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What it looks like in practice!

What it looks like in practice!. A curriculum perspective. Science and mathematics education in primary middle program. Program principles -Social Justice & Equity, Future’s Thinking, Education for sustainability Place based education. Well being and Identity Features Science and mathematics

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What it looks like in practice!

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  1. What it looks like in practice! A curriculum perspective

  2. Science and mathematics education in primary middle program • Program principles-Social Justice & Equity, Future’s Thinking, Education for sustainability Place based education. Well being and Identity • Features Science and mathematics • Integrated • Four courses • SME 1 SME 2 Mathematics and optional pathway • First year course explicit science and mathematics • Second year course electrical circuits and soils reading from Jared Diamonds Collapse

  3. Planning for learning using Electrical circuits and an ecological perspective as the essential question Exploring mathematics for citizenship through data handling Three examples Place based Education Urban ecological setting

  4. Place based learning. Pathway Voluntary work in urban ecological centre Trees for life Gould League, Digital narrative

  5. Guerilla Gardening- UNISA

  6. Coffee cup/lunch boxes Walking the talk Fair trade coffee Public transport Recycling Citizen science Collecting pull rings for prosthesis Africa

  7. Publications Paige, K., & Lloyd,D ( in press) Pedagogical practices and Science learning with a focus on sustainability for Pre-service Primary and Middle Years educators: Directions and challenges. International Science Education ConferenceSingapore 24-27th Nov Borgelt, I., Brooks, K., Innes,J., Seelander, A., & Paige, K. (2009) Using digital narratives to communicate about place based experiences in science. Teaching Science vol 55, no 1, March, 41-46. Paige, K., Lloyd, D., & Chartres, M. (2008). Moving towards transdisciplinarity: An ecological sustainable focus for science and mathematics pre-service education in the primary/middle years. Asia-Pacific Journal of Teacher Education, 36(1), 19-33. Paige, K. (2008) Assessment through exhibition: Connecting fourth year primary/middle science and mathematics education students to place. Paper presented at the 5th International Conference on Science, Mathematics and Technology Education, Udon Thani, Thailand. Paige,K., & Whitney, J. (2008) Vanishing boundaries. Making the connections between science and art. Teaching Science. vol 54, no 1, pp. 42-46. • Paige, K, Lloyd, D & Chartres, M (2006). The next step: Moving from integrating mathematics and science to incorporating educating for ecological sustainability for primary/middle years students, Third International Conference on Science, Mathematics and Technology Victoria, Canada. August 2005, pp 462-471. Paige, K & Chartres, M,2004 Don‟t let your mobile phone ring in Building A: Moving towards educating for ecological sustainability within primary mathematics and science education, refereed conference proceeding Australian Association for Environmental Education biannual Conference Adelaide September 2004. Chartres, M., Lloyd, D., & Paige, K. (2003) Integrating science and mathematics in an undergraduate teacher education program Third International Conference on Science, Mathematics and Technology Education Conference proceedings15-18th January 2003 pp. 561-569 East London Paige, K. (2003) Using local environments as the context for providing science and design and technology learning experiences in primary classrooms Third International Conference on Science, Mathematics and Technology Education 15-18th January 2003.pp 661-671 East London Paige K and Chartres, M 2002 Using sensory trails to develop environmental awareness. Investigating Primary and Junior Primary ScienceJournal 18/2 June 2002,26-30 • Paige K and Lloyd D 2002 ……..rocks, leaves, water and bark: an environmental art experience. Primary Investigating, Investigating Primary and Junior Primary ScienceJournal 18/2 June, 23

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