Academic literature on the topic 'Science Study and teaching (Secondary) Australia'
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Journal articles on the topic "Science Study and teaching (Secondary) Australia"
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Fang, Guangbao, Philip Wing Keung Chan, and Penelope Kalogeropoulos. "Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers." SAGE Open 11, no. 3 (July 2021): 215824402110269. http://dx.doi.org/10.1177/21582440211026951.
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Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.
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Gordon, Sue, and Kathleen Fittler. "Learning By Teaching: A Cultural Historical Perspective On A Teacher’s Development." Outlines. Critical Practice Studies 6, no. 2 (September 30, 2004): 35–46. http://dx.doi.org/10.7146/ocps.v6i2.2142.
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How can teacher development be characterised? In this paper we offer a conceptualisation of teacher development as the enhancement of knowledge and capabilities to function in the activity of a teacher and illustrate with a case study. Our analytic focus is on the development of a science teacher, David, as he engaged in an innovative, collaborative project on learning photonics at a metropolitan secondary school in Australia. Three dimensions of development emerged: technical confidence and competence, pedagogical development and personal agency. We explore the transformative effects of intrapersonal tensions within the teacher’s constitution of his role in the emerging community of enquiry — positioning him in turn as learner, instructor and facilitator. We view the context for David’s actions as a complex and dynamic system and interpret David’s development as arising from his responses to the differences in his emerging roles in the project.
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Zakeri, Nurin Nuha binti, Riyan Hidayat, Nur Atikah binti Mohd Sabri, Nurul Fashihah binti Yaakub, Kayshalini S. Balachandran, and Nurul Izzah binti Azizan. "Creative methods in STEM for secondary school students: Systematic literature review." Contemporary Mathematics and Science Education 4, no. 1 (January 1, 2023): ep23003. http://dx.doi.org/10.30935/conmaths/12601.
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Science, technology, engineering, and mathematics (STEM) are recognized as critical subjects that underlie innovation and national prosperity. Through inquiry-based learning, STEM subjects contribute to the development and application of these abilities. Therefore, the main purpose of this research is to explore type of creative methods in STEM for secondary school students. Articles from 2017 till 2021 screened and analyzed using systematic literature review (SLR) and PRISMA protocol. Three online search engines used are Springer, Scopus, and Science Direct. The thematic analysis method is used to analyze the data. A total of 22 articles were chosen for the systematic analysis after being screened using the eligibility requirements. Result showed that the creative teaching methods involving STEM used in the current study were a problem and project-based learning, mathematical modelling, inquiry-based learning, design-based learning, tool-based pedagogy, student-centered learning, 5E instructional model, professional development, board games and role-play, STEM 7E-learning cycle and boundary-crossing. From twenty-two articles chosen, 77% used qualitative approach in existing literature of creative thinking. Our findings indicated that the distribution of STEM education in different countries such as Australia, Germany, Indonesia, Malaysia, Spain, and the US. At the end, STEM in mathematics education gives a positive out-turn overall.
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Danaher, Michael, Jiaping Wu, and Michael Hewson. "Sustainability: A Regional Australian Experience of Educating Secondary Geography Teachers." Education Sciences 11, no. 3 (March 17, 2021): 126. http://dx.doi.org/10.3390/educsci11030126.
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The United Nations Sustainable Development Goal (SDG) number four seeks an equitable and widespread education that enables an outcome of sustainable development by 2030. Intersecting the studies of society and earth processes, a geographical education is well placed to make cohesive sense of all the individual knowledge silos that contribute to achieving sustainability. Geography education is compulsory for the first three years of the secondary education curriculum in Australia; however, research has shown that many geography teachers are underprepared and report limitations in their teaching of sustainability. This article engages with this research problem to provide a critical reflection, using experiential knowledge as an analytical lens, on how tertiary level geography training at one Australian regional university can equip undergraduate teacher education students with the values, knowledge, and skills needed to develop their future students’ understanding and appreciation of the principles of sustainability. The authors unpacked a geography minor for a Bachelor of Secondary Education degree at Central Queensland University and, deploying content analysis, explain how three units in that minor can develop these students’ values, knowledge, and skills through fostering initiatives and activities. The analysis was framed by elements of pedagogy that offer learners a context for developing active, global citizenship and participation to understand the interdependencies of ecological, societal, and economic systems including a multisided view of sustainability and sustainable development. The study concluded that the three geography units engage student teachers in sustainable thinking in a variety of ways, which can have a wider application in the geography curricula in other teacher education courses. More importantly, however, the study found that there is a critical need for collaboration between university teachers of sustainability content and university teachers of school-based pedagogy in order to maximise the efficacy of sustainability education in schools.
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Friday, M., C. Gupta, and S. Ferguson. "P046 More teaching, less sleeping: The impact of stressful periods of the school year on the sleep of Australian schoolteachers." SLEEP Advances 2, Supplement_1 (October 1, 2021): A36. http://dx.doi.org/10.1093/sleepadvances/zpab014.094.
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Abstract Introduction There are approximately 270,00 schoolteachers in Australia and this population experience multiple stressors at work. This can lead to poor sleep quality and quantity and, consequently, adverse outcomes for both schoolteachers and students. While it is well-established that certain periods of the year may lead to increased stress for schoolteachers, the impact of this on sleep is unknown. The current study aimed to investigate the effect of stressful periods of the school year on the sleep of schoolteachers. Methods The Pittsburgh Sleep Quality Inventory (PSQI) and questions on stressful school periods (including report writing, standardised testing, school appraisal, and teacher performance) were completed online by 775 Australian primary and secondary schoolteachers (89.1% female, 29.9% 25–34 years). Pearson Chi-square analyses were performed. Results Scores on the PSQI indicated that 611 (79.0%) of participants were experiencing poor sleep quality. There were significant relationships between each of the stressful periods of the year and PSQI score, such that increased stress during periods of report writing (p<0.001), standardised testing (p<0.001), school appraisal (p<0.001), and teacher performance (p<0.001) was associated with poor sleep quality. Discussion Australian schoolteachers are at risk of poor sleep quality and quantity, and this is exacerbated by stressful periods of the school year. Given the vital role schoolteachers play in the community, organisations should be mindful of these periods of the year in order to improve the sleep of schoolteachers.
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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." Journal of Information Technology Education: Research 15 (2016): 049–73. http://dx.doi.org/10.28945/2335.
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This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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Poelman, Astrid A. M., Maeva Cochet-Broch, Bonnie Wiggins, Rod McCrea, Jessica E. Heffernan, Janne Beelen, and David N. Cox. "Effect of Experiential Vegetable Education Program on Mediating Factors of Vegetable Consumption in Australian Primary School Students: A Cluster-Randomized Controlled Trial." Nutrients 12, no. 8 (August 5, 2020): 2343. http://dx.doi.org/10.3390/nu12082343.
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Schools provide a relevant and equitable environment to influence students towards increased vegetable consumption. This study aimed to evaluate the effectiveness of a Vegetable Education Resource To Increase Children’s Acceptance and Liking (VERTICAL) for Australian primary schools (curriculum aligned and based on a framework of food preference development and sensory experiential learning) on positively influencing factors predisposing children towards increased vegetable consumption. The secondary aim was to evaluate two levels of teacher training intensity on intervention effectiveness. A cluster-RCT amongst schools with three conditions was conducted: 1 = teaching VERTICAL preceded by online teacher training; 2 = as per 1 with additional face-to-face teacher training; 3 = Control. Pre-test, post-test and 3-month follow-up measures (knowledge, verbalization ability, vegetable acceptance, behavioural intentions, willing to taste, new vegetables consumed) were collected from students (n = 1639 from 25 schools in Sydney/Adelaide, Australia). Data were analyzed using mixed model analysis. No difference in intervention effectiveness was found between the two training methods. Compared to the Control, VERTICAL positively affected all outcome measures after intervention (p < 0.01) with knowledge sustained at 3-month follow-up (p < 0.001). In conclusion, VERTICAL was effective in achieving change amongst students in mediating factors known to be positively associated with vegetable consumption.
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Thalluri, Jyothi, and Joy Penman. "Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." Issues in Informing Science and Information Technology 16 (2019): 197–210. http://dx.doi.org/10.28945/4297.
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Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
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Liu, Zi-Yu, Elena Chubarkova, and Marina Kharakhordina. "Online Technologies in STEM Education." International Journal of Emerging Technologies in Learning (iJET) 15, no. 15 (August 14, 2020): 20. http://dx.doi.org/10.3991/ijet.v15i15.14677.
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STEM education has become the normative base for teaching natural sciences, physical-mathematical disciplines and engineering sciences in a number of coun-tries. This technique has become the basis for a series of reforms for secondary and higher education in the USA, Australia, and some other countries. The meth-od involves the integration of training in the fields of mathematics, technical spe-cialties, scientific research and engineering. The widespread use of this technique and its active research throughout the world over the past ten years is due to the need to improve the quality of technical education and the ever-increasing rate of technological progress. This research is devoted to studying the impact of the STEM education introduction for 3rd year students of technical and pedagogical departments for improving the quality of training. The study involved two groups of students from two universities in Russia and China. The sample consisted of 316 people from each university, and the same amount was for control group to verify the results. The two study groups underwent training using two different STEM methodologies - “amalgam” and “interconnect”, which involve varying degrees of integration of various academic subjects within the coordinated STEM education. Both study groups used online-education integrated with STEM that helped to significantly increase the involvement of students in the learning pro-cess. All three groups passed pre-tests and post-tests on the learning outcomes before and after the introduction of the STEM education. The average grades re-ceived by students on studied disciplines show that the STEM education increas-es the academic performance with the statistical error of the study exceeded. The introduction of the “interconnect” method, which implies a greater integration of subjects during the training, showed provably higher results than the “amalgam” method. However, this study cannot be used to assess the quality and capabilities of each of these methods, since such an assessment requires additional research.
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Wulan, Sri, and Lara Fridani. "Teaching Strategy in Early Childhood Education: Child-Friendly Classroom Management to Anticipate Bullying Behaviours." JPUD - Jurnal Pendidikan Usia Dini 15, no. 2 (November 30, 2021): 379–94. http://dx.doi.org/10.21009/jpud.152.10.
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Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood.
Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education
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Dissertations / Theses on the topic "Science Study and teaching (Secondary) Australia"
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Cox, Philip F. "Student beliefs about learning in religion and science in Catholic schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/799.
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The focus of this study is the impact of student perception of the validity of content on student learning. It is proposed that, if the content of a subject is perceived by students as being different to the content of another subject, a result of this perceived difference is that students will treat their learning in these subjects differently. To test this proposal, student beliefs about items from the content of the religious education course are compared with student responses to items of content of their science course. A sample of 1418, year 11 students from nine co-educational Catholic secondary schools were asked to respond to a series of outcome statements from the year 10 religious education and science courses. The questionnaire asks two questions; one, can• the student recall being taught each item; and two, does the student believe that the item is true. If the students believe that the item is true, they are asked to indicate one of three possible reasons for their belief. One, they believe the item because the teacher had provided them with evidence that convinced them that the item is true; two, they believe the item because they trust the teacher to teach them what is true, or three they believe the item for some other reason such as faith. This study does not deal with the issue of faith formation, catechesis, new evangelisation or evangelisation which are significant raison•d'etre of Catholic schools and are closely linked to the study of religious education in Catholic schools. Student and staff responses to a number of open-ended questions, and extensive discussions with students in a Reference Group, provide additional insights into the student beliefs regarding the nature of knowledge particularly for the content of their religious education and science courses.
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Sheffield, Rachel. "Facilitating teacher professional learning : analysing the impact of an Australian professional learning model in secondary science." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/811.
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In education, innovations are frequently introduced to promote changes to the curriculum, teachers' practice, and the classroom environment, however, these initiatives are often implemented without sufficient evaluation to monitor their impact and effectiveness in bringing about the desired changes. This thesis analyses the impact of a teacher professional learning program on lower secondary science teachers' practice. It examines the relationship between teachers' concerns about the strategies incorporated in the Collaborative Australian Secondary Science Program (CASSP) and teachers' ability to understand the strategies, on their ability to utilise those strategies in the classroom. It also seeks to determine teachers' beliefs about their current science teaching practice and how this is different from their beliefs about ideal science teaching, and also, how these beliefs direct teachers’ classroom practice. Finally this study describes a number of primary and secondary factors found to impact on teachers' professional learning. 11tc CASSP model encapsulates the primary factors of curriculum exemplars (curriculum resources), explanation und modelling (professional development), and reflection (participative inquiry). The secondary factors include ensuring adequate time for change to occur, student support and participation, peer teacher support, support from lenders including-heads of department, support from the school administration and support from state education officers. This study has demonstrated that teachers’ professional learning is a complex process that is strongly influenced by teachers' beliefs, concerns and understandings, and is impacted by the primary and secondary factors identified by the research. Teachers must be able to envision the advantages of incorporating new strategies into their existing practice, and consequently seek to make these changes to their teaching. This study has shown that students are also an important influence the implementation of an innovation, without their support, teachers are unlikely to make successful changes to their teaching practice. lmplications of the research include the need to elaborate the CASSP professional learning model to include the secondary factors identified in the study, and the need to inform students about innovations so that they can see the benefits for them in terms of improved learning outcomes.
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Holly, Christina R. "An investigation of the factors that influence the career aspirations of Year 12 science students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/1549.
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What has become apparent in recent years is the lack of upper secondary students choosing science related subjects in their final years of schooling. Even of those students who choose science subjects to study in Years 11 and 12 in Australia, many tend to choose non-science pathways for tertiary education options (department of Education, Science and Training, 2003). This is worrying trend, given the numbers of science professionals and teachers required in the new age of technology. By investigating a sample of Western Australian Year 12 students that study any science related subjects, it is expected that there may be some underlying factors that can be identified that play important roles in their career aspirations. Previous research suggests that these factors will most likely be a combination of social, environmental and individual influences. Science learning experiences, albeit positive or negative, also most certainly determine an individual’s interest in science. It is important to understand why science is failing to capture the interest of our best students, who potentially could contribute intellectually to the future of Australian science. A sample of five secondary metropolitan schools was involved in the collection of data. Using a qualitative case study research method, Year 12 science students, aged 16 to 17 years, were surveyed on aspects of career aspirations and experiences in science. Focus groups from each school participated in a narrative inquiry with the author to further probe their thoughts about career choices in relation to science learning experiences. Staff involved in helping students with their career decisions such as Career Advisors, Year 12 Coordinators and science teachers were also interviewed. In summary, it can be noted, that whilst many of our Year 12 science students are reported high levels of enjoyment of science, there is significant room for improvement. Teachers are seen as a vital link in fostering students’ enjoyment of science, and need to be able to teach science in a relevant fashion, enabling students to understand and to be able to explain the concepts of science. Teachers also have an important role to play by identifying the range of careers that scientific knowledge will support. The study found that personal interest and academic ability are significant factors that influence the career aspirations of Year 12 students, it must also be acknowledged that parental influences also have a large influence on career aspirations of Year 12 students, as well as a range of other factors that will be discussed in the body of this research. The choices of university versus TAFE continue to be an issue, with the majority of students opting for university courses even when not academically able to fulfil the course requirements. Career counsellors also need to play a more active role in helping Year 12 students with decisions by being more readily accessible with relevant information, as this was one criticism of Year 12 students that participated in this research. In conclusions, it is important to note that a greater priority needs to be given to developing the quality of secondary science, and education about career pathways in science. It is very important that all students experience a science education that will make a difference in their lives whilst fostering scientific literacy. It is also important, as a society, to attract our best young minds into science as this will only endeavour to increase the competitiveness of Australian science (Goodrum, Hackling & Rennis, 2001).
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Kurup, Premnadh M. "Secondary students beliefs about, understandings of, and intentions to act regarding the greenhouse effect." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1324.
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The greenhouse effect (GHE) is a concern to everyone on this planet. To understand the GHE, students and citizens need an understanding of the chemical processes underlying this environmental phenomenon. Citizens need to be scientifically literate in relation to this phenomenon in order to participate in democratic decision-making and to take appropriate actions in their daily lives. As the GHE is a global issue it will require collective and individual actions to prepare for the likely climatic changes and to reduce the further impact of the GHE. This study focused on high school students' beliefs about, understandings of the GHE and their intentions to act in ways that would reduce greenhouse gas emissions. Aspects of the GHE that are taught in high school science were also investigated. The study was conducted in five schools each in Western Australia (Australia) and Kerala (India) and data were collected from 438 Year 10 and 12 students representing compulsory and post-compulsory stages of education in both states. Two hundred and thirteen students from Western Australia and 225 students from Kerala completed a questionnaire and a sample of students and heads of science were interviewed. A Propositional Knowledge Statement (PKS) was developed, which is a set of propositions that outline science concepts necessary for an understanding of the GHE in terms of its causes, effects, mechanism and actions that can be taken to reduce greenhouse gas emission. In this study the PKS is considered to be the essential knowledge necessary to interpret the GHE, to take appropriate environmental action, and to make informed decisions as a scientifically literate member of society. The questionnaire and interviews were based on the PKS. The study revealed that high school students strongly believe that the GHE is real and affecting the climate at present and will also affect it in the future. They consider that the GHE is a relatively important social issue and they believe that governments should conduct programmes to raise community awareness and enact strict laws to reduce the release of greenhouse gases. Students' understanding of the GHE is inadequate to make informed decisions and take appropriate environmental actions as a scientifically literate member of society. The majority of students and their families are already taking or are considering taking 10 accepted actions to reduce greenhouse gas emissions by household activities. The majority of students are not prepared to sacrifice their personal comforts or conveniences to reduce greenhouse gas emissions and they have strong reasons for that, however, they believe that governments should enact strict laws to reduce greenhouse gas emissions and should sign the Kyoto protocol. The GHE is not adequately represented in Western Australian and Kerala science and chemistry curricula. The heads of school science departments in Western Australia and Kerala consider that school science should do more to teach the GHE, as it is an important aspect of scientific literacy. An ideal scenario for students’ beliefs about, understanding of the GHE and commitments to take action that would enable individuals and communities to reduce greenhouse gas emission was developed based on the PKS and reports such as lPCC (2001), UNEP (2001), AGO (1999; 2000) and UN (1992). The actual scenario was based on the data from this study. The differences between ideal and actual scenarios were discussed and implications for improving education about the OHE were developed. Information about the curriculum and students' sources of information about the GHE, students' beliefs, understandings and intentions to act were mapped against the theory of reasoned action (Ajzen & Fishbein, 1980).
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Johnson, Valerie. "Drama teaching: Understanding what we do." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/732.
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Drama teaching in secondary schools in Western Australia has become an increasingly complex discipline in recent years. This study has considered the work of Drama teachers from the point of view of those practising the discipline, using a phenomenological methodology which allowed the voices of the participants to be heard directly. In the discussion, consideration is given to the way in which these teachers practice the dynamic which is drama, are influenced by the art form of theatre, and deliver the school subject, Drama.
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Chiarella, Andrew. "Statistical reasoning and scientific inquiry : statistics in the physical science classroom." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33882.
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Teaching science using an inquiry approach is encouraged by several organisations responsible for defining teaching and learning guidelines in North America. However, using this approach can be difficult because of the complexity of inquiry. One source of difficulty is an inability to make sense of the data. Error variation, in particular, poses a significant barrier to the correct interpretation of data and therefore successful inquiry learning. A study was conducted to examine middle school students' ability to make sense of the data they collected in three related experiments. These data involved taking measurements of two continuous variables that were affected by error variation. The results indicated that students tended not to use abstract patterns to describe the data but rather used more local patterns that did not make use of the whole data set. However, many students also indicated an intuitive understanding that a greater amount of data could be used to generate results that are more accurate. This suggests a disparity between what the students understand about data and what they are capable of doing with data. Educational implications are that students may benefit from learning ideal patterns that can be compared to non-ideal data they collect.
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Zungu, Zacheus Ngcebo Dumisani. "A Critical analysis of the secondary school economic science curruculum." Thesis, University of Zululand, 2002. http://hdl.handle.net/10530/1215.
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Thesis Submitted to the Faculty of Education in fulfillment of the requirements for the degree of Doctor of Education in the Department Of Curriculum and Instructional Studies at the
University of Zululand, South Africa, 2002.The economic sciences curriculum is supposed to equip learners with skills that would be readily recognised and acceptable to the corporate world. Yet it became obvious from the high unemployment rate of leamers with economic science background that the expected skills were less developed than expected. School leavers need to be retrained for them to be able to carry out elementary tasks like bookkeeping. It is the inadequacy of the present secondary school curriculum to produce employable school leavers that prompted this inquiry. The main objective of this study was to investigate the relevance of the economic science curriculum to the needs of the corporate world. The study revealed that lack of participation by all relevant stakeholders in the development of a curriculum creates the gaps between the schooling system and the corporate world. The lack of resources and poor communication between business and education also contributed to the unemployability of school graduates. There is, therefore, very little congruence between what is taught and the world of work. Several recommendations to address the problem were put forward. The most important of these recommendations is .the establishment of partnerships between education and vocational skills may be fused. Economic science education needs to be given prominence in all schools including those in rural environments where given subject advisors seldom visit
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Ayob, Aminah. "Study of learning interactions in group work in secondary science." Thesis, Keele University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278528.
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Mazibuko, Edmund Z. "The mediation of teaching through central curriculum controls: Four case studies of history teaching in year 12 in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1573.
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The work of scholars on pedagogical content knowledge has drawn attention to the importance of mastery of subject matter. Good teachers are able to make clever transitions between their knowledge of content and their pedagogy. The examples of these transitions in the literature usually assume that teachers have a large measure of control over the content: lessons are exploratory and concerned with understanding the deeper meanings and fundamental concepts that underpin the discipline base. The reality of most classrooms is otherwise; teachers are guided by syllabus statements, textbooks and end of year examinations. Sequence and pace of instruction are often implicitly or explicitly controlled. Teachers are required to make choices: either teach towards the examination or teach for deeper understanding and jeopardise the completion of the examinable content. The purpose of this study was to examine how experienced Year 12 history teachers in Western Australia managed the tension between content coverage and teaching for deeper understanding of the subject matter. To examine this question, four experienced history teachers in four high schools in Perth, Western Australia took part in the study. These teachers were observed teaching history in Year 12 during the 1994 school year and they were also interviewed on aspects of their teaching, the syllabus and the TEE examination. The students in these classrooms were also interviewed during the data collection period. The stories of these teachers are presented in four case studies. Evidence from this study indicates that the experienced Year 12 teachers have learned to make compromises in the way they teach and manage content coverage in such a way that they are able to achieve high levels of examination performance while maintaining a focus on conceptual learning. The teachers managed this balancing act by (a) representing high examination performance and conceptual understanding of the subject matter as a single objective rather than as two objectives in opposition, (b) ensuring that students had a broad conceptual understanding of the key issues contained in the examination syllabus so that the students could independently construct answers to the kinds of questions contained in examinations and (c) selectively emphasising and teaching in depth some parts of the syllabus though the whole syllabus was covered at least superficially. Though the teachers would have preferred more personal control over the selection of content and assessment procedures, they nevertheless saw the external examination to have merit; however, as this study has demonstrated, the external examination is clearly a fallible means of student evaluation.
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Wong, Kai-shung. "Evaluating teaching units on science issues in society a case study in sixth form curriculum /." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38627036.
Full textBooks on the topic "Science Study and teaching (Secondary) Australia"
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Maree, Dawson Vaille, ed. The art of teaching science. Crows Nest NSW, Australia: Allen & Unwin, 2004.
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Rosier, Malcolm J. The scientific literacy of Australian students: Science achievement of students in Australian primary and lower secondary schools. Hawthorn, Vic., Australia: Australian Council for Educational Research, 1990.
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Lokan, Jan J. Maths & science on the line: Australian junior secondary students' performance in the Third International Mathematics and Science Study. Melbourne, Vic: Australian Council for Educational Research, 1996.
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Geelan, David. Weaving narrative nets to capture classrooms: Multimethod qualitative approaches for educational research. Dordrecht: Kluwer Academic Publishers, 2003.
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Phoebe, Ford, Greenwood Lisa, and Australian Council for Educational Research., eds. Maths & science on the line: Australian middle primary students' performance in the Third International Mathematics and Science Study. Melbourne [Australia]: Australian Council for Educational Research, 1997.
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Mountford, Peter. VCE legal studies units 3 & 4. Port Melbourne: Cambridge University Press, 2007.
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Ross, Keith. Teaching secondary science. 2nd ed. London: David Fulton, 2004.
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Improving secondary science teaching. New York, NY: RoutledgeFalmer, 2003.
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Parkinson, John. Improving secondary science teaching. London: RoutledgeFalmer, 2004.
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John, Parkinson. Improving Secondary Science Teaching. London: Taylor & Francis Inc, 2004.
Find full textBook chapters on the topic "Science Study and teaching (Secondary) Australia"
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Guerra-Ramos, María Teresa, and José Baltazar García-Horta. "Scientific Skills in Secondary Education: A Study of Curriculum Expectations and Teachers’ Thinking." In Teaching Science with Context, 49–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74036-2_4.
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Hubber, Peter, and Jörg Ramseger. "Physical Learning Environments for Science Education: An Ethnographic Field Study of Primary Classrooms in Australia, Germany and Taiwan." In Quality Teaching in Primary Science Education, 51–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44383-6_3.
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El Hage, Suzane, and Christian Buty. "Weaving Relationships in a Teaching Sequence Using ICT: A Case Study in Optics at Lower Secondary School." In Topics and Trends in Current Science Education, 213–28. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7281-6_13.
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Dettweiler, Ulrich, Gabriele Lauterbach, Christoph Mall, and Ruth Kermish-Allen. "Fostering 21st Century Skills Through Autonomy Supportive Science Education Outside the Classroom." In High-Quality Outdoor Learning, 231–53. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_13.
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AbstractThe development of 21st century skills in or rather through science teaching is on the agenda of many national and international school reforms aiming at creating so-called 21st century classrooms. In this context autonomous learning and practical relevance of science classes have been identified as important features, and education outside the classroom (EOtC) has been described as one way of providing such enriched classroom settings. We explore the relative importance of the four basic psychological needs (BPN), “perceived autonomy support”, “perceived competence support”, “student-teacher relatedness” and “student-student relatedness”, for the perceived practical relevance of the content (PRC) in science class in secondary school. We applied the same measures in normal and EOtC science classes, both in a short-term cross-sectional within-subject design study (A) and in a longitudinal between-subject design study (B). In order to account for the theoretical and empirical non-independence of the four BPN-explanatory variables, we used Bayesian ridge regression techniques. Our findings suggest that PRC in EOtC contexts is perceived higher than in normal classroom settings, both in the short-term as well as in the long-term designs. This can be best explained by the degree of perceived autonomy support by the students. In the short-term design, this holds true for both, the normal and the EOtC teaching contexts. In the long-term design, the relative importance of autonomy support can only be deemed statistically credible in the EOtC context. Perceived competence support and relatedness have no relative importance in the EOtC context. This suggests that science classes outside the classroom are less contingent on teacher-reliant or peer-related basic needs satisfaction. Thus, we can conclude that science teaching in EOtC fosters 21st century skills through more flexible, autonomous and collaborative settings and by being less teacher-centred.
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Byers, Terry. "What Does Teaching and Learning Look like in a Variety of Classroom Spatial Environments?" In Teacher Transition into Innovative Learning Environments, 187–201. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_16.
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AbstractThe very nature of what constitutes an effective learning environment is undergoing substantial re-imagination. Authors have suggested that the affordances of existing learning spaces, often termed conventional or traditional classrooms, is limited and constrains the possible pedagogies available to teachers. Architects, authors and governments have put forward innovative learning environments (ILEs) as a better alternative. ILEs provide affordances thought to be somewhat better at providing to students learning needs than traditional classrooms, particularly in terms of creative and critical thinking, and collaborative and communicative workers. However, there is little evidence available to show of either spatial type (traditional classroom or ILE) performs pedagogically to either hinder or support the desired approach/es to teaching and learning being sought by current educational policies. One could suggest that a populistic narrative often drives the growing investment in new school learning spaces, facilitated by a vacuum of credible evidence of their impact. This paper will report findings from a three-year study that tracked the practices over time of secondary school Engineering, Mathematics and Science teachers (n = 23) as they occupied two quite dissimilar spatial layouts. The Linking Pedagogy, Technology, and Space (LPTS) observational metric, with its provision of instantaneous quantitative visual analysis, was used to track their practice, and student learning, in a variety of spatial layouts. Subsequent analysis identified broad trends within the data to identify those factors, spatial, subject or confounding teacher factors, which influenced student and teacher activities and behaviours. Importantly, it presented new evidence that works against the current, overt focus on contemporary spatial design. It suggests that greater emphasis on unpacking, and then developing, the mediating influence of teacher spatial competency (how, when and why one uses the given affordances of space for pedagogical gain) is required for any space to performance pedagogically.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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Yoshihara, Nobutoshi, and Masahiro Kamata. "In-service education of primary and secondary science teachers in Japan: A case study of Tokyo Gakugei University." In Advances in Research on Teaching, 105–25. Emerald Group Publishing Limited, 2014. http://dx.doi.org/10.1108/s1479-3687(2013)0000020007.
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Tomin, Brittany, and Jennifer Jenson. "Exploring Science Fictional Futures With Secondary Students." In Advances in Early Childhood and K-12 Education, 94–114. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4721-2.ch005.
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Science fiction (SF), while enjoying unprecedented success in popular culture, continues to be an under-utilized resource in K-12 education. This chapter details the results of an in-school study on the use of SF in secondary school courses, examining how SF can be used as a pedagogical tool by educators to help students explore fictional futures in the context of contemporary issues, with a particular focus on developing critical thinking and critical literacy competencies. This study was designed to address the gap in pedagogical resources on teaching SF, and the dearth of research on potential benefits of teaching with SF in secondary English classrooms in particular. The aim of this chapter will therefore be to provide a research-informed overview of the benefits of integrating SF texts into secondary English classrooms, and to offer suggestions for educators.
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Bjartan, Pål K., and Heidi Harju-Luukkainen. "Teaching Language Learners in the Science Classroom: A Case Study in a Norwegian Secondary School." In Local Childhoods in Global Times, 150–67. Intellect Books, 2022. http://dx.doi.org/10.1386/9781789386073_9.
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Ngatia, David G., Patricia W. Wambugu, and J. Changeiywo. "Study on the Effects of Interactive Multimedia Simulation Advance Organisers Teaching Approach on Students’ Motivation to Learn Secondary School Physics." In Newest Updates in Physical Science Research Vol. 10, 155–65. Book Publisher International (a part of SCIENCEDOMAIN International), 2021. http://dx.doi.org/10.9734/bpi/nupsr/v10/2363f.
Full textConference papers on the topic "Science Study and teaching (Secondary) Australia"
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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.
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[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
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Van Der Vyver, Glen, Debbie Crabb, and Michael Lane. "Factors Influencing the Decision to Choose Information Technology Preparatory Studies in Secondary Schools: An Exploratory Study in Regional/Rural Australia." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2810.
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The career paths of students are influenced and shaped by the subject choices that are made in the final years of secondary schooling. This paper presents the findings of an empirical study that identified the key factors influencing the decision of rural / regional Australian students to choose or not choose to study Information Processing and Technology. The findings revealed that career oriented, extrinsic factors play an important role in motivating the selection of I.P.T. at school and, by implication, information technology at university. There are few apparent gender differences but there is limited evidence to suggest that males may be more influenced by extrinsic motivators and females by intrinsic motivators. Although the factors used in the study were initially identified largely via informal processes, they all appear to influence the decision to take I.P.T. The focus on career-related factors and the instrumentality of taking I.P.T. could explain the drop-off in students taking the subject. This has potentially significant implications as regards the future supply of good information technology professionals.
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Charro, María Elena, and Esther Charro-Huerga. "A CURRICULAR DELPHI STUDY FOR TEACHING AND LEARNING SCIENCE IN SECONDARY EDUCATION IN SPAIN." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1383.
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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.
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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.
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Liu, Junjie, Xiaojun Xia, Yi Bai, and Pingyao Liu. "A Study of Micro:bit Teaching Design Based on the Development of Computational Thinking of Secondary School Students." In 2022 4th International Conference on Computer Science and Technologies in Education (CSTE). IEEE, 2022. http://dx.doi.org/10.1109/cste55932.2022.00043.
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Hadjerrouit, Said. "Using a Learner-Centered Approach to Teach ICT in Secondary Schools: An Exploratory Study." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3225.
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Despite the importance of ICT (Information and Communication Technology) as a school subject in secondary education, there is a lack of an integrated ICT pedagogy that is elucidated within a broad framework of educational practice. The focus is still on technicalities and reproduction of knowledge rather than conceptual understanding of ICT. To realize the potential inherent in ICT, there is a need for innovative ICT pedagogies in secondary education. The purpose of this work is to involve student teachers in applying and evaluating a learner-centered ICT teaching method in their teaching practice at the secondary school level. The goal is to explore student teachers’ learning processes when practicing the method and critical factors of success.
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Jonas-Dwyer, Diana, and Fay Sudweeks. "The Impact of Virtual Microscopes on Students’ Approach to Learning: An Exploratory Study." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3146.
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This research is an exploratory study of students’ approaches to studying histology and pathology. With the introduction of virtual microscopes in Health Science at Murdoch University, Australia, in 2006, it was crucial to investigate how this new technology impacted on students’ approaches to learning. The ASSIST survey was implemented at the beginning and end of the semester to identify any changes. Results indicate that, when the technology was integrated into the curriculum with appropriate learning activities, students using virtual microscopes moved more towards a strategic approach to learning but expressed a preference for a deep approach to teaching.
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Grujić, Tatjana. "L2 TENSE TRANSFER IN EFL LEARNING." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.441g.
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In second language acquisition (SLA) transfer is predominantly explored as either positive or negative influence of learners’ first language (L1) on their second/foreign language (L2) performance. Studies in this field serve not only to describe the learner’s interlanguage, but also to inform, improve and refine foreign language teaching. However, the scope of SLA studies is such that it leaves the other transfer direction under-researched (L2 to L1), assuming that once the learner’s L1 system has fully developed, their L1 competence will not be subject to change. More recent studies of adult bilinguals have shown a bidirectional interaction between the two linguistic systems: not only does L1 influence L2, but L2 influences L1 as well. In this study, conducted among adult students of English (B2 to C1 level language users, according to CEFR), we examine the influence of English as a foreign language upon Serbian as a native tongue in terms of tense transfer. More precisely, the study explores how the subjects interpret and translate the secondary meanings of the English past tense. The basic meaning of the past tense is to locate an event (or state) in the past. However, in its secondary meanings (backshift past in reported clauses, counterfactual present in adverbial clauses of condition and ‘past subjunctive’ when expressing wishes and regrets) it does not refer to the past time. The error analysis of students’ English to Serbian translations provides evidence of L2 influence: learners tend to use the Serbian past rather than the present tense in their translations. Pedagogical implications of this study of misuse of L1 tense include focusing on explicit corrective feedback and polishing instructional materials.
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Dudek, Karol, Paweł Bernard, and Ewa Odrowąż. "FIRST STEPS IN ASSESSMENT OF STUDENTS’ INQUIRY: A CASE STUDY OF NON-EXPERIENCED CHEMISTRY TEACHER." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.42.
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Teaching methods based on inquiry are more and more widely used in teaching natural sciences. In accordance with the new curriculum, introduced to Polish schools in 2008, students should gain new knowledge based on an inquiry. This fact is related to a change of teachers’ approach in the didactic process and a change in the assessment system. This article undertakes an attempt to analyse how a teacher - who has theoretical knowledge in the field of IBSE teaching methods and evaluating students working in this manner - does the said in practice at the level of lower secondary school, during chemistry classes. The presented case study is based on didactic materials developed at the SAILS project. Key words: formative assessment, IBSE, case study, polymers.
Reports on the topic "Science Study and teaching (Secondary) Australia"
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.
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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.
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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.
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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.
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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.