

Representing and learning in science

In this book we argue for an approach to representational work in school science learning and teaching that engages participants, is epistemologically sound, aligns with knowledge-building practices in the discipline, and draws on extensive classroom study. We review in this chapter current research agendas around student representational work in science learning, including the assumptions, rationale and research practices of these agendas. We do this (a) to clarify precisely what we see as the diversity of current mainstream thinking and practices around representational activity, and (b) to articulate what is distinctive about our own contribution, noting the traditions, influences and prior research we draw on. We begin by noting the current dominant role of image generation and analysis in much contemporary science, and its implications for science in schools.

Aligning neuroscience findings with socio-cultural perspectives on learning in science

Unfortunately, despite claims that this work will greatly impact education, very little research makes it into teacher practice. Although the reasons for this are varied, a primary concern is the lack of a proper translation framework.

Community leaders' views of the purposes of science in the compulsory years of schooling

Accepting that scientific literacy is the primary purpose of science in the compulsory years of schooling leads to the question 'What does scientific literacy mean in a particular community?' This paper reports a study designed to provide some insight into that question. Data were gathered through interviews with a sample of community leaders, in the state of Victoria, Australia, about their views of the purposes of school science.

The data reveal that, although most of those interviewed had no formal post-school science education, their life experiences provided them with useful insights into the question raised. The wisdom of such people could make an important contribution during the initial stages of curriculum development in science.

As people successful in their own fields, the study participants were lifelong learners. Consequently, their responses suggest that a primary focus of school science must be to provide students with a framework that will enable them to continue learning beyond schooling. This is not just a matter of knowledge or skills, but of feeling comfortable with science.

The methods used provide a useful example of how views about education can be gathered from thoughtful, non-expert community members. In this instance, they allowed a reconceptualization of the purposes of school science. These community leaders argued for an education for 'science in life' rather than an education about science.

Engaging students in authentic science through school - community links : learning from the rural experience

There is an increase in school-community linked initiatives in school science. A substantial proportion of these involve rural schools. This article asks the question: In what ways do these initiatives offer possibilities for better engaging rural students with school science? The paper draws on information from a number of school-community linked science initiatives in rural areas, including exemplars from the recent Australian School Innovation in Science, Technology and Mathematics (ASISTM) project, which were obtained primarily through interviews with participants. The initiatives are analysed in terms of an 'innovation framework', concerning the ideas and purposes underlying them, the knowledge and pedagogies used, and the experiences of the participants in the initiative. The paper concludes that these initiatives differ in significant respects from traditional school science, and offer the possibility of productive future directions. The authors discuss the challenges and policy directions that need to be pursued to represent these practices in mainstream curricula.

Developing a science challenge to support partnerships and pedagogy in rural and regional science

In 2007 the researchers decided to investigate the development of a “science challenge” as a means of engaging students in science. They wanted to ensure that whatever was developed was sustainable, addressed the needs of students and provided some answers for the dilemma of equitable education in regional and rural areas. A literature search indicated that whilst science competitions were not new, one which was based on schoolcommunity partnerships and involved students in the solving of real problems, was quite different. This paper will report on the development of the science challenge with reference to the viewpoints of teachers, community and industry participants.