EDU4MTM METHODS OF TEACHING (MIDDLE YEARS)

Science

1st

Your science backgroundPositives and negatives

What is science?

Today

• Lecture• Tutorial/ Workshop – hands on science

activities

In this subject, the Victorian Essential Learning Standards (VELS) and National Curriculum that relate to the Middle Years of Schooling (Years 5-9) are addressed. Students focus on the structure, content and strategies for learning and teaching young people who are at a stage of schooling where they build breadth and depth. Students develop an understanding of the content and approaches in teaching each of the disciplines: Arts, English, Humanities, Mathematics and Science.

The VELS strands of Physical, Personal and Social Learning and Interdisciplinary Learning are taught within the disciplines in an integrated manner providing a context to allow students to explore pedagogical and supportive strategies to enhance both students' learning and well-being during this stage of schooling. Cross curriculum capabilities of literacy, numeracy and ICT are also addressed.

Victorian Curriculumhttp://vels.vcaa.vic.edu.au/overview/index.htmlVELS sample units Out of this World - Level 4http://vels.vcaa.vic.edu.au/support/units/outofthisworld/outofthisworldrevised.pdf The Ins and Outs of Waste - Level 6http://vels.vcaa.vic.edu.au/support/units/waste/theinsandoutsofwaste.pdf Earth Report - Level 3http://vels.vcaa.vic.edu.au/support/units/earth/

Primary Connectionshttp://www.science.org.au/primaryconnections/Primary Connections - units aligned with

the Australian Curriculumhttp://www.science.org.au/primaryconnections/curriculum-resources/

Before you get weighed down by curriculum documentsWhy and how do you teach science?

Why? Science as a human endeavor

society misconceptionsHow?

constructively

But ……1st and foremost make it fun – for you and the students

• If its fun they want to learn • So use strategies that make it fun • Make it relevant• Make it interesting• Make it active• Be prepared to make a mess• Make it relevant to syllabus and assessment

Research suggests that Science should be taught throughhands on activities

• Cooperative learning• Object-mediated learning• Embodied science

Teach science with enthusiasm and teach it constructively

Be aware of the ‘alternative conceptions’ in society

Why the change in emphasis? Alternative conceptions

• Many students at the end of secondary schooling still hold ideas or conceptions that are not in accord with how scientists understand our world

• These scientifically incorrect interpretations are usually called ‘Alternative Conceptions’

Constructivist views on how students learn science

• Characteristics of alternative conceptions resulted in a constructivist view of learning science

• Learning in science can be considered from a personal and social perspective

Constructivist views on how students learn science

• Personal constructivism– Students construct rather than absorb new ideas

– Actively generate meaning from experiences

– Change takes place in learner’s head

– Students construct their ideas and knowledge from everyday experiences

Constructivist views on how students learn science

• Social constructivism– Social and cultural settings impact learning

– Learning of concepts and ideas is constructed through interactions with others

– Participating in a learning community (science classroom) is vital

– Learning is a dynamic process

• Ways in which students engage and participate in the: – knowledge– conventions– practices

of the science community

Discursive practices in science

Constructivist teaching models or schemata

• The 5E model (engage, explore, explain elaborate, evaluate)– Model is based on a number of earlier

instructional models– Comprises exploration, concept development and

expansion– Recently used by the Australian Academy of

Science’s Primary Connections

http://www.science.org.au/primaryconnections/

• Interactive Teaching approach– Model focuses on students questions

– Especially designed with primary teachers in mind

– Consistent with a social constructivist perspective

Constructivist teaching models or schemata

Where does middle years science fit in.

• Background is important what happened before year 5.

• What do they need to know for year 10.• Is there a divide between years 5 and 6

constructivism to year 7 traditional teaching methods.

• How do you bridge that divide?

You should be hooking kids on Science in the Middle Years

• Example volcano or mento’s coke reaction• Can you explain what is happening is it a

reaction or a model???• How can you expand on the ideas.• Science is not magic.• Science is about repeatability and explanation

not just tricks.

Science teaching starts with engagement

• Science day primary school student -‘we did no work we had fun’

• Year 7 student – ‘it is about blowing things up’

What was fun about science when you went to school?

Science examples

• DNA prac• Magnets and separation• Flower 2 colours • Genetics websites• Ant farm• Mythbusters• Fake blood – forensics• Slime• Molecular models and biology cell models

• CSIRO and double helix• Lots of science shows• YouTube (watch it first)• Toy frogs for natural selection• Dinosaur dig• Ecology and puppets• Bird in a cage• Fish or yabby in a bowl (ethics)• Kitchen chemistry science experiments

http://www.fizzicseducation.com.au/experiments/Kitchen%20Chemistry/chemistry.html

Integrated studies – think outside the box

• George’s marvelous medicine and sherbet• Fossils and art Faux fossils• Clay fossils• Build a bridge with straws • Egg drop• Environmental science• Excursions/field trips• Solar kits

Don’t be tricked by DVD’s

• Students have short attention spans• They don’t take notes• They reach for the popcorn• Beware liposuction for digestion video

RISKASSESS for Australian High Schools http://www.riskassess.com.au/

http://www.riskassess.com.au/assets/RiskAssessmentMadeEasy.pdf

Australian Curriculumhttp://www.acara.edu.au/curriculum/curriculum.html

Australian Curriculum Science

Australian Curriculum Science

Middle YearsYears 3-6: typically students 8 to 12 years of age.5.2.2 Years 3–6 (typically from 8 to 12 years of age)

Curriculum focus: recognising questions that can be investigated scientifically and investigating themDuring these years students will have the opportunity to develop ideas about science that relate to their life and living. A broad range of science concepts will be explored. Within these, the unifying ideas of patterns, systems, cause and effect, and evidence and explanation will be developed.

Australian Curriculum Science

•In the early years of primary school, students will tend to use a trial-and-error approach to their science investigations. As they progress through these years, the expectation is that they will begin to work in a more systematic way. The notion of a ‘fair test’ and the idea of variables will be developed, as well as other forms of science inquiry. Understanding the importance of measurement will also be fostered.

Science understanding• properties and uses of materials• forces and motion• forms, use and transfer of energy• structures and functions of living things• life cycles of organisms• living things and the environment• changes on earth and in space• relationship between earth, moon and sun• earth’s resources and their uses.

Science inquiry skills• identify questions and predictions for testing• plan and conduct simple investigations• observe, describe and measure• collect, record and present data as tables,

diagrams or descriptions• analyse data, describe and explain

relationships• discuss and compare results with predictions• draw conclusions and communicate ideas

and understandings.

Science as a human endeavour• consider how science is used in work and

leisure• become aware of science-related careers• recognise the effect of science and

technology on our environment• be aware of the historical nature of

science ideas.

Mythbusters and year 7 students

http://school.discoveryeducation.com/teachers/myth-busters/

School Environment Education Directory North East Victoria

• http://www.seed.vic.gov.au/

Aquatic Environment Education Centre

http://www.alburycity.nsw.gov.au/www/html/522-aquatic-environment-education-centre.asp

SEAR – Science Education Assessment Resources

Can search a large database for science resources

All tasks and assessment are linked to scientific literacy levels

General information about assessment in sciencehttp://cms.curriculum.edu.au/sear/newcms/view_page.asp?page_id=3526

LINKSQuantum Victoriahttp://www.quantumvictoria.vic.edu.au/Ecoportalhttp://ecoportal.net.au/Scale of the Universehttp://htwins.net/scale2/CSIRO - about insectshttp://www.ento.csiro.au/about_insects/index.phpStellariumhttp://www.stellarium.org/

Primary Connectionshttp://www.science.org.au/primaryconnections/Primary Connections - units aligned with the Australian

Curriculumhttp://www.science.org.au/primaryconnections/curriculum-resources/Geological Time scalehttp://www.ucmp.berkeley.edu/education/explorations/tours/geotime/index.htmlNSW Curriculumhttp://www.boardofstudies.nsw.edu.au/

Museum websitehttp

://museumvictoria.com.au/melbournemuseum/discoverycentre/600-million-years/education-resources/?subject=600+Million+Years&searchtype=info&topic=Education+Resources&rs=15

Fizzics Educationhttp://www.fizzicseducation.com.au/index.html

Teachers’ ideas about materials• For more information on the particulate nature of matter,

explore the websites below

http://www.chem.purdue.edu/gchelp/atoms/states.html

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/science/changing_matter/index.htm

Aussie educator

http://www.aussieeducator.org.au/resources/teaching/scienceresources.html

OZ fossils

http://www.abc.net.au/science/ozfossil/

The National Academies Press

• http://www.nap.edu/openbook.php?record_id=4962#content

General information about assessment in science

• http://cms.curriculum.edu.au/sear/newcms/view_page.asp?page_id=3526

Other

http://vimeo.com/17367218http://www.csh.umn.edu/wsh/UnderstandingComplexSystems/index.htmhttp://www.youtube.com/watch?v=XH-groCeKbE

– starlings at OtmoorOld Bernies Pondhttp://www.helensburg-p.schools.nsw.edu.au/TALE/Old%20Bernie's%20Pond

/http://www.aaee.org.au/http://www.vaee.vic.edu.au