School innovation in science : change, culture, complexity

The School Innovation in Science (SIS) initiative has developed and evaluated a model to improve science teaching and learning across a school system. The model involves a framework for describing effective teaching and learning, and a strategy that allows schools flexibility to develop their practice to suit local conditions and to maintain ownership of the change process. SIS has proved successful in improving science teaching and learning in primary and secondary schools. Evidence of variations in the nature and extent of the change is used to argue that the process is essentially cultural in nature, and that change occurs at different levels within a school. Processes supporting change thus need to be flexible and responsive.

Limits to problem solving in science

Popper, Polanyi and Duncker represent the widely held position that theoretical and experimental scientific research are motivated by problems to which discoveries are solutions. According to the argument here, their views are unsupported and - in light of counter-instances, anomalous chance discoveries, and the force of curiosity - over-generalized.

Teaching for understanding in science: constructivist / conceptual change teaching approaches

This two-paper set has arisen from a concern within the Victorian Science in Schools Research Project, to help teachers support student learning of science content. In the first paper, the research on student learning of science conceptions was reviewed, and the major findings presented. It traced the changing ways we have viewed science teaching and learning, over the last two decades. This second paper looks at a variety of teaching schemes that aim to support meaningful learning in science, some based on the metaphor of conceptual change, and draws out principles from these for how we might best support student learning of major science ideas.

School innovation in science (SIS): focusing on teaching

Focuses on the framework of School Innovation in Sciences (SIS) in Australia. Aim of SIS; Concept of school; Components of SIS for effective learning and teaching. INSET: School Innovation in Science Strategy.

School innovation in science: transformative initiatives in Victorian secondary schools

The School Innovation in Science intiative is operating in more than 300 schools in Victoria. It has achieved considerable success in transforming science teaching and learning in primary and secondary schools. This paper describes the core elements of SIS, and provides an overview of the different types of initiatives pursued by secondary schools arising out of an action planning process. case studies of initiatives illustrate the richness and range of innovation in schools. It is argued that the SIS model provides the conditions for deep seated change and innovation in schools' science programs.

A longitudinal study of children`s developing knowledge and reasoning in science

The growth in science understanding and reasoning of 12 children is being traced through their primary school years. The paper reports findings concerning children’s growing understandings of evaporation, and their changing responses to exploration activities, that show the complexity and coherence of learning pathways. Children’s responses to identical explorations of flight, separated by two years, are used to explore the interactions between conceptual knowledge and scientific reasoning, and the manner in which they change over this time. The paper discusses the particular insights afforded by a longitudinal study design, and some attendant methodological issues.

Physical activity and television viewing in relation to risk and undiagnosed abnormal glucose metabolism in adults

OBJECTIVE--The goal of this study was to assess the associations of physical activity time and television (TV) time with risk of "undiagnosed" abnormal glucose metabolism in Australian adults.

RESEARCH DESIGN AND METHODS--This population-based cross-sectional study using a stratified cluster design involving 42 randomly selected Census Collector Districts across Australia included 8,299 adults aged 25 years or older who were free from new type 2 diabetes and self-reported ischemic disease and did not take lipid lowering or antihypertensive drugs. Abnormal glucose metabolism (impaired fasting glycetnia [IFG], impaired glucose tolerance [IGT], or new type 2 diabetes) was based on an oral glucose tolerance test Self reported physical activity time and TV time (previous week) were assessed using interviewer administered questionnaires.

RESULTS--Alter adjustment for known confounders and TV time, the odds ratio (OR) of having abnormal glucose metabolism was 0.62 (95% CI 0.41-0.96) in men and 0.71 (0.501.00) in women for those engaged in physical activity [greater than or equal to] 2.5 h/week compared with those who were sedentary (0 h/week). The ORs of having abnormal glucose metabolism were 1.16 (0.791.70) in men and 1.49 (1.12-1.99) in women who watched TV > 14 h/week compared with those who watched [less than or equal to] 7.0 h/week. Higher TV viewing (> 14 h/week) was also associated with an increased risk of new type 2 diabetes in men and women and IGT in women compared with those watching < 14 h/week. Total physical activity of [greater than or equal to] 2.5 h/week was associated with a reduced risk of IFG, IGT, and new type 2 diabetes in both sexes: however, only the association with IGT in women was statistically significant.

CONCLUSIONS--These findings suggest a protective effect of physical activity and a deleterious effect of TV time on the risk of abnormal glucose metabolism in adults. Population strategies to reduce risk of abnormal glucose metabolism should focus on reducing sedentary behaviors such as TV time, as well as increasing physical activity.

Re-imagining science education : engaging students in science for Australia's future

Calls for major curriculum reform, arguing that the time has passed for tinkering around the edges of a science curriculum that belongs to the past.

School innovation in science : a model for supporting school and teacher development

‘School Innovation in Science’ represents a model, developed through working with more than 200 Victorian schools, to improve science teaching and learning. SIS works at the level of the science team and the teacher, providing resources to challenge and support the change process. Its emphasis is on strategic planning supported by a framework for describing effective teaching, materials for auditing practice and planning initiatives, and a networked support structure. Experience and results from the project, concerning the nature and extent of change, will be used to provide insight into the multidimensional nature of the change process and to suggest a number of principles concerning support for change. Arising out of this, the major elements of a School Innovation Model are identified, that supports a transformative agenda for schools more generally.

Re-imagining science education : engaging students in science for Australia

The author stresses the need for schools and science teachers to develop new approaches to attract the imagination of students in Australia. He believes that changes in the nature of post-industrial societies and in the accessibility of science knowledge and youth expectations are the culprits of crisis in science education. He argues that schools and teachers should re-examine the purposes of school science. He suggests that science re-imagining needs to be supported by national effort, create teacher development and training initiatives and assessment.