1 The Story Continues….. PrimaryConnections: Continuing Professional Development 2014

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The Story Continues…..PrimaryConnections: Continuing Professional Development 2014

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Facilitator

Ms Sophia McLean

Professional Learning Manager

PrimaryConnections

Australian Academy of Science

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Workshop purpose

You are here to gain new insights, knowledge and understanding of the PrimaryConnections program, its underpinning research, its latest developments and plans for the future.

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Workshop outline (90 minutes)

INTRO: Purpose, outline, outcomes(10 mins)

The Website Website features(10 mins)

The Research: Summary of the research and the way it informs the(20 mins ) development of the program

The Resources: Resources now and in the future(20 mins)

Science Inquiry Skills: Developments in facilitating evidence/argument-based(25 mins) discussions

Conclusion: Re-visit the purpose of the workshop. What have you(5 mins) learnt?

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Outcomes

On completion of this module participants will understand:

• the purpose of the PrimaryConnections program

• the breadth of the research underpinning the program and how this informs the development of resources

• the latest developments in the professional learning program and the curriculum resources available to teachers

• a new investigation process

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Purpose of PrimaryConnections

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.

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Scientific literacy is a high priority for all citizens, helping them:

• to be interested in, and understand the world around them

• to engage in the discourses of and about science

• to be sceptical and questioning of claims made by others about scientific matters

• to be able to identify questions, investigate and draw evidence-based conclusions

• to make informed decisions about the environment and their own health and well-being.

Scientific literacy

Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

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Scientific and technological literacy is a high priority for all citizens, helping them:

• to be interested in, and understand the world around them and consider problems to be solved

• to engage in the discourses of and about science and technology

• to be sceptical and questioning of claims made by others about scientific and technological matters

• to be able to identify questions and problems, investigate and draw evidence-based conclusions that lead to technological solutions

• to make informed decisions about the environment, the use of technology and their own health and well-being.

Scientific and technological literacy- NSW Syllabus Science and technology

Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning

McLean, S. and Rostron. L. (2014). PrimaryConnections NSW syllabus to success. of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

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Scientific literacy develops

___________________________________________________None/very little informed adult

‘The notion of progress in scientific literacy is fundamental to the growth in students’ knowledge and understanding of scientific concepts and processes and the ability to use that knowledge and understanding in everyday situations.’

Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning

of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

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Professional learning program linking science with literacy

Supported byquality curriculum

resources

What is PrimaryConnections? – a complete approach to teaching and learning science

Based on research

Funded by the Australian Government 2005 – 2013 $11.2 million

Stage 6 has begun in 2014

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The Website

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PrimaryConnections website

All teaching information and resources in members section

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The Research

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PrimaryConnections – a collaborative project

Australian Academy of Science projectSteering Committee: AAS and DEEWRReference Group:

Australian Academy of ScienceDepartment of Education, Employment and Workplace RelationsUniversities – Australian Council of Deans of EducationLiteracy, English and Science Educator AssociationsState Education DepartmentsCatholic and Independent Schools AssociationsAustralian Primary Principals AssociationAcademy of Technological Sciences and Engineering

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Summary of research 2005-2011

Original trial teachers: improvements for teachers, science status &

quantity

Factors for successful implementation: support, science coordinator,

time, resources

Professional Learning Facilitators and Curriculum Leaders: excellent

resources with effective programs

Teachers: report significant benefits in confidence and competence

Students: show significant differences in “processes of science”

and “literacies of science” compared with other science programs

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The Skamp Report

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Summary quote from the Skamp Report (2012)

Primary Connections has had a very real, positive influence on most (if not all) responding teachers’ thinking about the nature of inquiry-oriented and constructivist-based (as in, the 5E model) science learning at the primary level.

It would appear that these perceptions have been realised, to varying degrees, in many classrooms. Furthermore, for some teachers, the influence of PrimaryConnections has produced teaching and learning environments that fulfill many criteria associated with high-quality science learning. Keith Scamp (2012)

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Examples of program developments based on research and feedback

• Professional learning materials are trialled, altered and published based on participant feedback

• Curriculum units are trialled, reviewed and published based on teacher feedback

• Processes are designed from latest research in science education to assist teachers such as QCER and Question Starters for evidence-based discussions

• Wrist bands replaced badges with pins

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The Resources

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Curriculum Units – Australian Curriculum:Science

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Australian Curriculum:Science

Three interrelated strands:Science Understanding (SU)Science Inquiry Skills (SIS)Science as a Human Endeavour (SHE)

Presented as “content” with “elaborations” for each year level

An achievement Standard for each year is also presented

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Science Understanding Strand divided into four sub-strands

Biological sciences

Chemical sciences

Physical sciences

Earth and space sciences

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Science as a Human Endeavour Strand divided into two sub-strands

Nature and development of science

Use and influence of science

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Science Inquiry Skills content is described in two-year bands.

There are five sub-strands:

Questioning and predicting

Planning and conducting

Processing and analysing data and information

Evaluating

Communicating

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General CapabilitiesLiteracyNumeracyInformation and communication (ICT) capabilityCritical and creative thinkingEthical understandingPersonal and social capabilityIntercultural understanding

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesAsia and Australia’s engagement with AsiaSustainability

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Units with Indigenous PerspectivesYear Biological sciences Chemical sciences Earth and space sciences Physical sciences

Curriculum focus: awareness of self and the local world

F Staying alive What’s it made of? Weather in my world On the move

1 Schoolyard Safari Spot the difference Up, down and all around Look! Listen!(replaces Sounds sensational)

2 Watch it grow All mixed up Water works Push pull

Curriculum focus: recognising questions that can be investigated scientifically and investigating them

3 Feathers, fur or leaves Melting moments Night and Day (replaces Spinning in Space)

Heating up

4Plants in Action Material World

Beneath our feet Smooth movesFriends or foes? Package it better

5 Desert Survivors What’s the matter? Earth’s place in space Light shows(replaces Light fantastic)

6Marvellous micro-

organismsChange detectives Earthquake explorers

It’s electrifying

Essential Energy

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Teacher Flash Cards

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Student Flash Cards

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Wristbands – collaborative learning roles

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Feathers – Interactive Resource

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Resource kits

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Costs and ordering

All costs are available on the website

All ordering done via the website

Online

Online with printed fax order form

All professional learning registered online

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Science Inquiry Skills

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Australian Curriculum:Science SIS

Science Inquiry Skills content is described in two-year bands.

There are five sub-strands:

• Questioning and predicting• Planning and conducting• Processing and analysing data and information • Evaluating • Communication

Predict which of these teachers and students do

effectively / ineffectively.

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Science Inquiry Skills-expandedQuestioning and predictingIdentifying and constructing questionsProposing hypotheses (claims / predictions)Suggesting possible outcomes

Planning and conductingDeciding how to investigate / solve problemsCarry out investigations and collect data

Processing and analysing data and informationRepresenting data in meaningful and useful waysIdentifying trends, patterns and relationships in data

Using evidence from the data to justify conclusions Evaluating Consider the quality of available evidenceConsider the merit or significance of a claim, proposition or conclusion with reference to evidence

CommunicatingConveying information or ideas to others through appropriate representations, text

types and modes

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QCER

Q: What question are you trying to answer?

C: What is your claim at this point?

E: What specific evidence do you have to support your claim?

R: How does the evidence support the claim? Can this be linked to a science concept? Are there alternative explanations for the data collected? How accurate is the data?

Students need encouragement to move from making claims only to citing evidence to support the claims. Older students can make full conclusions with claims, evidence and reasoning.

The Question Starters can be used to model and practise this

process.

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2007 TRIALContinuum for teaching science as argument

Activity based

Investigation based

Evidence based

Argument based

Fun, hands-on activities designed to motivate students and keep them physicallyengaged

Abilities to engage in inquiry; ask testable questions and design fair tests; focus on collecting data

Need to support claims with evidence; evidence is not questioned in terms of quality, coherence etc

Argument construction is central; coordinating evidence and claims is viewed as important; emerging attention to considering alternatives.

Zembal-Saul, C. (2009). Learning to teach elementary school science as argument. Science Education, 93(4):687-719.

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Conclusion

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Workshop purpose

You are here to gain new insights, knowledge and understanding of the PrimaryConnections program, its underpinning research, its latest developments and plans for the future.

Documents

1 The Story Continues….. PrimaryConnections: Continuing Professional Development 2014