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ED 2726 Key Learning Area: Science and Technology Lecturer:Julie Maakrun

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Presentation on theme: "ED 2726 Key Learning Area: Science and Technology Lecturer:Julie Maakrun"— Presentation transcript:

1 ED 2726 Key Learning Area: Science and Technology Lecturer:Julie Maakrun

2 Discover Science Try this at home: Fill a plastic bag 2/3 full with water. Hold the bag tightly closed at the top. Stick a sharp pencil straight through the bag and leave it there. What do you think will happen?

3 UNIT OVERVIEW Presentation & Lesson Plan 30% (15% hardcopy; 15% lesson presentation) Week 6 Interview Research 30% Week 10 Exam 40% Fleer, M. & Hardy, T. (2001) 2nd Edition Science for Children- Developing a Personal Approach to Teaching, Pearson Education Australia: Frenchs Forrest NSW. Please visit Blackboard regularly for announcements and resources

4 Required Readings * NSW Board of Studies K-6 -Foundation Statements -Key Learning Area – Science and Technology *Primary Connections

5 Assessment Tasks Assignment 1 - Pairs Part A - (15%): Micro lesson presentation – pairs to be decided in tutorial session 1 – Week 6 presentations approx 10 minutes Part B – (15%) Hard copy of lesson plan

6 Assessment Tasks Assignment 2 – Interview Research (30%) Week 10 Exam – details to follow

7 General requirements You must be prepared to study the prescribed materials as well as read widely ALL components of the assessment tasks must be attempted and submitted for assessment Please type all written aspects of the assignments and please do not present these in display books or plastic sleeves Stapled is preferred All assignments must have a front cover sheet and be handed into the assignment box at the School of Education by the date and time specified in the unit outline.

8 Attendance Students are expected to attend all tutorials It is also expected that due to the interactive nature of the tutorials that all students will be active participants in all activities. Students who do not attend 85% of the scheduled workshops may not be permitted to sit the examination Readings – It is assumed these will be read prior to each workshop

9 Extensions and penalties Extensions must be applied for at least a week in advance of the due date of the assignment and will not be granted unless there are exceptional circumstances An assessment item submitted after the due date is subject to the penalty of 10% deduction of the total value of the item for each day that it is overdue. All assessment items must be submitted even if they are overdue.

10 Grades Students will be awarded letter grades. No numerical scores will be given, only grades.

11 Notes and Handouts As attendance is expected at lectures, additional copies of notes and handouts will not be available beyond the day of the lecture. It is expected that you will find and copy appropriate notes you require for missed lectures.

12 What is science?

13 Science means knowledge. A way of knowing and finding out about other living things, the world we live in and ourselves (Young and Elliot, 2003).

14 What is science? Science raises the question why…? For example, I wonder why my boat sinks when I put it in water?

15 What is technology? Technology raises the questionHow…? For example, I want my boat to float. How can I make it float? What technology could assist me? Technology relates to tools, machinery, problem solving and how things work.

16 New Science Gadgets This is what science does… SClmgcxD0c&feature=channel SClmgcxD0c&feature=channel

17 Approaches to science and technology Various approaches have been used to teach children science: Pre 1960s witnessed structured and directed learning of concepts 1980s saw hands-on discovery learning which emphasised skills Today the more interactive approach is used and builds on these two earlier approaches.

18 Fleer, Jane and Hardy 5 approaches in Science A transmission approach A process approach A discovery approach An interactive approach A cultural – historical approach

19 The interactive approach The interactive approach sees the educator and the child having an active role to play (Fleer and Hardy, 1996). What is a significant role for the teacher? Ask open ended questions and please avoid the empty narrow question What is it?

20 P.O.E In science we never get a yes or no answer-we get a yes or a no under certain conditions Predict Observe Explain

21 A Hypothesis Educated guesses? Logical statements that make testable predictions Eg seedlings Children know that seedlings need light and water to grow How much?

22 The scientific method

23 You test the theories using the scientific method E harmony cience cience

24 No topic can be boring in science We always make the children detectives

25 Why and How? Mood rings have a stone that is supposed to change colour to show your emotions. Do they work? Egg in a bottle test

26 What science words can you remember?

27 Visualise a scientist


29 What is a scientist? Draw-a-scientist-activity-test (1983) by Chambers Revealed : stereotypical images Lab coat Glasses Facial hair Solutions Books and filing cabinets etc

30 What does a scientist look like? /index.html /index.html

31 Stereotypical images As teachers we need dislodge the stereotypical image of how students perceive science Why? Minorities and females are an endangered species.

32 How we can change distorted perceptions? Include guest speakers Research projects that draw on interviews and reading biographies More investigations and experiences in your lessons Be aware of biased communication (self-awareness) Develop career awareness and provide information about science careers

33 Science and Technology Syllabus and Support Document (1993) The document for Science and Technology into 2 parts: 1. The Syllabus and 2. The Support Document

34 Science experience The nature of the learner -Valued as individuals -Interact, connect, investigate, communicate, design, make, do & reflect -purpose, appropriate, challenging & rewarding -Environments are secure, caring, structured and supportive

35 Science Experience The needs of the learner -Language -Gender -Ethnicity -Culture -Learning difficulties -Special talents (page 35-42 syllabus)

36 Science and Technology k-6 Stage 1 – K- 2 i.e getting about - Exploring vehicle movement Stage 2 – 2-4 i.e out and about - Using gears and cogs Stage 3 – 4-6 i.e on the move - Making transport environments safer

37 The 6 Content Strands Built environments Information and Communication Living Things Physical phenomena Products and Services The Earth and its Surroundings

38 The 3 Skills Strands Investigating Design and making Using technology

39 Values & Attitudes Towards themselves Towards others Towards science & technology

40 Aims and Objectives Aim – develop C.C.R Objectives -Knowledge and Understanding, i.e built environments -Skills, i.e design a built environment -Values and Attitudes, i.e develop values towards certain others

41 Why Outcomes? Helps with balance, scope & sequence when programming Helps with assessment of students Help with identifying areas that need particular emphasis when programming

42 Learning processes The process of investigating The process of designing and making The use of technology

43 Support Document Units of work Teaching strategies Suggested resources

44 Assessment and evaluation Assessment = students strengths, needs, abilities and achievements Evaluation = teaching programs, policies and procedures.

45 Strategies for assessment Observation Listening Student-teacher discussions Student explanation and demonstration Structured interviews Samples of student work Pen and paper test

46 Program evaluation Program evaluation should be ongoing A collaborative approach

47 Next Week How do children learn in science?

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