TITLE SLIDE
Professor Kurt Lambeck, President, Australian Academy of Science
Science Education Work of the Australian Academy of Science
1. Nova - Science in the news
2. Interviews with Australian Scientists
3. Primary Connections
4. Science by Doing
Reasons for involvement?
Development of a scientifically literate society.
It is not only about ensuring a cohort of future scientists or increasing the numbers enrolled in science courses
but also
To give all students a basic understanding of science to make sense of their world and to be able to operate successfully in an increasingly scientific and technological world.
Primary Connections: linking science with literacy
2006 TRIALConcerns about primary science
Science teaching time
Australian primary teachers spend less time on Science than all other subjects except LOTE (Language other than English) 41 minutes per week spent on Science on average across K-7
2.7% of total weekly teaching time (Angus et al, 2004)
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 TRIAL
Primary Connections
Professional learning programme
supported by
curriculum resources
2006 TRIAL
Underpinning frameworks
• 5Es teaching and learning model• Engage• Explore• Explain• Elaborate• Evaluate
(Roger Bybee, 1997)
2006 TRIAL
Underpinning frameworks
• 5Es teaching and learning model
• Assessment embedded within the teaching and learning model
• Linking science with literacy
• Inquiry and investigative approach
• Cooperative learning strategies
2006 TRIAL
Science and literacy - a mutually supportive relationship
Measuring and recording observations of broad bean seed germination in a science journal
Creating a labelled diagram to represent understanding of parts of a germinating broad bean seed
2006 TRIAL2005 Trial of Primary Connections
• 56 schools, 106 teachers and >3000 students
• trial schools from all jurisdictions and sectors, metro, regional and rural schools
• teachers completed 5 + 1 + 1 + 1 days PD
• taught supplied units in Terms 1 and 3
• taught teacher-developed units in Term 2
• data gathered by teacher and student questionnaires, case studies, analysis of students’ work samples
2006 TRIAL
Total self-efficacy score
Initial survey (2004)
End of summer school
Mid Term 1, 2005
End Term 1, 2005
End Term 2, 2005
1-10 0 0 0 00
11-202 0 0 0 0
21-3020 10 4 3 1
31-4050 49 52 54 49
41-5017 30 33 32 39
A 10 item self-efficacy scale was assembled using items selected from Riggs and Enochs (1990) Science Teaching Efficacy Belief Instrument.
Changes to Teachers’ Self-efficacy (n = 89)
2006 TRIAL
Achievement level and score FrequencyAt start of unit At end of unit
(lowest) 1 11 0
2 16 3
3 41 5
4 3 8
5 1 15
6 0 22
7 0 15
(highest) 8 0 4
Mean score 2.54 * 5.51 *
Achievement Gains: Year 5 Students (n = 72)
Duration: 1 term
Year 6 Bench mark
2006 TRIAL
Minutes of science taught per week Per cent of teachers
Before (2004) Using PC (2005)
60 minutes or more 33.0 72.7
Between 30 and 60 minutes 39.8 26.1
Less than 30 minutes 23.9 1.4
Rarely taught science 3.4 0
Changes to Time teaching Science (n = 89)
2006 TRIALResearch findings overview
Primary Connections was trialled by 106 teachers in 56 schools Australia-wide in 2005.
Primary Connections
• improved teachers’ confidence, self-efficacy and practice• increased the amount of science taught and increased the
focus on learning rather than managing activities• received a very positive response from students • according to both teachers and students, increased the
quality and amount of learning of science and literacy; and• improved the status of science teaching within the school
(Hackling & Prain, 2005. Stage 2 Research Report)
2006 TRIAL
www.science.org.au/primaryconnections