7. Science education is a priority for the Australian government National assessments of scientific literacy at Year 6 (2003, 2006) and at Year 10 (2006) National Consistency of Curriculum Outcomes (NCCO) must be embedded by 2008 Investment in National Science programs- Primary Connections , Science by Doing
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12. The result is Primary Connections Professional learning programme supported by curriculum resources
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17. Principle 1 Teaching and learning about science with an inquiry/investigative approach
20. Variables table for “fair tests” Dependent variable Controlled variables Independent variable What will I measure? What will I keep the same? What will I change?
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24. The Primary Connections 5Es model Students re-represent understandings and reflect on their learning journey and teachers collect evidence about achievement of outcomes Summative assessment of the conceptual outcomes EVALUATE Extend understandings to a new context or make connections to additional concepts through a student-planned investigation Summative assessment of the investigating outcome ELABORATE Develop science explanations for experiences and representations of developing conceptual understanding Formative assessment EXPLAIN Provide hands-on experience of the phenomenon Formative assessment EXPLORE Engage students and elicit prior knowledge Diagnostic assessment ENGAGE Focus Phase
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30. Assessment activity Draw arrows on the diagram to show any pushes and pulls.
Major terms in Fair Testing procedures Controlled variables: - are variables that do not change during a scientific investigation Things that you keep the same in the test Independent Variables: are variables that you can change during a scientific investigation Things that you change during the test Dependent Variables: are variables that may change because you changed an independent variable -Things that change and that can be measured because you changed the independent variable Data: is the record of what happened during the test and could include text, tables, graphs and diagrams
AAS view is that a strong education sector at all levels is vital to Australia’s future. The primary purpose of school science education is to develop scientifically literate citizens with the skills to make informed decisions on issues of science, technology, the environment and their own health and well-being. An important secondary purpose is to attract students into science related careers. In order to achieve these goals, a strong foundation in primary school is necessary. There is a lack of science being taught in Australian primary schools because many primary teachers lack confidence in their background knowledge and competence in teaching science. We need a program that supports and encourages primary school teachers in teaching science. We believe that Primary Connections, which was formerly known as the Primary Science and Literacy Project, is such a program. It links the teaching of science to the teaching of literacy in our primary schools and has received widespread support across the country.
AAS view is that a strong education sector at all levels is vital to Australia’s future. The primary purpose of school science education is to develop scientifically literate citizens with the skills to make informed decisions on issues of science, technology, the environment and their own health and well-being. An important secondary purpose is to attract students into science related careers. In order to achieve these goals, a strong foundation in primary school is necessary. There is a lack of science being taught in Australian primary schools because many primary teachers lack confidence in their background knowledge and competence in teaching science. We need a program that supports and encourages primary school teachers in teaching science. We believe that Primary Connections, which was formerly known as the Primary Science and Literacy Project, is such a program. It links the teaching of science to the teaching of literacy in our primary schools and has received widespread support across the country.
