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

2 Facilitator Ms Sophia McLean Professional Learning Manager PrimaryConnections Australian Academy of Science

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

4 Workshop outline (90 minutes) INTRO:Purpose, outline, outcomes (10 mins) The WebsiteWebsite features (10 mins) The Research:Summary of the research and the way it informs the (20 mins )development of the program The Resources:Resources now and in the future (20 mins) Science Inquiry Skills:Developments in facilitating evidence/argument-based (25 mins)discussions Conclusion:Re-visit the purpose of the workshop. What have you (5 mins)learnt?

5 Outcomes On completion of this module participants will understand: the purpose of the PrimaryConnections program the breadth of the research underpinning the program and how this informs the development of resources the latest developments in the professional learning program and the curriculum resources available to teachers a new investigation process

6 Purpose of PrimaryConnections To improve learning outcomes for primary students in science and literacy by developing a professional learning program supported with curriculum resources that will improve teachers’ confidence and competence for teaching science through developing their science pedagogical content knowledge.

7 Scientific literacy is a high priority for all citizens, helping them: to be interested in, and understand the world around them to engage in the discourses of and about science to be sceptical and questioning of claims made by others about scientific matters to be able to identify questions, investigate and draw evidence-based conclusions to make informed decisions about the environment and their own health and well-being. Scientific literacy Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

8 Scientific and technological literacy is a high priority for all citizens, helping them: to be interested in, and understand the world around them and consider problems to be solved to engage in the discourses of and about science and technology to be sceptical and questioning of claims made by others about scientific and technological matters to be able to identify questions and problems, investigate and draw evidence-based conclusions that lead to technological solutions to make informed decisions about the environment, the use of technology and their own health and well-being. Scientific and technological literacy- NSW Syllabus Science and technology Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning McLean, S. and Rostron. L. (2014). PrimaryConnections NSW syllabus to success. of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

9 Scientific literacy develops ___________________________________________________ None/very littleinformed adult ‘The notion of progress in scientific literacy is fundamental to the growth in students’ knowledge and understanding of scientific concepts and processes and the ability to use that knowledge and understanding in everyday situations.’ Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

10 Professional learning program linking science with literacy Supported by quality curriculum resources What is PrimaryConnections? – a complete approach to teaching and learning science Based on research Funded by the Australian Government 2005 – 2013 $11.2 million Stage 6 has begun in 2014

11 The Website

12 PrimaryConnections website All teaching information and resources in members section

13 The Research

14 PrimaryConnections – a collaborative project Australian Academy of Science project Steering Committee: AAS and DEEWR Reference Group: Australian Academy of Science Department of Education, Employment and Workplace Relations Universities – Australian Council of Deans of Education Literacy, English and Science Educator Associations State Education Departments Catholic and Independent Schools Associations Australian Primary Principals Association Academy of Technological Sciences and Engineering

15 Summary of research Original trial teachers: improvements for teachers, science status & quantity Factors for successful implementation: support, science coordinator, time, resources Professional Learning Facilitators and Curriculum Leaders: excellent resources with effective programs Teachers: report significant benefits in confidence and competence Students: show significant differences in “processes of science” and “literacies of science” compared with other science programs

16 The Skamp Report

17 Summary quote from the Skamp Report (2012) Primary Connections has had a very real, positive influence on most (if not all) responding teachers’ thinking about the nature of inquiry-oriented and constructivist-based (as in, the 5E model) science learning at the primary level. It would appear that these perceptions have been realised, to varying degrees, in many classrooms. Furthermore, for some teachers, the influence of PrimaryConnections has produced teaching and learning environments that fulfill many criteria associated with high-quality science learning. Keith Scamp (2012)

18 Examples of program developments based on research and feedback Professional learning materials are trialled, altered and published based on participant feedback Curriculum units are trialled, reviewed and published based on teacher feedback Processes are designed from latest research in science education to assist teachers such as QCER and Question Starters for evidence-based discussions Wrist bands replaced badges with pins

19 The Resources

20 Curriculum Units – Australian Curriculum:Science

21 Australian Curriculum:Science Three interrelated strands: Science Understanding (SU) Science Inquiry Skills (SIS) Science as a Human Endeavour (SHE) Presented as “content” with “elaborations” for each year level An achievement Standard for each year is also presented

22 Australian Curriculum:Science Science Understanding Strand divided into four sub-strands Biological sciences Chemical sciences Physical sciences Earth and space sciences

23 Australian Curriculum:Science Science as a Human Endeavour Strand divided into two sub-strands Nature and development of science Use and influence of science

24 Australian Curriculum:Science Science Inquiry Skills content is described in two-year bands. There are five sub-strands: Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

25 Australian Curriculum:Science General Capabilities Literacy Numeracy Information and communication (ICT) capability Critical and creative thinking Ethical understanding Personal and social capability Intercultural understanding Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

26 Units with Indigenous Perspectives YearBiological sciencesChemical sciencesEarth and space sciencesPhysical sciences Curriculum focus: awareness of self and the local world FStaying aliveWhat’s it made of?Weather in my worldOn the move 1Schoolyard SafariSpot the differenceUp, down and all around Look! Listen! (replaces Sounds sensational) 2Watch it growAll mixed upWater worksPush pull Curriculum focus: recognising questions that can be investigated scientifically and investigating them 3Feathers, fur or leavesMelting moments Night and Day (replaces Spinning in Space) Heating up 4 Plants in ActionMaterial World Beneath our feetSmooth moves Friends or foes?Package it better 5Desert SurvivorsWhat’s the matter?Earth’s place in space Light shows (replaces Light fantastic) 6 Marvellous micro- organisms Change detectivesEarthquake explorers It’s electrifying Essential Energy

27 Teacher Flash Cards

28 Student Flash Cards

29 Wristbands – collaborative learning roles

30 Feathers – Interactive Resource

31 Resource kits

32 Costs and ordering All costs are available on the website All ordering done via the website Online Online with printed fax order form All professional learning registered online

33 Science Inquiry Skills

34 Australian Curriculum:Science SIS Science Inquiry Skills content is described in two-year bands. There are five sub-strands: Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communication Predict which of these teachers and students do effectively / ineffectively.

35 Science Inquiry Skills-expanded Questioning and predicting Identifying and constructing questions Proposing hypotheses (claims / predictions) Suggesting possible outcomes Planning and conducting Deciding how to investigate / solve problems Carry out investigations and collect data Processing and analysing data and information Representing data in meaningful and useful ways Identifying trends, patterns and relationships in data Using evidence from the data to justify conclusions Evaluating Consider the quality of available evidence Consider the merit or significance of a claim, proposition or conclusion with reference to evidence Communicating Conveying information or ideas to others through appropriate representations, text types and modes

36 QCER Q:What question are you trying to answer? C:What is your claim at this point? E:What specific evidence do you have to support your claim? R:How does the evidence support the claim? Can this be linked to a science concept? Are there alternative explanations for the data collected? How accurate is the data? Students need encouragement to move from making claims only to citing evidence to support the claims. Older students can make full conclusions with claims, evidence and reasoning. The Question Starters can be used to model and practise this process.

TRIAL Continuum for teaching science as argument Activity based Investigation based Evidence based Argument based Fun, hands-on activities designed to motivate students and keep them physically engaged Abilities to engage in inquiry; ask testable questions and design fair tests; focus on collecting data Need to support claims with evidence; evidence is not questioned in terms of quality, coherence etc Argument construction is central; coordinating evidence and claims is viewed as important; emerging attention to considering alternatives. Zembal-Saul, C. (2009). Learning to teach elementary school science as argument. Science Education, 93(4):

38 Conclusion

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