National Curriculum: Science. Questions for tomorrow … Associate Professor Manjula Sharma Sydney University Physics Education Research Group (SUPER) Institute for Innovation in Science and Mathematics Education

OBJECTIVE 2 The idea is this. There are two sessions on the National Curriculum. We have a chance now for the teachers to come up with some discussion questions, then they present their question to Brett Mackay and Maree Woods from STANSW tomorrow. It is a chance to ask some well thought out questions. Brett and Maree think this is a great idea. But first some thoughts from me …

Two projects 3 ASELL: Simon Barrie, Mark Buntine, Karen Burke da Silva, Scott Kable, Kieran Lim, Simon Pyke, and Dr Alexandra Yeung Inquiry in schools: Louise Sutherland, Paddy O’Toole, Elizabeth Johnson, Alexandra Yeung Emily Ross, Gina Grant, Maria James

The problem with modern education. “The object of education is not only to produce a [student] who knows, but one who does; who makes [their] mark in the struggle of life, and succeeds well in all [s/he] undertakes; who can solve the problems of nature and humanity as they arise; and who, when [they] know [they] are right can convince the world of that fact… There is no doubt in my mind that this is the point in which much of our modern education fails. Why is it? I answer that memory alone is trained, and that reason and judgment are used merely to refer matters to some authority who is considered final…. To produce [students] of action, they must be trained in action… If they study the sciences, they must enter the laboratory, … H.A. Rowland, “The Physical Laboratory in Modern Education”, Science

“The Physical Laboratory in Modern Education” “The object of education is not only to produce a [student] who knows, but one who does; who makes [their] mark in the struggle of life, and succeeds well in all [s/he] undertakes; who can solve the problems of nature and humanity as they arise; and who, when [they] know [they] are right can convince the world of that fact… There is no doubt in my mind that this is the point in which much of our modern education fails. Why is it? I answer that memory alone is trained, and that reason and judgment are used merely to refer matters to some authority who is considered final…. To produce [students] of action, they must be trained in action… If they study the sciences, they must enter the laboratory, …

APCELL, ACELL & ASELL APCELL began Physical chemistry focus. Evolved to ACELL in All-of-chemistry expansion (+ NZ). Internationalization in 2007 ASELL (S = Science) Sep Biology, Chemistry, Physics. ACDS collaboration (Aust. Council of Deans of Science) ASELL in Schools July 2012.

1. Learner engages in scientifically oriented questions. 2. Learner gives priority to evidence in responding to questions. 3. Learner formulates explanations based on evidence. 4. Learner connects explanations to scientific knowledge. 5. Learner communicates and justifies explanations. (National Research Council, 2000) The 5 Essential Features of Inquiry

Sliding toward Inquiry…

Variations of Inquiry (National Research Council, 2000)

Can teachers identify variations in inquiry?

12 Identifying and designing inquiry There is no consistent meaning of inquiry in literature, and indeed inquiry gets enacted in different ways in curriculum – both in schools and at tertiary level. The Australian Curriculum: Science implicitly advocates inquiry. Project 2: Background

13 Online survey in 2011, 230 sec teachers School - method

14 Online survey in 2011, 230 sec teachers Briefly describe an example of how you have taught science through inquiry in a unit. School - method

15 Online survey in 2011, 230 sec teachers Briefly describe an example of how you have taught science through inquiry in a unit. The Australian Curriculum: Science is based on teaching science through inquiry. Do you think you will change how you teach …. Teaching approach School - method

Years have you taught science? teachers, QLD, Vic, Tas, ACT, NT, NSW

17 Stage 1 Physics class. Students were given the task of designing a method for determining the mass of an unknown object(rock). Students were not given access to balances, scales etc and had to devise a method and make calculations of the unknown object. A variety of methods were adopted and students used methods to effect a solution with variable results. School – teacher # 84

18 Stage 1 Physics class. Students were given the task of designing a method for determining the mass of an unknown object(rock). Students were not given access to balances, scales etc and had to devise a method and make calculations of the unknown object. A variety of methods were adopted and students used methods to effect a solution with variable results. Students had to use previously learned principles and some had to learn a new method using moments of a force. This provided good learning opportunities for all members of the class who worked in teams of 2 to find the answers to their problem. Some methods devised were Comparison with known quantity of water - pulley system. Acceleration of rock on a trolley with a known force and using moments of a force. School – teacher # 84

19 No. Teaching approach I teach Science from an inquiry perspective and continually look for hands on experiences in order to enthuse my students. I see Science as a method of inquiry and encourage my students to seek answers using the Scientific Method. As Head of Science at my school I encourage other teachers to adopt a similar approach to their teaching. School – teacher # 84

20 Household Chemistry for standard to low ability Y9 girls. Students began by researching their favourite makeup. We then investigated colloids, gels, wetting, soaps and hard and soft water in a series of experiments in which they found out what wetting really meant and how water could be made wetter.... As the students progressed through the 8 practicals the information was continuously related back to them and their environment. They found the effect of soap on skin of particular interest. School – teacher # 21

21 … They had to document an account of each prac and were given less and less guidance as they progressed. Practical 1 was basically a copying exercise from the white board but by number 8 they had to do and write up the practical completely on their own. I have done this activity many times and while it takes several weeks to complete I feel it is excellence science. … School – teacher # 21

22 No, I teach most things that way anyway, but I am so old fashioned that I still think students require understanding of underlying principles and knowledge to be able to have a genuine appreciation of science and the inter- relationship of its disciplines. Setting students adrift on self guided voyages of science discovery before they know any facts is total BS as far as I am concerned. At the same time, boring them to death with mind numbing irrelevant facts is equally stupid. Engage, entertain and educate is the way I try to do it. School – teacher # 21

23 Teaching approach I teach it two different ways… very rigorous and theoretical Chemistry and Physics to senior students…a more light hearted, interesting and entertaining manner to re-engage lower ability students. School – teacher # 21

24 Year 9 Electricity Unit begins with students being asked to connect 2 wires, a battery and a light globe to make the light globe work. It proceeds on the basis of what the students want to know next in terms of how the circuit works,... At the end of each class, they write what they want to know next. Logbooks are reviewed at the end of every class to allow focus questions to be generated for the next class. School – examples – # 120

25 No. I already teach science through inquiry. Teaching approach The approach of the science teachers in my school is from the constructivist perspective. School – examples – # 120

26 Year 9 students investigate if iron might be used as a fuel for an internal combustion engine. … They are then shown a kit of equipment that includes iron strips, iron filings, steel wool, chemicals to generate oxygen, a mortar and pestle, and the usual lab equipment, and asked to generate test hypotheses about ways to make the iron burn faster. Safety issues and risk assessments are completed then students work in groups to test their hypotheses. The culminating hypothesis is to find a way to make the iron burn as fast as possible (often achieved by grinding iron filings to a powder then sprinkling it over a flame in a gas jar filled with oxygen). School – examples – # 6

27 Approach Our overall goal is for the science curriculum in Years 5 to 9 to emphasise the ‘everyday science’ (humanistic) approach described by Glenn Aikenhead. Years 10 to 12 science subjects are differentiated into subject areas (Physics, Chemistry, Biology and Marine Science). They are mostly context-based and have significant components of inquiry; however, they include a good deal of traditional content. Yes - We will continue to explore ways to make the science more engaging and relevant. No change, no improvements. School – examples – # 6

28 Strengths Students get the opportunity to think, test, reflect and review. Allows students to believe they have some ownership of what they are doing in class. Provides a deeper level of understanding of the concepts studied.

29 Challenges the paucity of examples of good inquiry-based science learning, the logistics of providing the equipment and materials, and teachers’ facilitation of inquiry-based learning for maximum effect (principally lack of time to collaborate). Students also need some basic knowledge upon which to base their inquiry.

30 In summary-1

31 There are diverse interpretations, practices and beliefs when it comes to inquiry. Resources development Teacher professional development Need a shift to garner the potential embodied in the changes in curriculum towards inquiry In summary-2

Acknowledgements Staff and student delegates Deans for support & leadership HREC at the University of Sydney IISME, SUPER, curriculum boards Funding Agencies Directors Universities