ED 5221 Primary Science Deirdre Westerhout 20172147

ED 5221
Primary Science
Assignment 1, Part B Science Summary

Critical Reflection of Science Education in Australia including an

evaluation of Effective teaching strategies in Science

Deirdre Westerhout
17 October 2017

Assignment 1B: Science Summary 0

ED 5221 Primary Science Deirdre Westerhout 20172147

Science has played a fundamental role in the advancement of society. Much of what

we take for granted technology, medicine, energy, construction, agriculture has

been the result of scientific exploration, experimentation and discovery. Science

drives the vehicles that propel us into the future. However, at a time when demand

for science expertise is growing, governments and industry have raised concerns

about the declining number of students under-taking science studies and the

subsequent shortage of science professionals in the Australian workplace (Tyler,

2007). Research indicates if students are not switched-on to science by the ages

11 14, they will not continue with science studies; a sobering thought for educators

in the primary school space. The challenge for teachers is therefore how best to

teach, encourage and support future scientists in todays education system.

Science education is about much more than producing the next generation of

scientists. Its true value lies in creating scientifically literate individuals who are able

to engage more effectively with important issues in the world around them, such as

climate change, renewable energy, cloning and nuclear power (Rennie, Goodrum &

Hackling &, 2001). Helping students develop science content knowledge, inquiry

skills, scientific literacy and a scientific approach to thinking gives them confidence

to challenge information, question why and investigate everyday issues.

In their article Approaches To Enhance Science Learning, Campbell & Chealuck

(2015) point to several evidence-based approaches to science education aimed at

engaging students and eliciting deep understanding. While varied, most of these

Assignment 1B: Science Summary 1

ED 5221 Primary Science Deirdre Westerhout 20172147

approaches are rooted in a constructivist theory of learning which states children

construct their own understanding and that learning is enhanced through social

interaction and building on previous experiences. Guided Discover, Inquiry Learning,

Problem Solving and Project Approach are among these constructionist teaching

approaches. Research has shown that students whose teachers supported a

constructivist approach made significant gains in the level and depth of their

learning (Skamp, 2011, p34), and children taught in a project-based or inquiry

approach find the learning more meaningful, satisfying and enjoyable (Wise, 1996;

Hugerat, 2016; Skamp, 2011).

The Guided Discovery approach encourages students to investigate topics of

interest with the teacher as co-investigator, asking effective questions that

encourage further explorations. This approach recognises science as occurring

everywhere - incidental science and it is the teachers role to recognise this and

draw out these experiences into learning on the spot (Campbell & Chealuck. 2015).

Teaching strategies in this approach include questioning, targeted exploration,

conversations about the topic, drawing pictures and making observations. These

types of activities are generally easy to complete and can be done without

diminishing the interest and curiosity of the student. This approach can be rich with

opportunity, however requires the teacher to have significant science content

knowledge and the confidence to draw on it to teach at any moment.

Assignment 1B: Science Summary 2

ED 5221 Primary Science Deirdre Westerhout 20172147

Project and Problem-based Learning approaches are both student-centred and

involve collaborative learning skills a key aspect of science learning. Here students

work in groups to solve a problem and achieve deep learning through the process of

inquiry. These approaches can include activities such as discussion, brainstorming,

using concrete examples (i.e. models, pictures, simulations), and sharing their

findings. They also promote critical thinking and challenge students to engage in

higher order thinking to solve the problem. Teaching involves autonomous

investigation, positive interdependence (where each group member needs the

others to fulfill the task), and individual accountability (Jolliffe, 2007). This focus on

collaborative learning is an important feature as it mirrors the team-based approach

of modern scientists, researchers and industry, working in a connected world (Tyler,

2007). While such lessons appeal to the hearts and minds of students (and

teachers), they require significant time to explore and complete time which is not

always available in a busy school setting.

Intentional Teaching and Process Skills Approach are two teacher-driven strategies

that involve the teacher initiating a specific learning focus and teaching students a

particular skill, respectively. Strategies used in intentional teaching include children

talking (to clarify ideas and direct thinking), direct instruction by teachers/guest

speaker/visitor, modelling, demonstrations and experiments.

Process Skills teaching is crucial in developing specific scientific skills (i.e.

observing, comparing, measuring, predicting), scientific literacy, and confidence to

carry out investigations. Teaching strategies include direct and indirect instruction,

Assignment 1B: Science Summary 3

ED 5221 Primary Science Deirdre Westerhout 20172147

demonstration, experiments, journaling, concept cartoons and annotated drawings.

Campbell & Chealuck (2015) qualify the importance of skills development saying: it

is only one part of science learning and should always be complemented with other

approaches (p 71).

The Interactive or Inquiry-based approach to learning science is the most current

and widely utilised approach. Here students are encouraged to ask their own

questions and explore the topic, while the teacher provides resources and guides

and scaffolds the explorations (Campbell & Chealuck, 2015). This approach

underpins the Primary Connections Linking Science with Literacy program

developed by the Australian Academy of Science for use in Australian schools.

Utilising cooperative learning strategies, Primary connections is aligned with the

Australian Curriculum Science, and embeds assessment into the teaching and

learning process (Hackling, Peers & Prain, 2007). The program provides teachers

with topic-specific background information, resources, activity and lesson ideas, as

well as a comprehensive five-step guide to teaching a unit of work the 5Es model

encompassing Engage, Explore, Explain, Elaborate, Evaluate (Fig 1). An advantage

of this program is the didactic nature of the instructional materials and tremendous

support provided to teachers in the field. Assessment is facilitated within each phase

and can involve observation, work samples, conversations, testing and

presentations.

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ED 5221 Primary Science Deirdre Westerhout 20172147

From this brief overview it can be seen that the nature of science education is

changing for the better. Engaging and interactive strategies, use of technology,

student-centered approaches and contextualised learning hold great promise for the

next generation of thinkers. The challenge now lies with schools and educators to

implement science education worthy of the 21st century.

5E Approach to Teaching Science

Engage students and elicit prior knowledge

Engage Diagnostic assessment

Provide hands on experience of the phenomenon

Explore Formative assessment

Develop scientific explinations for observations and represent

developing conceptual understanding. Consider current
Explain scientiific explinations.
Formative Assessment

Extend understanding to a new context or make connections

to additonal concepts through a student-planned
Elaborate investigation.
Summative Assessment of the science inquiry skills

Student re-represent understandings, reflect on learning

Evaluate journey and collect evidence about achievement of outcomes.
Summative assessment of conceptual outcomes

Figure 1 Primary Connections 5Es process

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ED 5221 Primary Science Deirdre Westerhout 20172147

References

Australian Academy of Science, 2012, Primary Connection Linking Science with

Literacy Australian, Academy of Science, Canberra

Campbell, C. & Chealuck, K, 2015. Approaches to enhance science learning. In

Campbell, Coral, Jobling, Wendy and Howitt, Christine (ed), Science in
early childhood, Cambridge University Press, Melbourne, Vic., pp.67-84.

Campbell, C., & Chittleborough, G. (2014). The "new" science specialists:

Promoting and improving the teaching of science in primary
schools. Teaching Science, 60(1), 19-29.

Hackling, M. W., Peers, S., & Prain, V. (2007). Primary Connections: reforming
science teaching in Australian primary schools. Teaching Science 53(3),
12-16.

Hugerat, M. (2016). How teaching science using project-based learning strategies

affects the classroom learning environment. Learning Environments
Research, 19(3), 383-395. doi:10.1007/s10984-016-9212-y

Jolliffe, W. (2007). Cooperative learning in the classroom: Putting it into

practice (New ed.). Thousand Oaks, Calif;London;: Paul Chapman.
Chapter 6

Koch, J. (2010). Science stories: science methods for elementary and middle school
teachers (4th ed.). Canada: Wadsworth Cengage Learning, Ch. 13.
Retrieved from:
https://learnit.nd.edu.au/bbcswebdav/library/Library%20Content/2017/koch
2010.pdf?target=blank

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ED 5221 Primary Science Deirdre Westerhout 20172147

Rennie, L. J., Goodrum, D., & Hackling, M. (2001). Science teaching and learning in
australian schools: Results of a national study. Research in Science
Education, 31(4), 455-498. doi:10.1023/A:1013171905815

Skamp, K. (2012;2014;2011;). Teaching primary science constructively (4th;4; ed.).

South Melbourne, Vic: Cengage Learning. Chapter 1

Tytler, R. (2007). Re-imagining science education: engaging students in science for

Australias future.Australian Education Review 51. Retrieved
from http://research.acer.edu.au/aer/3/

Wise, K. C. (1996). Strategies for teaching science: What works? The Clearing
House, 69(6), 337-338. doi:10.1080/00098655.1996.10114334

Assignment 1B: Science Summary 7