National Curriculum: Science.
Questions for tomorrow …
Associate Professor Manjula Sharma
Sydney University Physics Education Research Group (SUPER)
Institute for Innovation in Science and Mathematics Education
OBJECTIVE
The idea is this. There are two sessions on
the National Curriculum. We have a chance
now for the teachers to come up with some
discussion questions, then they present their
question to Brett Mackay and Maree Woods
from STANSW tomorrow. It is a chance to ask
some well thought out questions. Brett and
Maree think this is a great idea.
But first some thoughts from me …
2
Two projects
ASELL: Simon Barrie, Mark Buntine, Karen Burke da
Silva, Scott Kable, Kieran Lim, Simon Pyke, and Dr
Alexandra Yeung
Inquiry in schools: Louise Sutherland, Paddy O’Toole ,
Elizabeth Johnson, Alexandra Yeung
Emily Ross, Gina Grant, Maria James
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The problem with modern education.
H.A. Rowland, “The Physical Laboratory in Modern Education”, Science
“The object of education is not only to produce a [student] who knows, but
one who does; who makes [their] mark in the struggle of life, and
succeeds well in all [s/he] undertakes; who can solve the problems of
nature and humanity as they arise; and who, when [they] know [they] are
right can convince the world of that fact…
There is no doubt in my mind that this is the point in which much of our
modern education fails. Why is it? I answer that memory alone is trained,
and that reason and judgment are used merely to refer matters to some
authority who is considered final….
To produce [students] of action, they must be trained in action…
If they study the sciences, they must enter the laboratory, …
“The Physical Laboratory in Modern Education”
“The object of education is not only to produce a [student] who
knows, but one who does; who makes [their] mark in the struggle of
life, and succeeds well in all [s/he] undertakes; who can solve the
problems of nature and humanity as they arise; and who, when [they]
know [they] are right can convince the world of that fact…
There is no doubt in my mind that this is the point in which much of
our modern education fails. Why is it? I answer that memory alone is
trained, and that reason and judgment are used merely to refer
matters to some authority who is considered final….
To produce [students] of action, they must be trained in action…
If they study the sciences, they must enter the laboratory, …
APCELL, ACELL & ASELL
• APCELL began 1999.
• Physical chemistry focus.
• Evolved to ACELL in 2004.
• All-of-chemistry expansion (+ NZ).
• Internationalization in 2007
• ASELL (S = Science) Sep 2009.
• Biology, Chemistry, Physics.
• ACDS collaboration (Aust. Council of Deans
of Science)
• ASELL in Schools July 2012.
The 5 Essential Features of Inquiry
• 1. Learner engages in scientifically oriented questions.
• 2. Learner gives priority to evidence in responding to
questions.
• 3. Learner formulates explanations based on evidence.
• 4. Learner connects explanations to scientific knowledge.
• 5. Learner communicates and justifies explanations.
(National Research Council, 2000)
Sliding toward Inquiry…
(National Research Council, 2000)
Variations of Inquiry
Can teachers identify variations in inquiry?
July 2012 School Expts
Combustion
Baggie Science
Ohm's Law
Commin
cation
Connecti
on
Explanati
on
Evidence
Question
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Project 2: Background
Identifying and designing inquiry
There is no consistent meaning of inquiry in
literature, and indeed inquiry gets enacted in
different ways in curriculum – both in schools
and at tertiary level.
The Australian Curriculum: Science implicitly
advocates inquiry.
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School - method
Online survey in 2011, 230 sec teachers
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School - method
Online survey in 2011, 230 sec teachers
Briefly describe an example of how you have
taught science through inquiry in a unit.
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School - method
Online survey in 2011, 230 sec teachers
Briefly describe an example of how you have
taught science through inquiry in a unit.
The Australian Curriculum: Science is based
on teaching science through inquiry. Do you
think you will change how you teach ….
Teaching approach
15
Years have you taught science?
77 teachers, QLD, Vic, Tas, ACT, NT, NSW
16
School – teacher # 84
Stage 1 Physics class. Students
were given the task of
designing a method for determining the mass of
an unknown object(rock). Students were not given access
to balances, scales etc and had to devise a method and make
calculations of the unknown object. A variety of methods were adopted
and students used methods to effect a solution with variable results.
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School – teacher # 84
Stage 1 Physics class. Students
were given the task of
designing a method for determining the mass of
an unknown object(rock). Students were not given access
to balances, scales etc and had to devise a method and make
calculations of the unknown object. A variety of methods were adopted
and students used methods to effect a solution with variable results.
Students had to use previously learned
principles and some had to learn a new method
using moments of a force. This provided good learning opportunities for
all members of the class who worked in teams of 2 to find the answers to
their problem. Some methods devised were Comparison with known
quantity of water - pulley system. Acceleration of rock on a trolley with a
known force and using moments of a force.
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School – teacher # 84
No.
Teaching approach
I teach Science from an inquiry perspective and
continually look for hands on experiences in
order to enthuse my students. I see Science as a
method of inquiry and encourage my students to
seek answers using the Scientific Method. As Head
of Science at my school I encourage other teachers
to adopt a similar approach to their teaching.
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School – teacher # 21
Students
began by researching their favourite makeup. We
Household Chemistry for standard to low ability Y9 girls.
then investigated colloids, gels, wetting, soaps and hard and soft water in
a series of experiments in which they found out what wetting really meant
and how water could be made wetter. .. . As the students progressed
through the 8 practicals the information was continuously related back to
them and their environment. They found the effect of soap on skin of
particular interest.
20
School – teacher # 21
…
They had to document an account of each prac
and were given less and less guidance as they
progressed. Practical 1 was basically a copying
exercise from the white board but by number 8
they had to do and write up the practical
completely on their own. I have done this activity many times
and while it takes several weeks to complete I feel it is excellence
science. …
21
School – teacher # 21
No, I teach most things that way anyway,
but I am so old
fashioned that I still think students require understanding of
underlying principles and knowledge to be able to have a genuine
appreciation of science and the interrelationship of its disciplines. Setting students
adrift on self guided voyages of science
discovery before they know any facts is total BS
as far as I am concerned. At the same time, boring them to
death with mind numbing irrelevant facts is
equally stupid. Engage, entertain and educate is
the way I try to do it.
22
School – teacher # 21
Teaching approach
I teach it two different ways… very rigorous and
theoretical Chemistry and Physics to senior
students…a more light hearted, interesting and
entertaining manner to re-engage lower ability
students.
23
School – examples – # 120
Year 9 Electricity Unit begins with students being asked to connect 2
wires, a battery and a light globe to make the light globe work. It
proceeds on the basis of what the students want
to know next in terms of how the circuit works, ...
At the end of each class, they write what they
want to know next. Logbooks are reviewed at the end of every
class to allow focus questions to be generated for the
next class.
24
School – examples – # 120
No. I already teach science through inquiry.
Teaching approach
The approach of the science teachers in my
school is from the constructivist perspective.
25
School – examples – # 6
Year 9 students investigate if iron might be used as a fuel for an internal
combustion engine. … They are then shown a kit of equipment that
includes iron strips, iron filings, steel wool, chemicals to generate oxygen,
a mortar and pestle, and the usual lab equipment, and asked
to
generate test hypotheses about ways to make
the iron burn faster. Safety issues and risk assessments are
completed then students work in groups to test their hypotheses. The
culminating hypothesis is to find a way to make
the iron burn as fast as possible (often achieved by
grinding iron filings to a powder then sprinkling it over a flame in a gas jar
filled with oxygen).
26
School – examples – # 6
Approach
Our overall goal is for the science curriculum in Years 5 to 9 to
emphasise the ‘everyday science’ (humanistic) approach described by
Glenn Aikenhead. Years 10 to 12 science subjects are differentiated into
subject areas (Physics, Chemistry, Biology and Marine Science).
They are mostly context-based and have
significant components of inquiry; however,
they include a good deal of traditional content.
Yes - We will continue to explore ways to make the science more
engaging and relevant. No change, no improvements.
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Strengths
Students get the opportunity to think, test, reflect
and review.
Allows students to believe they have some
ownership of what they are doing in class.
Provides a deeper level of understanding of the
concepts studied.
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Challenges
the paucity of examples of good inquiry-based
science learning, the logistics of providing the
equipment and materials, and teachers’ facilitation
of inquiry-based learning for maximum effect
(principally lack of time to collaborate).
Students also need some basic knowledge upon
which to base their inquiry.
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In summary-1
Teachers identify a range of activities as
inquiry – predominantly hands-on.
Teachers design inquiry as open-ended,
scaffolded, to ‘competitions’.
When it works it is awesome, but there are
significant challenges.
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In summary-2
There are diverse interpretations, practices
and beliefs when it comes to inquiry.
• Resources development
• Teacher professional development
• Need a shift to garner the potential
embodied in the changes in curriculum
towards inquiry
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Acknowledgements
• Staff and student delegates
• Deans for support & leadership
• HREC at the University of Sydney
• IISME, SUPER, curriculum boards
Directors Universities
Funding Agencies