Methods for multimodal analysis and representation of teaching-learning interactions in primary science lessons captured on video

Video-based classroom research is opening-up exciting new insights into how teachers generate productive opportunities for student engagement in quality learning, reasoning and the development of their scientific literacy. The significant role played by multimodal representations in learning and teaching becomes evident through the medium of video and its analysis. Classroom research that is framed from social constructivist, sociocultural, activity theory and social semiotic perspectives highlights the social interactions involving multimodal representations which are used to communicate science ideas and also act as semiotic resources for meaning making. Social and cognitive processes of co-constructing meaning are mediated by talk, embodied representations such as gesture and role play, graphical and textual representations. Video offers unique affordances to capture the multimodality of these representations and interactions (Flewitt, 2006), however, new methods of documenting, transcribing and re-representing such data are needed to capture the rich multimodality of the data (Bezemer & Mavers, 2011). This paper outlines research methods developed to analyse and represent classroom video data collected in a study of primary science teaching and learning funded by the Australian Research Council

Fostering scientific literacy and critical thinking in elementary science education

Scientific literacy (SL) and critical thinking (CT) are key components of science education aiming to prepare students to think and to function as responsible citizens in a world increasingly affected by science and technology (S&T). Therefore, students should be given opportunities in their science classes to be engaged in learning experiences that promote SL and CT, which may trigger the need to build and develop knowledge, attitudes/values, thinking abilities, and standards/criteria in an integrated way, resulting in their ability to know how to take responsible action in contexts and situations of personal and social relevance. This paper reports on a study to design, implement, and assess science learning experiences focused on CT toward SL goal. Results support the conclusion that the learning experiences developed and implement- ed in a grade 6 science classroom had a significant influence on the students’ CT and SL. Within this elementary school context, the theoretical framework used appears to be a relevant and practical aid for developing learning experiences that promote CT/SL and in supporting teaching practices that are more in line with the goals of critical scientific literacy

Secondary science teacher education in Australia

This chapter describes and discusses initial teacher education programs in Australia for secondary science as well as professional standards for continuing science teacher education. The chapter begins with a brief overview of secondary science education reforms following with a discussion of administration related topics, such as admission to teacher education programs, program accreditations, and science teacher registrations. The chapter describes the required structure and content of initial science teacher education programs, with an emphasis on content knowledge (CK), pedagogical knowledge (PK), and professional practice. There are five priority areas for Australian teacher education, including the education of Indigenous students, classroom management, literacy and numeracy education, the role of information and communications technologies (ICT) in teaching and learning, and the education of students with special needs. The chapter also describes expectations regarding the content and PK for practicing secondary science teachers and the factors driving changes and enhancements to the knowledge require for effective teaching of science. The chapter closes with consideration of the issue of out-of-field teaching which is a particular challenge for remote and other hard-to-staff schools

Perceptions and Pedagogy: Exploring the Beliefs and Practices of an Effective Primary Science Teacher.

Effective science teaching is vital for improved student learning outcomes in primary school science. Therefore, there is a need to tease out the components of effective science teaching to better understand what effective primary teachers do in their classrooms and why they do it. Four primary teachers, each nominated as effective science practitioners by a professional colleague, entered into this research study. This \u27entry\u27 phase involved gathering information from classroom observations and teacher interviews to provide background information about the beliefs and practices of these teachers. This paper reports on the findings drawn from one teacher - \u27Deanne\u27

Slowmation: A multimodal strategy for engaging children with primary science

Multimedia technologies such as Slowmation can be used to enhance curriculum resources and support innovative teaching methods. This case study research of a rural multi-aged class of primary science students included analyses of classroom captured video and interview data from a term long module on Astronomy. The study explored how students\u27 engagement in the construction of a Slowmation impacted on their use of science discourse and multi-modal representations of key concepts. Intentionally crafted learning and teaching with Slowmation promoted the development of students\u27 scientific literacy and engendered a joy of science learning

Examining the Beliefs and Practices of Four Effective Australian Primary Science Teachers

With trends across many countries still indicating the decline of student interest in school science and diminishing numbers of students studying science beyond the compulsory years, it seems that the field remains in crisis. To address these unfortunate trends, there needs to be a greater emphasis on science education research that highlights the good news stories. For example, what are science teachers actually doing in their classrooms to increase student interest and understanding in science? This article focuses on the science teaching beliefs and practices of four Western Australian primary school teachers. The teachers were nominated by a professional colleague as effective practitioners. The study involved gathering information from classroom observations and teacher interviews to provide background information to assist in developing understandings of these teachers and their science teaching. This article reports on the initial findings drawn from Deanne A, Kate B, Lisa C and Rebecca D. Their practices were organised into the following six categories: classroom environment; conceptual knowledge and procedural skills; teaching strategies and approaches; student-specific considerations; teacher-specific considerations; and context-specific considerations. In examining the components contributing to these categories, it was evident that the teachers’ beliefs, as well as the contextual factors inherent in each classroom environment, influenced how and why they teach science in the ways they do

Enhancing classroom discourse in primary science: The puppets project

Managing classroom discussions that maximise learning through the phases of inquiry in primary science requires a rich repertoire of teacher knowledge and skills. Twelve teachers participated in a professional learning program focused on building teachers\u27 knowledge, confidence and self-efficacy for managing classroom discourse and using puppets to engage students in discussions. The teachers developed sophisticated understandings about the role of discussion in supporting learning and made signficant gains in confidence and self-efficacy for managing classroom discussions. Following the professional learning intervention, the teachers asked more open questions eliciting students\u27 ideas and explanations, increased the proportion of student talk in discussions and the number of elaborated utterances made by students