Student autonomy enhancing science learning : Observations from a Primary Connections implementation

This case study involved a detailed analysis of the changes in beliefs and teaching practices of teachers who adopted the Primary Connections program as a professional development initiative. When implementing an inquiry-based learning model, teachers observed that their students learnt more when they intervened less. By scaffolding open-ended nquiries they achieved more diverse, complex and thorough learning outcomes than previously achieved with teacher-led discussions or demonstrations. Initially, student autonomy presented erceived threats to teachers, including possible selection of topics outside the teachers’ science knowledge. In practice, when such issues arose, resolving them became a stimulating part of the earning for both teachers and students. The teachers’ observation of enhanced student learning became a powerful motivator for change in their beliefs and practices. Implications for developers of PD programs are (1) the importance of modeling student-devised inquiries, and (2) recognising the role of successful classroom implementation in facilitating change.

International assessments of science learning : their positive and negative contributions to science education

The establishment and continuity of two international comparative assessments of science learning—the IEA’s TIMSS project and the OECD’s PISA project—have meant that there are now high-status reference points for other national and more local approaches to assessing the efficacy of science teaching and learning. Both projects, albeit with very different senses of what the outcome of science learning should be, have contributed positively and negatively to the current state of assessment of school science. The TIMSS project looks back at the science that is commonly included in the curricula of the participating countries. It is thus not about established school science nor about innovations in it. PISA is highly innovative looking, prospectively forward to see how students can use their science learning in everyday life situations. In this chapter some of these positives and negatives are discussed.

Science learning, science teaching.

Esta publicación ofrece a los maestros una guía completa y crítica en la enseñanza y el aprendizaje de la ciencia. Combina una visión general de la investigación actual con los cambios del plan de estudios para proporcionar una guía práctica de la enseñanza en el aula. Da consejos útiles e ideas para explorar más sobre los problemas actuales en la enseñanza de la ciencia. Incluye planificación de la enseñanza, establece objetivos de evaluación, el uso de las TIC. Cada capítulo ofrece referencias, bibliografía y sitios Web.

Science learning and graphic symbols: an exploration of early years teachers’ views and use of graphic symbols when teaching science

The study investigated early years teachers’ understanding and use of graphic symbols, defined as the visual representation(s) used to communicate one or more “linguistic” concepts, which can be used to facilitate science learning. The study was conducted in Cyprus where six early years teachers were observed and interviewed. The results indicate that the teachers had a good understanding of the role of symbols, but demonstrated a lack of understanding in regards to graphic symbols specifically. None of the teachers employed them in their observed science lesson, although some of them claimed that they did so. Findings suggest a gap in participants’ acquaintance with the terminology regarding different types of symbols and a lack of awareness about the use and availability of graphic symbols for the support of learning. There is a need to inform and train early years teachers about graphic symbols and their potential applications in supporting children’s learning.

Science learning in the outdoors to support primary-secondary transition

This study provides additional insight into how outdoor learning can be used as a vehicle to address transition issues. This study analyses the benefits of outdoor learning through the use of shared learning days with young people in the primary-secondary transition phase. This paper argues that a carefully designed programme of outdoor ‘shared learning days’ with young people in both phases working together is a sound model to help address the recommendations arising from specific transition issues (Mullan, 2014; Rose, 2009) through the delivery of aligned outcomes (cognitive, affective, interpersonal/social and physical/behavioural) and impact from learning science outdoors (Rickinson et al., 2004).

Using concept mapping to scaffold learning for students who experience learning difficulties in science classes

In order to develop scientific literacy students need the cognitive tools that enable them to read and evaluate science texts. One cognitive tool that has been widely used in science education to aid the development of conceptual understanding is concept mapping. However, it has been found some students experience difficulty with concept map construction. This study reports on the development and evaluation of an instructional sequence that was used to scaffold the concept-mapping process when middle school students who were experiencing difficulty with science learning used concept mapping to summarise a chapter of a science text. In this study individual differences in working memory functioning are suggested as one reason that students experience difficulty with concept map construction. The study was conducted using a design-based research methodology in the school’s learning support centre. The analysis of student work samples collected during the two-year study identified some of the difficulties and benefits associated with the use of scaffolded concept mapping with these students. The observations made during this study highlight the difficulty that some students experience with the use of concept mapping as a means of developing an understanding of science concepts and the amount of instructional support that is required for such understanding to develop. Specifically, the findings of the study support the use of multi-component, multi-modal instructional techniques to facilitate the development of conceptual understanding with students who experience difficulty with science learning. In addition, the important roles of interactive dialogue and metacognition in the development of conceptual understanding are identified.

Designing an innovative approach to engage students in learning science : the evolving case of hybridized writing

Innovations are usually attributed to ideas generated in the minds of individuals. As we reflect upon the evolving design of an online project to engage students in learning science through hybridized writing activities we propose a more distributed view of the process of innovative design. That is, our experience suggests ideas are generated in the activity of interacting with human and material resources that expand and constrain possibilities. This project is innovative in that it is a new educational response to the problem of disengagement of students in science, and has proven to be effective in changing classroom practice and improving students’ scientific literacy. In this chapter, we identify the antecedents and trace the evolution of the project. This account illuminates the innovative design process, presents a summary of the evidence for the effectiveness of the project, and identifies future directions for further development and research. Keywords: Science learning, hybridized writing, case study, innovative approach

Learning to Teach Primary Science

Many primary teachers and preservice teachers experience a fear of science that translates into a fear of teaching science. Consequently, primary students may not receive a full science education curriculum, particularly as the teaching of science is avoided by many primary teachers, as shown in an Australian report by Goodrum, Hackling and Rennie ( 2001 ). Preservice teachers need to develop confi dence to teach primary science, by understanding what science is, knowing how to plan and assess science learning, and teaching science skills and knowledge in ways that engage students in science education.

Engaging elementary students in learning science: An analysis of classroom dialogue

Research over a long period of time has continued to demonstrate problems in the teaching of science in school. In addition, declining levels of participation and interest in science and related fields have been reported from many particularly western countries. Among the strategies suggested is the recruitment of professional scientists and technologists either at the graduate level or advanced career level to change career and teach. In this study, we analysed how one beginning middle primary teacher engaged with students to support their science learning by establishing rich classroom discussions. We followed his evolving teaching expertise over three years focussing on his communicative practices informed by socio-cultural theory. His practices exemplified a non-interactive dialogical communicative approach where ideas were readily discussed but were concentrated on the class acquiring acceptable scientific understandings. His focus on the language of science was a significant aspect of his practice and one that emerged from his professional background. The study affirms the theoretical frameworks proposed by Mortimer and Scott (2003) highlighting how dialogue contributes to heightened student interest in science.

Learning from Text: Examining Teacher Thinking and Practice in AP Environmental Science

Thesis (Ph.D.)--University of Washington, 2016-08