How children learn in and through science

How children learn in and through science

Assignment 2: Critical essay – how children learn in and through science

(Individual task – 2000 words, 50%)
This task will assess a pre-service teacher’s understanding of science education theory as well as their ability to integrate theory and practice in science education. This will be achieved by outlining theories of teaching and learning in science and then presenting an in-depth discussion as it relates to the design and content of their resource booklet (Assessment 1A) and how it can be used to create a coherent lesson sequence.

• 2000 words
• To demonstrate advanced understanding of how children learn in science and the different science teaching approaches used to address particular science concepts.

Assessment criteria

A suggested format for the essay is to write it in two parts – Part 1 will provide a critical discussion of theories of science teaching and learning, and Part 2 will use the resource booklet from Assessment Task 1A as a context for a specific discussion of putting theory into practice.

Part 1: Critical discussion of at least 2 theories of learning and teaching science in a primary school science classroom and demonstrate advanced understanding of how children learn in science.

Part 2: In this section, you should show your understanding of pedagogical approaches, illustrating with reference to the design of your resource booklet (Assessment Task 1A) and describe how it could be used to create a coherent science lesson sequence, including the different science teaching approaches used to address particular science concepts. Critically evaluate how the chosen pedagogical approach integrates science knowledge with the General Capabilities and/or Cross Curriculum Priorities.

Key ideas to be addressed in Part 2 include:

• Identify and justify the overarching pedagogical approach that you would select when planning a lesson sequence to develop your chosen topic in Physical and/or Material World for a particular stage of learning.
• Include examples of 4-5 lessons/activities from your resource booklet (Assessment 1A) that illustrate your understanding of the implementation of your chosen approach. (At least 1 should be an investigation/fair test and at least one design task should be included.)
• Alternative student conceptions and their relationship to planning student learning, with specific examples related to the science content addressed by your resource booklet.
• The role of assessment within teaching and learning, illustrated with examples from your resource booklet.

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• The importance of differentiation within the teaching of primary science with details of how differentiation could be implemented within the resource booklet to support all learners in the primary science classroom.
• The value to teachers and students of incorporating cross-curricular links within a science learning sequence, with supporting examples.

The reference list for this assignment should be formatted using APA 6.

You may choose to use headings to organise your ideas and clearly identify the various sections, but this is not a task requirement. Any headings used will be included in the word count.

Ensure you stick strictly to the word count for this task as penalties WILL be enforced.

Please try and incorporate some of these recommended references

Recommended references

Fleer, M. (2015a). Science for Children. Melbourne, VIC: Cambridge University Press.

Fleer, M. (2015b). Technologies for Children. Melbourne, VIC: Cambridge University Press.

Howitt, C., & Blake, E. (Eds.). (2010). Planting the seeds of science: A flexible, integrated and engaging resource for teacher of 3 to 8 year olds. Perth: Curtin University and Australian

Australian Curriculum, Assessment and Reporting Authority (ACARA). Australian Curriculum: F-10 Curriculum: Science. Retrieved from: http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1

Basu, S.J., Barton, A.C., & Tan, E. (2011). Democratic science teaching: Building the expertise to empower low-income minority youth in science. Rotterdam; The Netherlands. Sense publishers.

Bencze, J.L. (2010). Promoting student-led science and technology projects in elementary teacher education: Entry into core pedagogical practices through technological design. International Journal of Technology and Design Education, 20(1), 43-62.

Burarrwanga, Laklak, Ritjilili Ganambarr, Merrkiyawuy Ganambarr-Stubbs, Banbapuy Ganambarr, Djawundil Maymuru, Sarah Wright, Sandie Suchet-Pearson, and Kate Lloyd. (2013) Welcome to my country. Sydney: Allan & Unwin.

2 The new syllabus can be downloaded from the NESA website:

http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-and-technology-k-6- new-syllabus

3 Planting the seeds of science can be downloaded here:

https://www.researchgate.net/publication/268151595_Planting_the_seeds_of_science_A_flexible_integrated_and_ engaging_resource_for_teachers_of_3_to_8_year_olds

Learning and Teaching Council.

Further references

Country, B., Wright, S., Suchet-Pearson, S., Lloyd, K., Burarrwanga, L., Ganambarr, R., Maymuru,

1. (2015). Working with and learning from Country: decentring human author-ity. Cultural

Geographies, 22(2), 269-283. DOI: 10.1177/1474474014539248

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Fitzgerald, A. (2012). Science in primary schools: Examining the practices of effective teachers. Rotterdam, The Netherlands: Sense Publishers.

Fitzgerald, A. (Ed.). (2013). Learning and teaching primary science. Port Melbourne, Vic: Cambridge University Press.

Harrison,N., & Sellwood, J. (2016). Learning and teaching in Aboriginal and Torres Strait Islander education (3rd ed.). Chapter 10. Learning from Country. Australia, Oxford University Press.

Howitt, C. (2011). Planting the Seeds of Science: Development and evaluation of a new flexible and adaptable early childhood science resource. Teaching Science, 57(3) pp 32-39.

Killeen, R. (2016). Effective teaching strategies: Lessons from research and practice (7th ed.) Cengage Learning Australia.

Loxley, P., Dawes, L., Nicholls, L., & Dore, B. (2014). Teaching primary science: Promoting enjoyment and developing understanding (2nd ed.). Abingdon, Oxon: Routledge; Taylor and Francis.

Meadows, J. (2012). Science and ICT in the primary school: A creative approach to big ideas. Hoboken, NY: Taylor and Francis.

Mitchie, M., Hogue, M. & Rioux, J. (2018) The Application of Both-Ways and Two-Eyed Seeing Pedagogy: Reflections on Engaging and Teaching Science to Post-secondary Indigenous Students. Research in Science Education, 48(6) 1205-1220

Pedretti, E., & Nazir, J. (2011). Currents in STSE education: Mapping a complex field, 40 years on. Science Education, 95(4), 601-626.

Smith, K., Loughran, J., Berry, A., & Dimitrakopoulos, C. (2012). Developing scientific literacy in a primary school. International Journal of Science Education, 34(1), 127-152.