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22452 results in Education

Page 481 of 1123

  • Chapter 7 - Tools for supporting the learning and teaching of science

  • from Part II - Thinking Like a Teacher of Primary Science
  • Angela Fitzgerald, Monash University, Victoria
  • Book:
    Learning and Teaching Primary Science
    Published online:
    21 June 2018
    Print publication:
    20 May 2013, pp 109-126

  • Summary

    Learning objectives

    After reading this chapter, you should be able to:

  • Explain the impact of digital technologies on the nature of representation in primary science;

  • Identify and construct multimodal learning opportunities for primary science students; and

  • Develop effective strategies and questioning skills for establishing and facilitating a representational challenge with primary science students.

    • Introduction

    Learning and teaching in primary science can be enhanced through the use, construction and interpretation of a variety of representations of science phenomena. Introducing students to both multiple and multimodal representations of scientific concepts can assist with their understanding and integration of ideas as part of their science learning journey. This chapter explores a variety of representational forms in terms of how they can support you the teacher to teach science and your students to learn science. It provides strategies and approaches that teachers can adopt to help students to learn, by using talk, to share, question and express their understanding of science ideas.

  • Chapter 12 - Planet Earth and beyond: Learning and teaching Earth and space sciences

  • from Part III - Putting Primary Science into Practice
  • Angela Fitzgerald, Monash University, Victoria
  • Book:
    Learning and Teaching Primary Science
    Published online:
    21 June 2018
    Print publication:
    20 May 2013, pp 208-225

  • Summary

    Learning objectives

    After reading this chapter, you should be able to:

  • Introduce high-quality, effective Earth and space sciences learning and teaching opportunities in the primary classroom;

  • Address any concerns about content knowledge and pedagogical confidence when implementing an Earth and space sciences program;

  • Ensure that scientific integrity is not compromised when learning and teaching Earth and space sciences in socially relevant contexts; and

  • Enhance primary school students’ and teachers’ scientific critical inquiry skills and scientific literacy regarding Earth and space sciences.

    • Introduction

    When we first start learning how to teach, it seems that confident primary school teachers have a bag of tricks that they dip into to help them teach specific aspects of science. It follows that if these teachers simply shared this bag of tricks with us, it would be easier for us to teach science too. Initially we feel that if we are confident, engaging, well-informed, and armed with a number of different strategies, then we can teach science well. It doesn’t take us long to realise that even if these teachers swamped us with resources we would be only marginally better prepared than we were before. This is because, even though we have a pivotal role in conceptualising, creating, coordinating, implementing, scaffolding, assessing and evaluating learning and teaching experiences, it is only when we focus on our students’ interests, desires and existing ideas and skills that we can figure out which approaches might actually work.

  • Chapter 2 - Breaking down the barriers to learning science

  • from Part I - Looking at Learners of Primary Science
  • Angela Fitzgerald, Monash University, Victoria
  • Book:
    Learning and Teaching Primary Science
    Published online:
    21 June 2018
    Print publication:
    20 May 2013, pp 19-38

  • Summary

    Learning objectives

    After reading this chapter, you should be able to:

  • Recognise ways in which primary teachers overcome common barriers to teaching science; and

  • Identify factors that limit students’ engagement and learning in science, and ways that these can be overcome.

    • Introduction

    Modern curricula internationally promote science as an essential learning area that supports students in becoming scientifically literate. Scientific literacy enables citizens to participate knowledgeably in science-related debates and issues (see chapter 1). Science is an essential learning area in the Australian and New Zealand curricula, with scientific literacy promoted in both curriculum statements (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2012; Ministry of Education (MoE), 2007). There is considerable agreement amongst science educators that scientific literacy includes understandings of science concepts, the processes involved in scientific investigations, and the nature of science (Goodrum & Rennie, 2007; Hodson, 2009; Monk, 2006). However, scientific literacy is still a contested construct which is debated in the literature, with Roberts (2007) providing a useful summary of the various ways it has been defined (as discussed in chapter 1). The nature and importance of each of these aspects in relation to students’ learning are explored in chapter 6, and have also been debated in the literature (Abrahams & Millar, 2008; Wellington, 1998).

  • Chapter 3 - Engaging all learners in science

  • from Part I - Looking at Learners of Primary Science
  • Angela Fitzgerald, Monash University, Victoria
  • Book:
    Learning and Teaching Primary Science
    Published online:
    21 June 2018
    Print publication:
    20 May 2013, pp 39-52

  • Summary

    Learning objectives

    After reading this chapter, you should be able to:

  • Discuss the implications of science curricula, and teaching practices, that give (or do not give) consideration to the backgrounds of diverse students, especially those from Indigenous backgrounds;

  • Conceptualise what science education might look like when authentically embedded within students’ lived and everyday experiences;

  • Identify how presented examples of science teaching embody a culture-based approach to science education;

  • Discuss the value of a planning framework that can be used to plan and teach in a manner responsive to the cultural backgrounds of students and their communities; and

  • Apply your understanding to critiquing science lessons you have taught or in developing lessons of study for your current or future teaching context.

    • Introduction

    In addressing the decline in student engagement and differences in student achievement, especially for students from Indigenous, minority and lower socio-economic groups, school science needs to be better connected with students’ lives out of school. This suggests that instruction should emerge out of everyday experiences. At a time when classrooms are characterised by diversity, this raises questions about the ways in which primary school teachers can ensure that all students develop the science knowledge and skills they need to be active participants in society. This chapter will uncover strategies and approaches for engaging students who have a variety of cultural backgrounds, learning styles, needs and interests in learning science.

  • Chapter 4 - Making links between science and the learner’s world

  • from Part I - Looking at Learners of Primary Science
  • Angela Fitzgerald, Monash University, Victoria
  • Book:
    Learning and Teaching Primary Science
    Published online:
    21 June 2018
    Print publication:
    20 May 2013, pp 53-71

  • Summary

    Learning objectives

    After reading this chapter, you should be able to:

  • Discuss and debate existing literature and theoretical works on primary school students’ everyday worlds and contexts;

  • Identify and discuss the concept of everyday science in the context of students’ lives;

  • Understand the concept of sustainability as a socio-scientific reality in students’ learning of primary science;

  • Discuss and critique literature on student-framed participatory learning in the context of learning and teaching socio-scientific issues such as sustainability; and

  • Understand, apply and consider the implications of socio-scientific learning (specifically sustainability) utilising student-framed participation learning models.

    • Introduction

    We have all been children once but this does not mean we understand what it is to be a child in the first decade of the twenty-first century. The mechanics of growing up, of negotiating rites of passage may bear some similarities but the contexts are entirely different. A driver of a Morris minor in the 1950s could not immediately jump into a Toyota Yaris … and manoeuvre his or her way around the M1 – there might be two cars involved but the road conditions are entirely different. Perhaps the first thing we have to do, therefore, when rethinking what it means to be a child in the twenty-first century is to acknowledge that we have much to learn

    (Kellett, 2010, p. 5).

    Many of the views that students hold about science centre on the lack of relevance that science has to their everyday lives. In learning and teaching primary science, opportunities are opened up for students to be supported in the exploration of scientific phenomena that occur in their daily lives and as part of their world. Teachers need to be mindful of these connections and develop strategies that make links not only with their students’ prior learning but also with their everyday contexts.

  • Chapter 9 - Integration and innovation in teaching science

  • from Part II - Thinking Like a Teacher of Primary Science
    • By Wan Ng, University of New South Wales
  • Angela Fitzgerald, Monash University, Victoria
  • Book:
    Learning and Teaching Primary Science
    Published online:
    21 June 2018
    Print publication:
    20 May 2013, pp 145-162

  • Summary

    Learning objectives

    After reading this chapter, you should be able to:

  • Understand the concept of curriculum integration, including intradisciplinary and interdisciplinary integration;

  • Design and implement approaches to integrating teaching across several learning areas in the curriculum; and

  • Recognise the benefits and issues pertaining to integration in science teaching.

    • Introduction

    Primary school teachers raise concerns that a lack of time and space to deliver science within an already overcrowded curriculum impacts on their willingness to teach science. In resolving this concern, teachers may consider working with the curriculum in more creative ways. Science is well positioned as a learning area because its topics provide a context into which different learning areas can be integrated, such as literacy, numeracy and the Arts. This chapter will bring to life some innovative and interesting ways in which science can be taught in an integrative way to enrich learning across several discipline areas. It will discuss the concept of the integrated curriculum, approaches to its implementation and the benefits and drawbacks associated with it.

Learning and Teaching Primary Science
  • Angela Fitzgerald
  • Published online:
    21 June 2018
    Print publication:
    20 May 2013
  • Learning and Teaching Primary Science brings primary science to life through the stories and experiences of pre-service and practising teachers. It explores the roles of the teacher and the learner of science and examines major issues and challenges, including: engaging diverse learners, utilising technology, assessment and reporting, language and representation, and integration in the 'crowded curriculum'. Each chapter contains examples, activities and reflective questions to help readers create relevant and meaningful lesson plans. Dedicated chapters for the areas of chemistry, physics, biology and earth and environmental science will give confidence to those without a science background. Practical strategies and skills are underpinned by relevant theories and evidence-based research. Written by experts from Australia and New Zealand, Learning and Teaching Primary Science is an essential resource for those beginning their journey of teaching science in the primary school classroom.

  • Chapter 5 - Capturing the interest of the technologically savvy science learner

  • from Part I - Looking at Learners of Primary Science
  • Angela Fitzgerald, Monash University, Victoria
  • Book:
    Learning and Teaching Primary Science
    Published online:
    21 June 2018
    Print publication:
    20 May 2013, pp 72-88

  • Summary

    Learning objectives

    After reading this chapter, you should be able to:

  • Articulate a sound rationale for the inclusion of information and communication technologies (ICTs) in your approach to primary science teaching;

  • Identify the types of ICTs you can incorporate into your teaching;

  • Recognise elements of different ICTs in the shared examples, which are transferable to other science teaching contexts; and

  • Develop some ways of engaging your students in authentic science inquiry using ICTs.

    • Introduction

    Today’s digitally aware learners are confident and competent in engaging with and exploring different information and communication technologies (ICTs). While students gravitate to gadgets and digital social media, the challenge lies in harnessing these innovations to support and enrich student learning in science. Science education in primary schools provides numerous opportunities for teachers to integrate technology into the learning environment. This chapter will examine some of the ways online and digital tools can enhance the teaching of science as well as maximise opportunities for students’ learning of science.

  • Chapter 1 - Making sense of primary science

  • Angela Fitzgerald, Monash University, Victoria
  • Book:
    Learning and Teaching Primary Science
    Published online:
    21 June 2018
    Print publication:
    20 May 2013, pp 1-16

  • Summary

    Learning objectives

    After reading this chapter, you should be able to:

  • Clarify the purpose and intention of the primary science curriculum and of science teaching;

  • Outline existing primary teacher expertise in teaching primary science; and

  • Identify the conditions which enhance effective science learning in primary school education.

    • Introduction

    At a recent professional learning program, the question, ‘What is science?’ was posed to a group of primary teachers. The teachers asked for clarification: ‘science’ as in ‘school science’ or ‘science’ in the ‘real world’? The facilitator’s response was to ask: ‘Is there a difference, and should there be a difference?’ This conversation is interesting because it captures some important considerations for understanding science education in primary school settings. Firstly, a range of opinions, assumptions and understandings may shape teachers’ thinking about science, and these have potential implications for student learning. Secondly, school science often does not mirror how we see, experience or use science in the world around us.

    It is often said the only place you see Bunsen burners is in schools. The only place you write up a prac (sic) report is in schools. The only place you wear white lab coats, memorise the periodic table, mix bi-carb and vinegar, or make a volcano, is in schools; just in case you ever need to – which most of us don’t. Somehow we’ve remained stuck representing to students an outmoded, irrelevant, and possibly inaccurate perspective of science

    (Lindsay, 2011, p.3).

    These considerations resonate with primary teachers who openly express specific concerns about their science teaching – in particular, their sense of having an inadequate personal knowledge of science content and the influence of this when they teach science. This tension unnecessarily suggests that because primary teachers are generalist teachers, they may be less effective science educators. This is far from the truth, because as generalist teachers they bring a range of pedagogical strengths to science education which are often not recognised. They understand how to successfully contextualise the nature of science as a human endeavour by creating classroom conditions which value student-centred learning, nurture curiosity and creativity, and support the social construction of knowledge.

  • Preface

  • Angela Fitzgerald, Monash University, Victoria
  • Book:
    Learning and Teaching Primary Science
    Published online:
    21 June 2018
    Print publication:
    20 May 2013, pp xxi-xxii

  • Summary

    Preface

    When I first started the development of this book, my intent was to deliver a ‘good news story’ about primary science learning and teaching. The focus was to tap into what primary school teachers characteristically do really well – that is, create conditions for meaningful learning – and apply this lens to the science learning area. This, in fact, is not a difficult job. Science sits comfortably in primary classrooms because as a discipline it requires a sense of curiosity and creativity; it promotes questioning and invites critical examination; it has the potential to spark the interest of an individual, but also requires a collaborative approach. Essentially, the learning of science is perfectly suited to the ways in which primary school teachers already approach their practice and nurture student learning. However, such rich approaches have been continually challenged by age-old traditions which perpetuate the idea that school-based science learning and teaching should be about a teacher delivering content as a series of indisputable facts for students to memorise and regurgitate. As a result, teachers have been lead to believe, particularly through their own educational experiences, that this teacher-directed model is how science should be learnt and taught. Unfortunately, compliance with this thinking has produced a version of school science that is largely out of step with the ways scientists actually practise science, and with the ways in which we best learn.

    This book aims to open up and challenge primary school teachers to rethink such traditional approaches to science learning and teaching. Whether they are at the start of their journey to becoming a teacher or towards the end of their career, the book encourages all primary teachers to reconnect with pedagogy that enhances effective learning in science. At the heart of the stories presented here is a belief that primary teachers can move beyond traditional notions about what science in schools should be, to recognising that what they currently value in their teaching practices is applicable and relevant to what science learning and teaching could be.

  • Schooling Transitions Within the Lifespan of People With an Intellectual Disability: Perceptions and Recommendations of Ageing Mothers*

  • Iva Strnadová, David Evans
  • Journal:
    Australasian Journal of Special Education / Volume 37 / Issue 1 / July 2013
    Published online by Cambridge University Press:
    14 May 2013, pp. 64-78
    Print publication:
    July 2013

  • In this paper the authors examine the perceptions of mothers about the schooling transitions, including transitions to postschool options, made by their adult child with an intellectual disability (ID). Twenty mothers of an adult child with an ID living in New South Wales, Australia, and the Czech Republic, aged 48 years or older, were recruited to participate in this study. Mothers were interviewed following a semistructured protocol. The audiotaped interviews were transcribed verbatim, and analysed using a constant comparison analytic approach.

    The experiences and issues faced by mothers at differing transitions of their adult child with an ID will be discussed, including issues of school selection, lifelong planning, and engaging with professionals. Common and unique themes within and between each country will be drawn, along with a comparison of findings from recent research reporting on transition experiences of mothers with young children with ID. The concluding discussion will focus on lessons learned about lifelong transition experiences, and pose future directions for enhancing the quality of transitions for persons with special needs and their families.

  • five - Mess/order: materials, timings, feelings

  • Peter Kraftl, University of Birmingham
  • Book:
    Geographies of Alternative Education
    Published by:
    Bristol University Press
    Published online:
    01 February 2022
    Print publication:
    08 May 2013, pp 119-150

  • Summary

    Historically, it has been assumed that the term ‘space’ delineates something that is static, bounded and restrictive. In contrast, philosophers have tended to concentrate on the creative possibilities evoked by concepts of time (Massey, 2005). More recently, however, geographers have stressed that it is impossible and undesirable to divorce our understandings of time and space (Dodgshon, 2008). This is another reason that I began this book by arguing for the study of spatialities, not simply the physical spaces in which learning happens. In the production of spatialities, society and space are constantly being remade together, in dynamic ways. Thus, the term spatiality has always implied a certain liveliness: a demand that we study space and time together, even if ways of doing so have varied enormously.

    This chapter is about some of the selected spatialities – the coimplicated spaces-and-times – that characterise alternative learning spaces. I therefore explore temporal and (physical) spatial process together. Whereas Chapter Four focused (crudely) upon ‘external’ connections with other educational systems and networks, this chapter is principally concerned with spatialities ‘internal’ to alternative learning spaces. While in reality there are many overlaps, my overriding interest in this chapter is in how alternative educators combine spatial and temporal techniques to make learning happen within their respective settings. This may seem a rather convoluted and complex endeavour: but if we are to take the spatialities of alternative learning seriously, it is, as I will show, completely necessary. Thus, I continue to ask what makes these spaces different or ‘alternative’: but I now am turning the lens on the ongoing processes of making those spaces themselves.

    Since this chapter broaches a potentially enormous topic, my ‘take’ on the spatialities of learning will be more particular, and will proceed as follows. Empirically, I will attend to three aspects of the learning environment, which combine temporality and spatiality: the creation of order, the absence of uniformity and material objects, and the presence of mess. But, as already indicated, I do not want to see these three concepts as completely separate. Thus, my overall argument will be that, in managing these two elements together, alternative learning spaces are characterised by an interplay between mess and order (or dis/order).

  • eight - Towards the ‘good life’: alternative visions of learning, love and life-itself

  • Peter Kraftl, University of Birmingham
  • Book:
    Geographies of Alternative Education
    Published by:
    Bristol University Press
    Published online:
    01 February 2022
    Print publication:
    08 May 2013, pp 209-234

  • Summary

    Our biological life itself has entered the domain of decision and choice […]. This is what it means to live in an age of biological citizenship, of ‘somatic ethics’, and of vital politics. […T]hose who I have termed ‘biological citizens’ are having to reformulate their own answers to Kant's three famous questions – What can I know? What must I do? What may I hope? (Rose, 2007, pp 254-7)

    A maxim is just another word for a secular prayer. It is a statement of expression in our shared desire in the sense of potentia. It is also an act of faith in our capacity to make a difference and as such it is an expression of generosity and love of the world. It is also a plea, an open question, a reaching out, or an invitation to the cosmic dance. It is an imperative, an injunction to endure in the sense both of lasting in time and of suffering in space, but it is also a spiritual gesture, a declaration of love. It is a political act of defiance of social norms and resistance against the inertia of habits […]; an act of politics as autopoesis, or affirmative self-creation, not of an atomized self […] but rather as a collective, multirelational nomadic subject [who is] active in the world. (Braidotti, 2011, p 360)

    Are there more everyday tactics for cultivating an ability to discern the vitality of matter? (Bennett, 2010, p 119)

    “For me, life is learning. If you stop learning, you’re dead.” (Dana, homeschooler, London)

    Throughout this book, I have tried to provide a sense of the liveliness of alternative learning spaces. From the outset, I have not wanted simply to discern the role that physical, bounded spaces (the classroom, the forest, the farm) might play in directing children's learning. I have continually insisted upon the importance of the spatialities of alternative education, which, bearing in mind the previous chapters, can be understood as entanglements of materiality, habit, feeling, temporal rhythm, interpersonal relationships and much more besides.

  • one - Introduction

  • Peter Kraftl, University of Birmingham
  • Book:
    Geographies of Alternative Education
    Published by:
    Bristol University Press
    Published online:
    01 February 2022
    Print publication:
    08 May 2013, pp 1-22

  • Summary

    Many educators prioritise learning processes over learning spaces. In whatever setting, a ‘good education’ is most often underpinned by the attributes of the teacher, the willingness of the learners, the appropriateness of the curriculum and the quality of the relationship between teachers and learners. In undertaking the primary research for this book, I have been told – sometimes forcefully – that excellent learning experiences can take place in what appear to be the direst, barest and most impoverished physical surroundings. Indeed, in several of the examples included in this book, learning takes place in run-down portable cabins, simple patches of woodland, condemned buildings and on free buses to the supermarket. As it happens, I am convinced that these educators are correct to prioritise ‘social’ learning processes over learning spaces in this way.

    This may seem a strange way for someone who writes as a ‘geographer’ to begin a book about ‘geographies’ of alternative education in the UK. Yet it is prompted by a far stronger conviction that space does matter, in all manner of ways, to practices of alternative education. However, this assertion is based upon a very different theorisation of ‘space’. While some sections of the book do look at such things as the design of school buildings or the layout of classrooms, I aim to demonstrate that geographies of alternative education go far beyond this. Inspired by a rich vein of work in human geography, I begin from the premise that it is impossible to divorce social processes from spatial processes. The reason that most educators prioritise learning processes over learning spaces is that they – like most geographers – recognise that the physical, material elements of a learning environment can tell us very little when viewed in isolation. The question that then emerges is how all of the other,‘social’ processes that characterise a ‘good education’ might be understood in spatial terms.

    This book therefore asks fundamental questions about what happens when we understand those social and spatial processes to be productive of one another. In doing so, I attune to some of the spatialities that characterise alternative education in the UK.

Page 481 of 1123