Edith Cowan UniversityResearch Online ECU Publications Pre. 2011 2007 Primary Connections: R eforming science teachin gin Australian primary schools Mark HacklingEdith Cowan U niversity Shelley Peers Australian Acade my of Science V aughan Prain La Tr obe University is article was or iginally published as: Hackling, M., Peers, S. & Prain, V . (2007). Primary Connections: Reforming science teaching in Australian primary schools. T eaching Science, 53(3), 12-16. is Journal Article is posted at Research Online. hp://ro.ecu.edu.au/ecuworks/1446
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8/13/2019 Primary Connections- Reforming Science Teaching in Australian Pri
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Concerns about the status and quality of science teaching in Australian primary schoolsled the Australian Academy of Science to develop rimary onnections over 2004-8 with
funding from DEST and the support of states and territories. rimary onnections is ateacher professional learning program supported with curriculum resources that aims to
enhance learning outcomes in science and the literacies of science by supporting bothinservice and preservice primary teachers to teach science effectively. rimary onnections
is a systematic widespread and innovative reform that complements programs within statesand territories. The program is based on an innovative teaching and learning approach that
links science with literacy uses cooperative learning embeds assessment with teaching andlearning and follows an inquiry process including student-planned investigations. Research
has demonstrated that the program improves teachers confidence self-efficacy and practicestudents learning and the status of science within schools.
Ji\ ustralia needs a scientifically
.j \ literate community if it is to.
b \i,develop a knowledge-based
economy, address environmental
concerns about water conservation
and global warming, and health
issues such asobesity and diabetes.
High quality teaching of sciencein Australian primary schools is a
national priority in order to develop
citizens who are scientifically
literate and who can contribute
to the social, environmental
and economic well-being of
Australia Peers, 2006). Student
achievement in science is therefore
being monitored through national
assessments of scientific literacy and
international assessments of science
achievement. Stimulating curiosity and
creative thinking and commencing
the leamihg journey towards scientific
literacy requires a strong and effective
science program in the primary years of
schooling.
te hings ien e
Recent national assessments of scientific
literacy and international assessments
of science achievement raise concerns
about the health of primary science in
Australia. Less than 60 of sampledYear6 Australian students attained or
exceeded the proficiency standard in the
2003 national assessments of scientific
literacy (MCEETYA, 2005). TheTrends
in International Mathematics and
· Science Study TIMSS indicates
· that while the science achievement
· of Australian Year4 students has
remained stable between 99
and 2002 at a level that was above
the international mean, countries
such asSingapore, Hong Kong
and Latvia havemade significant· improvements between 1994 and
2002 (Thomson Fleming, 2004).
Sevencountries scored significantly
higher than Australia on the 2002
assessments (Singapore,Taiwan,
Japan, Hong Kong, England, USA
and Latvia), and most of these are
our trading competitors in terms of
knowledge-based exports.
Despite science being recognised asa
priority area of learning for governments
and parents ASTEC, 1997) many
schools are poorly equipped for teachingscience, have an inadequate budget
for science and do not havea science
coordinator (Hackling Prain, 2005).
Science asa learning area receives the
olume 53 I um ed I eptember 7
8/13/2019 Primary Connections- Reforming Science Teaching in Australian Pri
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