The School Innovation in Science intiative is operating in more than 300 schools in Victoria. It has achieved considerable success in transforming science teaching and learning in primary and secondary schools. This paper describes the core elements of SIS, and provides an overview of the different types of initiatives pursued by secondary schools arising out of an action planning process. case studies of initiatives illustrate the richness and range of innovation in schools. It is argued that the SIS model provides the conditions for deep seated change and innovation in schools' science programs.
Physics classes were videotaped for one week in the classroom of a Perth Catholic school physics teacher who had been identified - by peers and through this past students' achievement on a value added measure - as an excellent teacher. The teacher was interviewed, as was a group of five students from his class. The students said that they liked the teacher and enjoyed his lessons. They believed he was an excellent physics teacher, who cared about them and their learning, and explained physics concepts well. Yet the videotape shows that the teacher talked from the front of the room for almost ninety five percent of the class time. The teacher's explanations were clear, detailed and relevant to students' lives, but the combination of this teacher's teaching style with its outcomes - student satisfaction and excellent achievement - raises intriguing questions about teacher expertise and teacher explanations and about the prescriptions for practice of current teaching/learning theories in science education. These questions are explored using some of the current research and theoretical literature on teacher expertise and explanatory frameworks.
In Australia, both the federal government and most states are committing considerable funds to enhancing science education, and in particular advocating special support for the most gifted students. These students are seen as crucial contributors to a technological society in coming generations. The provision of support for gifted students is often left to learning support teachers or gifted and talented co-ordinators. Rarely do teachers of science provide gifted students with opportunities for enrichment within the formal school structures. This is despite the strong interest that many gifted children have in science from a very young age. In this article, we explore the issue of why gifted students should receive special attention and highlight some of the broad strategies that can be implemented to support gifted students. The education of gifted students in science has received scant attention in the literature despite considerable advances being made in the field (e.g., Heller, Monks, Sternberg, & Subotnik, 2000). Although, many of the strategies developed in gifted education will particularly benefit gifted students they are also of value to all students studying science. Why do gifted and talented students require special provision? Gifted children are exceptional children, each with their own innate specific capacity to excel in domains commensurate with their intellectual capability. Although most children show strengths of intellect or performance in some areas, the gifted display exceptional behaviour relative to their peers. Reasons given for supporting the gifted in the various educational policy documents stems from two concerns: economic prosperity and equity. The future well being of the nation and society is seen as an outcome of fostering productivity and creativity. There is also the affirmation that disadvantaged groups can and should be provided with opportunities for development of their potential. Despite the influence of extensive ill-informed lay opinion, gifted students can be disadvantaged by a failure to cater for their special learning needs. Inclusivity and generalisations that all students display gifts can lead to initiatives that deny the gifted a chance to discover and exhibit their full potential. By assuming all students have gifts we take a politically safe stance, which does not confront ideals of egalitarianism. However, giftedness is that characteristic that sets apart a particular group of children. Intelligence is not a fixed apportionment but grows in a nurturing environment. The gifted are not necessarily the high performers on formal tests, or those who excel at recall of information. If giftedness is seen as manifested in certain characteristics such as extensive knowledge recall then those students assessed this way will be identified as gifted. Whether this characteristic is of value for life in the 21 st century is questionable. What should be valued is the capacity for original thought, creativity and reasoning outcomes not witnessed in many science classrooms. Clearly, debate is required to determine what characteristics should be valued and what strategies can be adopted to enhance the achievement of potential.
A simple image, the fuzzy ball atom, is recommended to help students develop a useful understanding of our molecular world. It is argued that the image helps students grasp ideas about atoms and molecules readily and leads naturally to more advanced ideas of atomic structure, chemical bonding and later, quantum mechanics. Everyday contexts and analogies for introducing the concepts are considered. Alternative images are reviewed and it is argued that the widely used planetary images of atoms should be abandoned because of the misconceptions they introduce. Increasing evidence suggests that it is appropriate to introduce the ideas early in the middle years of schooling.
DAVID YOUNG argues that when scientists dismiss the biblical account of the creation they drive people into the ranks of popular movements opposed to science.
irst year university science students are surveyed about their understanding of the ozone layer, ozone depletion and the effect of ozone depletion on Australia. Although students seem to understand the basic function of the ozone layer, over 65% of students incorrectly believe that the ozone hole is over Australia, and over 90% of students Incorrectly believe that the ozone hole is present during the summer Together these ideas seem to explain why nearly 75% of students blame the ozone hole for Australia's high rate of skin cancer. Survey results also indicate that students seem confused about global warming, and the connection with ozone depletion. Conclusions from this study suggest that better teaching resources for environmental issues such as ozone depletion and global warming are needed before improvements in students' understanding can be
This article looks at the creation of a network of researchers of social issues in nanotechnology and the role of the Center for Nanotechnology in Society at Arizona State University (CNS-ASU) in the creation of this network. The extent to which CNS-ASU is associated with the development of a research network around the study of social issues in nanotechnology is examined through geographic mapping of co-authors and citations of center publications, network analysis of co-authors of papers on social issues in nanotechnology, and a disciplinary analysis of these papers. The results indicate that there is an extensive network of co-authorships among researchers studying social issues in nanotechnology with CNS-ASU at the center of this network. In addition, papers written by center members and affiliates integrate a diverse range of disciplines. Qualitative data are used to interpret some of the ways that citation occurs.
