Searching for scientific Mozarts: get em' while they're young

To make a better society and economy, Australia needs a scientifically literate populace capable of making informed decisions. But traditionally, teaching the 'big ideas' in science only appears in the later years of high school. In the new Australian Curriculum: Science, the first mention of 'atoms' is in Year 9, when most students are already 14 years old. Is it possible that primary children, thought to be only concrete thinkers, can engage with abstract concepts such as atomic-molecular theory

Developing scientific literacy: introducing primary aged children to atomic-molecular theory

This chapter challenges existing school science curricula modes for teaching atomic-molecular structure and describes a current research project designed to provide supporting evidence for reviewing school science curricula. Using evidence from this project and other research studies, the chapter argues for the introduction of atomic-molecular structure in the curriculum at Year 3 or 4 and proposes that consideration be given to devising a spiral curriculum in which the macroscopic and microscopic properties of matter are taught concurrently rather than sequentially

Challenging the Science Curriculum Paradigm: TeachingPrimary Children Atomic-Molecular Theory

Solutions to global issues demand the involvement of scientists, yet concern exists about retention rates in science as students pass through school into University. Young children are curious about science, yet are considered incapable of grappling with abstract and microscopic concepts such as atoms, sub-atomic particles, molecules and DNA. School curricula for primary (elementary) aged children reflect this by their limitation to examining only what phenomena are without providing any explanatory frameworks for how or why they occur. This research challenges the assumption that atomic-molecular theory is too difficult for young children, examining new ways of introducing atomic theory to 9 year olds and seeks to verify their efficacy in producing genuine learning in the participants. Early results in three cases in different schools indicate these novel methods fostered further interest in science, allowed diverse children to engage and learn aspects of atomic theory, and satisfied the children’s desire for intellectual challenge. Learning exceeded expectations as demonstrated in the post-interview findings. Learning was also remarkably robust, as demonstrated in two schools eight weeks after the intervention, and in one school, one year after their first exposure to ideas about atoms, elements and molecules

Putting the 'E' into STEM [Keynote speaker]

The significance of STEM education in primary, secondary and tertiary education systems has become increasingly important over the last decade as the nation's future economic competitiveness will be largely dependent on the skills developed through STEM education. While STEM has been incorporated into Australia's school-based curriculum through recent initiatives such as the National Curriculum, the letter 'E' seems to have been misplaced. It would appear that policy makers, scientists and mathematicians simply assume that once students 'learn' the fundamentals of science and mathematics they will implicitly find their way into engineering. This, however, is not the case and those who have had no exposure to engineering have a low probability of entering an engineering related profession or even selecting the right prerequisite subjects. It makes great sense to include more 'E' in the school curriculum and apply mathematics and science to real-world problems that are solved through innovative engineering. This would greatly deepen students' understanding of the underpinning science and mathematics principles. This paper provides some recommendations and actions about putting the 'E' into STEM

Enhancing pre-service primary teachers' learning in science education using team-based project work

This paper reports on the introduction of team-based project work in the Faculty of Education at the University of Southern Queensland (USQ), Australia. Many pre-service primary teachers at USQ lack the basic science content knowledge and self-confidence sufficient to teach science content effectively. This has prompted the Faculty of Education to investigate ways to improve student outcomes in both science content knowledge and science teaching self-efficacy in a compulsory science education course delivered in both face-to-face and virtual modes. A collaborative curriculum project designed to model the practice of effective teacher learning communities was chosen as a pedagogical strategy because team based project work has been shown in the literature to increase long-term retention, critical thinking and teamwork skills. The team-based model chosen for implementation included advice about team management and a peer evaluation process. A survey consisting of validated measures of personal science teaching efficacy beliefs (PSTEB) and perceptions of learning was administered to 70 oncampus(ONC) and 42 online (WEB) students enrolled in a third year science curriculum and pedagogy course. Statistical analysis of the data revealed significant increases in personal science teaching self-efficacy for both ONC and WEB students as a result of the team-based learning experience. In addition, both ONC and WEB students rated their experiences of the team-based model more highly than their previous experiences of team work. Interestingly, there were no significant differences between ONC and WEB students' responses to the survey, validating the efficacy of the team-based learning in both face-to-face and virtual contexts

Student perception of clicker technology in science and mathematics education

We report on the results of integrating student response technology by Turning Point 2008©, simply referred to as clickers, into pre-service science and mathematics and education courses at the University of Southern Queensland (USQ), Australia. Many of the pre-service teachers have weak backgrounds in science and mathematics and lack confidence or interest in these subjects. This study investigated the use of clickers as a means of engaging students with science and mathematics classes and enhancing their learning outcomes. The effect of two different pedagogical uses of clickers on students’ perceptions was also explored. In the science education classes, clickers were used as tool to identify prior knowledge and prompt discussion, whereas in the mathematics education classes, the clickers were used at the end of lectures to check that learning had occurred. Surveys were conducted in the science and mathematics classes using measures of students’ perception of clickers and their contribution to overall learning. Although analyses of these data revealed positive student support for the use of clickers in enhancing student engagement and learning in both science and mathematics classes, students’ responses in the science education classes were far more positive. Further, the impact of the approach used in science education on pre-service teachers’ science teaching self-efficacy was evaluated. A pre-test and post-test in the scienceeducation class using the Science Teaching Efficacy Beliefs Instrument (STEBI) showed significant increases in science teaching selfefficacy, supporting the effectiveness of the pedagogical approach used in science

Examining the curriculum and assessment framework of the Australian curriculum: science

This paper critically reviews the most recent version of the Australian Curriculum: Science (Australian Curriculum, Reporting and Assessment Authority(ACARA), 2012). The curriculum and assessment framework of the Australian Curriculum: Science is evaluated and aspects of its structure are found to lack some cohesion and definition. These flaws have consequences for school curriculum leaders and teachers of science, in particular those teachers who are less experienced. A flexible model of curriculum interpretation together with assessment criteria and standards is proposed which should facilitate the planning of coherent science programs and allow teachers to make and validate assessment judgements

Introducing Iranian primary children to atoms and molecules

In common with many other countries, the Iranian science curriculum does not introduce primary children to atoms and molecules but instead leaves the teaching of these concepts until high school. This paper challenges this practice and describes the changes in elementary Iranian children’s understanding of atoms and molecules following a 10-h teaching intervention about basic atomic-molecular theory, derived from recently published Australian research. The participants involved in this study are a group of 25 Iranian children aged 9 to 12 years old, who participated in a vacation summer school where they were taught about the structure of atoms and molecules. Thematic and content analysis of children’s written responses and drawings before and after the intervention reveal significant changes in their conceptual thinking. The results also show the extent to which the children can generate microscopic representations of the states of matter from their understanding of atoms and molecules

More Than Coding

In order to prosper as a society, science, technology, engineering and mathematics (STEM) education needs to be a focus for all stakeholders and at all levels. The acronym of STEM was itself coined by the National Science Foundation in the United States in the mid 1990s. The big ideas of science are both interdisciplinary and transdisciplinary and thus provide a conceptual basis for STEM initiatives in education and beyond. By choosing real-world scenarios and challenges as teaching contexts, STEM education is an exciting way of enhancing children’s natural curiosity in science and showing them the relevance of science to their future. There is a global policy push for space to be found to accommodate and integrate STEM learning and teaching into classroom activities. STEM education is certainly much more than the integration of digital technologies into practice. The chapter also presents an overview of the key concepts discussed in this book

Developing information literacy skills of the 6th grade students using the Big6 model

The Big6 model is a systematic approach to information problem-solving that relies upon critical thinking skills. It is the most used model for information literacy instruction in schools worldwide. Since there is a lack of information literacy skills instruction in the educational system of Iran, especially in primary schools, this research evaluates an information literacy intervention in the Iranian 6 th grade science classroom. The study employs a mixed-method explanatory design using a true experimental method with pre-test and post-tests. The qualitative phase investigated the experiences and perceptions of the experimental group. Results show that integrating the Big6 model into the primary science curriculum helps the students to improve their information literacy skills as well as gain a deeper understanding of the research process. Overall, the research contributes evidence to show the effectiveness of a collaborative teaching approach in information literacy instruction. This approach promotes positive attitudes among students towards the school library and the school librarian's role in the educational process