ED 2726 ED 2726 Key Learning Area: Key Learning Area: Science and Technology Science and Technology Lecturer: Julie Maakrun [email protected]
Mar 26, 2015
ED 2726ED 2726Key Learning Area: Key Learning Area:
Science and TechnologyScience and Technology
Lecturer: Julie [email protected]
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?