21 st Century Learning: What does this mean for science education? NZSTA July 2013

1. 21st Century Learning: What does this mean for science education? NZSTA July 2013 Richard Meylan & Jessie McKenzie

2. Sir Paul Callaghan’s vision for New Zealand: • economic prosperity • a high standard of living for all • social cohesion • all achieved without harming our environment.

3. New Zealand will need: • More students studying STEM subjects in tertiary education • More students having an understanding of science • Engaged and scientifically literate public

4. Why science? In science, students explore how both the natural physical world and science itself work so that they can participate as critical, informed, and responsible citizens in a society in which science plays a significant role. NZC Pg 17

5. What is science about? Science is a way of investigating, understanding, and explaining our natural, physical world and the wider universe. It involves generating and testing ideas, gathering evidence – including by making observations, carrying out investigations and modelling, and communicating and debating with others – in order to develop scientific knowledge, understanding, and explanations. Scientific progress comes from logical, systematic work and from creative insight, built on a foundation of respect for evidence. Different cultures and periods of history have contributed to the development of science. NZC Pg 28

6. Why study science? Science is able to inform problem solving and decision making in many areas of life. Many of the major challenges and opportunities that confront our world need to be approached from a scientific perspective, taking into account social and ethical considerations. NZC Pg 28

7. By studying science, students: develop an understanding of the world, built on current scientific theories; learn that science involves particular processes and ways of developing and organising knowledge and that these continue to evolve; use their current scientific knowledge and skills for problem solving and developing further knowledge; use scientific knowledge and skills to make informed decisions about the communication, application, and implications of science as these relate to their own lives and cultures and to the sustainability of the environment. NZC Pg 28

8. Nature of Science Communicating Understanding Participating and Contributing Investigating

9. Number of students studying science subjects

10. Chemistry at Year 12 was done by:

11. PISA: Top performers in science

12. PISA: NZ students • No great variation between boys and girls • The variation in student performance within a school was the largest • Variation between schools was significantly lower than average • 90% of students attended a school where there were top science performers

13. TIMMS 2010/11 85% of Year 5 students agreed they enjoyed learning science “Year 9 student’s views of about science were fairly negative – they were less likely to enjoy science or see its value”

14. ERO report Years 5 - 8: 100 schools • 3 highly effective • 24 generally effective • 60 partially effective • 13 not effective

15. My conclusions • Come into school keen • Positive about science at Year 5 • But not much science being taught at primary • Least liked subject at middle secondary school • But students achieving well compared with others in OECD • Though not that interested in science • Maori and Pasifika students significantly less engaged • Less than half of students continue to level 12 • Those that do continue appear to be doing it for utilitarian reasons rather than interest or enjoyment • Science is a gate keeping subject to university study • Most drop it at end of Year 13

16. Need for change • We are moving into a post-industrial age • Young people have different perspectives • We know a lot more about how people learn

17. We are moving to a post-industrial age • Move from mass produced products to innovation and niche products • New management models • Workers who are problem solvers, team players, good communicators, flexible, adaptable and able to engage in ongoing learning

18. Young people have different perspectives • Uncertainty and change influence their values and choices • Value autonomy, flexibility, nimbleness and choice • As digital natives they see don’t see teachers, books and adults as the main source of information • Going to class involves ‘powering down’ from real life • They have lots of information – they need strategies for selecting, processing and making sense of it – thinking!

19. We know a lot about how people learn • Involves thinking • Requires rich experiences to ‘think with’ • Requires development of in-depth knowledge in some areas • Involves active engagement • Has a meaningful purpose • Is personalised not standardised • Involves interaction • Takes place in a wide variety of settings • Assumes the more people learn, the more they are able to learn

20. Primary Science Purpose: • To nurture children’s interest and curiosity in the world around them • Develop positive attitudes towards science

21. Intermediate and early secondary Science education Purpose to: • Continue a focus on providing a wide range of experiences while ensuring students study some topics in depth

22. Senior secondary Science 3 purposes: • continue to develop students’ thinking and learning capacities  • develop their capacity to participate as citizens in a science oriented society • prepare some students for study or training for science-related careers.

23. What does science education look like in your school? Leadership Planning and Assessment Classroom teaching

24. Science Self Review: what could you look for? • Science programme planning • The professional knowledge of teachers • Science pedagogy • Science competitions • Science, numeracy and literacy • Science and diverse students • Careers education and science • The strategic place of science • Science resources • Assessment • Self review of science • Reporting to parents

25. richard.meylan@royalsociety.org.nz jessie.mckenzie@royalsociety.org.nz