Reflections from Curriculum Day 2 26.02.15

Doughnut activity to share about our host and any gems we had learnt so far

Science as culture, discussed how teachers bridge the gap for students and science "facilitators of border crossings"

Roles that scientists play

• constructors of claims
• critiquers of claims

Are these roles that children could be encouraged to play?  Links to Science Capability of Critiquing Evidence!!

Alice led a session on Capabilities and Science in NZC
need functional knowledge in order to engage critically
NoS continuum - footprint activity "tricky tracks" a lesson in observation and inferring

Ally Bull talks of building a library of experience and it is the talk accompanying this that is critical

Rex Bartholomew  - Applied Investigations using sycamore seeds

"Design an investigation which will establish how far the seeds can spread from the tree.  Decide the hypothesis regarding the increase or decrease in spreading distance". 

Reflections from Curriculum Day 25.02.15

Dramatic Science as a support and aid to teach science in an innovative and creative way.

We acted out being a part of a machine, adding on to our neighbour's ideas, participated in a role play in which we visited an industrial age factory and then worked in groups to create a never before designed container in which to hold something.  A photo of some the completed bags below.

Discrepant events are those which have unexpected outcomes - for example the flaming tea bag

See the Gluckman report for the major purposes for science education

• career
• practical knowledge
• science literacy
• part of an intellectual education

Interconnectedness as relates to the curriculum
skittle, hot and cold glasses and lens activities

 

 

Engaging the disengaged

In summary (copied from the Alert Newsletter)

An article on Australia’s The Conversation by Craig Cormik and Suzette Searle calls for different types of activities to try and engage four segments of the population that view science in different ways:

• Fan boys and fan girls;
• The cautiously keen;
• The risk adverse;
• The concerned and disengaged. 

Engaging the disengaged with science

Teaching Science in the 21st Century

Last Thursday (19.02.15) I had the opportunity to attend this Public Symposium at the University of Waikato. 

A range of speakers, from practising classroom teachers to researchers presented their views then two professors from the Netherlands (Professor Jan van Driel and Associate Professor Amanda Berry) summarised the talk from their viewpoints.

Some key points I came away with were:

The "Hawthorne" effect
active teaching versus inquiry
personalised versus individualised learning

Irene Cooper - Principal of Hillcrest Normal School
matching the front and the back of the curriculum(values and KC to AOs)
encourage flexible delivery but expectation that science IS delivered
2 year cycle of coverage
linking virtual to real experiences

Georgina Stewart - Kaupapa Maori Science
Western Science can be a gatekeeper to Maori students due to high literacy and numeracy demands
Need to look at non Western Science when teaching too

BOP Cluster meeting and morning tea

This Thursday (19.02.15) Ang and I organised a cluster meeting and morning tea for the participant teachers in our area.

Chris Duggan from House of Science spoke to our group for half an hour, outlining her journey.  It's incredible to track the progress of the HoS from initially an idea to now being being rolled out across NZ!  We were thoroughly impressed and inspired by her story and are all keen for our schools to join up if they are not already members.

We then invited staff and students from the Coastal Marine Field Station to join us for morning tea. This gave them the opportunity to explain their work and us the opportunity to connect.  Te Puea did a fantastic job of rounding up a group and getting them across to us despite their busy thesis writing schedules.

The room was buzzing with chat and I think both teachers and scientists enjoyed themselves. 

We then met Mark in the hangar for a quick tour and Q and A session of the tanks.  These are here for both educational and research purposes. 

Mark who takes care of the tanks is an example of someone with high scientific literacy, most of it gained through careful observation and experience.  I learnt that the male sea horse has a big stomach to attract the females with and that carpet sharks can rest on the sea floor unlike other sharks which must keep moving.  A video of the sea horses to follow!

 

 

Estuary presentation and field trip

On Tuesday (17.02.15) Julien a PhD student here at the Coastal Marine Field Station shared some of his research then took us to see the different sites that he has been testing.  He was very open to the idea of communicating about his research with us.  He reminded us that in science you can prove almost anything you want.  This reiterates the importance of the Communicating in Science NoS strand in which students must question the purpose for which texts have been constructed.

In one aspect of his research Julien has taken estuarial samples (cockle shells, sediment, sea-grass, water) and measured the metal elements which are present, at differning levels over time.  His core sampler goes metres into the ground allowing the sample to be dated.  When the results are graphed longitudinally it was clear to see the different metals present in the sediment at different times. For example, higher arsenic readings in the sample dating from about 60 years ago could be linked to a particular type of fertiliser used at this time (which is not used anymore!).

Julien showed us some of the different locations from where he has taken samples (Water Treatment plant, Waimapu Estuary, Tauwhakatiki Marae) and we discussed the implications of his results on the communities from these areas.  Traditionally Maori have used these water ways for recreation and nourishment.

This data is adding to the growing knowledge about our waterways and the impacts of waste water.  Julien suggests that others may be able to use his data to ask further questions and to also make decisions about possible actions.  This links strongly to both aspects of the NoS Participating and Contributing strand.

Building an artificial reef

On Monday (16.02.15) we had the opportunity to help Keith, Simon and Jane from the BOP Polytechnic to build an artificial reef.

We met at the Pilot Bay wharf and our role was to wrap netting around concrete blocks while the seaweed was collected from Motuotau Island (Rabbit Island) Reserve and brought to us to be attached.

 

We then had to work quickly to attach the seaweed to the blocks so that it could be redistributed closer to Mauao.

 

 

Keith is interested in the effects of urbanisation on marine life in our area.  They will monitor the samples to see if any changes are happening once transplanted  from a reserve to a more urban area.

 

NoS Connections:

 

Investigating in Science, ask questions, find evidence, make simple models and carry out appropriate investigations to develop simple explanations

 

Participating and contributing, use growing science knowledge when considering issues of concern