Science and Technology Education @ U.C. Faculty of Education

National Science Week 2010

2010-08-14T20:39:00.000-07:00

National Science Week 2010 14th to the 22nd of August.

Science by Doing, engaging students with science

2010-08-11T18:04:00.000-07:00

Science by Doing is a national initiative that aims to actively engage junior secondary school students in learning science through an inquiry-based approach. The project is manage by the Australian Academy of Science in partnership with CSIRO, the Australian Science Teachers Association and the education systems of the states and territories. The Australian Government through its Department of Education, Employment and Workplace Relations funds the project. For more infromation go to the Australian Academy of Science website.

Education for Sustainability in the Primary Curriculum

2010-08-11T16:56:00.000-07:00

Education for Sustainability in the Primary Curriculum: A Guide for Teachers by Littledyke, Taylor and Eames (2009) published by Palgrave MacMillan is available at the UC Book CoOp.

Education for Sustainability is a top priority in the present international climate, where the media is dominated by environmental, social, political and economic concerns about current problems that will affect our future. As young children will become the next generation of adults, it is vital that they are educated abut sustainability issues, so they can be critically aware of the problems our society faces and takes positive action to help preserve their future in a rapidly changing world. While teachers are generally concerned about sustainability issues, perceived constraints of current curriculum priorities commonly inhibit Education for Sustainability from being developed in many classrooms.

This text address this dilemma by showing how EfS can be developed within and across all areas of the primary curriculum in the Australian context. The book provides suitable approaches and examples of activities to support teachers so they can address the State, Territory, National requirements for teaching all the primary curriculum learning areas, while also addressing EfS to promote knowledge of, positive attitudes towards and suitable action for sustainability in relevant, meaningful, enjoyable and creative ways. This is a valuable resource for all early childhood, middle school teachers who wish to make a real difference to educating children for the future.

EfS study released

2010-07-19T19:43:00.000-07:00

The Australian Research Institute in Education for Sustainability (ARIES) has just released its latest study - Mainstreaming Education for Sustainability in Pre-Service Teacher Education in Australia: Enablers and Constraints. The study reported here is the third stage in a project to mainstream education for sustainability (EfS) in pre-service teacher education. The project began with a review of change processes to identify an effective model. The whole-of-system/action research model of effective change was then piloted in the Queensland education system. This report presents the findings of further pilot project to test this model and to identify enablers and constraints to mainstreaming EfS in NSW and the ACT teacher education systems.

The program brought together representatives of education related institutions to discuss barriers and plan action that might be undertaken.

science rocks!

2009-04-14T17:24:00.001-07:00

For many years science has been viewed as the domaine of the weird scientist, wearing the lab coat, messy hair, glasses, things in the pocket, and mostly men. If you ask anyone to draw a scientist you will most likely see the above being included. You can try this activity with very young children and they will provide you with the very same drawing. What we need to ask ourselves is how do we move beyond these conceptions, how as educators do we get children to reimagine this stereotype? Fristly, talking about this misconception or stereotype with children is very important as a means to re-think this image. Get children to think about the different kinds of scientists in our society and the various jobs they do. Get a scientist to visit your class so children can see for themselves what an actual scientist looks like in the flesh. Reinforce to the children in your class that we are all scientists in our daily lives. Get them to think about how this might be, ask them to talk about how science and technology surrounds them and how it helps them everyday. I think asking the BIG questions is very important from an early age. I remember doing this activity in my own class and at the end of the lesson one young fellow stated that scientists are cool and that science rocks! Still trying to work that one out!

Science courses nearly extinct in elementary grades, study finds

2008-09-25T16:43:00.000-07:00

Story by Nanette Asimov of the San Francisco Chronicle
The third-graders looked puzzled when asked what they liked best about science. No answer.
OK, then, next question: "What is science?" a visitor asked the children in a hallway at Bessie Carmichael Elementary School in San Francisco.

"Science is like art," said Manuel, 7, who let that cryptic response hang in the air as he ducked away.
He might have meant that both can open the heart to beauty. Or maybe he was saying that science, like art, is something students don't get much of these days in elementary school.
If it were the latter, a new survey of 923 Bay Area elementary school teachers would agree.
About 80 percent of those teachers said they spent less than an hour each week teaching science, according to researchers from the Lawrence Hall of Science at UC Berkeley and from WestEd, an education think tank based in San Francisco.
In contrast, a national study seven years ago found elementary school science instruction averaged more than two hours per week, said Rena Dorph, the lead researcher on the new study.
"It's alarming because it's a very short amount of time per week dedicated to a subject that's considered a core subject in schools," said Dorph, who is director of the Center for Research, Evaluation and Assessment at the Lawrence Hall of Science.
Understanding science helps children learn to think and solve problems while questioning the world around them, Dorph said.
There is also evidence that people who go into scientific fields generally learned to love science as children, she said.
And as a practical matter, colleges require applicants to have taken science in high school.
"And how are you going to understand high school science if you haven't had it before fifth grade?" Dorph asked.
Her research team - reviewing responses from more than 80 Bay Area school districts as well as the teachers - made other sobering findings about elementary science instruction in Bay Area schools:
-- About 16 percent of the elementary teachers said they spent no time on science at all. (Most taught at schools that had missed the reading and math benchmarks of No Child Left Behind and were trying to catch up.)
-- Most kindergarten to fifth-grade students typically had science instruction no more than twice a week.
-- Ten times as many teachers said they felt unprepared to teach science (41 percent) than felt unprepared to teach math (4 percent) or reading (4 percent).
-- Fewer than half of Bay Area fifth-graders (47 percent) scored at grade level or above on last spring's California Standards Test in science. (Only fifth-graders are tested in science at the elementary level.)
"The demands of No Child Left Behind have made it almost impossible to devote enough time to science," said Melinda Dart, a fourth-grade teacher at Wilson Elementary School in Daly City's Jefferson Elementary District.
Dart was not among the anonymous hundreds surveyed by the researchers. But she agrees with the findings.
Dart is planning a field trip to the Exploratorium in December and is preparing her students by teaching them about electricity and magnets. In one lesson, she had them rub balloons with various materials so they would see the effects of positive and negative charges.
But she has had time for only three 30-minute science lessons since the semester began.
"It's very rushed," she said. "In order to develop a scientific way of thinking, the thing you need most is time. And in our test-driven schools today, time for experimenting and exploring is what we have the least of."
In San Francisco, Principal Jeffrey Burgos of Bessie Carmichael Elementary agreed - but said teachers can find ways to be creative beyond the limited time already set aside for science.
"You don't have to be a rocket scientist to figure out that you can't get everything into one day," which is about five hours of instructional time, he said.
So you shoehorn it in, sneaking science into reading and math lessons.
Second-grade teacher Bernadette Ison is a master at that.
Her classroom at Bessie Carmichael is filled with children who are learning English and who come from lower-income families - just the kind of challenges that policymakers say is why basic reading and math should trump science and social studies.
"So we integrate science into our literacy," Ison said. "Our reading curriculum is called "Nature Walk," and we have a theme called "Animals."
On Friday, the students will take a nature walk around Stow Lake in Golden Gate Park. Afterward, they'll write an essay on what they saw and learned, Ison said.
This year, the California Board of Education has purchased new elementary science textbooks and materials that are just now reaching classrooms.
The reviews have been mixed. Some teachers said the materials were clearer than what they replaced, though they covered less ground.
Others said they were overwhelming. One teacher counted 1,199 pages in the teachers' edition science workbooks, as well as flip charts, four large boxes of materials, vocabulary and concept cards, CDs and DVDs.
Perhaps it's no wonder that teachers have little time to teach it all. They barely have time to learn it themselves.
The other day, the textbook company came to the Jefferson Elementary District in Daly City to show teachers how to use all the new stuff, said third-grade teacher Janet Harrison.
The textbook instructors stayed 90 minutes, Harrison said. And then they were gone.
Got science?
Some of a new study's findings about elementary school science instruction in Bay Area schools:
-- 80 percent of teachers say they spend less than an hour each week teaching science.
-- 16 percent of the elementary teachers say they teach no science at all.
-- Ten times as many teachers say they feel unprepared to teach science than feel unprepared to teach math or reading.
-- Fewer than half of Bay Area fifth-graders scored at grade level or above on last spring's California Standards Test in science.
To see the full report, visit www.lawrencehallofscience.org/rea/bayareastudy.
E-mail Nanette Asimov at nasimov@sfchronicle.com.
This article appeared on page A - 1 of the San Francisco Chronicle

University of Canberra students turning science into fun for primary school children

2008-08-17T15:40:00.000-07:00

University of Canberra science teachers-to-be are making science fun for primary school children during National Science Week 2008. Following a pilot project last year-120 University students in 2008 have been undertaking a five week program where they spend two and a half hours in primary school’s working with small groups of children teaching practical science.

Southern Cross Primary School students have been involved in designing and building bridges and shelters as they learn how built structures impact on the environment.

Southern Cross Primary School Principal, Jennie Bailey believes the program is reaping benefits for all involved, students, teachers and the University interns.
“The children work in small groups while being exposed to young teachers who bring a fresh and energetic approach with precise and explicit teaching of science concepts taking place,” she said.

University Lecturer in Primary Education, Iain Hay said, “We place great emphasis on giving our students practical on the job experience. These students are required to plan and develop a program suitable for primary school curriculums.”

The schools involved include Southern Cross Primary, Yarralumla Primary, Majura Primary and Radford College Junior.

UC students embrace ‘big book’ project

2008-06-22T01:04:00.000-07:00

A Science and Technology Education project, developed for Graduate entry students in Bachelor of Education, (early childhood, primary and middle school) has been embraced as an outstanding success and excellent teaching resource.

The ‘big book’ project required students to design, make and appraise an interactive ‘big book’ to teach a science concept for students in a primary, early childhood or middle school classroom.
The ‘big book’ had to be a narrative, have a movable part and teach a concept utilising a range of recycled materials.

Iain Hay, Lecturer in Science and Technology Education said, “The project is truly a ‘rich task’, in the sense that it allowed our students to engage in the design and appraisal process in a very concrete way by making the interactive ‘big book’."

National Capital Educational Tourism Project

2008-06-03T20:56:00.001-07:00

The National Capital Educational Tourism Project (NCETP) is a joint initiative of the ACT Government and the National Capital Attractions Association (the body representing all 35 National Capital Attractions). The NCETP has been formed to assist schools in understanding the educational benefit of a visit to the National Capital and encouraging more to take the opportunity to visit for the first time.

So if you are thinking about planning or going on a school excursion the NCETP make available the excursion planners, each year. It is done in conjunction with the National Capital Attractions Association (NCAA). Make sure you go to their website to find out the relevant information.

'Skoool' science and mathematics resources

2008-05-07T18:10:00.000-07:00

A collaboration between Intel and the Department of Education has delivered more than 200 high-quality interactive learning resources for science and maths to NSW schools through the Teaching and Learning exchange (TaLe).
The Intel skoool™ learning resources target primary and secondary students of science and maths from Stage 2 (years 2 and 3) through to Stage 6 (years 5 and 6). All of the resources have been aligned and contextualised to meet NSW syllabus requirements.
There are a range of resource types available. These include simulations that model abstract concepts, tools that facilitate exploration of mathematical concepts, learning steps that guide learners through a topic, and study notes that are useful for home study and research. The skoool simulations and tools are also highly effective when used with an interactive whiteboard.

Deputy PM goes back to school for science and literacy

2008-04-23T18:45:00.000-07:00

Deputy Prime Minister and Minister for Education, Ms Julia Gillard, today launched the latest unit of a world-class primary school program linking science with literacy. The Primary Connections: Linking science with literacy program is an innovative approach to teaching and learning that incorporates the teaching of science into the teaching of literacy in Australian primary schools.

The Minister acknowledged the importance of science and students’ development of scientific skills, like asking questions and knowing how to find answers.

Primary Connections builds on students’ natural curiosity to nurture their sense of wonder and develop their passion for exploring how the world works. This is achieved through a professional learning program supported by quality curriculum resources that promote a hands-on approach to science.

The program was initiated by the Australian Academy of Science and is carried out through a partnership between the Academy and the Australian Government Department of Education, Employment and Workplace Relations (DEEWR).

Primary Connections is used in over 2500 schools across the nation and has produced ten units to date. Through observing small animals, the recently published unit, Schoolyard safari, looks at how animals move, feed and protect themselves. The diversity of animals and the adaptations that help them survive are also explored.

Speaking at the event, President of the Australian Academy of Science Professor Kurt Lambeck said:
‘The Academy is concerned about education at all levels and if we had a motto about this it would be: If Australia gets education right then everything else will succeed, if we get it wrong then nothing else matters.

‘To make sure that we get it right, we have embarked on the Primary Connections program…’

Professor Lambeck encouraged the Mossfiel Primary School students to embrace science saying:

‘By carrying out experiments, writing about them and discussing them among yourselves you will gain a better understanding about what occurs around you and perhaps become a scientist yourself. I hope so, because science remains fun and it is important!’

Former Australian of the Year and former President of the Academy Sir Gustav Nossal also spoke saying: ‘the Academy of Science has a long and proud record in primary school science education.’

Further information on Primary Connections:www.science.org.au/primaryconnections

2008 Australian Science Festival

2008-04-21T16:55:00.000-07:00

The 2008 Australian Science Festival School Program will be held from August 20 - 22 at the National Convention Centre in Canberra.
The festival team has been busy putting together another terrific program of exciting events for school students of all ages.

Not all the details are confirmed, but here’s a taste of what to expect. If you would like to register your interest for specific activities, please email bookings@sciencefestival.com.au Remember to include your contact details, how many people you’d like to bring and the names of the activities you want to attend.

Science Week 2008

2008-04-21T16:44:00.001-07:00

What is Science Week?
It's going to be Australia's 11th National Science Week. There will be activities for everyone!

National Science Week 2008 will be from 16 - 24 August. Anyone can get involved in National Science Week and in the coming months the 2008 event diary will be available so you can search events and find out what is happening around your area.

If you would like to run an event in 2008 or would to find out how your organisation can get involved in National Science Week contact scienceweek@dest.gov.au or call 02 6240 5078. If you have an enquiry about National Science Week in schools send an email to nscwk@asta.edu.au.

Earth Day

2008-04-21T16:35:00.000-07:00

Earth Day Founded by the organizers of the first Earth Day in 1970, Earth Day Network (EDN) promotes environmental citizenship and year round progressive action worldwide. Earth Day Network is a driving force steering environmental awareness around the world. Through Earth Day Network, activists connect, interact, and have an impact on their communities, and create positive change in local, national, and global policies.

EDN's international network reaches over 17,000 organizations in 174 countries, while the domestic program engages 5,000 groups and over 25,000 educators coordinating millions of community development and environmental protection activities throughout the year. Earth Day is the only event celebrated simultaneously around the globe by people of all backgrounds, faiths and nationalities.

More than a half billion people participate in our campaigns every year. Our mission is to grow and diversify the environmental movement worldwide, and to mobilize it as the most effective vehicle for promoting a healthy, sustainable planet. We pursue our mission through education, politics, events, and consumer activism.

Chilly Out! Have a look at Classroom Antarctica

2008-04-08T20:47:00.000-07:00

Classroom Antarctica is a comprehensive online teaching resource produced by the Australian Antarctic Division. It is particularly aimed at grades 5 to 8. Each unit has a selection of activities you can mix and match to meet your own school or state's learning objectives. You can adapt the activities to the range of abilities in your class and the particular interests of your students.

ReefED - educate to keep it great

2008-04-03T15:47:00.000-07:00

ReefED Enjoy the Great Barrier Reef 'up close' with just a touch of your mouse button when you enter Reef Ed. Inside this site, you'll find a wonderful collection of resources about the amazing animals, plants, habitats and features of the Great Barrier Reef.

Whether you are looking for information for a project or just want to learn more about the Reef, Reef Ed is the perfect place to explore the wonders of Australia's most precious reef ecosystem, the Great Barrier Reef. With up-to-date information about a range of reef topics, Reef Ed is one of the most popular student and teacher resources and is used by people from all over the world.

Inside Reef Ed you'll find:
GBR Explorer - an on-line encyclopaedia where you can learn all about the amazing plants and animals in the Great Barrier Reef
Colour images and videos for educational use
A range of free teaching resources such as quality outcome-based teaching units for years K-12 and teaching modules in SOSE, Science, Technology, English, Mathematics and The Arts

Fun activities for children to complete at school and at home
The latest information about the Great Barrier Reef Marine Park Authority's education programs.

Australian National Botanic Gardens

2008-03-26T16:21:00.000-07:00

Australian National Botanic Gardens: Growing, studying and promoting Australia's flora. Education Services offers programs for Preschool to year 12. We offer a range of fun and engaging activities relating to our biggest feature, our display of one-third of Australia’s Native Plants, as well as Environmental Science.

Teacher Tube

2008-03-16T18:54:00.001-07:00

Teacher Tube has a number of great videos showing various aspect of science education. Also check out the Honda Accord Commercial at You Tube.

ABC TV Four Corners Program - The High Frontier: outer space open for business

2008-03-12T17:14:00.000-07:00

Check out this ABC TV Four Corners program about Outer space is open for business. Four Corners reports on this booming $50 billion/year industry. Some interesting discussions regarding space exploration as big business.

Draw The Scientist Test

2008-03-11T21:56:00.000-07:00

In week one we asked you to draw your image of what a scientist means to you and a lot of you discovered that you drew basically the same image. Judith Nuno from the University of Southern California Rossier School of Education has conducted research into this area. You will be able to find more information about Draw the Scientist Test by searching the net. I have included a research paper on e-reserve link titled: Primary-school children's attitudes towards science, engineering and technology and their images of scientists and engineers by Anne Silver and Brian S. Rushton.

Wiley InterScience

2008-03-11T21:40:00.000-07:00

Introduced in 1997 and launched commercially in January 1999, Wiley InterScience® (http://www.interscience.wiley.com/) is a leading international resource for quality content promoting discovery across the spectrum of scientific, technical, medical and professional endeavors. In nearly a decade, Wiley InterScience has built its reputation by regularly adding new content and functionality; offering sophisticated search and navigation capabilities; and providing robust online manuscript submission and management tools.

Today, Wiley InterScience reaches a worldwide audience with must-have content from journals, books, reference works, databases, laboratory manuals and The Cochrane Library, which is the world's best-known resource for evidence-based medicine. More than half of Wiley's journals on Wiley InterScience are digitized back to Volume 1, Issue 1 as part of the development of the journal backfile initiative. When the initiative is completed in 2007, in conjunction with Wiley's Bicentennial, Wiley InterScience will be one of the largest archives of its kind with content dating back to 1799 and over 1.5 million articles of scientific and scholarly research.

Classmate online resources

2008-03-06T02:23:00.000-08:00

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The Perth Declaration on Science & Technology Education

2008-01-30T14:15:00.000-08:00

The Perth Declaration on Science & Technology Education The recent CONASTA 56/ICASE 2007 WorldSTE conference held in Perth, 8-12 July 2007, generated the Perth Declaration on Science and Technology Education. The delegates at this conference agreed that urgent action is required to address the current issues involving science, technology, science teaching and learning and the engagement of students in science.

NASA Education

2008-01-03T19:28:00.000-08:00

NASA EDUCATION: For almost 50 years, NASA has explored many frontiers leading to new horizons of opportunity. Now, as NASA implements the Vision for Space Exploration, which will carry humans back to the moon, on to Mars and beyond, NASA Education is working to lay the groundwork that will make this ongoing journey possible.

The Vision calls for a program of exploration that will continue for decades, requiring the dedication and ingenuity not only of the scientists and engineers of today, but of generations to come. To ensure those future explorers will be ready to continue the journey, NASA is working with one of its most vital partners -- educators.

NASA recognizes the importance of educators' contributions in making our work possible, and we are dedicated to supporting them in the disciplines of science, technology, engineering and mathematics (also referred to as STEM). NASA provides formal and informal educators unique resources and development opportunities to strengthen the overall teaching of STEM subjects. Using the excitement that NASA's missions inspire, we are working with educators to capture the imagination of students, encouraging them to become the scientists and engineers that we'll need in the future and to strengthen the nation's future workforce. NASA Education also aims to attract and retain students in STEM disciplines through a progression of educational opportunities for students, teachers and faculty and to build strategic partnerships and linkages between formal and informal education providers that promote STEM literacy and awareness of NASA's mission. Read more at the NASA Education website.

Nature News! read all about it!

2008-01-03T16:40:00.001-08:00

Nature News aims to provide the best science journalism on the web. Here you will find breaking news, extended features and analysis, acclaimed columnists, blogs and multimedia specials. All of the news and features from the print edition of Nature appear on this site (often days before the journal has been printed), along with further content produced exclusively for online. For unrivalled authority, accessibility and insights into the science news that shapes your world, bookmark Nature News.

Did you know?

2007-12-20T17:35:00.001-08:00

BIOGRAPHY of Hedy Lamarr, (1914- 2000) actress and inventor

Often called “The Most Beautiful Woman in Films,” Hedy Lamarr’s beauty and screen presence made her one of the most popular actresses of her day.

She was born Hedwig Eva Maria Kiesler on November 9, 1914 in Vienna, Austria. At 17 years old Hedy starred in her first film, a German project called Geld Auf Der Strase. Hedy continued her film career by working on both German and Czechoslavakian productions. The 1932 German film Exstase brought her to the attention of Hollywood producers, and she soon signed a contract with MGM.

Once in Hollywood, she officially changed her name to Hedy Lamarr and starred in her first Hollywood film, Algiers (1938), opposite Charles Boyer. She continued to land parts opposite the most popular and talented actors of the day, including Spencer Tracy, Clark Gable and Jimmy Stewart. Some of her films include an adaptation of John Steinbeck’s Tortilla Flat (1942), White Cargo (1942), Cecil B. DeMille’s Samson and Delilah (1949) and The Female Animal (1957).

As if being a beautiful, talented actress was not enough, Hedy was also extremely intelligent. In addition to her film accomplishments, Hedy patented an idea that later became the crutch of both secure military communications and mobile phone technology. In 1942, Hedy and composer George Antheil patented what they called the “Secret Communication System.” The original idea, meant to solve the problem of enemies blocking signals from radio-controlled missiles during World War II, involved changing radio frequencies simultaneously to prevent enemies from being able to detect the messages. While the technology of the time prevented the feasibility of the idea at first, the advent of the transistor and its later downsizing made Hedy’s idea very important to both the military and the cell phone industry.

This impressive technological achievement combined with her acting talent and star quality to make “the most beautiful woman in film” one of the most interesting and intelligent women in the movie industry.

Iain Hay: Accessed from http://www.hedylamarr.com/about/biography.htm - 21/12/07

UC teaching students take science to primary school

2007-12-18T19:39:00.000-08:00

Story and photo by Edward O'Daly

Patrick Miller admires his handmade thermometer - part of the science program.

11 September 2007: Young scientists at Majura Primary School in Watson have been getting to grips with the complexities of the weather thanks to University of Canberra teaching students.

The teachers-to-be visited the school over four weeks to test their skills and deliver special classes to small groups of seven year one pupils. Run for the first time, the program required 20 students of the University's 'science education' unit to develop resources and lesson plans for the primary school children. The classes were designed to improve the pupils' literacy as well as their science knowledge.

"We place a lot of emphasis on giving our students practical on the job experience to help them hit the ground running in their teaching career," the lecturer behind the program, Iain Hay said.
"It's also great for the primary school kids to get a taste of science."

Student Amie Dever agreed the program gave her a valuable, hands-on classroom experience.
"It's a great confidence builder to apply the theory and to know the lessons I'm preparing are engaging and see the children learning from them," she said.

Following the success of the pilot program at Majura Primary School, Mr Hay hopes to significantly expand the program next year when a cohort of 140 students will take the University's science education course. He is inviting other schools in the capital to volunteer.

Majura Primary School principal Coralie McAlister said primary schools had a vested interest in helping pre-service teachers get used to the classroom, while the program gave her pupils an valuable introduction to science.

"It was great. Our students were able to work in small groups with hands on science equipment learning different science topics," she said.

"Our students are always keen to know how things work and they really liked it. It was a great way to introduce them to science."

She added she would encourage other schools to get involve in similar programs. Schools that are interested in working with the University 2008 should contact Mr Hay on 02 6201 5910.

Every chance to learn - SciTech Curriculum Framework

2007-12-18T19:23:00.000-08:00

ACT Science Curriculum Framework and Technology Curriculum Framwork are located within Every chance to learn - Curriculum framework for ACT schools (Pre-school to year 10 students).

Supporting SciTech - Quality Teacher Program

2007-12-18T16:03:00.000-08:00

The purpose of Supporting SciTech professional development CD ROM is to:

establish a deeper understanding in teachers about technology education and science education with a particular focus on the processes of designing and making and investigating (scientifically)

focus on assisting schools to establish a progression of student learning for Science and Technology from Kindergarten to Year 6

provide a whole school planning approach for the development of a school progression of learning support teachers in the development of effective teaching programs.

The professional development package Supporting SciTech is a collaborative project produced by the NSW Department of Education and Training, the Catholic Education Commission and the Association of Independent Schools, under the Commonwealth-funded Quality Teacher Project 2000-2003.

ABC TV Science great info!

2007-12-17T19:20:00.000-08:00

ABC TV Science website has heaps of information and useful links as well as search by topic format. It's a great place to find out anything you need to know about science and technology today!

Need to plan some science lessons? Check this out!

2007-12-17T16:54:00.000-08:00

Find primary school lesson plans and education resources at Primary school science and technology. You can Register on the site for free weekly newsletter and receive the latest cool education sites, lesson plans and resources.

Meet the team!

2007-12-17T14:54:00.000-08:00

A number of people teach and work in the science and technology units within the Faculty of Education at the University of Canberra they include:

Iain Hay - Unit Convener & Lecturer

Dr Jim Woolnought - Lecturer

A/Prof Leah Moore - Lecturer

Prof Denis Goodrum - Lecturer

Rhonda Christian - S&T Lab Support

Questacon - The National Science & Technology Centre right here in Canberra!

2007-12-17T14:27:00.000-08:00

Officially opened on 23 November, 1988, Questacon - The National Science and Technology Centre is visited by thousands of children and adults each year. The Centre aims to promote a heightened understanding of science and technology within the community. To achieve its aim of promoting greater understanding and awareness of science and technology, Questacon is committed to making an experience with science and technology fun, educational and interactive.

Put Questacon - The National Science and Technology Centre, high on your list, especially if you're travelling with kids. But no matter what age you are, you'll be fascinated by the 'please touch' exhibits. Questacon is the only place in Australia where you can free fall for six metres and take the whole family on a virtual roller coaster ride. Questacon is known by kids throughout Australia as the place where science and technology comes to life. Visitors have fun with hands-on science exhibits on a journey of discovery through 6 different exhibition galleries. Science drama unfolds in the theatre every day too.

Experience an earthquake, see lightning made before your eyes, understand the science of tornadoes, throwing a ball or making a telephone call. There are more than 200 exhibits and they're changing all the time so, even if you've been here before, Questacon warrants a repeat visit.

Primary Child Friendly, Disabled Facilities, Groups, Non-smoking
Site Facilities ATM, Carpark, Public Toilets, Shop / Kiosk
Tour Types Tailor-made Tours, Guided Tours, Self Guided Tours
General Groups, Individuals, School Groups
Nearby Public Transport, Restaurants/Cafes, Shops

Don't forget the Curriculum Resource Centre (CRC) for all your teaching needs!

2007-12-17T14:21:00.000-08:00

The CRC is a meeting place for students with areas for group work, carrels for viewing videos, computers for email and Internet use and equipment for binding and presenting assignments.

Science Gems!

2007-12-17T14:10:00.000-08:00

Frank Potter's (no relation to Harry!) Science Gems site is where it's at! Check out this amazing site with heaps of resources. The site is for students, parents, teachers, scientists, engineers and mathematicians. There are more than 14,000 Science Resources sorted by Category, Subcategory, and Grade Level.

Teaching science using 'Constructivism' & the 5 E's

2007-12-16T14:11:00.000-08:00

Constructivism. The philosophy about learning, that proposes learners need to build their own understanding of new ideas, has been labeled constructivism. Much has been researched and written by many eminent leaders in the fields of learning theory and cognition. Scholars such as Jean Piaget, Eleanor Duckworth, George Hein, and Howard Gardener have explored these ideas in-depth. The Biological Science Curriculum Study (BSCS), a team whose Principal Investigator is Roger Bybee developed an instructional model for constructivism, called the "Five Es".

Briefly, this learning approach as it relates to science can be summarized as follows: Learning something new, or attempting to understand something familiar in greater depth, is not a linear process. In trying to make sense of things we use both our prior experience and the first-hand knowledge gained from new explorations. Initially, our curiosity about a science topic is stirred, as we are stimulated by some intriguing phenomena, such as a rainbow, we've noticed. We poke, probe, inquire about and explore this phenomena until it becomes less mysterious. As we begin to investigate new ideas we can put together bits and pieces of prior explorations that seem to fit our understanding of the phenomena under present investigation.

In the case of the rainbow, for example, we may realize that there is an association between sunlight and water vapor. Piece by piece we build knowledge. Sometimes when the pieces don't fit together, we must break down old ideas and reconstruct them. (Following a rainbow to find a pot of gold doesn't work easily!) We extend our conceptual understanding through discussions and creative efforts. We validate our theories as we solve problems. In our rainbow example, we may realize that if we position ourselves properly, we can create a rainbow by spraying a water hose in sunlight. The clarity we've gained in understanding a concept gives us the ability to apply this understanding to new situations and new mysteries. It is a continuous and a very individual process. We bring to each learning experience our developmental level, our personal story and our personal style.

It is up to the teacher to facilitate the constructivistic learning process. The structure of the learning environment should promote opportunities and events that encourage and support the building of understanding. We have used an adaptation of BSCS's model to introduce the pH factor. Our instructional model is called the "Seven Es". Investigations and activities are included under the headings of each E. They are presented to be taught either in sequence or independently, at the teacher's discretion. Each investigation is designed to stand on its own and be introduced when deemed appropriate.

A convenient format to view constructivism has been defined by Biological Science Curriculum Study (BSCS). In this models the process is explained by employing five "E"'s. They are: Engage, Explore, Explain, Elaborate and Evaluate.

Engage. In the stage Engage, the students first encounter and identify the instructional task. Here they make connections between past and present learning experiences, lay the organizational ground work for the activities ahead and stimulate their involvement in the anticipation of these activities. Asking a question, defining a problem, showing a surprising event and acting out a problematic situation are all ways to engage the students and focus them on the instructional tasks. If we were to make an analogy to the world of marketing a product, at first we need to grab the customer's attention. We won't have their attention unless they have a need to buy the product. They may be unaware of a need, and in this case we are motivated to create a need.

Explore. In the Exploration stage the students have the opportunity to get directly involved with phenomena and materials. Involving themselves in these activities they develop a grounding of experience with the phenomenon. As they work together in teams, students build a base of common experience which assists them in the process of sharing and communicating. The teacher acts as a facilitator, providing materials and guiding the students' focus. The students' inquiry process drives the instruction during an exploration.

Explain. The third stage, Explain, is the point at which the learner begins to put the abstract experience through which she/he has gone /into a communicable form. Language provides motivation for sequencing events into a logical format. Communication occurs between peers, the facilitator, or within the learner himself. Working in groups, learners support each other's understanding as they articulate their observations, ideas, questions and hypotheses. Language provides a tool of communicable labels. These labels, applied to elements of abstract exploration, give the learner a means of sharing these explorations. Explanations from the facilitator can provide names that correspond to historical and standard language, for student findings and events. For example a child, through her exploration, may state they have noticed that a magnet has a tendency to "stick" to a certain metallic object. The facilitator, in her discussion with the child, might at this stage introduce terminology referring to "an attracting force". Introducing labels, after the child has had a direct experience, is far more meaningful than before that experience. The experiential base she has built offers the student an attachment place for the label. Common language enhances the sharing and communication between facilitator and students. The facilitator can determine levels of understanding and possible misconceptions. Created works such as writing, drawing, video, or tape recordings are communications that provide recorded evidence of the learner's development, progress and growth.

Elaborate. In stage four, Elaborate, the students expand on the concepts they have learned, make connections to other related concepts, and apply their understandings to the world around them. For example, while exploring light phenomena, a learner constructs an understanding of the path light travels through space. Examining a lamp post, she may notice that the shadow of the post changes its location as the day grows later. This observation can lead to further inquiry as to possible connections between the shadow's changing location and the changes in direction of the light source, the Sun. Applications to real world events, such as where to plant flowers so that they receive sunlight most of the day, or how to prop up a beach umbrella for shade from the Sun, are both extensions and applications of the concept that light travels in a straight path. These connections often lead to further inquiry and new understandings.

Evaluate. Evaluate, the fifth "E", is an on-going diagnostic process that allows the teacher to determine if the learner has attained understanding of concepts and knowledge. Evaluation and assessment can occur at all points along the continuum of the instructional process. Some of the tools that assist in this diagnostic process are: rubrics (quantified and prioritized outcome expectations) determined hand-in-hand with the lesson design, teacher observation structured by checklists, student interviews, portfolios designed with specific purposes, project and problem-based learning products, and embedded assessments. Concrete evidence of the learning proceed is most valuable in communications between students, teachers, parents and administrators. Displays of attainment and progress enhance understanding for all parties involved in the educational process, and can become jumping off points for further enrichment of the students' education. These evidences of learning serve to guide the teacher in further lesson planning and may signal the need for modification and change of direction. For example, if a teacher perceives clear evidence of misconception, then he/she can revisit the concept to enhance clearer understanding. If the students show profound interest in a branching direction of inquiry, the teacher can consider refocusing the investigation to take advantage of this high level of interest.

Viewing the evaluation process as a continuous one gives the constructivistic philosophy a kind of cyclical structure. The learning process is open-ended and open to change. There is an on going loop where questions lead to answers but more questions and instruction is driven by both predetermined lesson design and the inquiry process.

Check out Miami Museum of Science site for information.

PrimaryConnections - Linking science with literacy

2007-12-13T19:24:00.000-08:00

PrimaryConnections – linking science with literacy is an innovative approach to teaching and learning which aims to enhance primary school teachers' confidence and competence for teaching science.
A partnership between the Australian Academy of Science and the Australian Government Department of Education, Science and Training (DEST) – Primary Connections promotes linking the teaching of science with that of literacy to enrich the learning experience for students.
The Primary Connections project supports teachers and schools with:

Curriculum units supported with online resources

Professional learning workshops

An Indigenous perspective

An integrated teaching and learning approach

An ongoing research programme

You gotta see this - Teachers T.V.

2007-12-13T17:53:00.000-08:00

Teachers T.V. (this link takes you to the science content) is operated by an independent media U.K. consortium, Education Digital, which was selected by the DfES (now the Department for Children, Schools and Families) in 2004 after an extensive tender process.

Teachers TV is the digital channel for everyone who works in schools. Our programmes cover every subject in the curriculum, all key stages and every professional role – from teaching assistant to headteacher. You can watch us on digital cable and satellite and programmes are also available anytime, on-demand and for free on this website.
We have 15-minute CPD offerings packed with useful information, exciting pupil programmes for use in class, and a daily education news summary. There are ongoing series such as Teaching with Bayley and Inspirations and award-winning documentaries on everything from global citizenship to education practice in other countries.
Regular specialist hours cater to new teachers, governors and other specialist audiences, and core curriculum hours cover primary and secondary maths, English, science and ICT. Themed seasons such as Behaviour Matters and Lessons from America showcase a range of programmes focusing on a central issue or topic. And all that's just for starters.

Interested in Science by Email?

2007-12-13T17:35:00.001-08:00

Science by Email is a free online newsletter for members of CSIRO's Double Helix Science Club, teachers and anyone with an interest in science.

Science by Email is a weekly email newsletter featuring science news and activities.Science by Email delivers the world's best science direct to your in-box. It contains:

the latest science news

fun activities and experiments

environmental insights

a quiz

SCOPE TV previews

the best science websites

occasional competitions

upcoming events.

Keep up with strange and amazing science news from Australia and around the world.
“Fabulous – very practical activities, easy to set up and do”
Teacher
Discover science through experiments and activities you can try at home or at school. The activities:
use easy-to-find, everyday materials
explain science in everyday language
are tested, so you can be sure they work.

NSW Board of Studies K-6 Science and Technology

2007-12-12T21:02:00.000-08:00

NSW Board of Studies K-6 Science and Technology syllabus documents form an important part of your studies and it would be wise to become aware of the teaching requirements in this KLA.

Do you want scitech stuff to use in the classroom?

2007-12-12T20:35:00.000-08:00

Go to ScienceLynx for access to a variety of websites. This resource has been developed by the curriculum corporation you will also find great teaching resources at the learning federation site as well! If you are looking for great examples of using the internet in teaching science check out Science Ednet

Science Talk

2007-12-12T20:26:00.000-08:00

Check out interviews with scientists at Science Talk Which can be found on the NSW Department of Education and Training site.

What do you mean by science and technology?

2007-12-12T20:08:00.000-08:00

These graphs are from the NSW Department of Education and Training curriculum directorate.

Science and Technology Education for the 21st Century

2007-12-12T19:50:00.000-08:00

Welcome to the Science and Technology Education for the 21st Century blog. This site has been established for teacher education students at the University of Canberra Those of you that are enrolled in Science Education 1 (6901) & Science and Technology Education (6702) will be able to interact with this site throughout the semester. I encourage you to participate in this online community where the focus is the teaching of science and technology education to students in early childhood, primary and middle school settings. I hope you find the site informative and at the same time educational in your journey in becoming a teacher of science and technology.