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The Australian Science Curriculum, pedagogic content and the value of science

The Australian Science Curriculum, pedagogic content and the value of science. “Life in a sense is a series of problems” “The attitudes and skills that have progressed science are the same that enable problem solving.”. The Australian Curriculum.

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The Australian Science Curriculum, pedagogic content and the value of science

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  1. The Australian Science Curriculum, pedagogic content and the value of science “Life in a sense is a series of problems” “The attitudes and skills that have progressed science are the same that enable problem solving.”

  2. The Australian Curriculum Rationale- Science as a dynamic, collaborative and creative human endeavor that assists in making sense of our world. Overarching ideas- Ideas that apply to science understanding. Content Structure- Three strands to provide students knowledge, understanding, skills to develop a scientific view of the world. Year level descriptors- Interrelate content across the strands and emphasize overarching ideas for that year level. Content Elaborations- Exemplify content. Achievement Standards- Description of the quality of learning expected.

  3. Content structure 1. Science Understandings- Explaining and applying science knowledge. 2. Science as a human endeavor- Humans seeking to improve their understandings and explanations of the natural world. 3. Science Inquiry skills- Evaluating claims, investigating ideas, solving problems, drawing valid conclusions and developing evidence based arguments

  4. Contextspecific filtered curriculum • ACARA- Curriculum- Science - Year 3 • All three content strands • General capability- Critical, Creative thinking, Literacy and Numeracy Leads to:-Science Understanding- Physical sciences & Earth and space science. HEAT- Heat can be produced in many ways and can move from one object to another. EARTH’S ROTATION- Earth’s rotation on its axis causes regular changes, including day and night.

  5. Context specific pedagogy. Teaching of science in the special needs area allows for students to control their environment, make sense of new experiences and caters to curiosity.

  6. Pedagogic content knowledge for physical science HEAT-Heat can be produced in many ways and can move from one object to another ELABORATION- Identify changes that occur in everyday situations due to heating. PLAN- • Strategize conceptual progression • Identify students ideas and related misconceptions • Scientific Inquiry Activity ‘Mostly Melting’ modified to be hands on and with physical analogies. • Use language to explain, explore and assess concepts.

  7. MOSTLY MELTING Activity- • Recap experiences with ice creams and melting chocolate. • Talk about how the warm sun and warm hands and heat from microwave melted the ice cream and chocolate. • Demonstrate-One ice cube and one ice cube size chocolate. • Use two oil burners with a tea candle each. • Before placing over heat, ask for predictions- What will happen? • Place over heat. • Talk about what is happening, use introduced vocabulary. • Write our science journal (Assessment)as a group activity- focus on and reiterate concept- heat caused the melting.

  8. PEADAGOGIC CONTENT KNOWLEDGE FOR EARTH AND SPACE SCIENCE • EARTH’S ROTATION- Earth’s rotation on its axis causes regular changes, including day and night. • ELABORATION- Recognizing the sun as a source of light. PLAN- • Draw a concept map. • Identify students ideas and misconceptions • Research using variety of texts and formats as a group activity. • Scientific Inquiry Activity- ‘Spinning Earth’ from ‘My Zone Science- Earth, Sun, Moon’. • Use language to explain, explore and assess concepts

  9. SPINNING EARTH

  10. WHY USE THESE PEDAGOGIC APPROACHES • Rationale of curriculum- Science as a dynamic, collaborative and creative human endeavor that assists in making sense of our world. • Constructivist approach- builds knowledge and skills. • Language model- from real world to abstract • Relate to Quality Teaching perspectives. • Blooms taxonomy of the cognitive domain- working towards HOTS.

  11. SCIENTIFIC INQUIRY IN THE SPECIAL NEEDS CONTEXT The activities relate to scientific inquiry. • What happens when we heat substances? • What causes day and night? National curriculum-Science inquiry involves:- • Identifying and posing questions • Conducting and reflecting on investigations • Interpreting evidence and communicating findings.

  12. CROSS CURRICULAR CONNECTIONSScience can connect to- • Drama- ‘Mostly Melting role’ play . • Art- Symbolic representations and drawings of what happened during activities. • Woodwork- Diorama boxes. • Technology- DMA • Literacy and Numeracy. • ICT- Digital photos, power point, photo story, Clicker 5. • Connection to General Capabilities of Curriculum

  13. CONNECTING TO THE WIDER WORLD-MEANING MAKING Science Education is about assisting students to construct meaningful ideas and understandings. Constructing Meaning

  14. IMPORTANCE OF SCIENCE Science as contribution Science as a problem solver Contribution and problem solver to Autism

  15. SCIENCE IMPORTANT AS A HUMAN ENDEAVOUR Science, a humanizing influence that explains and defines our existence and place in the universe

  16. HEADS, HEARTS AND HANDS Personal pedagogic principles. • Progressive learning that betters self and society. • Critical thinking. • Social justice.

  17. REFERENCES Abawi, L. (2011). Lecture 11 – The Courage to Teach. USQ study Desk. Retrieved on 7/12/11 from http://usqstudydesk.usq.edu.au/file.php/21443/Lectures/Lecture_11_AP/index.htm ACARA (2010). The Australian curriculum. Retrieved on 18/11/11 from  http://www.australiancurriculum.edu.au Australian Government DET, (2007). Primary Connections. Change Detectives, Stage 3, Natural and Processed Materials. Canberra, ACT: Australian Academy of Science. Australian Government DET, (2007). Primary Connections. Spinning in Space, Stage 2, Earth and Beyond. Canberra, ACT: Australian Academy of Science. Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., Letts, W. (2011). Teaching: Making adifference. Milton, QLD: John Wiley& sons. Dinham, J. (2011). Delivering Authentic Arts Education. South Melbourne, Vic: CengageLearning Feasey, R. (2011). Thinking and working scientifically. In K. Skamp (Ed.), Teaching primary science constructively(4th ed., pp. 55-98). South Melbourne, Vic.: Cengage Learning.

  18. REFERENCES Fleer & Hardy (2001). In Spence, K. (2011). USQ Student desk - Module 1. Retrieved in December 2011 from http://usqstudydesk.usq.edu.au/file.php/23060/content/study_modules/module01.pdf Frangenheim, E. (2010). Reflections on Classroom thinking Strategies. (9thed). Sydney: Rodin. Heinemann (2006). My Zone Science. Earth Sun and Moon. Port Melbourne, Vic : Reed International Books. Jamison-Procter, R. (2011). Lecture 11- Bringing it all together. USQ Study Desk. Retrieved December 2011 from http://usqstudydesk.usq.edu.au/mod/resource/view.php?inpopup=true&id=484563 Lind, K. (2004). The basics of science. In Exploring science in early childhood : A developmental approach (4th ed., pp. 56-69). Clifton Park, NY: Thomson Delmar Learning. Ministerial Council on Education, Employment, Training and Youth Affairs (MYCEETA) (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved December, 2011from http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf McCarville, K., (2002). Science experiences for all students. In M. Peters, & C. Gega, Science in elementary education (9th ed., pp. 143-165). Upper Saddle River, NJ: Merrill. NSW DET. (2006.) A Classroom Practice Guide: Quality teaching in ACT schools. Sydney, NSW: DET.

  19. REFERENCES Palmer, J. (1998). The courage to teach: exploring the inner landscape of a teacher’s life. (pp. 9-33). San Francisco, California: Jossey-Bass. Parker, N. & O’Brian, P. (2011). Play therapy reaching the child with Autism. International Journal of Special Education. Volume 26, No. 1. Skamp, K. (1998). Materials and change. In In K. Skamp (Ed.), Teaching primary science constructively(3th ed., pp. 304- 347). South Melbourne, Vic.: CengageLearning. Skamp, K. (1998). Materials. In In K. Skamp (Ed.), Teaching primary science constructively (3th ed., pp. 258- 301). South Melbourne, Vic.: CengageLearning. Skamp, K. (1998). Teaching primary science constructively (3th ed., pp. 1-48). South Melbourne, Vic.: Cengage Learning. Seroussi, K. (2002). Unraveling the mystery of Autism and Pervasive Developmental Disorder. New York: Broadway Books. Sigelman , C.K & Rider, E.A. Life Span Human Development. (6thed) Belmont, CA: Cengage.

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