EDU70002: ASSESSMENT TWO- ESSAY

Education plays a key role in empowering students to engage in a world where

science and technology surround our everyday lives. This essay in particular will
explore the role of teachers in preparing students to be scientifically and
technologically literate, furthermore discuss a range of approaches and examples
of effective as well as engaging teaching and assessment strategies in the
context of science and technology.
Our world is profoundly shaped by science and technology
(UNESCO,2014), Scientific and technological knowledge, skills and artefacts
'invade' all realms of life in modern society therefore specifically in the 21 st
century to acquire this knowledge is becoming crucial for the decisions and
actions we choose to make on daily basis as workers, as voters or consumers
(Edgar, 2002). It has become vital to prepare students in the fields of science
and technology at young so that they may develop powerful ways of thinking
and acquire the necessary skills needed to work and engage in a world bordered
with science and technology (UNESCO,2014). Quote by the Australian curriculum
on technologies highlights the importance and reliance we have on technologies
as a whole humanity and provides an understanding into the importance of
possessing both, knowledge and skills, in the fields of science and technology. It
is via education this can be achieved however, formative models of science
which are till date exercised are inadequate for the science and technology
issues we are faced with today and will continue to face in the future. They fail to
engage most students who now have a shallow understanding on concepts, weak
connections with the outer world and inability to apply scientific knowledge to
new settings (Craven & Penick, 2011) . Agreeing with Professor Ian Chubs quote,

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younger generations seem disinterested and are not performing as they should
even though this is at topic directly related to them.
Hence a greater focus on the role of our science and technology teachers
is needed, teachers are the main catalyst for the conceptual and cultural change
desperately needed within our students. Teachers empower students to not only
understand scientific concepts but also apply them and make wider connections
to the world with them (Craven and Penick,2001). However firstly it is important
for the teachers to reflect inwards and find their place within the science
curriculum. It is essential for teachers to reflect on their own views,
understandings, and attitudes towards science as it has been found that
teachers negative views on science are adopted by students and create
obstacles for the effective teaching of science. Teacher view in learning and
teaching of science impact the way students learn (Koch, 2009; Kennedy,1998).
Teachers role is to foster open mind thinking which is free from bias.
Teachers are vital in creating safe environments where students feel comfortable
in sharing expressions, exploring new ideas and thoughts, and working together
in order to test these perspectives in different ways (Craven and Penick,2001).
Teachers enable students to realize the scientific values they exercise in class
such a logical thinking and abstract thought and values they can use beyond the
context of class. By enabling students to become scientifically literate, teachers
foster development of cognitive skills that allows students to identify problems,
generate a variety of solutions, act and evaluate on informed decisions (Hurd,
1993). Teachers provide students with important learning experiences in which
they can use science inquiry skills and develop a habit of using them in daily
lives (Resnick, 1992). A learning environment that fosters values of inquiry and

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thinking are the most effective ways of acquiring scientific and technological
skills (Craven and Penick,2001).
Approach of inquiry in the field of science and technology has often been
documented as an effective way of teaching (Craven and Penick, 2001). Inquiry
used as a pedagogy is effective as it is student centred and mainly focuses on
encouraging students to actively take part in the learning experience by
researching, asking questions, gathering and analysing information, drawing
conclusions and making their own decisions based on research (Killen,2013).
Inquiry requires careful planning on part of the teacher, to know exactly what it is
that they are expecting the children to learn (Valentino, 2000). The fundamentals
of inquiry resonate well with the objectives of the science and technology
curriculum (see ACARA, 2014.). In addition skills acquired within inquiry such as
questioning, predicting and planning are all transferrable to the activities of
everyday life. As stated by Valentino (2000) discovery work or objective
methods such as inquiry is the most effective way for students to acquire and
learn skills that will make them scientifically literate adults. He also suggests 3
broad group science skills maybe classified into: process, reasoning, and critical
thinking skills. Process skills such as observing, classifying and hypothesising
help students understand information about the world, reasoning skills help
students make sense of the information being received with an open mind, logic,
and data analysis. Critical thinking skills such as evaluating and problem solving
helps students apply information acquired to new situations and used for solving
everyday issues. It has been found that a learning to problem solve in a variety
of contexts increases probability to apply acquired skills to new contexts.
Various notable strategies have also been proposed such as teaching
students with relevant background knowledge or social and environmental

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contexts. Plus finding a way to connect that information back to the students will
help to improve retention and interest such as when learning about technologies
the teachers may narrate the stories of how the inventors came up with their
inventions what they were like in their school years or anything else inspiring
from their biography (Fleer and Beverley,2011). The teachers may also ask
students to reflect upon the technologies they posses and identify the ones that
they use often and to find out about the origin and story behind it. Teachers can
also set up tasks that relate directly to the students it could be as simple as
using a technology to document a personal photo-story.
Gareth (2008) suggests breaking down the information into a series of
steps or operations can help develop capability and expertise. So for example
grouping technology based on common principles (Mc Cabe et al cited by Gareth,
2008). Spry (2008) advocates that effective learning about technologies can be
performed by deconstructing products in order to understand how they work. It
will help students understand the components used to make the product and
also how and why it has been placed there. The dismantling of the objects will
help explain to the students the thoughts behind the decision and choices made.
Jane (2000) terms this strategy as tinkering- where essentially the students
explore the design and construction to find out how they work. This is also a
strategy introduced in order to encourage more girls to participate in science
(UNESCO,2014). The teachers may ask the students to use the PERE strategy to
do this. Predict what the model can do, Explore by dismantling it and observing
the different parts and learning the different names of the parts and materials,
Record what they have found, lastly, Evaluate by comparing work with others to
see differences or having the correct items listed by teacher and evaluate what
learnt (Fleer and Beverley,2011).. Perhaps the pedagogy of group work will be
beneficial for this kind of strategy.
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Lastly, problem/project based learning (PBL)is another effective and
engaging strategy that encourages students to engage in complex problem
solving processes using sequential steps in order to reach an outcome. It focuses
on providing learning tasks where students can engage with work that matters.
Allows students to deepen their understanding by encouraging group work,
collaboration, critical thinking, communication and discussion, these skills help
students learn critical thinking and deepen their understanding- as by having
other students input it allows for them to see the situation in different ways. For
example divide students into teams, state questions or scenarios based on real
world issues, ask them to research and formulate a solution, get students to
collaborate and share their solutions and encourage feedback to each others
approaches to the given question/problem (Education world,2011). Have them
decide after learning everyones solutions what is the best answer and why. This
allows students to make discoveries, indulge in wider research, presentation
skills, communication skills( Buck institute, 2010) . Although science and
technology is neither essential nor exclusive when implementing this strategy in
class however technology does have the ability to enhance the learning
experience and allows students to built on their technological skills by creating
products. For example we can have students presenting their findings online or
via technology based products for example slideshow presentations, graphs,
programs such as prezzies, powtoon animations. They can also research together
or open up a chat room online for more effective discussions.
This essay has highlighted the important role that teachers play in the
effective teaching of science and technologies. The effectiveness of inquiry as a
pedagogy for science and technologies and a number of engaging strategies
teachers may implement in their classes for the teaching of science and
technology related concepts. Science literacy is important for skills development
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in preparing students to "make their way in the real world, a world in which
problems aboundin the home, in the workplace, in the community and on the
planet." In this technological age, knowing how to acquire and evaluate
information and how to use it to understand and solve problems is a prerequisite
for most jobs our students will have as adults (Valentino, 2000). Therefore it is
important to understand and appreciate the key role education holds in
empowering and preparing students to participate in a world which has science
and technology embedded throughout all aspects of our lives.

REFERENCES:

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Australian Curriculum and Assessment Reporting Authority (ACARA).
(2014). Australian Curriculum. Retrieved from
http://www.australiancurriculum.edu.au
Buck Institute for Education. (2010, December 9). Project Based Learning:
Explained [Video file]. Retrieved from https://www.youtube.com/watch?
feature=player_embedded&v=LMCZvGesRz8
Craven, J & Penick, J. (2001). Preparing New Teachers to Teach Science:The
Role of the Science Teacher Educator. Electronic journal of science education,
6(1). Retrieved from http://ejse.southwestern.edu/article/view/7670/5437
Edgar, J.(2002). Current Challenges and Possible Solutions. Innovations in
Science and Technology Education. Science and Technology Education, vol 8.
Retrieved from http://folk.uio.no/sveinsj/STE_paper_Sjoberg_UNESCO2.htm
Education World. (2011). Project-Based and Problem-Based Learning.
Retrieved from
http://www.educationworld.com/a_curr/virtualwkshp/virtualwkshp002.shtml
Fleer M. & Beverley, J. (2011). The nature of technology and technological
knowledge. Frenchs Forest, N.S.W.: Pearson Education. Retrieved from
http://catalogue.nla.gov.au/Record/4936517
Gareth, J.(2008). Knowelegde toolkits for desribale solutions. In Fleer M. &
Beverley, J. (2011). The nature of technology and technological knowledge.
Frenchs Forest, N.S.W.: Pearson Education. Retrirved from
http://catalogue.nla.gov.au/Record/4936517
Hurd, P.D. (1993) Comment on science education research: A crisis of
confidence. Journal of Research in Science Teaching 30(8), 1009-1011.

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Jane (2000). Let's go tinkering. In Classroom Connections practical
activities for the primary classroom. In Fleer M. & Beverley, J. (2011). The nature
of technology and technological knowledge. Frenchs Forest, N.S.W.: Pearson
Education. Retrirved from http://catalogue.nla.gov.au/Record/4936517
Kennedy, M.M.(1998) Education reform and subject matter knowledge.
Journal of Research in Science Teaching, 35(3), 249-263
Killen, R. (2013). Effective teaching strategies: lessons from research and
practice (6th Edn.). South Melbourne, Vic: Cengage Learning Australia.
Koch, J. (2009). Science stories: Science methods for elementary and
middle school teachers (5th ed). Belmont, CA: Cengage Learning.
Resnick, L. (1992). Education and learning to think. In Craven, J & Penick, J.
(2001). Preparing New Teachers to Teach Science:The Role of the Science Teacher
Educator. Electronic journal of science education, 6(1). Retrieved from
http://ejse.southwestern.edu/article/view/7670/5437
Spry, L.(2008). Exploring technology education. In Fleer M. & Beverley, J.
(2011). The nature of technology and technological knowledge. Frenchs Forest,
N.S.W.: Pearson Education. Retrirved from
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UNESCO. (2014). Gender in Science. Retrieved from
http://www.unesco.org/new/en/natural-sciences/priority-areas/gender-andscience/sti-policy-and-gender
Valentino, C. (2000). Developing Science Skills: A needs Assessment.
Discovery Works. Retrieved from
http://www.eduplace.com/science/profdev/articles/valentino2.html

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