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1 11
MakingConnectionsOne-day Introduction to PrimaryConnections
Wollongong, 18 December 2014
2 22
PrimaryConnections Professional Learning Facilitators
Louise Rostron
Primary Connections Professional Learning Consultant
Nicola Dziadkiewicz
Primary Connections Presenter
3 33
Workshop purpose
You are here to develop knowledge and understanding of:• the purpose and major features of PrimaryConnections• the relationship to the Australian Curriculum:Science• the curriculum units and resources that exemplify the approach
in order to make informed decisions about its potential benefits and suitability in enhancing the teaching and learning of science and literacy in your school.
Is this your bus? Will you get on it?
4
Outcomes
On completion of the Introductory day you will be able to:
• describe the approach, the five underpinning principles, the background and organisation of PrimaryConnections and apply the approach in implementing the Australian
Curriculum:Science
• make informed decisions about the use of inquiry skills and the potential benefits and suitability of PrimaryConnections to
enhance the teaching and learning of science and literacy inyour school
5
Workshop outline (one-day)INTRO: Purpose, outline, outcomes(15 mins) What do you want to know and be able to do
ENGAGE: Elicit participants’ beliefs about primary science and discuss the (25 mins) challenges facing primary teachers
The PrimaryConnections BridgeScientific literacy
EXPLORE: Explore the purpose and five underpinning principles of ( 205 mins) PrimaryConnections using ONE key concept
EXPLAIN: The elements of the Australian Curriculum:Science and(20 mins) PrimaryConnections curriculum resource organisation
ELABORATE: Analyse a unit in detail(70 mins) Research underpinning PrimaryConnections
Other resources
EVALUATE:The shift from activity-based science to “evidence/argument- (30 mins) based” science through inquiry skills
Dos and don’ts: focus on learningAsk questions, reflect and evaluate
6 66
Affinity diagram
• Describe one thing you would most like to know by the end of the workshop.
• Describe one thing you would most like to be able to do by the end of the workshop.
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ENGAGE
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Consensogram Questions
What is the degree of importance of the teaching and learning of science in primary school?
What is the effectiveness level of the teaching and learning of science in primary schools?
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• Low priority for science in the primary curriculum• Overcrowding of the primary curriculum• Un-achievable syllabus requirements in science • Inadequate resourcing of science education• Limited access to in-service professional learning for teachers• Limited opportunities for teachers (and trainee teachers) to see quality
teaching of science• Limited time for science education units in pre-service teacher courses• Limited understanding by decision makers of the issues in the teaching of
primary science• Limited understanding of science itself in the school context by teachers,
principals and decision makers• Change-weary teachers• Low teacher confidence
Challenges facing primary teachers in thedelivery of quality science education
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…is building a bridge for the gaps!
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The Bridge – single arch, two halves
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What sort of bridge is it?
Five underpinning principles provide sturdy foundations
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How do you cross The Bridge?
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More lanes!
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Is there a toll to cross The Bridge?What support is available?
Involvement in any project requires some effort – the
question is does the benefit outweigh the cost?
PrimaryConnections has lots of support if you feel you need some help to cross The Bridge:
• colleagues• curriculum leaders• professional learning facilitators • master facilitators
• education officers• state coordinators• Academy of Science• website.
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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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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.
242424
A question to consider!
What makes the sun shine?
Try to represent your understanding in some way.
252525
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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Critical literacy
Critical literacy activities in science develop students’ questioning skills and encourage them to be sceptical about scientific claims made by others.
Image: Stock.xchng
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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.
282828
EXPLORE
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The five underpinning principles…
…let’s explore!
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Principle 1: Collaborative learning
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Beliefs continuum
Collaborative learning strategy: Beliefs continuum
_________________________________________Disagree Agree
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Collaborative learning teams in action
Years F-2 (Pairs)• Speaker• Manager
Years 3-6 (Teams of 3)• Director• Manager• Speaker
Each role has specific duties and responsibilities as thestudents work through the activities and investigations.
Example: Students investigating small animals in theschoolyard.
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Principle 2: 5Es
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The 5Es….what is it?
An inquiry instructional model of teaching and learning designed to facilitate conceptual change!
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Overarching message
ONE KEY CONCEPTUAL IDEA!
• this idea spans the entire 5Es sequence and should be emphasised and referenced often
• lessons build from one to the next contributing to the key idea• actions must be consistent with the purpose of the phase to
develop the key idea
SKAMP says:
Every phase in the 5Es model is important for optimum learning. None are unnecessary and none should be omitted. The impact of omitting a phase needs to be pointed out. (p 210)
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Phase Focus Assessment focus
ENGAGE Engage students and elicit prior knowledge Diagnostic assessment
EXPLORE Provide hands-on experience of the phenomenon Formative assessment
EXPLAIN Develop scientific explanations for observations and represent developing conceptual understandingConsider current scientific explanations
Formative assessment
ELABORATE Extend understanding to a new context or make connections to additional concepts through a student-planned investigation
Summative assessment of the Science Inquiry Skills (SIS)
EVALUATE Students re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomes
Summative assessment of the Science Understanding (SU)
PrimaryConnections 5Es teaching and learning model
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Images of activities from the 5Es phases
ENGAGE: Weather in my world EXPLORE: Plants in action EXPLAIN: Plants in action
ELABORATE: Push-pull
EVALUATE: It’s electrifying
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EXPLORE BEFORE EXPLAIN!
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Principle 3: Investigating
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Types of investigating in PrimaryConnections
Exploratory investigations• occur at the Engage and Explore phases• are characterised by hands-on exploratory activities including:
observing, measuring, testing, representing.
Fair test, Survey, Design and Secondary data investigations• occur at the Elaborate phase• are characterised by a focus on student planning, following the
investigating process, representing findings using ‘literacies of science’ and drawing conclusions based on evidence and communicating findings.
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Planning a science investigation
What is the question for investigation?
What are the variables?
What equipment do I need?
VARIABLES GRID (M = Measure)
Hotness of a spoon
(M)
4242
Remember:- Cows Moo Softly
Change one thing
Measure one thing (dependent on the change)
Keep everything else the Same
4343
Variables table for “fair tests”
What will I change? What will I keep the same?
What will I measure?
Independent variable Controlled variables Dependent variable
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Conducting a science investigation
4545
Stages of investigating
Planning
CommunicatingConducting
Interpreting and representing
Evaluating
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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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QCERQ: 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 their 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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Claims claims claims!!!• Whenever a student makes a representation about a science
phenomenon whether verbal, written, gestured, drawn ….they are making a “claim” about what they do or don’t understand at that point.
• These claims are like “gold” and provide teachers with insights into students’ thinking. Delving into these claims with questions is like digging for more gold.
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The purposes of investigating are to:
• actively engage students in learning
• provide an opportunity to learn the skills and processes of investigating
• provide students with an authentic experience of science
• help students develop an understanding of scientific evidence and of the nature of science
• provide a foundation for conceptual development through experience of science phenomena.
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Phase Focus Assessment focus
ENGAGE Engage students and elicit prior knowledge Diagnostic assessment
EXPLORE Provide hands-on experience of the phenomenon Formative assessment
EXPLAIN Develop scientific explanations for observations and represent developing conceptual understandingConsider current scientific explanations
Formative assessment
ELABORATE Extend understanding to a new context or make connections to additional concepts through a student-planned investigation
Summative assessment of the Science Inquiry Skills (SIS)
EVALUATE Students re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomes
Summative assessment of the Science Understanding (SU)
PrimaryConnections 5Es teaching and learning model
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Investigating images
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Principle 4: Science and literacy
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The confusion!
• Three different expressions are used.• What do they mean? How are they similar? • How are they different?
literacies of science
scientific literacy
everyday literacies
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Defining ‘everyday literacies’
• are the literacy skills students bring to the learning process
• are tools of learning
• are processes and practices that represent what learners know, do or demonstrate when they represent and communicate understanding
• involve multiple modes of representation.
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Visual representation
Focus question
How do we maintain a comfortable level of warmth in our home during winter?
• 4 visual individual representations
• Form large groups and create a scientific representation of the group’s data.
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Defining ‘literacies of science’
• are particular language practices, processes and products that students learn about and use to represent and communicate their understanding of science concepts and processes
• are multi-modal: factual text, data tables, labelled diagrams, symbols, graphs, models, drawings, computer-generated images, gestures, role-plays.
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Literacy focus - graph
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Literacy of science - graphs
Horizontal (x) axis:What was changed (independent variable)
Vertical (Y) axisWhat was measured/ observed(dependent variable)
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Quality matrixLiteracy of science: graph
Features Characteristics of a high-quality product
Opportunity for improvement
Title Clear and accurate Write in a straight lineCheck spelling
Horizontal axis Straight lineClear labelRegular incrementsUnits of measurement
Write label clearlyMeasure the increment spaces
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The story of graphs
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2007 TRIAL
61
Graphs: Questioning for analysis
What is the “story” of your graph?
Do the data in your graph reveal any patterns?
Is this what you expected? Why?
Can you explain the pattern? Why did this happen?
What do you think the pattern would be if you continued the line of
the graph?
How certain are you of your results?
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Literacy Focus – labelled diagram
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Modifying Literacy Focus – labelled diagram
How can we modify this literacy focus for different ages / abilities / Stages?
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Quality matrixLiteracy of science: labelled diagram
Features Characteristics of a high-quality product
Opportunity for improvement
Title Clear and accurate identifying the organism
Write in a straight lineCheck spelling
Labels Scientific language Check spellingUse scientific language
Leader lines Straight lineSame side of diagram
Ensure lines do not cross each other
Scale Units of measurementAccurate
Measure size to calculate scaleInclude a scale
Drawing Clear narrow pencil lineCentred on paperLarge enough to represent detail
No shadingLarger drawing
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Literacy focus - table
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Draw a table
Distance from torch to glue stick (cm)
Height of shadow (cm)
5 19.3
10 16.1
15 14.7
20 13.9
OR
The effect of distance from a torch on the shadow height of a glue stick
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What was changed (independent variable)
What was measured/ observed(dependent variable)
Each row should show a different treatment, organism, sampling site etc.
Table of the number and type of organisms found in a sample of leaf litter
Organism type Number of organisms
leaves 29
Woodlouse 10
Beetle larva 4
Spider 2
Literacy of science - data tables
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Quality matrixLiteracy of science: data table
Features Characteristics of a high-quality product
Opportunity for improvement
Title Clear and accurate Write in a straight lineCheck spelling
Columns Straight lineClear labelRegular sizeUnits of measurementChanged variable on leftMeasured variable on right
Write label clearlyMeasure the increment spaces
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The relationship
• Literacy skills do not develop in
isolation from a context.
In PrimaryConnections:• students use everyday literacies
and learn literacies of science
• the science context provides a
meaningful purpose for literacy development.
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So what is scientific literacy?
The use of everyday literacies to learn
about science concepts and processes –
including the development of the
literacies of science – contributes to
students’ developing scientific literacy
as they learn about, communicate and
represent science understanding.
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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• engage in the discourses of and about science• be sceptical and questioning of claims made by others about
scientific matters• 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.
Defining 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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Principle 5: Assessment
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Assessment ‘for’ learning
Gathering information about the gap between where the student is and needs to be.
Students learn best when they:• understand clearly what they are trying to learn and what is expected
of them• are given feedback about the quality of their work• are given advice on how to make improvements• are fully involved in deciding what needs to be done next and who• can help if needed.
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Assessment ‘of’ learning
Gathering and working with evidence to enable teachers and the wider assessment community to evaluate students’ progress.
Judgements about the extent and quality of student learning need to be:• based on sound criteria negotiated with and known to students• reliable and accurate.
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Assessment ‘as’ learning
Reflecting on evidence of learning and the processes of learning.
• Reflecting on the learning process helps students focus on:• what they have learned• how they have learned• what processes help them to learn.
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Phase Focus Assessment focus
ENGAGE Engage students and elicit prior knowledge Diagnostic assessment
EXPLORE Provide hands-on experience of the phenomenon Formative assessment
EXPLAIN Develop scientific explanations for observations and represent developing conceptual understandingConsider current scientific explanations
Formative assessment
ELABORATE Extend understanding to a new context or make connections to additional concepts through a student-planned investigation
Summative assessment of the Science Inquiry Skills (SIS)
EVALUATE Students re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomes
Summative assessment of the Science Understanding (SU)
PrimaryConnections 5Es teaching/learning model
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Types of assessment
Diagnostic
Formative
Summative
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‘More effort has to be spent in framing questions that are worth asking: that is, questions which explore issues that are critical to the development of children’s understanding.’
Questioning
Black, P. et al. (2003). Assessment for learning. UK, Open University Press.
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Effective questioning
View Part Eight of Questioning Minds DVD
• What are broad questions?• What are narrow questions?• What is the purpose of wait time?
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Questioning and the 5Es modelSee Elaboration of the 5Es (pages 22-23)
• ENGAGE: Broad questions that encourage students to discuss their ideas and
experiences
• EXPLORE: Questions that encourage students to discuss their ideas and to
express common experiences
• EXPLAIN: Focused questions that reinforce the explanations of the concepts
• ELABORATE: Questions that help students understand the concept in a new
situation and that assess inquiry skills
• EVALUATE: Questions that assess students’ understanding.
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Assessment examples from Heating up
Diagnostic: How does heat move?
Formative: Moving heat
Summative: Where’s the heat?
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Student science journals and using assessment rubrics
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PrimaryConnections website
All teaching information and resources in members section
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• links science with literacy• is based on the 5Es teaching and learning model• uses an inquiry-based investigative approach • uses collaborative learning strategies• embeds the assessment processes in the teaching and
learning model• provides exemplary curriculum units and other resources
All of these contribute to students’ developing scientific literacy.
PrimaryConnections
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EXPLAIN
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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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Australian Curriculum:Science
Science Understanding Strand divided into four sub-strands
Biological sciences
Chemical sciences
Physical sciences
Earth and space sciences
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Australian Curriculum:Science
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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Australian Curriculum:Science
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
90
Australian Curriculum:Science
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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2007 TRIAL
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Major message
The Australian Curriculum:Science outlines the
“what” of the curriculum….what should be taught
and learnt.
It does not outline how teachers deliver the
curriculum. How do you actually do this at the most
fundamental “coal face” level….the teacher and the
students?
92 92
2007 TRIAL
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PrimaryConnections……..
………..provides the “what” and the “how”!!!
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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
9494
Suite of Curriculum Units-after the Australian Curriculum:Science
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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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ELABORATE
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Form groups of 6 to analyse ONE curriculum unit in detail
1. Complete the curriculum unit checklist (page 55)
2. Identify and summarise the “science understanding” at the front of the unit
3. For one phase of the unit only, identify and summarise the following in the charts on pages:
• Activities• Literacy focuses and practices• Collaborative learning activities• Assessment focus
Report back to the group your summary in the order of the 5Es. Each person summarises the entire unit on their chart.(Pages 40-41)
Essence of a curriculum unit
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PrimaryConnections – a collaborative project
• Australian Academy of Science project• Steering Committee: AAS and DEEWR• Reference Group:
– Australian Academy of Science– Department of Education, Employment and Workplace Relations– Universities – Australian Council of Deans of Education– Literacy, English and Science Educator Associations– State Education Departments– Catholic and Independent Schools Associations– Australian Primary Principals Association– Academy of Technological Sciences and Engineering
99
Summary of research 2005-2011
• Original trial teachers: improvements for teachers, science status & quantity
• Factors for successful implementation: support, science coordinator, time
• 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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Teaching Primary Science – Trial teacher feedback on the implementation of PrimaryConnections and the 5E model (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 Skamp (2012)
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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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EVALUATE
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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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Making a difference
The PrimaryConnections program:• is based on research• is well conceptualised• uses extensive trialling • is collaboratively developed• has a national profile• Is fully aligned to the Australian
Curriculum:Science• is involved in ongoing research• is providing evidence of significant
changes for teachers and students.
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2007 TRIAL
110
DOS AND DON’TSDO
• Teach 4 units each year (1 from each colour)
• Teach the lessons in the sequence as written
• Modify the unit based on the literacy outcomes
• Base decision making on the “Disaster Scale”
• Check website for updates
DON’T
• Cherry pick from units
• Try to cover multiple conceptual areas at once
• Avoid the Chemical and Physical sciences
• Leave out the literacy processes
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PrimaryConnections website
www.primaryconnections.org.au
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There is much excitement and enthusiasm around the school this term…it is all a buzz with science.
I now feel I can actually teach science in a quality way…and enjoy doing it.
I had children walking out saying that science was fun, interesting and even their ‘favourite subject’.
It gave me renewed skills as a teacher.
Thanks to your resources I was able to help deliver science to primary age students in an engaging and meaningful way.
This has been the most invigorating and rewarding project I have been involved in.
What teachers are saying about PrimaryConnections