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.

Longitudinal studies into science learning - methodological issues

The Gold Standard for education research promotes randomized controlled trials (RCTs) that can produce generalizable knowledge claims across similar problems and situations. Unfortunately, the Gold Standard does not fully recognize the need for developmental research to better understand the problem space, formulate theory and approaches to teaching and learning, and formulate and pursue associated research questions. This developmental research has been a precursor to the development of interventions together with the necessary instrumentation and technologies required to fully investigate these through the more formal evaluative processes imagined by the Gold Standard. This chapter focuses on longitudinal studies that cover a continuum from such developmental research to research that uses control-experimental features to evaluate interventions. These studies attend to a set of issues dealing with  developmental progressions and learning trajectories that require  investigation over an extended period of time. It will be argued that
these longitudinal studies of a variety of methodological types represent quality research in that rigorous design and implementation produce  evidence-based claims. The chapter examines the nature of the relationship between evidence and claims in these studies, to show the possibility of building in control features every bit as strong as those in classic Gold Standard designs. Further, it will be argued that, given the complexity of learning pathways, a simplistic interpretation of RCTs conducted over the shorter term can be misleading in terms of both internal and external validity claims.

Boosting science learning - what will it take?

In this session Russell Tytler and David Symington will present some data they have gathered from three sources: scientists working in some of Australia’s Research Priority Areas, science graduates working in positions outside their discipline specialisation, and students studying sciences at Year 11. The presenters will explain why they chose to interview these quite different groups of people and give some indication of why they believe the data is relevant to the question driving the conference: Boosting science learning – what will it take? There will then be group discussion drawing on the views and experiences of the group members and the data to suggest ways to boost science engagement and 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).