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Science: Inspiring the Next Generation October 20141 Volume 13 Issue 5 The ACE forum for policy, research and practice in education Science: Inspiring the next generation Is it time to start reconceptualising maths and science teacher education? The place of science in early years 2 CONTENTS Challenges and opportunities for 4 Australian Science ABN 96 562 879 327 education Published for the Australian College of Educators by Studio 131 Editor Paola Ghirelli [email protected] Border crossings Editorial assistance to the science Dr Elaine Blake (FACE) 15 & Ms Kira Clarke (MACE) sub-culture Publications working group Advertising P: 03 9035 5473 F: 03 9341 6021 [email protected] ACE membership Toward a carbon P: 03 9035 5473 F: 03 9341 6021 neutral school [email protected] 17 www.austcolled.com.au Australian College of Educators PO Box 73, Carlton VIC 3053 P: 03 9035 5473 F: 03 9341 6021 Publisher’s note © Copyright. No part of this publication 03 Editorial Stephen Dinham can be used or reproduced in any format without express permission in writing from Is it time to start reconceptualising maths and science the Australian College of Educators. The 08 mention of a product or service, person teacher education? Jenny Pesina & Geraldine Carroll or company in this publication, does not indicate the publisher’s endorsement. The 12 The place of science in early years Christine Howitt views expressed in this publication do not necessarily represent the opinion of the 21 Science: Inspiring the next generation Ian Chubb publisher, its agents, company officers or employees. 24 A quality National Conference 26 ACE Fellows and College medal for 2014 28 Science, stereotypes and the cinema Megan Ivory 30 Take a risk in science education Stephanie Adan 31 Book review: Learn to Teach, Teach to Learn Barry McGaw EDITORIAL 3 Are we serious about science? This edition of Professional Educator • the primary curriculum is overloaded or science teacher and senior students comes soon after a very successful with both ‘academic’ and ‘social’ are avoiding the higher level maths and National Conference, ‘What counts as aspects, making the role of the science courses (Chinnapan et al, 2007) quality in education?’ held in Adelaide. generalist primary teacher increasingly • undergraduate students are avoiding Papers and presenters were drawn untenable maths and science in favour of other from across the Australian educational • some primary teachers report lacking areas such as information technology landscape ranging from early years confidence and competence in teaching to higher education. A highlight was • it is difficult ot attract suitable maths/numeracy and science – the National Gala dinner oration candidates to secondary maths and resorting in some cases to ‘cookbook’ delivered by Professor Ian Chubb AC science teacher education courses and science, and ‘hands-on’ maths. It is (FACE), Australia’s Chief Scientist. His primary teacher candidates may lack time that serious thought was given thought provoking address, which was Year 12 maths/science, or have to the introduction of specialist primary not included amongst the conference taken the lowest courses available maths and science teachers who can papers, is provided in this edition for work alongside generalist teachers • there is a shortage of secondary maths members. and science teachers • Australia’s performance on Other highlights from the conference international measures such as TIMSS • and so it goes … included the presentation of the ACE (Trends in International Mathematics Fellowships plus the prestigious 2014 This cycle needs to be broken. The and Science Study), PIRLS (Progress College Medal awarded to Dr Gerald articles in this edition explore aspects of in International Reading Literacy Study) White (FACE), an outstanding Australian these related phenomena and canvass and PISA (Programme for International educator with a distinguished record of solutions. As such it makes an important Student Assessment), although service to the College. contribution to our current thinking in good, is in decline overall, with primary 03 Editorial Stephen Dinham this significant area. The theme to this edition is given over performance relatively poorer than largely to a matter of international secondary when Australia is compared I would also like to remind all members 08 Is it time to start reconceptualising maths and science concern in education, that is, of teaching to a similar ‘basket’ of nations that our Grass Roots Membership teacher education? Jenny Pesina & Geraldine Carroll and learning in the Science, Technology, Challenge is still being actioned, whereby • student attitudes, beliefs and Engineering and Mathematics (STEM) each of us is asked to identify at least achievement in primary maths and 12 The place of science in early years Christine Howitt subjects. Professor Chubb’s oration one potential member of ACE who will science powerfully predict secondary provides a ‘big picture’ view on this area both add value to the College and benefit school performance in these subjects 21 Science: Inspiring the next generation Ian Chubb and other contributors also focus in on from the membership. This initiative is related matters. • one third of Australian 15 year old proceeding well thanks to all who have 24 A quality National Conference students are being taught maths by an already ‘sponsored’ a new member. In my paper ‘Primary schooling in ‘out of field’ eachert and one quarter However here is no requirement to stop Australia: Pseudo-science plus extras 26 ACE Fellows and College medal for 2014 by an ‘out of field’ science teacher. at one new member! times growing inequity equals decline’ This is worse in government, low presented at the conference, I highlighted If you would like a list of references 28 Science, stereotypes and the cinema Megan Ivory socioeconomic status, regional and some of the issues facing us in the areas for this editorial please email remote schools (Productivity of science and mathematics. These can [email protected]. 30 Take a risk in science education Stephanie Adan Commission, 2012) and is nothing short be summarised as follows: of a national disgrace Professor Stephen Dinham 31 Book review: Learn to Teach, Teach to Learn Barry McGaw • There are significant literacy and • significant numbers of Year 11-12 OAM PhD FACE developmental gaps when young people maths and science students are also National President enter primary education being taught by an ‘out of field’ maths 4 OPINION Challenges and opportunities for Australian Science education MARK HACKLING Australia is faced by significant Given the importance of scientific literacy standard. Only five per cent of Korean economic, social and environmental for the life chances of the individual and students failed to reach the Intermediate challenges that can only be addressed the prosperity and well-being of nations, Benchmark (475 points) whilst 29 per by a well-educated and scientifically achievement standards in science are cent of Australian students were below literate society. However, science regularly monitored by international and this standard. education faces significant challenges national assessment regimes. Programs This alarming data shows that the of its own. International benchmarking such as Trends in Mathematics and standard of Australian primary science demonstrates that achievement Science Study (TIMSS), Program of achievement is declining in absolute standards in science are static or International Student Assessment (PISA) terms and relative to other countries; declining at a time when other nations and National Assessment Program and, that far too few students reach are improving, fewer Australian – Scientific Literacy (NAP-SL) have the Advanced Benchmark and far too than overseas students are reaching generated important sources of evidence many fail to reach the Intermediate advanced benchmarks of achievement, about the health of Australian science Benchmark. This is most likely related participation in academically demanding education. to many teachers’ low confidence senior secondary science courses is and self-efficacy for teaching science declining and most concerning of all, Achievement standards which results in very little instructional is the huge negative impact of social time being devoted to science and disadvantage on students’ participation Australian primary science achievement consequently limited opportunities for and achievement in science. In response standards, as assessed by the Year 4 learning (Angus, Olney and Ainley, 2007). to these challenges, we must answer TIMSS international tests, have fallen There is a strong evidence base to show the question of what pedagogical and significantly between 2007 and 2011 th that the Australian Academy of Science’s curriculum formulations can enhance and our ranking has fallen from 13 to th Primary Connections program has students’ engagement with and 24 out of 50 countries (Thomson et positive impacts on teachers’ confidence achievement in science. al., 2012). Australia’s mean score fell from 527 in 2007 to 516 in 2011 which is and self-efficacy for teaching science The goal of science education is to above the international mean of 500 but and that those supported with Primary develop scientifically literate citizens way below Korea (587) and Singapore Connections professional learning who are: (583), the two highest ranked countries. and curriculum resources increase the amount of time devoted to science … interested in and understand
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