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

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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 08 Is it time to start reconceptualising maths and science largely to a matter of international secondary when Australia is compared I would also like to remind all members 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 the world The gap between Australia and top instruction (Hackling, Peers and Prain, around them, engage in the discourses achieving countries increases at higher 2007). of and about science, be sceptical and cognitive domains; the gap increases questioning of claims made by others from the cognitive domain of Knowing to Australian secondary science about scientific matters, be able to identify Understanding to Reasoning. Singapore achievement standards, as assessed by questions, investigate and draw evidence- was outstanding in having 33 per cent the PISA scientific literacy assessments based conclusions, and make informed of its students reach the Advanced of 15-year olds, have shown a small, decisions about the environment and their Benchmark of achievement (equivalent to non-significant decline between 2006 own health and well-being (Hackling, 625 score points), whilst only seven per (527 score points) and 2012 (521), whilst Goodrum and Rennie, 2001, p.7). cent of Australian students reached this OPINION 5

our international ranking has fallen Participation It is recognised that science, technology, from eighth to 16th out of 65 countries engineering and mathematics (STEM) (Thomson and De Bortoli, 2008; Thomson, If Australia is to produce the science graduates make a disproportionately large De Bortoli and Buckley, 2013). Whilst the graduates needed to drive innovation and contribution to economic growth and that Australian standard has remained static economic growth, the number of students the percentage of Australian graduates between 2006 and 2012, 14 countries continuing in the science education from STEM fields is about half of that from achieved significant improvement in this pathway through senior secondary Japan, Singapore and China (National time. On the 2012 PISA assessments, science to post-secondary studies Science Board, 2010). Australian data over the gap between mean scores for the must be increased. The data shows a the period 2001 to 2011 shows that the two top country China (580 score points) and long-term decline in the number and STEM fields that have suffered the largest Australia (521) was large and equivalent proportion of students studying Year 12 fall in undergraduate plus postgraduate to more than one and one-half years science subjects that qualify candidates numbers of graduates are agriculture and of schooling; however, Australia was for university admission (Ainley, Kos and environmental sciences, and information above the Organisation for Economic Nicholas, 2008; Goodrum, Druhan and technology (Table 2). Co-operation and Development (OECD) Abbs, 2011). Despite the total number mean score (501). As with the TIMSS of Year 12 examination candidates Table 2: Undergraduates and postgraduate primary science data Australia had too increasing between 1992 (189,000) to 2012 domestic university student completions few top performing secondary students (220,000) the total number of examination by discipline and year for all Australian and too many low performing students candidates for physics, chemistry, biology universities compared to top performing countries. and earth science fell from 151,000 to Only 14 per cent of Australian students 127,000 during that period. In terms of the percentage of all candidates sitting Discipline Number Year achieved Levels 5 and 6 and were and examinations in Year 12, between 1992 2001 2011 considered top performers compared to percentage 27 per cent for China and 23 per cent for and 2012, participation in physics fell Singapore. Thirteen per cent of Australia seven per cent (from example, from Natural and # 12,930 15,508 Physical students achieved below Level 2 and were 21 per cent to 14 per cent), chemistry per cent 8.59 7.83 Sciences considered low performers compared five per cent, biology 10 per cent and with two per cent for China. earth science continues with very low Information # 8,301 4,532 Technology enrolments and has been essentially per cent 5.52 2.29 This data demonstrates that Australia is stable (Table 1, based on Kennedy, Lyons losing its international competitiveness Engineering # 7,845 9,391 and Quinn, 2014). and Related per cent 5.21 4.74 in terms of secondary students’ scientific Technologies literacy and we face a major challenge Table 1: Number and percentage of Agricultural # 3,580 3,279 to increase the proportion of students students who were Year 12 examination Environmental per cent 2.38 1.66 who are high achievers and decrease the candidates in science subjects in 1992 and and Related proportion of low achieving students. The 2012 Studies TIMSS and PISA data indicate that our Health # 19,654 33,323 Asian trading competitors in knowledge- Discipline Number Year and per cent 13.06 16.83 based products and services (China, 1992 2012 percentage Singapore, Korea, Japan, Taiwan, Hong Other # 98,193 131,992 Kong) outperform Australia in terms Physics # 39,000 31,000 per cent 65.24 66.65 of the scientific literacy of its primary per cent 21 14 Total # 150,503 198,025 and secondary students. As our Chief Scientist, Professor Ian Chubb has Chemistry # 43,000 39,000 Source: Department of Industry, Innovation, argued: per cent 23 18 Science, Research and Tertiary Education (DIISRTE) Higher Education Statistics Data Cube …the world’s dependence on knowledge and Biology # 67,000 54,000 innovation will grow and not diminish and per cent 35 25 Social disadvantage to be ahead in the race, a community needs Earth Science # 2,000 3,000 the skills to anticipate rather than follow. The Australian culture is distinctive in per cent 1 2 its valuing of equality of opportunity and No action by Australia would see the gap Total number # 189,000 220,000 inclusiveness which is consistent with our between our capacity and those of others of year 12 democratic ideals; these values are often widen further. In turn that would see us as examination candidates expressed as ‘a fair go’. Equal opportunity followers not anticipators and restrict our in education would be realised as similar opportunities to develop a high technology, learning outcomes and participation rates high productivity economy (Office of the Note: Rounded numbers based on state and for males and females, for Indigenous territory curriculum authority data as collated Chief Scientist, 2012, p. 6). and non-Indigenous Australians, and for by Kennedy, Lyons and Quinn (2014) those living in metropolitan and remote geolocations. Unfortunately, 6 OPINION

our valuing of equality of opportunity has lowest socioeconomic quartiles (SEQ), reasoning about evidence that they have not been realised and the data reveals and Indigenous and non-Indigenous gathered. This may involve them in first significant and alarming impacts of students, relative to the performance hand manipulation of objects and materials social disadvantage. of a number of benchmark countries. and observation of events; it may also The mean score of Australian students involve them in using evidence gained from On the 2011 TIMSS and the 2012 PISA from the highest SEQ would place them a range of information sources including assessments, there was no significant between the mean score of all students books, the Internet, teachers and scientists. difference between male and female from the top two countries China and mean science achievement scores Teachers are leading students to develop Hong Kong; however, Australian students despite there being significant differences the skills of inquiry and the understanding from the lowest SEQ score at the same favouring males in mathematics. The of science concepts through the students’ level as Iceland, which is ranked 40th. 2012 PISA data show that Indigenous own activity and reasoning. This involves The greatest concern relates to the mean students’ mean score was equivalent facilitating group work, argumentation, score for Australian Indigenous students to two and one half years of schooling dialogue and debate, as well as who score at a level that is similar to lower than non-Indigenous students. providing for direct exploration of and the mean score for all students from The gap between the highest and lowest experimentation with materials Thailand, the 49th ranked country and socioeconomic quartile was equivalent to (Inter-Academies Panel, 2010, p.4). only a little above the lowest ranked of all two and one half years of schooling (Table countries, Mexico. The commitment to inquiry-based 3). The gap between metropolitan and science education (IBSE) relates to the provincial schools was equivalent to half Analysis of Western Australian enrolment focus on students’ active engagement in a year of schooling and the gap between data reveals that there is also an impact learning through scientific investigations metropolitan and remote schools was of social disadvantage on students’ as this approach immerses students in equivalent to two years of schooling. The participation in academically demanding scientific activity thus helping them to strong impact of social and economic science and mathematics subjects at the understand the nature of science, develop disadvantage on performance is reflected upper secondary level. Very few Western inquiry skills and develop understandings in the wide spread of scores achieved Australian students, from below average of science concepts based on real by Australian students in the 2012 PISA Index of Community Socio-Educational experiences of natural phenomena. These assessments. Advantage (ICSEA) schools, enrolled in three categories of learning outcomes physics, chemistry and Stage 3 specialist map directly on the three strands of the mathematics in 2012 (Hackling, Murcia, Table 3: Performance of Australian Australian Curriculum – Science (ACARA, West and Anderson, 2014). It is likely that students relative to other benchmarking 2014). The active engagement of students this pattern of participation also would be countries on the PISA 2012 science in guided scientific inquiry provides rich evident in other Australian jurisdictions. assessments opportunities for developing higher order thinking, problem solving skills and Country Rank Mean Pedagogy and curriculum scientific reasoning which are important out of 56 science Given the imperative to attract and retain components of scientific literacy. countries score more students in the STEM education There is a risk that the current focus on China 1 580 pathway and to raise achievement explicit and direct forms of instruction, Australian students from 567 standards, considerable attention has which have proved so successful in the highest socioeconomic been given to pedagogical and curriculum developing phonological awareness quartile formulations that will engage students in in young children, may lead to a form science learning and enhance learning Hong Kong 2 554 of educational faddism where direct outcomes. There is an international instruction is seen as the magic bullet, Liechtenstein 11 525 consensus that science should be taught the simple solution to all educational Australian non-Indigenous 524 by inquiry-based methods in the early, problems. As in learning to read, learning students primary and lower secondary years science requires a mix of pedagogical Australia 16 521 of schooling (Bybee, 1997; Goodrum, approaches; however, direct forms of Hackling and Rennie, 2001; Millar OECD average 26 501 instruction have a limited role to play in and Osborne, 1998). A working group science education and the imperative to Australian students from 479 established by the network of academies foster higher order learning outcomes the lowest socioeconomic of science throughout the world identified demands that inquiry-based methods quartile two key characteristics of inquiry-based must play the predominant role. Iceland 40 478 science education; these are: Russell Tytler’s seminal paper on Thailand 49 444 Students are developing concepts that reimagining the science curriculum Australian Indigenous 440 enable them to understand the scientific (Tytler, 2007) argued strongly for a aspects of the world around them through Tablestudents 3 shows the performance of curriculum which sets science learning their own thinking using critical and logical AustralianMexico students from56 the highest415 and in authentic contexts, involves community OPINION 7

partnerships, utilises inquiry-based Mark Hackling is Emeritus Professor at Inter-Academies Panel. (2010). Report of the pedagogies in which students have some the Edith Cowan Institute for Education Working Group on International Collaboration agency in their learning, and that the Research, Edith Cowan University. He in the Evaluation of Inquiry-Based Science forms of assessment better reflect the has provided leadership to national Education (IBSE) programs. Retrieved from: http://www.interacademies.net/File. higher order learning outcomes that science education programs such as aspx?id=7078 we aspire to. Getting the curricular and Primary Connections. pedagogical settings right is essential; Kennedy, J., Lyons, T. and Quinn, F. (2014). The however, the effectiveness of curriculum continuing decline of science and mathematics implementation depends very much References enrolments in Australian high schools. Teaching Science, 60(2), 34-46. on the pedagogical content knowledge ACARA. (2014). Australian Curriculum: (PCK) and beliefs of the teacher. The Science. Retrieved from: http://www. Millar, R. and Osborne, J. (1998). Towards lack of specialist science teachers in australiancurriculum.edu.au/science/ 2000: Science education for the future. London: primary schools and out-of-field teaching Curriculum/F-10?layout=1 Nuffield Foundation. in the early secondary years results in Ainley, J., Kos, J. and Nicholas, M. (2008). National Science Board. (2010). Science and science being taught by teachers with Participation in science, mathematics and engineering indicators 2010: Appendix tables limited specialist science PCK, a limited technology in Australian education. ACER (pp. 128-130). Arlington, VA: National Science repertoire of inquiry pedagogies and Research Monographs. Retrieved from Foundation. Retrieved from: http://www.nsf. capability for recognising where students http://research.acer.edu.au/acer_ gov/statistics/seind10/pdf/at02.pdf. are at in their learning journey and ability monographs/4 Office of the Chief Scientist (2012). to respond to their learning needs. The Angus, M., Olney, H. and Ainley, J. (2007). In Mathematics, engineering and science in the most effective way of improving teacher the balance: The future of Australia’s primary national interest. Retrieved from: http://www. effectiveness is through discipline- schools. Canberra: Australian Primary chiefscientist.gov.au/wp-content/uploads/ specific and ongoing teacher professional Principals’ Association. Office-of-the-Chief-Scientist-MES-Report-8- learning, and as our Chief Scientist has May-2012.pdf argued, we should: Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practical action. Portsmouth, Office of the Chief Scientist (2014). Science, Provide all pre-service and in-service STEM NH: Heinemann. technology, engineering and mathematics: teachers with training and professional Australia’s future. Canberra: Australian Goodrum, D. Druhan, A. and Abbs, J. (2011). Government. Retrieved from: http://www. development opportunities to deliver The status and quality of Year 11 and 12 science chiefscientist.gov.au/wp-content/uploads/ contemporary science using contemporary in Australian schools. Canberra: Australian FINAL_STEMAUSTRALIASFUTURE_WEB.pdf pedagogy, with a focus on creativity and Academy of Science. Retrieved from http:// inquiry-based learning—more like science www.science.org.au/reports/documents/Year- Thomson, S. and De Bortoli, L. (2008). is practised (Office of the Chief Scientist, 1112-Report-Final.pdf Exploring scientific literacy: How Australia measures up. The PISA 2006 survey of students' 2014, p.23). Goodrum, D., Hackling, M. and Rennie, L. scientific, reading and mathematical literacy What we have learned from our Asian (2001). The status and quality of teaching skills. Retrieved from: http://research.acer.edu. neighbours who outperform Australia in and learning of science in Australian schools. au/ozpisa/2/ Canberra: Australian Government Department international assessments of students’ of Education, Training and Youth Affairs. Thomson, S., De Bortoli, L. and Buckley, L. scientific literacy, is that they are (2013). PISA 2012: How Australia measures up. rigorously systematic in their approaches Hackling, M, Goodrum, D. and Rennie, L. Camberwell, Victoria: Australian Council for to teacher professional learning. South (2001). The status of science teaching in Educational Research. Retrieved from: http:// Australia provides an Australian shining secondary schools. Australian Science Teachers' www.acer.edu.au/documents/PISA-2012- example of such systematic approaches Journal, 47 (4), 6-17. Report.pdf to professional learning with their Hackling, M., Murcia, K., West, J. and Thomson, S., Hillman, K., Wernert, N., Primary Mathematics and Science Anderson, K. (2014). Optimising STEM Education Schmid, M., Buckley, S. and Munene, A. Strategy which provided every teacher in in WA Schools. Perth: Edith Cowan Institute for (2012). Monitoring Australian year 4 student South Australian Government primary Education Research. Retrieved from: http:// achievement internationally: TIMSS and schools with three days of science www.tiac.wa.gov.au/Files/STEM_Report_Part- PIRLS 2011. Melbourne: Australian Council 2_20022014.aspx professional learning and Primary for Educational Research. Retrieved from: http://www.acer.edu.au/files/TIMSS-PIRLS_ Connections curriculum resources, and Hackling, M., Peers, S. and Prain, V. (2007). Monitoring-Australian-Year-4-Student- three days of mathematics professional Primary Connections: Reforming science Achievement.pdf learning focussing on maths content. teaching in australian primary schools. Teaching Science, 53(3), 12-16. Tytler, R. (2007). Re-imagining science education: Engaging students in science for Australia’s future. Camberwell: Australian Council for Education Research. 8 FEATURE

Is it time to start reconceptualising maths and science teacher education? JENNY PESINA & GERALDINE CARROLL

Associate Professor Elizabeth Johnson, La Trobe University, August 2014

Overview is a continuing shift from intermediate Parliament noted there are also emerging and advanced levels of mathematics to difficulties in meeting the demand for There have been growing concerns the elementary level. Further decline specialised mathematics and science with the shortage of trained primary in enrolments are noted for biology, teachers, particularly in some hard-to- and secondary science and mathematics chemistry and physics (Chubb & Chubb staff locations (Education & Training teachers nationally in Australia. At 2012). Committee, 2006). the same time as there have been surpluses of general primary teachers There are similar concerns in Victoria. To address these issues, the Australian in metropolitan areas, there have been Recent national and international data Government has committed $54 million persistent shortages of suitably qualified indicate that Victorian students generally in funding over four years towards the teachers in secondary school subjects perform well in mathematics and science ‘Investing in Science and Maths for a such as mathematics, science and (PISA 2006; TIMSS 2007; NAPLAN Smarter Future’ initiative. This is in technology (Productivity Commission 2008). However, students’ interest in response to the report by Professor 2012). This issue is especially evident in science and mathematics is declining. Ian Chubb AC (2012), Australia’s Chief rural and hard to staff schools (Hobbs, According to the blueprint for energising Scientist: ‘Maths, Engineering and 2012). science and mathematics education in Science: in the National Interest’. By Victoria, while more than 80 per cent of establishing collaborations between Enrolment of senior school students in Victorian students are studying science education, science and mathematics science subjects is at present on a long- and mathematics at the senior years of faculties, departments and schools, the term declining trend in both absolute secondary school, many do not continue program aims to increase the supply numbers and as a proportion of the to do so at the tertiary level (Department of graduates as well as increase the total cohort. Mathematics participation of Education and Early Childhood retention rates of existing pre-service declined from 76.6 per cent to 72.0 per Development 2009). The Education teachers. cent between 2002 and 2010, and there and Training Committee for Victorian FEATURE 9

mathematics (STEM) with innovative and centres, dissemination of materials and engaging approaches to teaching and training. Two annual conferences are The ReMSTEP learning. planned for 2015 and 2016. In addition, ReMSTEP has identified a number of project facilitates The project directly promotes leading academics and organisations collaboration between researchers and and supports an to take part in its External Reference educators in science, mathematics and Committee. improved competence education. Active partnerships have been and confidence in the established with specialist science and teaching of science mathematics centres, the Melbourne Key developments and maths, as a Museum, professional organisations, A mixed project team from Deakin scientists and mathematicians. University, in partnership with the pre-service focus, These partnerships will drive positive University of Melbourne, has developed across the Australian change in the quality of mathematics and a model for collaboration with specialist Curriculum. science teachers by creating programs centres and is currently developing three where undergraduate STEM students and new topics in consultation with the Gene pre-service teachers work collaboratively Technology Access Centre (GTAC). These with education faculties and researchers topics are: It is widely accepted that students’ to create new materials, units of study • Stem Cells (Secondary) choices in pursuing careers in science and expertise in inquiry-based classroom and mathematics are influenced by their practices. • Bionic Eye (Secondary) school education. The initiative therefore The project partners collaborating under • Adaptations (Primary) aims to develop teachers’ capabilities the ReMSTEP umbrella include the in bringing contemporary scientific The topics will be developed by core University of Melbourne (lead institution), understanding and practice into schools, teams with representation from Deakin University, La Trobe University including primary and secondary year GTAC staff, scientists, science and and Monash University. At the core of levels. mathematics educators and pre-service ReMSTEP, seven innovations have been teacher candidates from the University The ‘Investing in Science and Maths for identified to focus project’s activities over of Melbourne and Deakin University. a Smarter Future’ initiative is a basis the three-year period of the initiative: A management team, comprising of for inspiration to the Office for Learning Innovation 1: Contemporary science and ReMSTEP and GTAC representatives will and Teaching (OLT) program entitled mathematics in integrated science and oversee the overall process. ‘Enhancing the Training of Mathematics pre-service units of study. and Science Teachers’ (ETMST). The One of the aims of this collaboration is goal of the program is to drive a major Innovation 2: Undergraduate science for developed components to be trialled improvement in the quality of science students engaging with schools. and evaluated at rural government and and mathematics pre-service teacher outer metropolitan disadvanged schools. Innovation 3: Science specialisations education. A budget of $12.4 million has Core teams will identify appropriate within primary pre-service programs. been allocated for this sole purpose. approaches and methodologies for each Innovation 4: Specialist Science and topic. In addition, concurrent planning is The ETMST Program consists of five Technology Centre collaborations. in progress with Melbourne Museum, the major projects across Australia; the Institute for Frontier Materials (IFM) and ‘Reconceptualising Maths and Science Innovation 5: Practicum opportunities in Quantum Victoria. Teacher Education Programs’ (ReMSTEP) world-class research environments. project is centred in Victoria. As part of the collaboration with Innovation 6: Building on existing student Melbourne Museum, a group of pre- expertise in science and mathematics. Welcome to ReMSTEP service teachers will learn about how Innovation 7: Building a recruitment areas of the museum’s collection relate to The ReMSTEP project facilitates and pipeline of high potential mathematics areas of the curriculum. The pre-service supports an improved competence and and science teachers. teachers will be able to work with the confidence in the teaching of science and museum’s science education staff and maths, as a pre-service focus, across To achieve the goals of seven innovations, scientists to gain better understanding of the Australian Curriculum. Four leading ReMSTEP’s funding supports teaching how objects from collections are used to Victorian universities have established relief for academics involved in communicate scientific ideas to diverse a network under the ReMSTEP curriculum development, professional audiences. The daily research activities umbrella, dedicated to developing learning, coaching of other staff, of museum scientists will be explored new teacher education practices that materials and development of resources. and documented, offering the pre-service align contemporary approaches in In addition, there is funding for laboratory teachers rich experience in all aspects of science, technology, engineering, and equipment for experimental work, contemporary science practice. collaborative work with specialist science 10 FEATURE

The ReMSTEP project team at Deakin University has established relationships with scientists from the Institute for Frontier Materials at Geelong and Burwood campuses. Planning is underway to develop models of embedded scientific research and practice in pre- service teacher education programs. In addition, an innovative project for pre- service teachers enrolled in chemistry curriculum units at Deakin University’s Burwood campus is in progress. Pre- service teacher candidates will engage in discussions with researchers in order to develop teaching resources based on current scientific practices, with a focus on the chemistry strand in the Victorian and the Australian Curriculums. This will form part of the teacher candidates’ assessment.

Reconceptualising program and Students during the science experiment at the University of Melbourne course structures is an essential focus for ReMSTEP. Melbourne Graduate School of Education at the University a valuable experience for pre-service Research Project subject. Collaboration of Melbourne has introduced a new teachers who will be mentored and with the Faculty of Science is underway Science and Mathematics elective in guided to develop and trial innovative to gather ideas for the design of Master Master of Teaching (Primary) program. units of study. of Teaching units. An audit has been Professor Stephen Dinham, ReMSTEP’s completed of the existing science Work is continuing, to identify science Project Director, has emphasised that outreach at Monash, and this work has researchers to act as partners for pre- ‘the teachers would graduate as fully identified the potential for developing service teacher candidates through the qualified generalist primary teachers curriculum based outreach programs for Multi-disciplinary Science and Technology with an extra accreditation in maths or science students. Integrated Experience (MSTIE) at science teaching, giving schools flexibility La Trobe’s Bendigo campus. MISTIE in how they use them’ (Ferrari 2014, already provides an excellent platform Conclusion n.p.) Previous teaching programs have for integrating science and technology focused on retraining existing teachers The need for strong collaborative into the primary level teacher practicum rather than embedding the specialisation relationships will underpin the success of experience. The work at Bendigo will in a teaching degree, as is the case at ReMSTEP and the ETMST Program as a help strengthen the program, refresh the Melbourne University (Ferrari, 2014). whole, by building strategic partnerships nature of contemporary science in the Concurrently, a number of activities between scientists, mathematicians, program and develop partnerships that are being planned with Melbourne teacher educators, in-service teachers will enable the scientists to work directly University’s Master of Teaching and pre-service teacher candidates to in schools. (Secondary) mathematics focus. achieve common goals of increasing As part of ReMSTEP’s collaboration with science and mathematics competence La Trobe University is partnering pre- specialist science centres, La Trobe’s and confidence in pre-service teachers. service teachers with mid-career project team is working with Quantum This will in turn lead to an increase in scientists (a group currently holding Victoria on developing new science qualified and passionate mathematics Future Fellowships funded by the Federal materials. The Quantum Centre is one of and science teachers in Australian Government). Each of the scientists six specialist science centres, funded by schools and students with appreciation manages a small laboratory. A wide range the Victorian Government, with a focus on for these areas. It is an important cycle of science disciplines are covered by the physical sciences. and a necessary step in re-thinking group, ranging from sleep disorders and mathematics and science knowledge cancer biology to theoretical mathematics The project team at Monash University for life. and material science. This initiative, is currently involved in developing new elegantly named ‘Scientists as Partners units of study in its Master of Teaching Jenny Pesina is the Educational in Education’ (SPIEs) focuses on giving and Bachelor of Science programs. Designer and Geraldine Carroll the teacher candidates a personal experience Alongside these activities, another unit Project Manager for ReMSTEP. in contemporary science. This will be is in planning for a Faculty of Education Email: [email protected]. FEATURE 11

List of terms and acronyms References Education & Training Committee. (2006). Inquiry into the promotion of mathematics and ETMST - Enhancing the Training of $54 Million Commitment to Mathematics, science education. Melbourne: Parliament of Mathematics and Science Teachers Engineering and Science. (2012). Retrieved Victoria. http://www.parliament.vic.gov.au/ September 15, 2014, from http://www. GTAC - Gene Technology Access Centre vufind/Record/71886. Retrieved 13 August chiefscientist.gov.au/2012/05/54-million- 2014. IFM - Institute for Frontier Materials committment-to-mathematics-engineering- and-science-2/ Ferrari, J. (2014, Jul 28). Training a new breed MSTIE - Multi-disciplinary Science and of teacher. The Australian Retrieved from Technology Integrated Experience Chubb, I., & Chubb, I. W. (2012). Mathematics, http://search.proquest.com.ezp.lib.unimelb. engineering & science in the national interest. edu.au/docview/1549392168?accountid=12372 NAPLAN - The National Assessment Office of the Chief Scientist, p.10 Program – Literacy and Numeracy Hobbs, L. (2012). Teaching out-of-field: Factors Department of Education and Early Childhood shaping identities of secondary science and OLT - Office for Learning and Teaching Development (2012). 2010-2011 Teacher Supply mathematics. Teaching Science: The Journal PISA – Programme for International and Demand Report. Melbourne: State of Of The Australian Science Teachers Association, Student Assessment Victoria. 58(1), 21-29. ReMSTEP - Reconceptualising Maths and Education Policy and Research Division, Research report - Schools Workforce 2012, Science Teacher Education Programs Office for Policy, Research and Innovation, Chapter 4: Addressing imbalances in teacher Energising Science and Maths Education in supply and demand". Productivity Commission. SPIEs - Scientists as Partners in Education Victoria: Blueprint Implementation Paper, Retrieved 3 March 2014. Department of Education and Early Childhood STEM - Science, Technology, Engineering, Development, August 2009. If you are interested to find out more contact and Mathematics us via www.remstep.org.au, or on Twitter TIMSS - Trends in International using the handle @ReMSTEP. Mathematics and Science Study

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The place of science in early years

CHRISTINE HOWITT FEATURE 13

For young children (from birth to eight inferring, problem solving and reflecting. designed to foster children's learning years), play and science are naturally Collaborative participation in science and development’ (DEEWR 2009, p.45). interwoven. While there would be little experiences encourages children to Thus, what young children encounter argument, from early year educators develop communication skills including every day through their play and on the importance of play in young speaking, listening, discussing, arguing, curiosity can be a part of the early years children’s learning, the same cannot be representing, recording and reporting. science curriculum. Educators who said for the place of science. Through active engagement with science, are responsive to children’s interests young children also develop social and observant of their play can identify Young children have often been called skills such as cooperation, negotiation, teachable science moments and ‘natural scientists’ as they attempt to leadership, following instructions emergent science curriculum. understand their immediate world. and behaving safely. Early science A natural curiosity is exhibited that Young children have a range of learning, therefore, allows for the translates into wondering, observing, understandings of scientific concepts as development of curiosity, enthusiasm, exploring, questioning and discovering a consequence of their interactions with, motivation, responsibility, sensitivity, as these children develop their own and desire to make sense of, the world. originality, independence of thought and explanations and understandings of While their initial ideas may be far from perseverance as cognitive, practical and how the world works. All their senses the scientifically correct concepts, these self-regulation skills are interconnected. are used as they playfully explore ideas make perfect sense to children their surrounds, and constantly make So, what does science look like in the as they are based on their everyday connections in their learning through early years? When a six-month-old experiences and contexts (Campbell each new encounter. Howitt and Blake reaches out to grab a toy and pushes it 2012). summarised this connection between beyond her reach, transfer of energy is It is important to note that it can take 12 young children and science succinctly: involved. An 18-month-old who drops years (or more) of formal schooling for ‘where there is a child there is curiosity a toy from his high chair and wonders students to reach the correct scientific and where there is curiosity there is where it went is experiencing gravity. A concept. Harlen argued that in the early science’ (Howitt and Blake, 2010, p.3). An three-year-old watching a caterpillar years educators should distinguish acknowledgement of children’s curiosity crawl along a branch is learning how between the ‘right’ answer and the provides a vehicle for science teaching different animals move; while a five-year- ‘correct’ answer. A right answer is based and learning. old observing a puddle shrink over time on children’s everyday experiences and is learning about evaporation. Science Science has the potential to improve prior knowledge. While a right answer is everywhere–in everything we do. the conceptual knowledge, practical may be a long way from the scientific For young children, food, clothes, toys, skills, reasoning and thinking skills, truth, it allows young children to make the weather and technology can offer communication skills, social skills of observations and gain confidence in their examples of science in their everyday children as well as their attitudes and ability to describe what they think is life. A child combining sand, water, dispositions (Brunton & Thornton 2010; happening and why it might be happening leaves and gum nuts is learning about Eshach & Fried 2005). The provision of (Harlen 2001). Science in the early years mixtures. Another constructing a fairy appropriate science learning experiences is about providing children with a range of house from different outdoor materials can assist children to better understand learning experiences that enable them to is exploring the properties of materials their world. These experiences encourage start developing concepts that have some and the beginnings of engineering. An children to investigate and explore their relationship to scientifically accepted appreciation and understanding of the environment that in turn aids their views (Campbell 2012). everyday nature of science in children’s practical skills of observation. Science play is essential for educators to develop The US National Science Teachers’ skills of young children are enhanced and extend these science concepts. Association (NSTA) recently produced when their senses are linked to the an Early Childhood Science Education use of fine motor control, hand-eye The Early Years Learning Framework Position statement. Within this they coordination and construction. Emergent (EYLF) defines curriculum as ‘all the identified six key principles to guide science also offers many opportunities interactions, experiences, activities, learning of science in young children for reasoning and thinking skills routines and events, planned and (NSTA 2014). These are summarised such as questioning, speculating and unplanned, that occur in an environment below. 14 FEATURE

1. 4. Young children have the capacity to Young children develop science skills References engage in scientific practices and and knowledge in both formal and Blake, E. & Howitt, C. (2012). Science in early develop understandings at a conceptual informal settings. Children learn about learning centres: Satisfying curiosity, guided level. This acknowledges that all science everywhere. This includes play or lost opportunities. In K. C. D. Tan & M. young children have the capacity to formal pre-school/school settings along Kim (Eds.). Issues and challenges in science construct conceptual understandings; with informal settings such as homes, education research. Moving forward (pp. 281- using reasoning and inquiry, observing, parks, zoos, museums and science 299). Dordrecht: Springer. exploring and discovering their world. centres. Parents, grandparents, carers Brunton, P. & Thornton, L. (2010). Science in Educators tend to underestimate young and educators can purposefully support the early years. Building firm foundations from children’s capacity to learn science core children’s science learning through birth to five. London: Sage. ideas and practices, consequently failing everyday activities such as cooking, to provide opportunities, experiences gardening, cleaning, using playground Campbell, C. (2012). Learning theories related to early childhood science education. In C. and appropriate scientific language for equipment, fixing and using machines Campbell & W. Jobling (Eds.). Science in early them to develop science skills and build and visiting the park or beach (Robbins childhood (pp. 24-37). Melbourne, Victoria: conceptual understanding. 2012). Cambridge University Press.

Department of Education, Employment 2. 5. and Workplace Relations (DEEWR). (2009). Adults play a central and important Young children develop science skills Belonging, Being and Becoming: The Early Years role in helping young children learn and knowledge over time. Young children Learning Framework for Australia. Canberra: science. While children are constantly require many opportunities for sustained Commonwealth of Australia. learning through play, adults also have engagement with materials and Eshach, H, & Fried, M., N. (2005). Should an important role in this learning. This conversations with adults. They require science be taught in early childhood? Journal role includes preparing the learning time to explore resources, discover ideas, of Science Education and Technology, 14(3), environment; co-constructing knowledge; construct meaning and learn skills. They 315-336. being a source of expertise, skills also require opportunities to re-visit and and knowledge; actively listening to re-engage with materials and activities to Fleer, M. (2009). Supporting scientific children’s ideas; encouraging children build on their observations and ideas. conceptual consciousness of learning in “a roundabout way” in play-based contexts. to ask questions; asking productive International Journal of Science Education, 31(8), questions; initiating and stimulating 6. 1069-1089. talk; and modelling how to think things Young children develop science skills through (Blake & Howitt 2012; Brunton and learning by engaging in experiential Harlen, W. (2001). Primary science: Taking the plunge (2nd ed). London: Heinneman. & Thornton 2010). It should be noted learning. Young children learn best by that materials on their own do not teach doing. The provision of engaging science Howitt, C. & Blake, E. (2010). Planting the seeds scientific concepts. The best science learning experiences with appropriate of science. A flexible, integrated and engaging learning opportunities occur through and varied materials encourages children resource for teachers of 3 to 8 year olds (2nd conversations between children and to question, explore, investigate, discover ed). Perth: Australian Learning and Teaching Council. Available online at http://www.olt.gov. adults while interacting with materials and construct meaning. (Fleer 2009). au/resource-planting-seeds-science-second- edition-2010

3. Young children are highly capable and National Science Teachers’ Association competent science learners. Through Young children need multiple and varied (NSTA). (2014). NSTA Position Statement: Early play and curiosity they develop science opportunities to engage in science Childhood Science Education. Retrieved from explanations of their immediate world. www.nsta.org/about/positions/early childhood. exploration and discovery. Science Educators who nurture a sense of wonder aspx understandings are best developed in and enthusiasm for science, and provide young children when they are provided Robbins, J. (2012). Learning science in opportunities and time for exploration with multiple opportunities to engage informal contexts: The home and community. and investigation, can assist young in exploration both indoors and in the In C. Campbell & W. Jobling (Eds.). Science children in developing scientific attitudes, in early childhood (pp. 94-112). Melbourne, natural environment. The range of dispositions, skills and knowledge for Victoria: Cambridge University Press. experiences provides opportunities lifelong learning. for children to identify patterns, formulate theories, consider alternative Christine Howitt is an early childhood explanations, and build on their existing education lecturer at the Graduate knowledge. School of Education, The University of Western Australia. OPINION 15

the opportunity to major in mathematics and science despite her gifting in the area. When I asked the reason why, she replied: ‘the social moray of the time dictated that ladies didn’t’. Paradoxically, it was from my mother that I first learned that mathematics and science could be awe inspiring, fascinating and great fun. She used words such as elegant, beautiful, wonderful and mysterious to describe them, words that I am sad to say, were never spoken from the lips of my own teachers of science. From her I came to understand mathematics as a type of language, a language with its own grammar and symbols that could be used to express patterns in nature and the world around us with such precision and simplicity that the resultant speech was both elegant and beautiful. Now to a young female, the idea that mathematics and science could be either CAROL ALDOUS elegant or beautiful was revelatory. And it is something that has carried me through into my adult teaching career. But the reason for sharing this personal account Border crossings is not so much to explain that such is the case (see Arianrhod (2006)), it is to clarify that such passionate and insightful to the science instruction provided me with a way to enter the perceived masculine world of mathematics and science while at the same time, maintain my feminine identity. sub-culture Some years down the track, Aikenhead (1996), a prominent science educator, would encapsulate just such a transition I began teaching science over thirty As a young female entering teaching, as a ‘border crossing’ into the world of years ago. As a graduate with an I could be forgiven for thinking that I science. honours degree in science and a should have been pleased to learn that diploma in education, I had completed the students thought me pretty. However, To Aikenhead (1996), learning science my university degree on an education to the contrary I was mortified by the is akin to learning a new culture. This is scholarship. At that time, while young contraindication of it. For it had not once because science is a field with its own and enthusiastic, I was also naïve. I been my intention to be mean. According set of conventions, values, processes remember my mentor teacher guiding to these students if one were so called and language. Therefore, the ease with me in those formative years. ‘Give ‘em ‘mean’, then one ought not ‘to be pretty’. which an individual learns science and hell for the first three weeks’ he advised. Alternatively, if one were ‘pretty’, then mathematics is partially related to how ‘Only then can you ease up and have ‘em one ought not, ‘to be mean’; but not both well the culture of science aligns with eating out of the palm of your hand’. As simultaneously. the student’s own culture. While the an impressionable young teacher, I took word ‘culture’, is likely too forceful a At a deeper level I sensed that these the advice seriously and did my best term, the word ‘sub-culture’ can be more students were personifying the to implement it. My intention however, aptly applied. Thus, the sub-culture of conundrum of what it is to be both female was to be firm but fair. So it came as science can be seen to operate within and to teach in the perceived ‘difficult’ something of a shock to hear the words: the much wider but overarching culture and masculine field of science within a ‘She’s pretty… but mean’ being uttered in which we live. In the same way, many rural secondary school. Over one quarter from behind me as I walked across the groups within society can be said to have of a century earlier my mother, while school-yard. their own functioning sub-cultures. The training to be a teacher, had been denied 16 OPINION

sub-cultures comprising the family, the References peer group, the classroom, the school Aikenhead, G.S., 1996. Science Education: and the physical and social environment As educators it is Border crossing into the subculture of science. for example, have been found to strongly Studies in Science Education 27, 1-52 influence students’ understanding of and important to harness engagement with science (OECD 2014). the joy and wonder of Aldous, C., Barnes, A. Clark, J., 2008. Engaging excellent Aboriginal students in science: An Enhancing the fluency with which discovery that is to be innovation in culturally inclusive schooling. students can move between sub-cultures, found in the study of Teaching Science 54(4) 35-39 switching language conventions and Arianrhod, R., 2006. Einstein’s Heroes: moving backward and forward between science... Imagining the World through the Language of the science-world and different life- Mathematics Oxford University Press, USA worlds is important. The creation of Immordino-Yang, M. H., Christodoulou J. ‘border crossings’ appropriate to different A., & Singh, V., 2012. Rest is not idleness: sub-cultures is vital to the process. Implications of the brain’s default mode Needless to say, the nature and extent our emotional selves and this is nowhere for human development and education of the border crossing will vary between more needed than in the learning and Perspectives on Psychological Science 7 (4) individuals and groups and more than teaching of science. OECD 2014. PISA 2012 results in focus what 15 one border crossing will likely be required I began my teaching career at a time year olds know and what they can do with what (for an example of the application of a when there was an oversupply of science they know. www.oecd.org/pisa series of border crossings into the culture teachers at least within the South of science see Aldous, Barnes & Clark, Office of the Chief Scientist, (2012). Health of Australian context. Now we cannot 2008). Australian Science. Australian Government, get enough. As Australia struggles to Canberra Here I should elaborate that, although maintain its competitive standing on the Thompson, S., & Borteli, L., (2008) Exploring having majored in history and English, global stage, education systems across scientific literacy: how Australia measures up: the nation are in need of well-qualified my mother had studied mathematics as a the PISA 2006 survey of students’ scientific, cognate. And when the opportunity arose teachers of science. Yet the numbers reading and mathematical literacy skills ACER she had also studied physics for the fun of students enrolled in the sciences at Press Camberwell Victoria of it, to find out what it was that she was the upper secondary and tertiary levels supposedly not allowed to know or do. continues to decline (Office of the Chief Wieman C. E., 2007. Why not try a scientific approach to Science Education The irony of course is this, despite having Scientist 2012). Lasting change requires been denied the opportunity to major a sustained, long-term approach. Every Change Magazine 39 (5) September - October in mathematics and science, her entire aspect of the teaching and learning teaching career was spent not in teaching cycle from early childhood through to history and English, but in the teaching tertiary level needs to be addressed and learning of mathematics at every and appropriate border crossings and grade level, because mathematics and strategies identified. Developments science teachers, particularly good ones, in the new field of complexity science were in short supply. are revealing the interconnectedness of relationships and that a broader all Programme for International Student encompassing systems approach to Assessment (PISA) studies tell us that reform is required. Australian students overall ‘can do science’ but are not necessarily, ‘enjoying Nobel prize winner Carl Wieman (2007) science’ (Thompson & Borteli 2008). understood that he knew about the sub- As educators it is important to harness culture of science but that he did not the joy and wonder of discovery that is know about the sub-culture of teaching. to be found in the study of science and What we need are individuals who know to take hold of the psycho-social and about and can engage deeply with both emotional dimensions in learning and sub-cultures. teaching to engage students in science. Carol Aldous is Director: Master of Recent developments in brain science Teaching and Co-ordinator: Science are revealing that the very brain systems programs within the School of Education that keep us alive (the default mode Flinders University, Adelaide. setting) are the very same as those that help shape our social and emotional identity (Immordio-Yang et al 2012). Deep learning will not happen without engaging FEATURE 17

Toward a carbon neutral school WARWICK HOFFMAN

Climate change represents an a school community demonstrates Change (n.d., what is carbon neutral?) environmental, economic and social commitment to our students for a defines carbon neutrality as ‘when the threat to our modern society. It is an sustainable future. A possible pathway net greenhouse gas emissions of an indicator of our unsustainable practices towards sustainability of our school is to organisation, event, service or a product and is a key challenge our planet will move ‘towards carbon neutrality’. are equal to zero’. Carbon neutrality is continue to face into the future. The achieved when an organisation reduces Let’s explore these points: question arises, therefore, as to whether their emissions as far as possible and moving towards a carbon neutral school • what is carbon neutrality? then purchases offsets for the residual is an appropriate response for a school • why a school should consider emissions. To be formally accredited as a to demonstrate how to respond to this becoming carbon neutral? carbon neutral organisation these offsets global issue at the local level. Whilst • a suitable pathway to moving towards need to be purchased ‘in accordance sustainability is a cross-curriculum carbon neutrality. with the National Carbon Offset Standard priority within the Australian curriculum, (NCOS) and the NCOS Carbon Neutral many schools are finding it hard to What does ‘towards carbon Program Guidelines’ (Department of offer more than a tokenistic effort in neutrality’ mean? Climate Change, n.d., n.p). meeting this priority. An ever-expanding The everyday activities of a school curriculum with a seemingly endless generate greenhouse gas emissions, Why should a school become list of priorities can make addressing through electricity and natural gas carbon neutral? sustainability, and considering carbon usage, transport (to and from school neutrality, seem daunting. Sustainability is defined as meeting activities and in general commuting) ‘the needs of the present without and the emissions embedded in the Climate change is a clear indicator of compromising the ability of future production of all the goods purchased the unsustainable practices present in generations to meet their needs’ (VCAA, for use in the school. It is possible to our lifestyles. The Intergovernmental n.d., para. 2). Human- induced climate reduce the greenhouse gas emissions Panel on Climate Change (IPCC, 2008) change is one indicator of our living in an of some of these activities to zero, for predicts, for example, a significant unsustainable manner. On a per capita example converting to solar hot water loss of biodiversity, an exacerbation of basis, Australia is one of the highest heaters. Pragmatically, however, it would water security issues and a decline in emitters of greenhouse gases, producing be difficult and perhaps impossible, agricultural productivity in Australia by 28.1 tons of carbon dioxide per person, for a school to move to zero emissions 2030. In recognition of this, sustainability more than four times the world average through direct actions at the school. education has been made a cross- (Garnaut, 2008). As a country, we have Carbon neutrality thus implies the need curriculum priority within the Australian the responsibility to take a leading role to purchase carbon offsets. curriculum. The ideas under this in reducing these emissions. At a local curriculum give priority to recognising This requirement for carbon offsets is level, a school has a responsibility that sustainability is ‘obtained through reflected in formal definitions of carbon to demonstrate to its community a informed individual and community neutrality. The Department of Climate commitment to act. action’ (VCAA n.d., n.p.). Action as 18 FEATURE

The Australian Curriculum recognises Measuring our carbon of emissions. Online calculators can aid the need to equip students with footprint in the calculation of a carbon footprint the skills necessary to engage with (for example, Carbon Neutral, n.d.). It relevant and contemporary issues, The first stage towards carbon neutrality is important, from an accountability with ‘sustainability’ selected as one of is to measure what a school is emitting, and credibility basis, that the footprint three cross-curriculum priorities. The as ‘you can’t manage what you can’t calculation be based on an accepted curriculum highlights that ‘sustainability measure’ (EPA Victoria, 2007, p 5). It reporting protocol, such as the of ecological, social and economic will also be necessary to set operational Greenhouse Gas Protocol developed systems is achieved through informed boundaries around what is measured. by the World Business Council for individual and community action’ (VCAA, The World Business Council for Sustainable Development (2004). This n.d., Organising Ideas). A school moving Sustainable Development’s Greenhouse protocol sets principles for relevance, towards carbon neutrality models the Gas Protocol (WBCSD, 2004) defines completeness, consistency, transparency relevance and importance of community three types of emissions: and accuracy of the information used action to their students. to calculate an organisation’s carbon • Direct (Scope 1) – Petrol for vehicles, footprint. Leadership on climate change natural gas, refrigerant leakage in air demonstrates a commitment by a school conditioning and refrigerators to a sustainable future for their students. Avoid or reduce emission from • Indirect (Scope 2) – Purchased Moving towards a carbon neutral school our current activities electricity is a tangible action to demonstrate this The primary focus of moving towards • Indirect (Scope 3) – Staff commuting commitment. In 2012, for example, South carbon neutrality is to identify and carbon embedded in activities such Freemantle Senior High School became opportunities to avoid/reduce carbon as waste disposal, catering, employee the first certified carbon neutral school emissions from a school’s activities. travel, paper usage. in Australia (Simply Carbon, 2012). This Whilst it may not be possible to achieve a accreditation was the culmination of a Schools can initially report Scope 1 school with zero emissions, opportunities five-year journey to position the school as and Scope 2 emissions, due to ease of will exist to minimise emissions. The aim a leader in sustainability. information gathering and computational is to reduce your emissions to the lowest pragmatism. The calculation of Scope 3 possible level, with offsets only being A pathway towards a carbon emissions is more challenging and could used for the residual carbon emissions neutral school be gradually introduced in future years. remaining. The Australian Sustainable Schools Initiative (Sustainability Victoria, The suggested pathway towards carbon Measuring the school’s carbon emissions n.d.) offers guidance on how to identify neutrality is based on a procedure used requires a systematic identification of opportunities for reducing carbon by the Environmental Protection Authority sources and then using established emissions. (EPA). EPA Victoria has developed a emission factors to calculate the level series of carbon management principles to aid organisations to measure, avoid, reduce, assess and offset their greenhouse gas emissions. A similar approach is adopted in the National Carbon Offset Standard (Department of Climate Change and Energy Efficiency, 2012. A chart can be found in the EPA Victoria’s Carbon Management Principles (EPA Victoria, 2007a, p3) Using these carbon management principles, to move towards carbon neutrality a school may: • measure their current level of greenhouse gas emissions (i.e. calculate a baseline carbon footprint) • avoid/reduce emissions from current activities • offset residual emissions • set on-going emission reduction targets. Ideas for Reducing a School’s Carbon Emission (Learning Fundamentals, n.d.) FEATURE 19

Offsetting can pose an ethical project. This project officer can also dilemma as it has been associated be given accountability for leading a Offsetting can with organisations’ buying their way team to commence the integration of pose an ethical out of poor environmental behaviour sustainability across the curriculum. (Dhanda & Hartman, 2011; Murray & Options for seeking external funding dilemma as it has Dey, 2009). There have been issues in should also be investigated. Grants are been associated with the development of the offset market, available from many organisations to although the introduction of accreditation organisations’ buying support green initiatives. Novel funding standards is helping to make the market approaches should also be investigated. their way out of more transparent. Kollmuss, Zink, and For example, the South Freemantle Polycarp discuss how these standards poor environmental Senior High School sought approval from must meet: ‘accounting standards’ behaviour the state government to retain funding (to ensure the offsets are real and from energy savings for use in future permanent); ‘monitoring, verification, and sustainability initiatives (Simply Carbon, certification standards’ (to quantify actual 2012). savings when a project is running); and South Freemantle Senior High School contain ‘registration and enforcement formed a Carbon Neutral Committee systems’ (to ensure offsets are only sold Integrating sustainability to manage the process of identifying once) (Kollmuss, Zink, and Polycarp across the school curriculum 2008). opportunities for reducing carbon The adoption of ‘towards carbon emissions (Simply Carbon, 2012). With neutrality’ as a school priority, provides broad based representation (teachers, Set reduction targets for the the authentic reason for a school to parents, community members, academics future consider sustainability across the and the principal), the committee met curriculum. South Freemantle High Targets (both short and long term) should fortnightly to discuss opportunities for Senior School, for instance, has used be set and renewed to drive continuous reducing carbon emissions. A mind map carbon neutrality as its mechanism reductions in a school’s greenhouse of energy saving ideas from the school’s to integrate sustainability across the gas emissions. On-going reductions in carbon neutral project is reproduced in curriculum, indicating how it provided emissions will minimise the requirements the figure (page 18). ‘innovative and practical learning for offsets. An aspirational aim might opportunities’ for students across a wide be a zero offset school (i.e. to be carbon Offsetting the school’s range of disciplines (Simply Carbon, 2012, neutral without the need to purchase p4). residual footprint offsets) however more practical goals are Offsetting is the final stage of becoming recommended. carbon neutral. A typical offset is Recommendations the purchase of green power (power How to sustainably resource For schools and their communities generated from a renewable resource). the initiative considering a coordinated and disciplined Kollmuss, Zink and Polycarp (2008) approach to carbon neutrality, the discuss five major types of offset Successful implementation of a following three initial steps are projects (bio- sequestration, industrial ‘carbon neutral’ school will require the recommended. gases, methane, energy-efficiency, and leadership team to adopt ‘achieving renewable energy projects) highlighting carbon neutrality’ as a key priority. The 1. Make moving ‘towards carbon neutral’ the advantages and disadvantages of school principal must ensure adequate a part of the school’s vision each method. Offsetting should only resources/staff time can be committed to To codify the commitment to a occur once efforts to reduce the school’s achieving carbon neutrality. In addition, sustainable future, it is essential that carbon footprint have occurred. sustainability needs to be considered by the school leadership team adopt all staff as an integral part of the way Guidance on choosing an offset provider carbon neutrality as part of a school’s they perform their jobs. Sustainability vision and mission. A member of the can be found at the Carbon Offset Guide champions should be identified and Australia website (a partnership between school leadership team should be made supported within the school (both accountable for delivery of a carbon Low Carbon Australia and the University staff and students). The wider school of Queensland, 2012). This website lists neutrality plan and performance against community (parents) also forms a this plan reported to the board of the the type of offset projects available, considerable resource to harness. indicative costs and the accreditation school. This team should be encouraged schemes under which their offsets are The initiative is doomed to fail if it to use external resources (for example, provided. Note that some offset projects is reliant on a single staff member. Australian Sustainable Schools Initiative) consider social as well as environmental However, the appointment of a and interact with leaders in the field (for issues (for example, the Gold Standard). dedicated project officer may be critical example, South Freemantle High Senior in the initial stages to kick- start the School). 20 FEATURE

References Carbon Neutral. (n.d.) Carbon neutral – By adopting Carbon calculator. Retrieved from http://www. carbon neutrality carbonneutral.com.au/carbon-calculator.html as part of a Department of Climate Change. (n.d.). Carbon neutral – FAQS. Retrieved from http:// school’s vision, a climatechange.gov.au/climate-change/carbon- tangible interest in neutral/carbon-neutral- program/carbon- sustainability is neutral-program-faqs Department of Climate Change and created. Energy Efficiency. (2012). National carbon offset standard. Retrieved from http://www.climatechange.gov.au/sites/ climatechange/files/documents/03_2013/ 2. Use carbon neutrality as a springboard NationalCarbonOffsetStandard-V2-20120628- to full integration of sustainability across PDF.pdf the school’s curriculum Dhanda, K.K., & Hartman, L.P. (2011). The ethics of carbon neutrality: A critical By adopting carbon neutrality as part of examination of voluntary carbon offset a school’s vision, a tangible interest in providers. Journal of Business Ethics, sustainability is created. This authentic 100(1), 119-149. link, backed by school leadership team EPA Victoria (2007). Draft Carbon Management support, provides the real impetus to Principles. EPA Publication Number 1154. investigate integration of sustainability Retrieved from http://www.epa.vic.gov.au/~/ across the school’s curriculum. A media/publications/1154 cross-domain team (including student representatives) should then be created EPA Victoria (2007a). EPA goes carbon neutral. to plan and be made accountable for EPA Publication Number 1098. Retrieved from Murray, J. & Dey, C. (2009). The carbon neutral http://www.epa.vic.gov.au/our-work/ real integration of sustainability across free for all. International Journal of Greenhouse publications/publication/2007/february/1098 Gas Control, 3(2), 237–248. a school’s curriculum, using towards carbon neutrality as the central theme to Garnaut, R. (2008). The Garnaut climate New Zealand Business Council for Sustainable base the integration. change review. Retrieved from http://www. Development (NZBCSD) (2002). The challenge garnautreview.org.au/ of greenhouse gas emissions: The “why” and 3. Calculate the school’s baseline carbon “how” of accounting and reporting for GHG Intergovernmental Panel on Climate Change footprint emissions. Retrieved from http://www.sbc.org. (IPCC). (2008). Climate change 2007 – Synthesis nz/__data/assets/pdf_file/0019/54901/Climate_ report. Contribution of working Groups I, II To create initial interest in a school’s Change_Guid e.pdf carbon neutrality journey, calculation and III to the fourth assessment report of the of a baseline carbon footprint should Intergovernmental Panel on Climate Change. Simply Carbon (2012). South Freemantle Senior commence immediately (using a simple Retrieved from http://www.ipcc.ch/ High School. The journey to carbon neutral. publications_and_data/publications_ipcc_ estimate of Scope 1 and 2 emissions). Retrieved from http://simplycarbon.files. fourth_assessment_report_synthesis_report. wordpress.com/2012/07/simply- carbon-e- These calculations can be performed htm brochure1.pdf before other systems are operational within the school. The science domain Kollmuss, A., Zink, H., & Polycarp. C. Sustainability Victoria (n.d). ResourceSmart: can be made responsible for its (2008). Making sense of the voluntary carbon Australian Sustainable Schools Initiative calculation and integrate the task as part market: A comparison of carbon offset Victoria (AuSSI Vic). Retrieved from http:// standards. Stockholm Environment Institute www.sustainability.vic.gov.au/www/html/3457- of the junior school curriculum. This and Tricorona. Retrieved from http:// resourcesmart-aussi-vic.asp baseline can also be used to estimate www.globalcarbonproject.org/global/pdf/ what offsetting costs the school may WWF_2008_A%20comparison%20of%20C%20 Victorian Curriculum and Assessment experience. offset%20Standards.pdf Authority (VCAA). (n.d.). AusVELS: Cross- curriculum priorities: Sustainability. Retrieved Warwick is an education student at Learning Fundamentals. (n.d.). What schools from http://ausvels.vcaa.vic.edu.au/ the Melbourne Graduate School of can do about climate change. Retrieved from CrossCurriculumPriorities/Sustainability Education. http://learningfundamentals.com.au/blog/ what-schools-can-do- about-climate-change/ World Business Council for Sustainable Development (WBCSD) & World Resources Low Carbon Australia & University of Institute (WRI) (2004). The greenhouse gas Queensland. (2012). Carbon offset guide protocol: A corporate accounting and reporting Australia. Helping you find and choose standard, Revised Edition. Retrieved from http:// carbon offsets. Retrieved from http://www. www.ghgprotocol.org/files/ghgp/public/ghg- carbonoffsetguide.com.au/ protocol-revised.pdf OPINION 21

Science: Inspiring the next generation

IAN CHUBB Australia’s Chief Scientist, Professor Ian Chubb addressed the Gala dinner as part of the ACE 2014 National Conference – ‘What counts as quality in education?’ on the evening of Thursday 11 September, 2014. These are his notes, however Professor Chubb departed from them as he delivered the speech. Those wanting to quote from this speech should contact the Office of the Chief Scientist for clarification (see details at the bottom of this article).

“I’m acutely aware of the fact that I’m the one coming between you and your dinner so I’ll try to keep this as terse as possible. I’m also aware that many of you in this room are not scientists, but nonetheless I hope I will be able to persuade you that science is interesting and important in education – to inspire the next generation to wonder, whether they go on to pursue a life in science or not. From as early as they are able, children are natural explorers, naturally curious and have the basic outlook on the world required to be scientists. They turn up rocks and rummage around looking for bugs; they pick the petals from flowers; they’re always trying to find out what things are and how they work. And they are constantly asking questions about the world. ‘Why? Why? Why?’ What’s the response of adults? ‘Don’t touch that, it’s expensive’, ‘don’t play with that, it’s dirty’, “because I said so’. Obviously ‘if you touch that, it’ll burn you’ and ‘if you eat that, it’ll kill you’ are appropriate limitations to put on their adventures, but much of this explorative and inquisitive nature is stifled before they even get to school. 22 OPINION

So perhaps it’s time we stopped stamping So we know the value of inspired teaching on the fire – and got to thinking about and we become very good at lecturing how we nurture the flame. teachers about it. It’s been just over a week now since I We’re not nearly so good at supporting launched my proposal for a national them. science strategy. My one professional regret is that I am It’s been gaining momentum. not sure that I was too good at being a mentor. I took very seriously my I could not doubt it when I we starting responsibilities, but I don’t think I was trending above a naked actress on Twitter. patient enough to be a good mentor. But we’ve also been inundated with So when I say teaching isn’t an easy job, positive comments from the research I’m not being patronising – I’m saying community, educators, businesses and it based on experience, albeit limited. I industry; as well as the political sphere. have enormous respect for those that can Ian MacFarlane, the Minister for Industry nurture the pleasure of finding things out and the minister responsible for science in others. was at the launch and spoke warmly Someone who can teach young people about his desire to champion science in how to think not what to think. the government. And when teachers have the relevant He said: ‘The Australian Government knowledge about (and passion for) looks forward to working with the subject that they’re teaching, they Professor Ian Chubb Professor Chubb on our shared goals of can have the confidence to share their strengthening the role of science in the enthusiasm, expand on the curriculum, community and using it in ways that make Astrophysicist Neil deGrasse Tyson teach it in an engaging way and not just us more competitive.’[emphasis added] put this fairly succinctly when he said: rely on textbooks and teaching students (Media Release – 2 Sept, 2014, Minister ‘We spend the first year of a child’s life to simply pass exams. teaching them to walk and talk and for Industry). But too few high-performing science then the rest of their life to shut up and And if my ideas are finding a reception and maths graduates aspire to teaching sit down. There’s something wrong I hope it is because I am not in the careers – and too many of our graduating there’ (http://www.goodreads.com/ business of tinkering around the margins. quotes/562509-we-spend-the-first-year- teachers bypass science and maths of-a-child-s-life-teaching). I am advocating something very different altogether. Teaching ‘out of field’ is - a national cultural change. the new norm (http://amsi.org.au/ I say this in the context of a world that wp-content/uploads/2014/03/discipline- A national culture that appreciates the is changing fast – in ways we only dimly profile-2014.pdf). understand. role science plays in every aspect of our lives, from our health to our economy; The other big issue is that science is not But I saw it well expressed in an article in from our food, to the way in which we taught as it is practised very often. the New Statesman by Ian Leslie: communicate with each other. They don’t do what scientists do: ponder Before the internet and the before the That is the means to the end we all share: a problem, design an experiment, printing press, knowledge was the preserve a stronger Australia, for our own sake unpick what they did to find out how of the one per cent. Books were the super and the good of the world. they can explain what they observed; yachts of 17th century kings. the debate, the skepticism, the very When most Australians value the basis of the scientific process is rarely Today, in a world where vast inequalities incredible role science plays in our taught apparently – no time; crowded in access to information are finally being wellbeing, everything else will begin to curriculum. levelled, a new cognitive divide is emerging: fall in to place. between the curious and the incurious. It is time to re-think how we prepare our When people in air-conditioned teachers and how we support them: Twenty-first century economies are government offices start to think this way rewarding those who have an unquenchable the teachers get very nervous. • to strengthen their content knowledge desire to discover, learn and accumulate knowledge. If you ask any intelligent and successful • to maintain it at contemporary levels adult about their schooling, I bet you’ll • to instill the confidence to deliver the It’s no longer about who or what you know, find in most cases that they had at least curriculum in interesting and but how much you want to know. one inspirational teacher or mentor at novel ways with relevant pedagogical some point in their early development. development. OPINION 23

debate on topics such as climate change, vaccinations, stems cells and others. I find it incredible that certain scientific issues such as climate change have become a political debate. Yet I’ve never heard a politician or an economist want to give their opinion on, say, E=mc2. It’s important to understand that science isn’t a collection of facts; it’s a method and a way of thinking. If we can give every child a solid foundation of science and maths – if we can train them to think critically and sceptically, imagine how much the quality of public and political debate would improve in this country. It is a grand ambition. But it is also an achievable agenda. If it is worth doing, we have to be capable of that focus, alignment and scale. And it is worth doing well - for Australia’s future. Thank you.”

President Obama has said: ‘efforts to That is no temporary blip on the market Professor Chubb has been Australia’s improve STEM education are going to signals radar. It is because economies all Chief Scientist since May 2011. His make more of a difference in determining around the world are evolving. previous roles have included: how well we do as a country than just Countries at all levels of development 2001-2011 Vice-Chancellor, The about anything else that we do here.’ are recognising that new technologies Australian National University Which I would like to echo for Australia. are pushing smart companies to the 1995-2000 Vice-Chancellor, Flinders lead; companies that rely on the skills Getting science education right at all University of South Australia that come from a science education: stages in the pipeline – getting the analytical, logical, systematic, sceptical 1993-1995 Senior Deputy Vice- support for teachers and getting students and problem-solving skills. Chancellor, Monash University engaged in science will allow us to achieve everything else. It is because they recognise this shift 1990-1995 Chair of the Commonwealth’s that they are prioritising science in their Higher Education Council Time is not on our side. economic plans. 1986-1990 Deputy Vice-Chancellor, International research indicates that And the global economy isn’t going to University of Wollongong. 75 per cent of the fastest growing wait for us to catch up. Science education occupations now require STEM skills and He was appointed a Companion of the isn’t just important for those who will go knowledge. Order of Australia for his ‘service to on to study science at university and/or go higher education including research In Australia, the Australian Industry in to a job that requires science skills and and development policy in the pursuit Group is already reporting that a knowledge. A basic understanding and of advancing the national interest quarter of employers believe that the appreciation of science in everyone would socially, economically, culturally and biggest barrier to recruitment is a lack benefit society as a whole. environmentally and to the facilitation of of applicants with STEM skills (http:// It would help the public to see through a knowledge-based global economy’. www.aigroup.com.au/portal/binary/com. idiotic statements such as ‘half of our epicentric.contentmanagement.servlet. schools are performing below average’. ContentDeliveryServle t/LIVE_CONTENT/ References and other information please contact: Head of Communications Office of Publications/Reports/2013/Ai_Group_ It would certainly change the way in the Chief Scientist, Mick Bunworth at: mick. Skills_Survey_2012-STEM_FINAL_ which the public conducts scientific [email protected] PRINTED.pdf). 24 EDITORIAL

Last month’s ACE 2014 National Conference (11 & 12 September): ‘What counts as A quality National quality in education?’ held in Adelaide, was an overwhelming success attended by more than 140 educators from all sectors of education including: schools, early Conference childhood, higher education and VET. Nationwide media attention was given to papers by Professor Stephen Dinham and Ms Virginia Simmons with Professor Lingard’s and Mr Whitby’s presentations also among the well-received (please see full papers at www.austcolled.com.au).

The Gala dinner held on the Thursday evening, featuring the presentation of the ACE Fellowships and the prestigious College Medal, saw members thanked for their significant efforts and contributions to education above and beyond their professional roles. The collegial atmosphere was assisted by music from Brighton Secondary School and special dinner guest, Australia’s Chief Scientist - Professor Ian Chubb’s presentation on the quality of science education in Australia. Professor Chubb spoke about ‘a national culture change that appreciates the role science plays in every aspect of our lives, from health to economy; from food, to the way in which we communicate with each other’ (for the full presentation please see pages 21 to 23). Dr Gerry White, who was awarded the College medal, said in his acceptance speech: ‘This award is a great honour for me from the most eminent education organisation in Australia. For me to receive this award is somewhat overwhelming and I thank you sincerely.’

ACE would like to greatly thank all those who attended, especially all the presenters who stayed on to benefit from the full program, all organisers/volunteers and National Office staff who dedicated many days to bring this successful event to fruition.

Please keep an eye out for future information on the 2015 National Conference which will carry the theme: ‘Educators on the edge’, to be held in Brisbane on 24 & 25 September, 2015. EDITORIAL 25 26 EDITORIAL

ACE Fellows and College medal for 2014

This year the ACE Fellowships and the The College Medal Moreover, Dr White was also a teacher, prestigious College Medal were awarded a principal, a curriculum manager and during the Gala dinner as part of the ACE The 2014 College Medal was awarded consultant in the government sector 2014 National Conference – ‘What counts to Dr Gerald White from SA for his earlier in his career. as quality in education. outstanding involvement in Australian education for well over 40 years. Dr Gerald White’s acceptance These awards were granted to educators who have been judged by their peers Since 2008, Dr White has worked for speech given at the Gala to have made significant efforts and the Australian Council for Educational dinner: distinctive contributions to the field Research (ACER) in Adelaide as Principal "Professor Stephen Dinham, of education above and beyond their Research Fellow. He was the inaugural Distinguished Guests, College Fellows, professional roles. CEO of Education.au Limited, from 1997 My Family (Irena, Caroline and Chris), to 2006, and also ran the Education Ladies and Gentlemen Network Australia (EdNA), MyFuture This award is a great honour for me from The 2014 ACE and other national projects. He was a member of the Australian ICT in the most eminent education organisation Fellows are: Education Committee (AICTEC) and its in Australia. For me to receive this award schools, training and higher education is somewhat overwhelming and I thank Dr Michael Bezzina sub-committees and related bodies from you sincerely. Ms Anne-Maree Creenaune 1997 to 2006 and was awarded the’ ICT I have been extremely lucky in my career Professor Philip Foreman Leader of the Year’ by VITTA in 2009. to have been mentored by and learn Mr Simon Gipson Prior to this Dr White was a leader in from some of Australia’s education Ms Bronwyn Hession Curriculum Management in the South greats: my wife Irena, Professor Peter Mrs Ann Lockwood Australian Education Department (now Brinkworth (MACE), Professor Jonathan Mr Warren Marks DECD) and was the Deputy/Acting Anderson (FACE, National President), Garth Boomer, Dr Tony McGuire (FACE), Ms Robyn Monro Miller Director of Catholic Education in South Australia, as well as the National Co- Professor Stephen Dinham (FACE, Mr Andrew Newman ordinator of ICT for the National Catholic National President), Dr John Ainley Mrs Susan Wyatt Education Commission. (FACE), Mr Geoff Spring (FACE), Dr Brian Croke (FACE) and a host of remarkable Throughout his career Dr White has made and inspiring colleagues. These education HONORARY FELLOW a strong contribution to education outside greats were also members the College which is testimony to the prominence of Mr Philip Malcom Grutzner the school sector on the state, national and international scene as a regular the organisation. presenter, writer, researcher, keynote My career within education has taken speaker, and panellist at numerous me on a trajectory of teaching and national and international conferences. leadership, including in mathematics education as well as teaching and He also has been the ACE SA State learning with digital technologies. As President from 1999 to 2000, a National a teacher, I saw teaching colleagues Board member and a Fellow of the skilled in pedagogy make a difference; as College and is highly respected by principal, I saw teachers and principals educators across Australia for his skilled in pedagogy make a difference; as distinctive contributions to Australian education. EDITORIAL 27

a lecturer, I saw teachers and principals skilled in pedagogy make a difference; as an educational administrator, I saw teachers and principals skilled in pedagogy make a difference; as the national head of the Australian education and training technology agency, I saw teachers and principals skilled in pedagogy make a difference; as a researcher, I saw teachers and principals skilled in pedagogy make a difference. My disposition about what makes a difference in education is fairly plain to see. I have never seen an economist, an accountant, a business person, a banker, a politician, a lawyer, a journalist, a treasury official or a policeman make a difference in education. However, I have seen some of these professionals support teachers and principals in ways such that they did have an influence on making a difference. I am reminded of the statement that Professor Alan Reid wrote when we worked together in the Curriculum Directorate of the then SA Education Department. In a document called Our Schools and Their Purposes: Into the 80s, he wrote, ‘The interaction between teacher and learner is at the heart of schooling’ (Our school and their purposes: Into the 80s. (1981): Education Department of South Australia). This fundamental education truism is being muzzled in the rhetoric of the Western world among nonsense such as free schools (UK), Charter schools (USA), Teach for Australia (Australia), independent school governance (Australia, WA), teacher quality instead of education quality (Australia), increased funding does not make a difference to education (Australia) and teaching computer programming to all school students (UK). I’ll leave you with this thought which for me is at the very core of education. ‘And what is as important as knowledge?’ asked the mind. ‘Caring and seeing with the heart,’ answered the soul (unknown). Thank you so very much." 28 FEATURE

Science, stereotypes and the cinema MEGAN IVORY

Meg Ivory examines, for Professional interested in his creation than in human as it is known in scientific circles, Educator, how popular culture can play beings, or annoyances such as ethical that can have scientific communities a part in how science and scientists are considerations, he messes with nature and internet forums up in arms. The viewed by society. to create life with no regard for the scientific community itself has also been consequences. The popularity and making an effort to strengthen ties with Mad scientists and absent-minded timelessness of the story is found in its producers; setting up groups to promote professors have dominated Hollywood ability to reflect our deep fears about science in popular culture, and provide depictions of scientists for many years. science, scientists, and the terrifying film and television producers with access These archetypes tap into our collective implications of humans creating life, to scientific experts to ensure accuracy in fear of science and those who practise it. messing with the divine order, or with their productions. Stereotypes that indicate we are only not nature in a way that threatens us all. serious about science; we are terrified Lab Coats in Hollywood explores the of it. The last fifteen years have seen a move way scientists interact with Hollywood away from these stereotypes and towards (Kirby 2011). This excellent book tracks Frankenstein, arguably the ultimate a more realistic image of scientists, the engagement of science writers on ‘mad scientist’ movie, has been filmed and their craft in movies. We also have Hollywood sets. From Stanley Kubrick’s over 130 times making it one of the most seen Hollywood producers increasingly epic 2001: A Space Odyssey to today, popular tales ever brought to life on engaging science consultants to try to David A. Kirby tracks a trend that sees screen (Haynes, 1998). Dr Frankenstein bring scientific realism to their sets, to more and more producers engaging incorporates all the elements of the avoid the kinds of errors, or ‘bad science’ science consultants to ensure their archetypal mad scientist, a man more movies are factually correct. FEATURE 29

As detailed in Lab Coats in Hollywood, The detailed discussions and articles science consultants, while becoming that appeared discussing the physics in more prevalent on sets, are not in a Our relationship Gravity is surely a boon for the scientific position to dictate exactly how science with science and community. It is difficult to see how else and scientists should be depicted; the questions of mass, velocity, gravity, and story is king. The influence a science with scientists propulsion could have caused such a consultant or any expert, can have on is changing, as stir in the mainstream media. A film that set is affected by many factors; from the we can see in sparks an interest in physics can only be interests and beliefs of the producers and a force for good. directors, which genre the movie belongs the increasingly Countless movies in the past have gotten to, the intended audience and more. If the close ties between away with unrealistic, inaccurate or story sacrifices scientific accuracy for the simply laughable science depictions. sake of entertainment that is a price most scientists and the It seems this laxity is no longer being producers and directors are prepared to film industry and tolerated in the broader community; the pay. The presence of a consultant does the shift away ability of armchair experts to take to their not guarantee scientific accuracy; advice computers and decry a lack of accuracy can be accepted or rejected based on a from damaging has made Hollywood more accountable. need for a particular plot line, for artistic stereotypes Hand in hand with a push from within the integrity or to preserve key sub-plots or scientific community, there is increasing many other reasons. demand for entertainment that takes its It is encouraging that we are seeing facts seriously. moves by the film industry to be more The National Aeronautics and Space Our relationship with science and with accurate in the science and technology Administration (NASA) has seen the scientists is changing, as we can see they depict on the screen. It shows value of being featured on the silver in the increasingly close ties between an increasing respect for science and screen, allowing the use of its logo, scientists and the film industry and the scientists, and a cultural shift away from its facilities and other resources to shift away from damaging stereotypes. fearing the mad scientist to a renewed create Hollywood blockbusters. This The inclusion of experts on set, the public support of, and interest in science. increasingly positive relationship can changing portrayal of scientists all point Does this indicate that we are less afraid be good for scientists and scientific to a changing relationship with science. of science and scientists? It certainly institutions, highlighting the importance Whether Hollywood is instrumental seems that we are no longer content with of their work to a huge audience. This in driving these changes, or whether just a good story; scientific accuracy can publicity can lead to greater recognition filmmakers are merely reflecting our and should be upheld, stereotypes of of their work, increased funding, higher fears without altering them is too scientists seem dated, and increasingly public regard, and support for their complex to be satisfactorily answered unfashionable. programmes. Hollywood can be a force here, but it is clear that as far as movie- Scientists and institutions have sought for good amongst scientific communities goers are concerned, there is no longer to influence the portrayal of science on when viewed in this light. It is no wonder an excuse for ‘bad science’ or lazy the screen. The creation of The Science that scientists are happy to consult, stereotypes. and Entertainment Exchange, a branch of and institutions are eager to work with Megan Ivory is currently undertaking the National Academy of Sciences, was Hollywood filmmakers, given the rewards further studies in these areas at the in order to allow producers and directors can be immense. University of Sydney, in addition to access to a group of professional A quick glance at the highest grossing holding a position as a part-time scientists who are available to consult Hollywood productions of 2013 reveals a academic. and to assist in providing technical number of films that have scientists or References expertise for filmmakers. They offer science as key features of their plots or script proofing, expert advice and opinion characters; the most obvious of these Haynes, R. D. 1998. Seeking the centre: and many services for producers and is the blockbuster Gravity. The film had The Australian desert in literature, art and film, others to ensure scientific accuracy is some members of the physics community Cambridge University Press. preserved in cinema. They also work up in arms, with Neill de Grasse-Tyson to promote the good image of science Kirby, D. A. 2011. Lab Coats in Hollywood. taking to Twitter to condemn the scientific Science, Scientists, and Cinema, Cambridge, and its practitioners. By making expert inaccuracies in the movie. The science MA/London. advice and opinion accessible, they are consultant on set, Kevin R. Grazier, was able to positively influence how science quick to defend the movie’s science but is perceived by filmmakers and thus to also point out that Gravity was a movie, depicted on the screen. not a documentary. 30 YOUNG TEACHERS

Take a risk in Science education STEPHANIE ADAN

It is my belief that what you say as an means going beyond the bare minimum educator is no way near as effective as curriculum requirements. Risk taking, what you do. It is what you do that makes to me, is having the courage to teach the a difference to your students’ lives way your students learn. and their learning. This article aims to The following are examples of authentic provide support for educators who have learning I have experienced as a learner an anxiety towards teaching science. and as a teacher: One of our main goals as educators is to the Australian Astronomical Observatory, take risks professionally in order to be a became engaged and commented on change agent for science education. Antarctica unit our class blog throughout the term. Students then sent Simon their questions A real life explorer came to visit my class What is the true aim of science about astronomy and he created his to talk about his expedition in Antarctica. education? Is it for teachers to transfer presentation based on those questions. He played a tape with personal voice scientific knowledge and skills into Simon willingly shared his knowledge recordings of his journey enabling us to students’ minds with heavy scaffolding? from how he first became interested visualise his surroundings and feel the Science pedagogy should be student- in science (due to a sombrero-shaped cold. He showed us the layers of clothes centred and promote deep, authentic galaxy) to how to become an astronomer he wore in Antarctica and explained and lifelong learning to open doors for and the various types of scientific work frostbite. We laughed when he pretended students to pursue science, or more required for this field of science. importantly, engage students to work to be a penguin and showed us how penguins transported eggs to each scientifically in everyday life. Science Reflecting on my practice education should equip students to be other. He also brought in liquid nitrogen scientifically literate citizens who engage (which none of us had seen before) and Our love of science learning experiences in scientific problems and make informed explained how something cold could burn does not stop. In our classroom decisions. you. economy we have hired students as garden scientists, astronomers and Through my experience as a first-year Plants in action unit meteorologists. These students report to teacher, I have observed that science class during our weekly news program, Here I used Twitter to find a plant is a subject that naturally intrigues sharing their news in science. students. It harnesses curiosity beyond scientist and found Dr. John Troughton. the classroom walls and provides John happily donated resource books, I am inspired by educators and scientists opportunities for students to observe photos of plants, seeds and a professional who encourage other educators to find the world at an atomic level as well thermometer we constantly use in a scientist and ask them what intrigues as exploring the universe on a grand class. Importantly, he provided me with them about their field. Part of our job as scale. Scientific knowledge causes confidence to teach plant science. When professional educators is to take risks powerful discussion and debate as John eventually visited our class students and be the change agents for science students negotiate their explanations he presented personal interest projects education. based on their knowledge of plants. and construct meaning at a personal This article is dedicated to Jackie Slaviero, level. Science naturally makes students a risk taker and the most inspiring science wonder and encourages them to question What causes day and night educator I know. Thank you for always their world as well as develop their unit believing in me. imaginations to solve real problems. Here students carried out their own Stephanie is a first year primary school By adopting an authentic pedagogical independent research about planets teacher at John Purchase Public approach, science teaching can be very (although not part of the syllabus School, Sydney. She holds a Bachelor enjoyable for both the educator and outcomes) simply because they were of Arts/Bachelor of Education, twitter@ students. Taking risks professionally curious. Astronomer, Simon O’Toole, from stephyadan. BOOK REVIEW 31

Learn to Teach, Teach to Learn Take a risk in by Catherine Scott Science education Book review by Barry McGaw

There is much excellent The book begins with an overview of The final two chapters turn to the full research in cognitive science, psychological and cultural ideas that complexity of the classroom, Chapter 9 much of it in the carefully have shaped thinking about teaching and dealing with social aspects of teaching learning and why ideas subsequently and emphasising the importance of controlled laboratory settings proved wrong have unhelpfully endured language as the ‘teacher’s primary tool, required as complex processes in education. The role of culture is no matter what new technologies appear are investigated. There are further developed in Chapter 2 with many on the market’. The focus is on how often grand claims about the challenges to current orthodoxies. Its language can be used most effectively implications of that work for role in human development, particularly to facilitate student’s learning and as seen in the work of Vygotsky and his cognitive development. Chapter 10 covers real-world situations, even with followers, is discussed in Chapter 3. assessment and feedback. particular educational practices This is followed by a review of the work The book is aimed at initial teacher or products commended on the on defining and measuring intelligence education but it would be equally valuable and consideration of how the concept is basis of the science despite the for many practising teachers. It is culturally shaped (Chapter 4). weakness of the evidence on thorough in its presentation of research transferability from laboratory Two chapters on memory (5 and 6) begin but delightful in its inclusion of personal to life. with the observation that ‘learning is reflections by the author drawn from a memory’ and then discuss the structures rich experience as parent, teacher and There are also long standing practices in of memory used in current research teacher educator. The language is very education that are similarly commended models of memory, memory processes, accessible but never patronising. In the on the basis of new scientific evidence of meta-memory (an individual’s knowledge spirit of Chapter 8 this whole book is an efficacy when that evidence is suspect. about memory) and ways in which expert helping others to increase their In this very readable book, Catherine teaching can help students to memorise level of expertise. It invites an internal Scott applies the criterion of ‘evidence- appropriate things. dialogue in the reader as the case develops and would support a very rich based’ in a rigorous way to clarify what Important non-cognitive factors that dialogue when used in university courses the research shows and what current influence success in school are the or professional development programs. practices the research challenges. She focus of Chapter 7. They include is careful not to over-claim what the attributions, stereotypes, mindsets, Professor Barry McGaw AO, PhD is science shows and also careful to identify effort and the quality of teaching. a Vice-Chancellor’s Fellow at the and reject claims of support from science Chapter 8 deals with important research University of Melbourne and Chair of that is the product of ‘confirmatory bias’, on the differences between novices and the Board of the Australian Curriculum, the human tendency ‘to more easily experts and the steps through which Assessment and Reporting Authority notice information that confirms what we expertise is developed and applies it to (ACARA) and was a former President of already think’ (p, 5). student learning and the professional ACE 1995 – 1997. development of teachers. ACE DIRECTORY

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October 2014 Volume 13 Issue 5