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Griffith Science Education Alliance
• Southern Science Centre of Innovation & Professional Practice (SCIPP)
The Science Education Strategy 2006-09 builds on the achievements of the Spotlight on Science action plan 2003-2006 and responds to the key recommendations of the external evaluation of the action plan.
• Southern Science Centre of Innovation & Professional Practice (SCIPP)
The major focus of the Science Education Strategy 2006-2009 is the provision of targeted high quality professional development for curriculum leaders and both primary and secondary teachers of science.
• Southern Science Centre of Innovation & Professional Practice (SCIPP)
Major focus on Professional Development of primary school teachers in PrimaryConnections
Primary Connections: linking science with literacy
2006 TRIAL
Science education is a priority for the Australian government
National assessments of scientific literacy at Year 6 (2003, 2006) and at Year 10 (2006)
National Consistency of Curriculum Outcomes (NCCO) must be embedded by 2008
Investment in National Science programs- PrimaryConnections, Science by Doing
2006 TRIAL
Science education in primary school is a priority for parents
The top three key learning
areas in primary school were ranked by parents (ASTEC, 1997)
1. English
2. Mathematics
3. Science
2006 TRIAL
Concerns about primary science
Teaching Time
• Primary teachers spend less time on
Science than all other subjects except LOTE
• 41 minutes per week spent on Science on average across P-7
• 2.7% of total weekly teaching time
(Angus et al, 2004)
2006 TRIALConcerns about primary science
Student achievement
• Less than 60% of Year 6 students in 6 of 8 jurisdictions attained the proficiency standard in the 2003 national assessments of scientific literacy (MCEETYA, 2005)
• The science achievement of Australian Year 4 students on the international TIMSS tests has remained static from 1994 to 2002 while countries like the USA, UK and Singapore have now moved ahead of us (Thomson, 2004)
2006 TRIAL
The birth of Primary Connections- a collaborative project
• Australian Academy of Science project
• Funded by Department of Education, Science and Training as a quality initiative under the Australian Government Quality Teacher Program (AGQTP)
• Consulting co-directors in both Science Education and Literacy
• Reference Group consisting of representatives from – Australian Academy of Science– Department of Education, Science and Training– Universities– Literacy, English and Science Educators Associations– State Education Departments– Catholic and Independent Schools Associations
2006 TRIAL
The result is Primary Connections
Professional learning programme
supported by
curriculum resources
2006 TRIAL
Purpose of Primary Connections
To
improve learning outcomes for primary students in science and
literacy
by
developing a professional learning program supported with
curriculum resources
that will
improve teachers’ confidence and competence for teaching
science through developing their science pedagogical content
knowledge.
2006 TRIALResearch findings
Primary Connections was trialled by 106 teachers in 56 schools acrossall states and territories in 2005.
Primary Connections• improved teachers’ confidence, self-efficacy and practice• increased the amount of science taught• had students responding positively to the activities and learning
approach • made a positive contribution to literacy learning and students used
a wider range of forms of representation
• improved the status of science within the school (Hackling & Prain, 2005)
2006 TRIAL
Why is this so?
• Teacher confidence
• Teacher knowledge and skill
• Inquiry pedagogy
• Status of science
• Resources
2006 TRIAL
Five Key features of the curriculum units
• Inquiry and investigative approach
• 5Es teaching and learning model
• Literacy focuses
• Cooperative learning strategies
• Assessment embedded with teaching and learning
2006 TRIAL
Principle 1Teaching and learning about science with an inquiry/investigative approach
2006 TRIALThe role of investigations is to:
actively engage students in learning.
provide an opportunity to learn the skills and processes of investigating.
provide students with an authentic experience of science.
help students develop an understanding of scientific evidence and of the nature of science.
provide a foundation for conceptual development through experience of science phenomena.
2006 TRIALStages of investigating
Planning
Conducting
Evaluating
Processing
2006 TRIAL
Variables table for “fair tests”
What will I change? What will I keep the same?
What will I measure?
Independent variable Controlled variables Dependent variable
2006 TRIAL
Remember:- Cows Moo Softly
• Change something
• Measure something
• Keep everything else the Same
2006 TRIAL
Questions for investigation
What happens to __________________________________________
(dependent variable)
when we change ___________________________________________________?
(independent variable)
How can we describe the effect? _____________________________
(measures)
2006 TRIAL
Principle 2The 5Es teaching and learning model
ENGAGE
EXPLORE
EXPLAIN
ELABORATE
EVALUATE
2006 TRIALThe Primary Connections 5Es model
Phase Focus
ENGAGE Engage students and elicit prior knowledgeDiagnostic assessment
EXPLORE Provide hands-on experience of the phenomenonFormative assessment
EXPLAIN Develop science explanations for experiences and representations of developing conceptual understandingFormative assessment
ELABORATE Extend understandings to a new context or make connections to additional concepts through a student-planned investigationSummative assessment of the investigating outcome
EVALUATE Students re-represent understandings and reflect on their learning journey and teachers collect evidence about achievement of outcomesSummative assessment of the conceptual outcomes
2006 TRIAL
Principle 3Why link science and literacy?
• To represent ideas and information
• To enable students to represent and communicate their understandings
by learning the literacies of science
• To provide a science context and a purpose for literacy learning
2006 TRIAL
Scientific literacy is a high priority for all citizens, helping them
to be interested in, and understand the world around them,
to engage in the discourses of and about science,
to be sceptical and questioning of claims made by others about scientific matters,
to be able to identify questions, investigate and draw evidence-based conclusions, and
to make informed decisions about the environment and their own health and well-being.
(Goodrum, Hackling & Rennie,2001, p. 7)
Scientific literacy
2006 TRIAL
Literacy's of Science
Scientists use specific forms of language and literacy to
learn about, represent and communicate their findings
including:• Data charts and tables• Graphs• Diagrams• Text• Headings• Measurements and units of measurement• Numbers
2006 TRIAL
Principle 4Co-operative learning strategies
• Director
• Speaker
• Manager
Each role has specific dutiesand responsibilities as thestudents work through theactivities.
Working in cooperative learning teams enables students to share their experiences and consider different points of view
2006 TRIALPrinciple 5Linking assessment with teaching and learning
PHASE OF THE MODEL ASSESSMENT FOCUS
ENGAGE PHASE DIAGNOSTIC
EXPLORE PHASE FORMATIVE
EXPLAIN FORMATIVE
ELABORATE SUMMATIVE (investigating)
EVALUATE SUMMATIVE (concepts)
2006 TRIAL
Assessment activity
Draw arrows on the diagram to show any pushes and pulls.
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Professional Learning Programme and curriculum resources
• Professional learning workshops• Training by professional learning facilitators• Professional learning modules:
Introduction to Primary Connections The 5 E’s Model/ Cooperative Learning Assessment Investigating Literacies of Science
• Curriculum resource: each unit book costs $13.75, including postage and handling.
2006 TRIALCurriculum resource organisation
2006 TRIAL
Southern Science Centre of Innovation & Professional Practice (SCIPP)
Major focus on Professional Development of primary school teachers in PrimaryConnections
2006 TRIAL
South Coast Region
• Gold Coast and LAB Districts
• 11 clusters
• 83 state primary schools
2006 TRIAL
Regional Implementation Plan 2007
• Cluster based
• Commence Semester 2, 2007
• Awareness raising -HOC meetings, Curriculum conferences, Principal meetings
• Upskilling of 2 day trained PC teachers to facilitators (4 teachers)
• Funding of 2 day training for teachers within region (10 teachers)
• Teach the teacher/ train the trainer?
• Initial clusters (Cluster 6 and Alliance 15)
• HOC professional learning days held at Griffith Term 3, 2007
2006 TRIALConnecting with Science
A model for regional PrimaryConnections implementation across the South Coast Region
The Southern SCIPP
2006 TRIAL
Connecting with Science- Trial Term 4, 2007
• Mid Coast Community of Schools ASSISTM grant
• Merrimac SS, Broadbeach SS, Miami SS, Caningeraba SS, Burleigh Heads SS
• Whole day school engagement
• Science on the GO! show
• Teacher professional development
• Teaching consultant held in class workshops
• Total number of teachers engaged across the cluster 143
• Total number of students engaged across the cluster 3068
2006 TRIAL
Teaching Consultants
Science on the GO!
CSIRO
GC Waterwatch
QBEN
S.E. Catchments
The Southern SCIPP
Griffith University Pre-Service Teachers – P.C.
Gold Coast Coastal Management
Broadbeach SS, Upper Coomera SS, Redlands SS
Helensvale SHS
Robina SHS
Tallebudgera Beach School
2006 TRIAL
2006 TRIALConnecting with Science 2008
• Whole school engagement
• Science on the GO! student engagement
• SCIPP led professional development of teaching staff
2006 TRIAL
Ten Point Plan
1 Initial contact with the target cluster
• Cluster Principals Meetings
• Address the principals of the target cluster and present model for Connecting with Science Days
2 Primary Connections trained teacher meeting
• Two and Three-day trained Primary Connections teachers/facilitators
• Gathering of all two and three-day trained Primary Connections teachers/facilitators from a cluster to discuss their role in the ongoing support of Primary Connections.
• Trained teachers to act as first point of call for teachers with questions or needing advice.
2006 TRIAL
Ten Point Plan
3 Meeting with Heads of Curriculum (HOC’s) or Science Coordinators
• HOC’s/ Science Coordinators
• Meet with HOC’s/ Science Coordinators to discuss implementation of Connecting with Science Days in their particular schools.
• Initial planning for the days as well as timetabling for Introductory Professional Learning workshop.
4 One week prior to Connecting with Science Day Introductory Professional Learning workshop
• Teachers participate in a 90 min workshop at their school that introduces Primary Connections and introduces the teachers to the inquiry based investigation that they will implement in their class on the Connecting with Science Day.
2006 TRIAL
Ten Point Plan
5 Baseline data survey
• Teachers are presented with a survey to establish baseline data on their current science teaching practices.
• SCIPP funded research into current Teaching and Learning practices
6 Connecting with Science Day
• Teachers/ Students
• Whole school science day.
• Teachers professionally developed.
• Students immersed in Science on the GO! show and teacher led investigations from Primary Connections units.
2006 TRIAL
Ten Point Plan
7 Principal reflection
• Two weeks after Connecting with Science Day
• Sharing of data from surveys.
• Reflections on Connecting with Science Days
8 HOC/ Science Coordinator recall
• One Semester after Connecting with Science Day
• Cluster HOCs/ Science Coordinators recalled for reflection on the implementation of Primary Connections throughout their schools/ cluster and to discuss additional support that could be provided.
2006 TRIAL
Ten Point Plan
9 Ongoing Support
• Ongoing support offered in the form of trained Primary Connections teacher and Science Centre of Innovation and Professional Practice (SCIPP) Primary Coordinators (Randall Hall and Dale Pearse)
10 Sharing
• Through network meetings and an online forum established on The Learning Place called The Southern SCIPP Primary Teachers Community teachers can share their experiences of teaching and learning through Primary Connections and post questions that can be answered by other Primary Connections teachers.
• Teachers will also be encouraged to share units written in the Primary Connections model with other teachers.
2006 TRIALConnecting with Science
How does it work?2 x Professional Development sessions for staff
Session 1 - run at a staff meeting
• Introduction to PrimaryConnections
Session 2 -whole school Connecting with Science Day
• Schools of over 300 students split into 2 groups P-3 and 4-7
• Groups of students attend the dynamic Science on the GO! show
• Students supervised by admin/specialist teachers/ teacher aides
• Teachers released for 90 min PD in PrimaryConnections
• Teachers conduct an inquiry based investigation with their own class, supported by SCIPP resources
• Teachers produce a literacy item based on science investigation
2006 TRIAL
Connecting with Science
• 5 schools in South Coast region Term 4, 2007
• 19 schools in South Coast region by end of Term 1, 2008
• 447 teachers have received 2 x professional learning sessions in South Coast Region
2006 TRIAL
Connecting with Science
• 11016 students engaged
• Science on the GO! show
• Fully supported teacher guided science investigations
2006 TRIAL
Why have a Connecting with Science day?
• Teacher confidence• Teacher knowledge and skill• Inquiry pedagogy• Status of science• Federally funded/ National role-out • Pre-Service teachers exposure• Full staff PD with no TRS• Whole school engagement• Ongoing support from SCIPP• Easy organisation fully supported by SCIPP resource package• Professionally run PD sessions• Positive feedback• Complete set of PrimaryConnections units supplied by SCIPP• School profile
2006 TRIAL
Connecting with Science
The story so far….
• 24 schools Connected
• 16 schools booked for Term 3, 2008
• 48% South Coast Region schools
• Funding til the end 2009
2006 TRIAL
Science Education Initiatives
2006 TRIAL
Science Shows
GU Discovery Science Club
Curriculum Linked Units
In-Class workshops
GU Science Resource Library
Community Science
Science Camps
GCCC Water Saver Program
Peer Mentoring
Outreach: Science on the GO!
2006 TRIAL
Uni for a Day, the GU experience
Shadow a Scientist
GU Lab Experience
Professional Development
Discovery Lecture Series
In-Reach: On-Campus Activities
2006 TRIAL
Secondary School
Primary School
Off-Campus
On-Campus
Clusters
Science on the GO! - Units
Accelerated Entry Program – Chemistry/ Physics
Professional Development/ Curriculum Development
2006 TRIAL
Schools Science Trivia Challenge
Siemens Science Experience
Sustainable Living Challenge
RACI O’Donnell Lecture Series
RACI Chemistry in Schools
RACI Titration Comp
GC Science Comp
Myth-Busters
Sci. and Eng. Challenge
Innovators of the Future
Annual Events
2006 TRIAL
Eco-Centre
GCCM – Coast Ed
SEQ Fire and Biodiversity Consortium
Tallebudgera Beach School
Jacobs Well Environmental Education Centre
Numinbah Environmental Education Centre
Gold Coast Water
Polar Bears International
Science Out-Reach Centres/ Community Partners
2006 TRIALThe Primary Connections Team in the Southern SCIPP
Randall [email protected]
555 27208
Dale [email protected] 28341