ed 2726 key learning area: science and technology lecturer:julie maakrun jmaakrun@nd.edu.au

ED 2726ED 2726Key Learning Area: Key Learning Area:

Science and TechnologyScience and Technology

Lecturer: Julie Maakrunjmaakrun@nd.edu.au

Discover ScienceDiscover 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?

UNIT OVERVIEWUNIT 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

Required ReadingsRequired Readings * NSW Board of Studies K-6 -Foundation Statements

-Key Learning Area – Science and Technology

*Primary Connections

Assessment TasksAssessment 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

Assessment TasksAssessment Tasks• Assignment 2 – Interview Research (30%) Week 10

Exam – details to follow

General requirementsGeneral 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.

AttendanceAttendance• 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

Extensions and penaltiesExtensions 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.

GradesGrades• Students will be awarded letter

grades. No numerical scores will be given, only grades.

Notes and HandoutsNotes 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.

What is science? What is science?

What is science?What is science?• 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).

What is science?What is science?Science raises the question why…?

• For example, ‘I wonder why my boat sinks when I put it in water?’

What is technology?What is technology?Technology raises the question

‘How…?’ 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.’

New Science GadgetsNew Science Gadgets• This is what science does…

• http://www.youtube.com/watch?v=LSClmgcxD0c&feature=channel

Approaches to science and Approaches to science and technologytechnology

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.

Fleer, Jane and HardyFleer, Jane and Hardy5 approaches in Science5 approaches in Science

• A transmission approach• A process approach• A discovery approach• An interactive approach• A cultural – historical approach

The interactive approachThe 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?’

P.O.EP.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

A HypothesisA Hypothesis• Educated guesses?• Logical statements that make

testable predictions• Eg seedlings• Children know that seedlings need

light and water to grow• How much?

The scientific methodThe scientific method

The scientific methodThe scientific method• You test the theories using the

scientific method

• E harmony• http://www.eharmony.com.au

/why/science

No topic can be boring in No topic can be boring in sciencescience

We always make the children detectives

Why and How?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

What science words can you What science words can you remember?remember?

Visualise a scientistVisualise a scientist

Visualise a scientistVisualise a scientist

What is a scientist?What is a scientist?Draw-a-scientist-activity-test (1983) by Chambers

Revealed : stereotypical imagesLab coatGlassesFacial hairSolutionsBooks and filing cabinets etc

What does a scientist look What does a scientist look like?like?

• http://ed.fnal.gov/projects/scientists/index.html

Stereotypical imagesStereotypical imagesAs teachers we need dislodge the stereotypical image of how students perceive science

Why? Minorities and females are an endangered species.

How we can change How we can change distorted perceptions?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

Science and Technology Syllabus Science and Technology Syllabus and Support Document (1993)and Support Document (1993)

• The document for Science and Technology into 2 parts:

1. The Syllabus and 2. The Support Document

Science experienceScience 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

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

Science and Technology k-6Science and Technology k-6• Stage 1 – K- 2i.e getting about- Exploring vehicle movement

• Stage 2 – 2-4i.e out and about- Using gears and cogs

• Stage 3 – 4-6i.e on the move- Making transport environments safer

The The 66 Content Strands Content Strands• Built environments • Information and Communication• Living Things• Physical phenomena• Products and Services• The Earth and its Surroundings

The The 33 Skills Strands Skills Strands• Investigating• Design and making• Using technology

Values & AttitudesValues & Attitudes

• Towards themselves• Towards others• Towards science & technology

Aims and ObjectivesAims 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

Why Outcomes?Why Outcomes?

• Helps with balance, scope & sequence when programming

• Helps with assessment of students

• Help with identifying areas that need particular emphasis when programming

Learning processesLearning processes

• The process of investigating

• The process of designing and making

• The use of technology

Support DocumentSupport Document• Units of work• Teaching strategies• Suggested resources

Assessment and evaluationAssessment and evaluation• Assessment = students’ strengths,

needs, abilities and achievements

• Evaluation = teaching programs, policies and procedures.

Strategies for assessmentStrategies for assessment• Observation• Listening• Student-teacher discussions• Student explanation and

demonstration• Structured interviews• Samples of student work• Pen and paper test

Program evaluationProgram evaluation• Program evaluation should be

ongoing• A collaborative approach

Next WeekNext Week• How do children learn in science?