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The Science Continuum P-10

The Science Continuum P-10. Learning & Teaching Branch Office for Government School Education. Maths and Science Strategy. Challenges identified at the Maths and Science Roundtable: improve the quality of teaching and learning in mathematics and science,

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The Science Continuum P-10

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  1. The Science Continuum P-10 Learning & Teaching Branch Office for Government School Education

  2. Maths and Science Strategy Challenges identified at the Maths and Science Roundtable: • improve the quality of teaching and learning in mathematics and science, • raise the profile of mathematics and science in the community, and • increase the rates of student participation in mathematics and science. Key focus for classroom teachers student engagement in science learning

  3. Science Continuum Purpose OUR EDUCATIVE PURPOSE LEARNER Science Continuum P - 10 What is powerful to learn? What is powerful learning and what promotes it? How do we know it has been learnt?

  4. Powerful learning in science • restructuring existing ideas • awareness of purposes; linking practical activities to science ideas • reflection and metacognition • thinking laterally and creatively • connecting to everyday experiences; issues of science in society • sharing intellectual control

  5. VELS Science standards Science Knowledge & Understanding Science at Work Science concept development maps Matter Living things Forces & motion Earth & space Focus ideas Student everyday experiences vs scientific view Critical teaching ideas Teaching strategies Links to further resources Science Continuum P-10: Design

  6. Focus ideas Eg. Friction is a force • Student everyday experiences • Scientific view • Critical teaching ideas • Teaching activities • Further resources

  7. Student everyday experiences • Conceptions that students commonly bring into classrooms and experiences that lead to these • Alternative meanings students have often constructed from initial teaching These have important implications for learning and teaching behaviours. Teachers need to find these in their own classrooms.

  8. Challenge the answer Solids The particles are close together, stay in one position, but do keep vibrating. Liquids The particles are close together, but keep swapping places, they keep moving. Gases The particles are a long way apart, move very quickly, bounce around the container, collide hard with each other and the walls.

  9. Challenge the answer • Some Year 7 student challenges: • Why do particles always move… keep colliding? • [Wouldn’t] water fall between the holes in the particles of a cup?

  10. Challenge the answer Why do atoms [in gases] float and not us? How can particles make us? How do the particles get stuck together? Why doesn’t a hole in a solid fill up if they are always moving? Are the particles hard or soft, what shape are they, are they coloured? Why can’t I feel [or see] a table vibrating?

  11. Scientific view • Statements of acceptable science relevant to many common conceptions are hard to find • The language and the level of explanation are intended to be age and audience appropriate • There are links to other critical teaching ideas and to a glossary

  12. Critical teaching ideas • These are intended as foci that are revisited in any teaching sequence as well as across topics and year levels • They flow from insights into learning as well as from science.

  13. Teaching activities: pedagogical purposes • The pedagogical purposes provide a learning agenda • They are entry points for what may be significant changes in practice

  14. Teaching activities: pedagogical purposes • Collectively these are ways of teaching important aspects of the nature of science • They provide opportunities to hear stories from other teachers and to share and reflect on initial experiences, which is critical for teacher learning

  15. Science Continuum: Maps • sourced from The Atlas of Scientific Literacy, AAAS • not aligned to the VELS • hyperlinked – same concept in different contexts; critical teaching ideas that support development of the context

  16. Further resources • Digilearn • Primary Connections • Sample Science (coming)

  17. Audit OUR EDUCATIVE PURPOSE LEARNER What is powerful to learn? What is powerful learning and what promotes it? Science Continuum P - 10 Victorian Essential Learning Standards Principles of Learning and Teaching How do we know it has been learnt? Assessment

  18. Moving forward Watters & Diezmann (2003)

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