Science Engagement and Education · PDF fileScience Engagement and Education ... By science-literate we mean people who can think clearly, ... wise use of water and energy

Science Engagement and Education

Equipping young Australians to lead us to the future

PMSEIC Working Group on Science Engagement and Education

This paper was prepared by an independent working group for PMSEIC. Its views are those of the group, not necessarily those of the Australian Government.

November 2003


Contents Summary.................................................................................................... 3

Recommendations .................................................................................... 4

Goal............................................................................................................ 5

Introduction ............................................................................................... 5

1. National framework – local action .................................................... 8

2. Science through literacy ................................................................ 12

3. Science by doing ........................................................................... 13

4. Science means business ............................................................... 15

5. Teachers – the key to success ...................................................... 17

Conclusion .............................................................................................. 20

Appendices 1. Terms of reference ........................................................................ 23

2. Membership of the Science Engagement and Education Working Group.............................................................. 24

3. Science education in schools: Performance and participation ............................................................................ 25

4. Australian science outreach programs and organisations .......................................................................... 28

5. School science programs and projects .......................................... 37

5.1 Collaborative Australian Secondary Science Program (CASSP) .............................................................. 37

5.2 Creativity in Science and Technology (CREST) ................. 38

5.3 Science Education Assessment Resources (SEAR)........... 39

5.4 The ASTA Science Awareness Raising Model ................... 40

5.5 Primary Science Assessment Project (PSAP) .................... 40

5.6 Australian Government Quality Teacher Programme ......... 41

5.7 The Le@rning Federation: Schools Online Curriculum Content Initiative ................................................................ 41


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Summary Australia’s success as a 21st century knowledge society will depend on having a technologically-skilled workforce and a science-literate community.

By science-literate we mean people who can think clearly, assess information accurately, solve problems and make decisions based on factual evidence. Science literacy also embodies a general understanding of science and its role in society.

Over the past 8 years Australia has performed well in international comparisons for student science literacy – but falling science enrolments in senior secondary school and university, concerns over professional conditions and the morale of science teachers, poor industry-science links, lack of national coordination and the accelerating global pace of change leave no room for complacency.

Schools and teachers alone can no longer deliver all that students require from their schooling. Schools need to forge partnerships with the community and with external science providers to enrich the experiences and opportunities available to students.1

A range of programs – many initiated by the Federal Government – have enhanced science awareness in our community. We believe the time is now ripe to raise our national aspirations and aim at true engagement with science,2 catalysed through the learning experiences of young Australians.

To achieve engagement we need to advance contact between science and society on a broad front. We need an integrated campaign which addresses schools, vocational education institutions, universities, industry and local communities throughout the nation, especially in regional or disadvantaged areas. We must continue to make innovative connections that enable teachers and students to take advantage of the rich resources that lie beyond our schools.

1 Department of Education, Science and Training, Australia's teachers: Australia's

future. Advancing innovation, science, technology and mathematics. Agenda for action, Committee for the Review of Teaching and Teacher Education, Canberra, 2003.

2 In this report the word 'science' is used throughout to denote physical and life sciences, mathematics, engineering, technology and the relevant social sciences.


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This report offers practical proposals for raising science literacy and engagement across Australian society through our young people and the education system.

Its recommendations will enhance opportunities for young Australians to lead us into the future.

Recommendations 1. National framework – local action To support schools and their communities by nationally coordinating the outreach programs of science providers3 with sufficient resources to reach all Australian school students.

2. Science through literacy To introduce a collaborative national program in primary schools that links the teaching of science with the teaching of literacy.

3. Science by doing To develop and implement a national program in junior secondary schools to engage students in learning science through greater emphasis on investigation.

4. Science means business To strengthen links between business and science education institutions so as to increase the opportunities for science-based careers and improve the performance of both large and small Australian companies.

5. Teachers – the key to success To strengthen the professionalism and skills of Australian science teachers, providing them with the contacts, support and resources to keep pace with the advancements of knowledge in modern science.

3 In this report the term ‘science provider’ means an organisation which provides

scientific awareness, information and engagement to schools and the wider community. This covers the science centres and various outreach programs, but also includes universities, research agencies, industry organisations, professional bodies, etc.


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Goal A science-literate society, through the engagement of young Australians in science, from primary school right through their educational years to their careers and lives.4

Introduction We live in a society exquisitely dependent on science and technology, in which hardly anyone knows anything about science and technology.

– Carl Sagan.

Australia’s children are our future. They also help to shape our society by influencing the views and values of their families and community, as they have done in issues such as cleaning up our environment and racial tolerance.5 They are the leaders of tomorrow, whose influence can guide us today. They can help us to become a more science-literate society.

We live in a world driven by the exponential growth in human knowledge. Successful 21st century societies will be swift to exploit new knowledge, adopt innovative ideas and harness advantageous technologies. For this, Australia must be science-literate, as well as having basic literacy and numeracy.

At a society level, science literacy doesn’t require people to know a lot of science. It means equipping them with the ability to think clearly about issues, know where and how to find accurate information, solve problems logically and make sound, evidence-based decisions. This is fundamental to a modern and successful democracy.

Australia performs well by international comparison in science education – but the global pace of change leaves little room for complacency.6 Serious areas of concern are also emerging within our

4 By science-literate we mean people who can think clearly, find accurate information,

solve problems and make decisions based on factual evidence. 5 Examples include: Clean Up Australia, road safety, various health campaigns,

recycling, wise use of water and energy. 6 Goodrum, D, M Hackling and L Rennie, The status and quality of teaching and

learning of science in Australian schools - a research report, Department of Education, Training and Youth Affairs, Canberra, 2001.


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education system: for example, in many Australian primary schools little or no science is taught, and in secondary schools the sciences are often seen by students as neither relevant nor engaging.7 More students are opting out of science – by 2001, 45 per cent of Year 12 students were not enrolled in any science subject.8 In this science-driven era, there is evidence of declining interest in science subjects in Australian schools and universities.

Source of graph data: Year 12 enrolment levels data, and ABS, Cat No. 4221.0, Schools Australia, 1993, 1998 and 2001.

7 Ibid. 8 Data on Year 12 enrolment levels drawn from the following:

Ainley, J et al., Subject choice in years 11 and 12, Department of Employment, Education and Training, Canberra, 1994.

Fullarton, S et al., Subject choice by students in year 12 in Australian secondary schools, Longitudinal Surveys of Australian Youth, Research Report No.15, Australian Council for Education Research, Melbourne, 2000.

Fullarton, S et al., Patterns of participation in year 12, Longitudinal Surveys of Australian Youth, Research Report No.33, Australian Council for Education Research, Melbourne, 2003.


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Source of graph data: Higher Education Division, Department of Education, Science and Training.

Undergraduate enrolments in the enabling sciences, expressed as Equivalent Full-time Student Units (EFTSU), have dropped over the last 10 years.

To achieve real engagement in science and technology for the youth of Australia we need to maintain a continuity of experience from the earliest schooldays right through the education system, and on into their choice of careers and their everyday lives. This is not happening at present: science exposure is discontinuous, uneven in quality and, in places, extremely fragile. There is a pressing need among students, parents, teachers and career advisers for greater awareness of the rewarding careers that a science education offers.

Our teachers are the key to the empowerment of our children in this technology-driven age - yet up to half of Australia’s science teachers are discouraged and say they’d like a career change.9 There is an urgent need to reinvigorate the teaching of science through professional support for science teachers and the closer integration of science with other subjects.

9 Lokan, J, P Ford and L Greenwood, Maths and science on the line: Australian junior

secondary students' performance. Third International Mathematics and Science Study, TIMSS Monograph No.1, Australian Council for Educational Research, Melbourne, 1996.


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Nationwide, a number of excellent science outreach activities and providers support school science teaching, including Questacon, the ABC Science Unit, State science centres and touring exhibitions, National Science Week, CSIRO Education, and the BHP Billiton Science Awards.10 Links between these various activities are limited, and there is a clear need for a framework which coordinates science outreach at the national level to deliver better services at the local community and school level, achieve greater efficiency and make better use of existing resources.

It is absolutely essential that we ensure that rural, isolated, indigenous and disadvantaged communities across the continent have an equal opportunity to take advantage of science outreach programs. This can only occur under a coordinated national framework which addresses all levels of the education system and all regions, and links science outreach providers to schools and State curricula – and, through schools, to the wider community.

1. National framework – local action Face-to-face science outreach programs bring much-needed new approaches, content, techniques and resources into the classroom. These benefit students and teachers alike. Enthusiastic science program presenters are a source of inspiration to both.

There is currently a rich diversity of excellent programs from many science providers. Some are national in scope while others operate at a State or local level.

Visiting science programs increase student interest and skill levels in the learning of science.11 For example, 35 per cent of students who experienced the Questacon Smart Moves program became more interested in school science and technology courses and 6.2 per cent of students changed their career plans as a result.12 The Science and Engineering Challenge has led to significant increases in the number of senior school students undertaking physics, chemistry and

10 See Appendix 4. 11 Reaching all Australians. A report on delivering science, mathematics,

engineering and technology education and awareness programs to regional, rural and remote Australia, Compiled by R Garnett for the National Reference Group, Canberra, 2003.

12 Lucas, K, An evaluation of the Smart Moves Program, 2003.


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extension mathematics subjects13. CSIRO Education visits are frequently the highlight of the year for students.14

These valuable supporting activities should be available to all Australians on a consistent and regular basis. However, schools in many regional, rural, remote and many outer urban areas cannot easily access science programs, usually because of the cost. The number of programs, frequency of visits and the range of experiences provided are insufficient to meet the needs of these communities.

Some initiatives are of short duration because of the way they are funded, while others rely solely on one individual’s enthusiasm, and their continuity is at risk. Science centres play a crucial role in delivering these programs, but they often depend on revenue from other activities or corporate sponsorship.

Increased, ongoing funding will allow providers to lever additional support from private sources. Greater coordination will capitalise on existing synergies and provide a more effective and inclusive service nationally.

National framework – local action

Australia needs a coordinated approach from national, State and local providers working with schools, teachers and their communities to achieve the greatest impact and efficiency in delivering science, particularly to regional, rural, indigenous, remote and disadvantaged outer-metropolitan communities.

A national program will give more schools access to a wider range of visiting science education and awareness programs. These will include stimulating 'hands-on/brains on' activities suited to the educational level and age of students. Joint planning by teachers and school systems, with national coordination between science providers, will also make a greater contribution to school curricula and community interest in science.

This coordination can be achieved most effectively through a national framework – local action approach. This will:

• deliver more balanced access to programs for urban, regional and remote communities;

13 A program run by the University of Newcastle that aims to increase

enthusiasm for science and engineering in Years 11 and 12 students. 14 Koop, A and D Cohen, Evaluation of the Travelling CSIROSEC Programs, 1996.


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• increase cost-effectiveness by sharing resources and avoiding duplication;

• link national education policies with science program delivery, directing new efforts to areas of greatest need.

A national framework – local action approach will bring together federal and State science outreach organisations through a coordinating body which will deliver science programs tailored to specific regional and local needs and school curricula. The efficiencies of this approach will encourage participation by State governments, industry and other groups who deliver science outreach programs.

This national framework could include a State and national web-based network that publicises contacts, links, details of national and local science-related events, resources for teachers, news, grants, professional development opportunities, projects and activities. The network website could be a one-stop shop for teachers seeking information and services from science providers and other teachers.

A national framework will also help to instil best practice among science providers in terms of value for cost, excellence and efficiency through evaluation.

Regional committees, comprising representatives from local public and private schools, would interact with the national framework coordinating centre.

A proof-of-concept study of the national science provider framework would be a good way forward. In the meantime, existing providers should be resourced to trial a number of experimental approaches in working cooperatively in remote settings. These cooperative projects, developed with the regional school committees, should be fully evaluated to develop sustainable models for future activity. A partnership grant scheme could encourage cooperative projects and encourage support from industry.

Recommendation: National framework – local action

To support schools and their communities by nationally coordinating the outreach programs of science providers15 with sufficient resources to reach all Australian school students.

15 In this report the term ‘science provider’ means an organisation which provides

scientific awareness, information and engagement to schools and the wider community. This covers the science centres and various outreach programs, but also includes universities, research agencies, industry organisations, professional bodies, etc.


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Science providers’ outreach programs

Examples of national programs • CSIRO Science Education Centres • Shell Questacon Science Circus • National Science Week • National Youth Science Forum • Rio Tinto Australian Science Olympiads • Dr Karl’s Science Talkback • BHP Billiton Science Awards.

CSIRO Science Education Centres are well established as the largest single outreach program to school classes, delivering inspiring laboratory-based activities in dedicated centres and schools, in partnership with State governments, science centres, universities and industry.

National Science Week is Australia’s largest national festival, a partnership between DEST, DITR, the Australian Science Festival, the ABC and ASTA, delivering stimulating fora, community events, science shows and activities across Australia once a year.

The Shell Questacon Science Circus has delivered stimulating science shows to schools and communities in regional, rural and remote Australia for over 15 years.

Examples of State and regional programs Questacon Smart Moves, funded by Backing Australia’s Ability, promotes innovation and awareness of science-based careers through visits to secondary schools, a web presence and other components.

Scitech Discovery Centre is a State-based, not-for-profit science centre funded by State government, industry and commercial activities to deliver a science experience to metropolitan and regional audiences through interactive displays and shows.

The Science and Engineering Challenge is a fast-growing program of hands-on competitions. They successfully demonstrate to students that science and engineering careers rely on team-work, innovation and creativity.

Examples of local programs Science in the Bush programs (NSW) have a local coordinator who assembles the best local programs with some support from


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professionals. Participants have included CRCs, NSW Department of Agriculture, universities, CSIRO field stations, engineering and even trucking companies.

The locally high-profile Top End Science Fair (NT) engages large numbers of Territorians in science activities during National Science Week.

2. Science through literacy To achieve a science-literate society, a strong foundation in primary school is essential. Australia needs primary teachers who are confident about teaching science, and have the time and resources to do so effectively.

Every Australian primary school classroom needs science, in its own right, to be taught using an investigative, hands-on approach which ensures students entering secondary school have an appreciation of scientific thinking.

Where science is currently taught in primary schools, it is taught well and students enjoy the experience.16 However, in many Australian primary schools little or no science is taught, and many primary teachers do not feel confident about their ability to teach it.17

In comparison, literacy is taught in every Australian primary school. It is taught well and by teachers who are skilled and confident.

Literacy is a priority in Australian primary schools and has a specific allocation of time and funding. Linking science to literacy will enable a more efficient use of resources, allowing students to develop skills in science and literacy simultaneously.

Linking science and literacy provides benefits to both learning areas. Primary teachers are confident and competent at teaching literacy. Using literacy as a vehicle to teach science is an approach likely to appeal to teachers who lack confidence in science. It will also provide an enhanced perspective for experienced and confident teachers of science.

16 Goodrum, D, M Hackling and L Rennie, The status and quality of teaching and

learning of science in Australian schools - a research report, Department of Education, Training and Youth Affairs, Canberra, 2001.

17 Ibid.


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Doing science activities provides a stimulating context for literacy. Many aspects of quality science programs involve the learning goals of literacy programs. For example, a student studying the topic of flight would begin with related readings, followed by comprehending instructions that lead to an experiment on how planes fly. Students would then present oral and written reports describing their activities. Lessons presented this way are enjoyable and achieve both literacy and science-literacy goals.

Different students prefer different learning styles.18 It is likely that some boys may find literacy more engaging if it is presented in a science context linked to hands-on activities. It is also likely that some girls may find the physical sciences more engaging if they are introduced through a literacy context.

The Australian Academy of Science has undertaken a national initiative, in collaboration with the Commonwealth, States and Territories, to consolidate the best ideas for linking science and literacy. The result will be a rich curriculum resource and professional learning program that meets the needs of primary school teachers and students across Australia.

This concept is supported by the Independent Schools Council of Australia, the National Catholic Education Commission, the Australian Science Teachers Association (ASTA), the Primary English Teaching Association and the Australian Literacy Educators Association.

Recommendation: Science through literacy

To introduce a collaborative national program in primary schools that links the teaching of science with the teaching of literacy.

3. Science by doing Enthusiastic teachers using student-centred investigations are the key to achieving the most effective science education for Australia’s future. School science experiences can engage and excite students, enabling them to use scientific thinking in their private and professional lives, and inspire many to take up science and engineering careers.

18 House of Representatives Standing Committee on Education and Training, Boys:

Getting it right. Report on the inquiry into the education of boys, Canberra, 2002.


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This could be the situation in every secondary science classroom, where students actively do hands-on science with passion and enjoyment. However the situation in junior secondary science education remains extremely fragile: science is often seen by students as neither relevant nor engaging. This is one reason why, by Year 12, 45 per cent of students are not enrolled in any science subject.19

The challenge is to endow science and mathematics learning with the kind of relevance and stimulus that will appeal to all students in their primary and secondary years and encourage more of them to continue with these subjects in upper secondary.20

The characteristics of a quality science education program are well-researched and documented: it should be based on a coherent framework of teaching and learning, involving student participation in projects and a contemporary approach to teacher development. A national program should be sufficiently flexible to meet the needs and priorities of State and Territory education jurisdictions.

Two successful programs that fit this need are the Collaborative Australian Secondary Science Program (CASSP) and Creativity in Science and Technology (CREST).

The CASSP pilot program, funded by the Department of Education, Science and Training, arose from the 2001 Goodrum Report. It focused on junior secondary school, an area of critical need. CASSP engages students through student-centred investigations. It provides an integrated set of resources in curriculum, professional development and participative inquiry. The pilot program demonstrated this can bring about powerful and positive change in the classroom. Extending this program nationally will enthuse students about their school science experience. The pilot also demonstrated effective collaboration between the Commonwealth, States and Territories in the development of materials and provision of programs for teachers, in partnership with teachers through their professional associations.21

19 See Appendix 3. Also Goodrum, D, M Hackling and L Rennie, The status and quality

of teaching and learning of science in Australian schools - a research report, Department of Education, Training and Youth Affairs, Canberra, 2001.

20 Department of Education, Science and Training, Australia's teachers: Australia's future. Advancing innovation, science, technology and mathematics. Agenda for action, Committee for the Review of Teaching and Teacher Education, Canberra, 2003.

21 For details of CASSP, see Appendix 5.1.


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CREST is a powerful program that supports students undertaking their own scientific research projects, usually as part of the curriculum. It is highly valued by teachers and many thousands of students. The Department of Education, Science and Training has been a major supporter of CREST, along with an industry partner. Extending the uptake of CREST would allow more students to acquire the vital skills enabling them to use scientific research and innovation in their lives for the benefit of themselves and the broader community.22

These two projects complement one another, with CASSP providing the structure for a student-centred investigation approach to the whole science curriculum, and CREST extending this experience to a deeper level, often beyond the immediate curriculum.

Wide adoption of a ‘science by doing’ approach will bring a significant change to junior secondary science. It will increase student enjoyment and excitement about science, which should lead to higher enrolments in Years 11 and 12 science subjects.

Recommendation: Science by doing

To develop and implement a national program in junior secondary schools to engage students in learning science through greater emphasis on investigation.

4. Science means business Australia needs a vibrant business and industry sector that values strategic research and development, positioning the nation to meet the challenges of a future driven by innovation. To achieve this, we need to bring about a change in Australian business culture and to forge more links between Australian companies and students finishing their education.

There is international regard and demand for Australian science and engineering graduates. Australia also has a reputation for inventiveness. We have the correct ingredients for a successful high technology economy but we need to combine these with a business culture willing to take risk in Australian innovation, and willing to develop a long-term research and development perspective.

22 For details of CREST, see Appendix 5.2.


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Moving Australia to a business culture that values science-based strategies more highly will create a greater diversity of career prospects for science and engineering graduates in this country. Their skills will help Australia build long-term international competitiveness. By creating a more science-orientated appreciation in the management and operations of our companies, we will expand opportunities for Australian businesses to develop new products and to innovate.

Engagement between science practitioners and industry personnel from the most senior levels to the factory floor is important to achieving this. Eliciting interest at the boardroom level through a program in which leading scientists address directors, initially as an education process and ultimately through directors taking greater advantage of scientific advice, is likely to lead to increased investment in science-trained staff and R&D.

At the same time, the establishment of a Science Scholar Support Scheme which places tertiary and vocational education students in industry will help them to develop a sound appreciation of industry’s needs and priorities. While we recognise that the Government has programs to encourage these linkages, we feel that this is a critical area where many benefits could be realised through further enhancements.

This does not require a radical shift in either education or industry policy. It can be achieved by building stronger networks between industry, education and science institutions.

The opportunity exists to develop an incentive scheme to encourage vocational education, undergraduate, postgraduate and postdoctoral science students and industry to work together. This could involve long-term scholarships funded by companies or by partnerships between companies and government. Another effective scheme could provide the placement of science students in companies for a short period of employment and experience in successive years of their education program.

There is also opportunity for a Science in the Boardroom scheme to raise awareness among directors of the benefits of a long-term engagement with science. Leading scientists from research and tertiary institutions could present to boards or industry groups on future technology trends and the implications for business. This approach will help to raise the awareness of business executives of the scope for research to increase the profitability of their operations.


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The third opportunity is to foster networking between scientists and engineers in industry and tertiary and vocational education institutions, and to encourage industry staff placements in PhD research programs.

Recommendation: Science means business

To strengthen links between business and science education institutions so as to increase the opportunities for science-based careers and improve the performance of both large and small Australian companies.

5. Teachers – the key to success Teachers are the most important contributors to student achievement and enjoyment of science subjects. The strong performance of Australian students in international assessments in reading, scientific and mathematical literacy is due to quality teaching. However, these high standards mask some unevenness: Australian students perform very well on average, and the best attain high scores - but large numbers perform at much lower levels.

The generational change about to occur within the teaching profession offers an unprecedented opportunity to regenerate both teaching and learning, and to inject fresh approaches into science education. The opportunity exists to create new pathways for personally-satisfying learning for science teachers, so they can more fully play their role as shapers of the nation’s future.23

Recent initiatives have successfully empowered teachers to work in new ways. These programs can be extended to ensure collaboration between States and avoid duplication of effort. Through them, teachers can play a large role in their own professional learning, develop and consolidate partnerships with science providers and build on government-backed projects with proven success:

• Collaborative Australian Secondary Science Program (CASSP)

• Creativity in Science and Technology (CREST) • Science Education Assessment Resources (SEAR) • The ASTA Science Awareness Raising Model

23 Department of Education, Science and Training, Australia's teachers: Australia's

future. Advancing innovation, science, technology and mathematics. Agenda for action, Committee for the Review of Teaching and Teacher Education, Canberra, 2003.


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• Primary Science Assessment Project (PSAP) • Australian Government Quality Teacher Programme • The Le@rning Federation: Schools Online Curriculum

Content Initiative24

The ASTA Science Awareness Raising Model highlighted the need to help teachers access the rich resources of the many science providers and make links with industry, research organisations, community groups, professional associations and tertiary bodies.25

Science teachers are the key to success for the achievement of a real engagement of young Australians in science. A confident and enthusiastic teacher who is well supported makes a real impact on a student’s learning and subsequent career choices. Teachers, working together in partnership with science providers, will be able to build on earlier successes. To achieve this we need to enhance the partnership between teachers, their professional associations, science providers and governments. This will build a sense of ownership, leading to greater uptake of resources and programs.

More than any other teachers, science teachers need to keep pace with the swift advances in contemporary science. To do this they must be supported, encouraged and resourced so that they can build in their students the understanding and competencies that lead to a science-literate society.

Science teachers who use the inquiry approach, where students investigate, construct and test ideas and explanations about the world in a hands-on way, will have the greatest impact.

New teachers entering the profession are more likely to remain when mentored by experienced and highly-accomplished teachers.

Professional and life-long learning of science teachers must be supported both by human and material resources, including curriculum materials and teacher enhancement programs.

The establishment of the National Institute for Quality Teaching and School Leadership provides opportunity for both the advancement of the teaching profession and for a national network linking schools and teachers with research organisations, tertiary education

24 For details of these programs see Appendix 5. 25 Department of Education, Science and Training, Australia's teachers: Australia's

future. Advancing innovation, science, technology and mathematics. Agenda for action (p.48), Committee for the Review of Teaching and Teacher Education, Canberra, 2003.


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institutions and industry. Special programs could be directed at enhancing the professional skills of science teachers.

Linking teachers with research Secondary science teachers make an enormous difference to the outlook and achievement of their students when they are enthusiastic about advances in science and are keen to promote careers based on science, mathematics and engineering.

Teachers are knowledgeable about the fundamental science of their discipline, but they need greater contact with the latest advances in science, with science in action and its implications for Australia’s future. They can then transmit this knowledge to their students in ways that make the science relevant, exciting and challenging.

Engaging teachers in industry and government scientific and engineering research organisations will capture their imagination and enhance their ability to bring science to life in the classroom. Universities, TAFEs, CSIRO and industry can all provide valuable real-science experiences for teachers.

Through a Teacher Research Scheme, teachers would undertake a project under the supervision of a scientist or engineer in research or industry. This would give the teacher contact with motivated scientists and engineers and fresh insight into the relevance of their work. Participating teachers would be encouraged to share this experience with colleagues through their professional associations. Long-term partnerships between the supervising scientist and the teacher’s school would also be possible.

Another way to bring living science into the classroom is through regular presentations to teachers by professional scientists. These could operate nationally through a program of visits to particular venues as well as via the web. Excellent presenters would be chosen for this program from industry and research bodies and informative background material developed for use by teachers.

These initiatives would build on existing programs such as the Researching with Scientists project (CSIRO Education and ACT Department of Education), the Bright Minds project (University of Queensland) and Science at the Shine Dome (Australian Academy of Science in conjunction with the Australian Science Teachers Association).


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Career material Attractive careers information promoting cutting-edge science should be provided to teachers for their own information and for use in class. This information should also be provided to career advisers, to encourage them to present a more positive view about career opportunities for those with science qualifications.

Special emphasis on science career possibilities could also be included in the myfuture initiative.26

Opportunities • Creation of a national network linking schools and teachers

with science organisations, tertiary education institutions and industry organisations (see recommendation 1).

• Teacher placements in science-related jobs beyond their schools.

• Regular professional learning opportunities for science teachers.

• A science speakers program. • A program promoting the increasing range of science careers.

Recommendation: Teachers – the key to success

To strengthen the professionalism and skills of Australian science teachers, providing them with the contacts, support and resources to keep pace with the advancements of knowledge in modern science.

Conclusion In this report we address a topic of central importance to the future of Australia and its people in a world driven by science and technology. Much progress has been achieved towards raising awareness of science, but more remains to be done in order to achieve a full engagement.

While Australian students perform comparatively well in international science literacy and education, we note areas for serious concern in enrolment trends, teacher morale and professional support,

26 A joint initiative of the Commonwealth, State and Territory governments that

enables Australians to explore their skills and interests, identify possible career paths, develop their career plans and research options for further study and training.


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industry-science linkages, student career choices and broad community science literacy.

This report provides a roadmap for an integrated national campaign addressing these concerns through our young people, science outreach providers, teachers, all levels of the education system and local communities.

TEACHERS

National State

Regional

Science Through Literacy

Science Means

Business

Science By Doing

Local

Above all, we need to make engagement with science a continuous process throughout the education system and on into the young person’s career and life. Our suggested strategies promote a closer engagement between science, industry, education and the community on a broad front and in a coordinated fashion.

This report places a special emphasis on ensuring the delivery of quality science outreach to young Australians, their schools and communities in rural, regional, isolated or disadvantaged areas and supports the investment of increased resources where they are needed.

We regard the goal of science-literacy, like literacy and numeracy, as a national investment with scope for a very large payoff for Australia – as well as being critical to our position as a knowledge-based society in a competitive world.

National framework – local action Science experience reaching all Australian schools and their communities.

Teachers are the key to the success of all components in the science engagement chain.

Stimulating engagement with science from primary through secondary and tertiary education, with links to career opportunities.


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Our recommendations are designed to complement present government initiatives and policies, especially Backing Australia’s Ability and the whole-of-government approach. Though pitched at the national level, our suggestions are especially intended to complement and strengthen the delivery of science at the State and local level. We do not propose radical change, but we have aimed to make more of what Australia already has through our science providers, education system, teachers, industry and government, using proven programs and enhanced coordination of effort.

We believe that, if adopted, these recommendations will help to position Australia at the international forefront in its ability to capture and wield new ideas, technologies and sciences, as a leading 21st century knowledge society.


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Appendix 1

Terms of reference The Working Group will prepare a paper and a presentation to the Prime Minister’s Science, Engineering and Innovation Council (PMSEIC) which will:

1. Assess the extent and role of science experience providers such as science centres, industry groups, professional bodies, Questacon, CSIRO and others.

2. Consider the issues associated with rural, regional and remote communities in the delivery of science presentations by external providers and the opportunities for children to participate in these and other science-related activities within their community.

3. Identify the impact of science-related schools activities in stimulating students’ interest in, and assisting their understanding of, science and the important role it plays in life.

4. Examine further opportunities to make connections between science studies and science-based careers.


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Appendix 2

Membership of the Science Engagement and Education Working Group Dr Jim Peacock (Chair), Australian Academy of Science

Mr Alan Brien, Scitech Discovery Centre (WA)

Dr Martin Cole, Engineers Australia

Ms Deborah Crossing, Australian Science Teachers Association

Professor Graham Durant, Questacon

Mr Steve Ford, Australian Museum

Ms Marian Heard, Australian Academy of Science

Mr Ross Kingsland, CSIRO Education

Ms Frankie Lee, ABC

Professor Kwong Lee Dow, University of Melbourne

Associate Professor John O’Connor, University of Newcastle


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Appendix 3

Science education in schools: Performance and participation Overall, Australian school students perform well in international comparisons of science education. Australia is among or near the top performing countries in international comparative studies of school students’ science and mathematics achievement.

In the OECD Programme for International Student Assessment (PISA), students from only two countries significantly outperformed Australian students (Japan and Hong Kong-China in mathematics and Japan and Korea in science).

PISA 2000 – countries listed from highest to lowest by mean scores and grouped by comparison with Australia Reading literacy Mathematical literacy Scientific literacy Countries achieving significantly higher than Australia

Finland Japan Hong Kong-China

Korea Japan

Countries with no significant difference from Australia

Canada New Zealand Australia Ireland Hong Kong-China Korea United Kingdom Japan Sweden United States

Korea New Zealand Finland Australia Canada Switzerland United Kingdom Belgium Liechtenstein

Hong Kong-China Finland United Kingdom Canada New Zealand Australia Austria Ireland

Countries achieving significantly lower than Australia

Austria Belgium Iceland Norway France OECD Average Denmark Switzerland Spain Czech Republic Italy Germany Liechtenstein Hungary Poland Greece Portugal Russian Federation Latvia Israel Luxembourg Thailand Bulgaria Mexico Argentina Chile Brazil FYR Macedonia Indonesia Albania Peru

France Austria Denmark Iceland Sweden Ireland OECD Average Norway Czech Republic United States Germany Hungary Russian Federation Spain Poland Latvia Italy Portugal Greece Luxembourg Israel Thailand Bulgaria Argentina Mexico Chile Albania FYR Macedonia Indonesia Brazil Peru

Sweden Czech Republic OECD Average France Norway United States Hungary Iceland Belgium Switzerland Spain Germany Poland Denmark Italy Liechtenstein Greece Russian Federation Latvia Portugal Bulgaria Luxembourg Thailand Israel Mexico Chile FYR Macedonia Argentina Indonesia Albania Brazil Peru


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In the Third International Mathematics and Science Study (TIMSS). Australian middle primary and junior secondary students generally performed above the international average and often at levels not far below the world leaders. TIMSS-R – Science achievement – average scale scores, by country Country Score Chinese Taipei 569 Singapore 568 Hungary 552 Japan 550 Korea 549 Netherlands 545 Australia 540 Czech Republic 539 England 538 Finland 535 Slovak Republic 535 Belgium (Fl) 535 Slovenia 533 Canada 533 Hong Kong SAR 530 Russian Federation 529 Bulgaria 518 United States 515 New Zealand 510 Latvia 503 Italy 493 Malaysia 492 Lithuania 488 International average 488 Thailand 482 Romania 472 Israel 468 Cyprus 460 Moldova 459 Macedonia 458 Jordan 450 Iran 448 Indonesia 435 Turkey 433 Tunisia 430 Chile 420 Philippines 345 Morocco 323 South Africa 243 Source: TIMSS 1999 International Science Report - Findings from IEA’s Repeat of the Third International Mathematics and Science Study at the Eighth Grade; Michael O. Martin et al, ISC/IEA, December 2000, Exhibit 1.1 p.32, and TIMSS-R Summary of International Results - Science, ACER, 6 December 2000. (Bransford et al., 1999)27, (p.117).

27 Bransford, J D, A L Brown and R Cocking (eds), How people learn: Brain, mind,

experience and school, National Academy Press, Washington DC, 1999.

Shaded cells: scores equivalent to Australia's


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Participation In 2001, it is estimated that 45 per cent of Year 12 students were not enrolled in any science subject;28 36 per cent were enrolled in one science subject; and 19 per cent were enrolled in more than one science subject. The percentage of Year 12 students doing no science has increased significantly over the last decade. In 1998, the percentage was 40.5 per cent 29and in 1993 31.4 per cent.30 It is noteworthy that during this period the Year 12 student population has increased marginally (from 186,916 students in 1993 to 188,110 in 2001).31

28 Ainley, J et al., Subject choice in years 11 and 12, Department of Employment,

Education and Training, Canberra, 1994. 29 Fullarton, S et al., Subject choice by students in year 12 in Australian secondary

schools, Longitudinal Surveys of Australian Youth, Research Report No.15, Australian Council for Education Research, Melbourne, 2000.

30 Fullarton, S et al., Patterns of participation in year 12, Longitudinal Surveys of Australian Youth, Research Report No.33, Australian Council for Education Research, Melbourne, 2003.

31 ABS, Cat No. 4221.0, Schools Australia, 1993 and 2001.


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Appendix 4

Examples of Australian science outreach programs and organisations* Provider Program Objectives

Science centres/museums

Scitech Discovery Centre (WA)

Scitech Roadshow To inspire interest and participation in science and modern technology.

Queensland Sciencentre

STARLAB To experience hands-on activities re space and constellations.


PCAP funded programs

To take science experiences and learning opportunities to remote communities.

To consolidate students’ and teachers’ understandings of science.

To demonstrate the ease, accessibility and relevance of science.


Teen Scene/Innovations

Students’ learning to be enhanced by participation in science enrichment programs. Students develop a broader understanding of workshop topics.


Sciencentre Roadshow

Students have the opportunity to interact with hands-on exhibits and discover science behind everyday situations. Students are exposed to science, to generate further interest in science.

South Australian Museum

Life and Adaptations to Water

To allow rural students to gain access to the ‘real things’, ie, museum collections, knowledge and expertise.

To provide them with a museum experience despite the tyranny of distance.

To provide teachers and students with resource-based curriculum-linked education programs suitable for all Year levels.

To introduce students to the work of the Museum.

Discovery Science and Technology Centre, Bendigo

The Water Show The show aims to educate primary age children about scientific principles and conservation issues to do with water in a fun and engaging way.

* Adapted from Reaching all Australians. A report on delivering science,

mathematics, engineering and technology education and awareness programs to regional, rural and remote Australia, Compiled by R Garnett for the National Reference Group, Canberra, 2003.


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Provider Program Objectives

Imaginarium Science Centre

Teacher Professional Development Grades 3-8

To provide primary school teachers with hands-on, sequenced and focused investigations in primary science that are integrated and directly linked to the values and purposes of the Tasmanian Education Department’s Essential Learnings Framework 1 Document.

Museum Victoria Outreach Program Aims to improve an understanding of the world in which we live by providing access to MV’s collections and research through the delivery of programs and products that target audiences beyond the walls of MV.

Wollongong Science Centre and Planetarium

Science on the Move

To generate enthusiasm and science awareness among students and the public.

To provide a low-cost alternative to visiting the Science Centre.

Questacon Indigenous Outreach Program

To motivate students in remote Aboriginal communities to take an increased interest in science, technology and mathematics.

To assist teachers and parents in remote Aboriginal communities.

To improve their science, technology and mathematics programs.

Questacon Shell Questacon Science Circus

To promote among people in regional, rural and remote Australia, positive and personally relevant images of science and technology, of scientists, and of careers in science and technology.

To provide access, for the people of regional Australia, to a world-class touring science and technology exhibition.

To assist teachers in regional Australian schools to enhance student interest in science and technology programs.

The INVESTIGATOR Science and Technology Centre

Science on the Go! To take a range of science and technology related programs, shows, exhibits, etc. to the school students and communities of metropolitan Adelaide and regional South Australia.

The aim of The INVESTIGATOR Science Centre as a whole is to make science fun and accessible, and to present it in a way that makes it relevant to people in their everyday life and future career plans.


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Questacon Questacon Smart Moves

To engage young Australians in discovering how new technologies shape their future.

To promote cutting edge research, innovation and entrepreneurship in science, engineering and technology.

Questacon NRMA RoadZone To manage, for NRMA, an interactive Road Safety education program and exhibition for Australian (primarily NSW) communities.

To raise community awareness in science and technology’s contribution to improved road safety.

Questacon Photonics To raise awareness of Australian secondary students in potential career opportunities in the photonics industry.

Questacon Questacon Maths Centre

To motivate student interest in mathematics.

CSIRO Science Education Centres

North Queensland Science Education Centre

Lab on Legs To alert schools students, their families and teachers of science to the contribution of CSIRO and other scientific research to our community.

To encourage students to participate in scientific activities, especially those related to the applications of science.

To encourage students to take up careers in science.

Sydney CSIRO Science Education Centre




Perth CSIRO Science Education Centre




Melbourne CSIRO Science Education Centre



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Hobart CSIRO Science Education Centre




Darwin CSIRO Science Education Centre




The Green Machine Science Education Centre




CSIRO Discovery Centre

Teacher Scientist Partnerships

To link current research with teachers and students.

Adelaide CSIRO Science Education Centre




Brisbane CSIRO Science Education Centre




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Universities

Outreach Centre for Sciences UNSW

Outreach Centre for Sciences (OCS)

The Outreach Centre for Sciences at UNSW aims to promote an understanding and awareness of the sciences amongst school students, the community and UNSW staff. The Centre achieves its aims primarily through providing a positive science education experience. By involving the community in its programs and events, the Outreach Centre for Sciences reflects the University’s goal of earning recognition as a university of outstanding quality.

The University of Western Australia

Women in Science and Engineering

The WISE Project aims to promote the study of engineering and the sciences as avenues to interesting and challenging careers for women.

To ensure that students have the necessary pre-requisites for these courses, it actively encourages girls (and boys) to study advanced maths (calculus and applicable maths), physics and chemistry in Years 11 and 12. WISE offers a varied support service to female science and engineering students at UWA and aims to promote inclusivity.

The University of Newcastle

Science and Engineering Challenge

To increase enthusiasm towards the study of science in Years 11 and 12.

The University of Newcastle

SMART (Science, Mathematics And Real Technology)

Address the need within the general community, especially school-age children, for increased S&T awareness and understanding. This primarily involves presenting ‘Science Shows’, but also some workshops and ‘buskin’.

Offer training and resources for schoolteachers, in particular K-6, so that they can better educate their students in S&T issues.

Provide university students with the opportunity to learn and practise science communication skills (they prepare and present most of the SMART programs).

Science and Engineering, University of Tasmania

Science and Engineering Roadshow

Raise awareness of science and engineering research activities and courses available at the University of Tasmania.

Ken AMOS, The University of Melbourne

Muppets — the magic show of the School of Physics

The fundamental purpose of the program is to show how physics is relevant in practically every aspect of the world about us and that it is an interesting field of study.


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Provider Program Objectives By demonstrations and spoken explanations alone. In that way we seek to entertain visitors while at the same time providing a stimulating education experience that is set within the knowledge level and concept understanding of the audience.

Dr Karl Kruszelniki, The Science Foundation for Physics, The University of Sydney

Sleek Geek Week Laugh and learn.

Queensland University of Technology

QUT Innovation train

This is a community service activity which promotes, in this case, innovation to students and the general public.

Australian Minerals and Energy Council

South Australian Chamber of Mines and Energy

SACOME Student Presentation Program

A balanced and informed understanding of the industry underpins required learning outcomes. The Education Program aims to increase awareness of the minerals and petroleum industry amongst students and educators in primary, secondary and tertiary education. The Schools Program consists of: student presentations, professional development for teachers, site tours for teachers and students, preparation of curriculum resources, special programs for trainee teachers.

Victorian Minerals and Energy Council

Science, Technology and Minerals

The aim of this project is to extend the minerals education program currently being offered to some Victorian schools, to include schools in regional Victoria. Students and teachers explore issues arising from society’s ability to extract and modify materials for specific purposes, and consider the effects of resource development and use on natural and human environments.

NSW Minerals Council

School Speakers Program

To inform students about the minerals industry.

Queensland Mining Council

Minerals education program

Increase awareness of the mining industry.

Increase awareness of minerals and their uses.

Encourage students to consider a career in the minerals industry.

Support teachers in their teaching of mining, minerals, energy and environment.

Provide curriculum support material for teachers.

Provide a balanced view of mining in Queensland.


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Minerals Council of Australia (ACT)

National Education Program

The Schools Program consists of:

student presentations; professional development for teachers; site tours for teachers and students; preparation of curriculum resources; and special programs for trainee teachers.

Education programs are delivered by trained and registered teachers.

Tasmanian Minerals Council

Mining and Minerals Education Centre

To increase the awareness of the minerals industry in Australia and specifically Tasmania.

To link with the Earth and Beyond, Energy and Change and Use of Resources strands in the National Curriculum.

Chamber of Minerals and Energy of WA

Goldfields Education Program

Provide educators and students with information about the industry.

Provide educators and students with first-hand experiences of the industry.

Provide educators with the opportunities to develop curriculum materials which will stimulate students to participate in the development and management of our minerals and energy resources.

Northern Territory Minerals Council

NT Minerals Council Education Program

To provide users with a balanced and informed understanding of the Australian minerals industry.

Other institutions

Engineers Australia EngQuest To involve primary and secondary students in a hands-on engineering project directly related to curriculum learning activities.

To demonstrate the strong links that engineering and science have to innovation and entrepreneurship and the commercialisation of ideas.

To inspire interest in maths and science.

Engineers Australia Neighbourhood Engineers

To link a local engineer to a secondary school to provide information on careers in engineering and to advise on science and technological input into local curriculum.

To provide site tours of engineering projects and companies.

To inspire interest in engineering issues

Engineers Australia and University of Newcastle

National communications framework for teaching engineering concepts in schools

To develop a national communications strategy for engineering.

To raise the quality of understanding of engineering within schools

To ensure engineering concepts are included in curricula.


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Engineers Australia Teacher resources To provide teachers in primary and secondary schools with materials to better teach science, maths and technology related subjects.

Taronga Zoo Zoomobile Provides students with an informative and entertaining animal experience. The content of the presentation is driven by what the teacher is doing with students.

Inspires students about our natural world and empower them to make positive changes to help save our native species.

To deliver a meaningful Zoo experience to all students who have difficulty accessing the Zoo through distance, disability, confinement or socioeconomic reasons.

Taronga Zoo Zoomobile Provides students with an informative and entertaining animal experience. The content of the presentation is driven by what the teacher is doing with students.

Inspires students about our natural world and empowers them to make positive changes to help save our native species.

To deliver a meaningful zoo experience to all students who have difficulty accessing the zoo through distance, disability, confinement or socioeconomic reasons.

Gould League of Victoria

Minibeasts, Composting and Biodiversity

To provide an engaging, hands-on, activity-based program for primary students to investigate and discover the amazing world of minibeasts.

To gain an insight into structure, function, classification and biodiversity; for students to discover how they can help the environment through the principles of reduce, reuse, recycle and composting.

Alternative Technology Association (ATA)

Solar Shuttle Educating and informing on renewable energy and other sustainable practices.

Victorian Model Solar Vehicle Challenge

Victorian Model Solar Vehicle Challenge

To promote and develop interest and expertise in using solar and renewable energies by school students by using active learning processes in addressing real challenges.

Private providers

Hands-On Science Science and Technology Programs for Primary School

Provide science teaching specialist in the primary schools.

Provide professional development to build confidence in science teaching.

Provide Family Science nights to keep the community informed about science and technology.


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Provide gifted, disabled, holiday programs to meet the special needs of each group.

Stephen Ford Productions Pty Ltd

The Experimentarium

The Experimentarium aims to provide a fun and education science experience for participants through shows and workshops.

World of Maths World of Maths To learn about maths using hands-on activities while having fun.

Bruce Hargrave Riding through Time

To vividly show the development of the history of the bicycle in an entertaining way.

Science on Show Science on Show To support schools in the Science and Technology KLA by providing syllabus-related, highly interactive, presentations to groups of students.

Joanne Nova, ScienceSpeak

Joanne Nova’s Science Shows

To be entertained with science.

To associate science and discovery with fun.

To give teachers and students the most appealing experiments that can be done with cheap, easy-to-get equipment.

To help teachers and students understand the importance of air pressure and some basic principles about fast moving air (and other topics).

P&A McLean Lore of Flight To give a better knowledge about flight and how flight occurs and to foster an interest in the general topic of flight by interacting with educationally trained subject matter experts.

Adam Selinger MadLab Participants gain an understanding of electronic components (resistors, capacitors, transistors, etc.) by following instructions in the construct of an electronic gadget (eg, Electronic Bagpipes, Lie Detector or Decision Maker). They are then shown how to use a soldering iron to solder their components onto the circuit board.

Peter and Jan Eastwell

Science Time Science Time offers a range of science shows and experimental hands-on programs guaranteed to spark the curiosity of, and motivate, any audience. These innovative learning experiences, involving novel equipment and phenomena, are both educational and entertaining. The programs are highly cost-effective, can be tailored to suit the needs of any group, and are readily accessed by those in remote areas.

NB: For further programs see also the CD ROM Science and Technology Activities Directory 2003-04 – Activities for Students and Teachers in Australia


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Appendix 5

School science programs and projects

5.1 Collaborative Australian Secondary Science Program (CASSP)

The Government-funded Collaborative Australian Secondary Science Program (CASSP) trialled the implementation of an integrated set of resources made up of curriculum materials, professional development activities and participative inquiry methods. These three parts worked in combination to provide teachers with concrete examples and illustrated methods to teach science in a more inquiry-based manner and engage students in a more relevant experience of science. CASSP provides a model that responds to the challenges and aspirations described in The Status and Quality of Teaching and Learning of Science in Australian Schools report.

CASSP was designed to support teachers in the implementation of a science program that was in keeping with existing State and Territory curriculum documents, use pedagogies consistent with contemporary best practice, and provide students with a challenging and engaging experience of school science.

The trial focused on the subject of Year 9 Energy with three modules of Light, Electricity and Energy. This is a topic that many students find conceptually challenging and uninteresting because of its abstract nature and difficulty. Trial teachers selected two of the three available modules. The trial took place over one school term and involved whole science departments in schools rather than individual teachers in isolation. It involved 28 schools from six States involving 122 teachers and approximately 3000 students. Participants tested curriculum resources sufficient for 10-14 weeks and 3.5 days of professional development.

At the beginning of the trial at least one-fifth of the teachers appeared to hold very traditional views about science education. It was for this group of teachers and their students that the trial was perceived to be of greatest possible benefit.

The trial demonstrated that school jurisdictions could collaborate in the effective production of curriculum resources and that the teacher change model was able to be successfully implemented within the existing infrastructure of each jurisdiction. The trial also showed that CASSP was effective in bringing about change in teacher pedagogy with 90 per cent of teachers stating that the project should be


38

extended and 88 per cent of teachers asking for further curriculum resources.

Given the dramatic nature of the change in practice required for some teachers and the complexity of making these changes, the response to the project by teachers was very positive. The evaluation of the project indicates that important changes in teaching practice occurred for many of the participating teachers. These include more small-group work and discussion in class, more inquiry-based learning and open investigation of scientific problems and more use of examples to relate science to life.

The trial found that of the participating teachers:

• 53 per cent said that their students copied fewer notes from the board;

• 63 per cent said that there was an increase in small-group work and discussions;

• 53 per cent said there were more investigations; • 57 per cent said that conceptual explanations came after

student activity and experience; and • 61 per cent said they used more diagnostic assessment to

determine what students already knew.

5.2 Creativity in Science and Technology (CREST) Although open-ended investigations are part of the science and technology curricula in all States and Territories, they are not commonly undertaken in schools. Reasons for this include the lack of experience by teachers in scientific research and lack of support. CREST addresses both of these issues.

CREST fosters the development of key science and engineering skills, a deeper understanding of scientific research and positive attitudes to these. Apart from these impacts on students, it also develops new skills in teachers, encouraging a facilitation role that allows students to develop more fully, acquiring the vital employability skills outlined by both the Business Council of Australia and the Australian Chamber of Commerce and Industry.

Teachers are initially provided with professional development that offers experience and understanding of open-ended investigations and how these contribute to better student learning outcomes. This is important, as the majority of teachers have never been exposed to scientific research of their own, even at university.


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Students working on a CREST Award undertake an open-ended investigation on a topic of their own choosing. Ample support material is provided to both teachers and students including access to phone advice for teachers through a local-call number. Awards are available at different levels, with higher-level awards requiring proposals to be prepared and approved before students start their practical component so that the extensive feedback provided can assist the students. On completion of the project, all students who satisfy the requirements are granted an Award, receiving an attractive certificate and medallion.

CREST operates at both primary and secondary school level. At secondary level, CREST can link students with external mentors and assessors, bringing new experiences to both students and teachers.

CREST is well regarded by teachers and students, with over 6000 students completing Awards in 2002. An MSc undertaken on CREST indicated that 98 per cent of teachers found CREST encourages a structured, problem-solving approach, 93 per cent believed that the skills needed to complete CREST projects were also skills that students needed to apply across the curriculum and 95 per cent believed that pupils gain personal development through CREST. 32 The study also found that 84 per cent of CREST students would encourage their friends to take part in CREST.

The project was first developed in 1995 with support from DEST and has also received additional DEST support at times since then. It is a project based on educational research and is supported in principle by all States and Territories with a number having providing funding support over time. CREST is also supported by Alcoa World Alumina Australia.

5.3 Science Education Assessment Resources (SEAR) The outcome of the SEAR project will be an online collection of science education assessment resources for teachers across the compulsory years of schooling. The resource collection will include items that can be used for diagnostic, formative and summative assessment purposes. A key feature of the resources will be rich marking keys to support teachers in their use of the online collection. The resources will be linked to a scientific literacy progress map that connects with the OECD PISA assessments for 15-year olds and the Primary Science Assessment Project for Year 6 students.

32 Shoring, N, The impact of CREST Awards on student science projects in Australian

schools, 1999.


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Consortia partners are the Australian Council for Educational Research (ACER), Edith Cowan University, Curriculum Corporation, Australian Science Teachers Association, and the Australian Academy of Science. State and Territory education departments, while not members of the consortia, are also involved. It is funded by the Department of Education, Science and Training (DEST).

5.4 The ASTA Science Awareness Raising Model The project aimed to develop, trial and evaluate a Science Awareness Raising model that can be used by a diverse range of schools and their communities to identify, document and promote literacy in ways that are appropriate and connected with the real-life circumstances of each community. In particular, the project aimed to promote greater understanding in the educational and broader community of why science is important, why time is spent on it at school and why science is a desirable outcome of schooling. The model was trialled by seven school/community projects in seven States and Territories.

The project was managed by the Australian Science Teachers Association in collaboration with its eight State and Territory Science Teachers Associations and was funded by the Department of Education, Science and Training (DEST).

5.5 Primary Science Assessment Project (PSAP) The purpose of the project was to develop and trial a suite of assessment instruments and key performance measures in preparation for a national sample assessment of Australian primary school (Year 6) students’ science achievements. It was anticipated that the first assessment would be undertaken late 2003 with further assessments at regular intervals, possibly every 2 or 3 years.

One modified version of the test forms will be released as part of the Science Education Assessment Resource (SEAR) Project. Schools will be able to access this form of the test and compare their own performance to the national norms. The other is held, as an equating form, to be used to equate future test forms and will enable comparison of national performance against standards over time.

The Consultative Committee comprised science curriculum officers from each of the jurisdictions together with representatives of the Australian Science Teachers Association (ASTA) and the Academy of Science and funded by MCEETYA Performance Measurement and Reporting Taskforce.


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5.6 Australian Government Quality Teacher Programme The Australian Government Quality Teacher Programme is providing funding of $159 million for teacher professional development and related initiatives over the period 2000-2005. Science has been one of the priority areas of the program since its inception. In the first 3 years of operation to June 2003, approximately 11,050 science teacher participants from both primary and secondary schools have participated in science-related projects, with projects often consisting of a range of professional development activities. Reports from jurisdictions indicate that to date the program has been very successful in meetings its objectives of updating and improving teachers’ skills and understanding in the priority areas and increasing the status of teaching in both government and non-government schools.

As the program required funding recipients to use program funding to meet local needs and priorities, there has been significant diversity in the range and nature of the projects that have been funded. Notwithstanding this diversity, several projects have had similar foci. They are: supporting teachers to implement new science curricula; building and strengthening networks of science teachers; the use of action research; supporting teachers to adopt a more reflective, peer supported approach to their teaching; activities which have combined science with one or more other program priority areas; developing teaching resources; and assisting teachers to make more effective use of information and communications technology in their teaching.

The Australian Government Quality Teacher Programme has its own website. Descriptions of science-related activities that have been funded under the program can be found at http://qualityteaching.dest.gov.au/Content/Item_562.htm. This page is being frequently updated as further descriptions of professional learning activities for science teachers are added to it.

5.7 The Le@rning Federation: Schools Online Curriculum Content Initiative

As part of Backing Australia's Ability, the Prime Minister in 2001 announced funding of $34.1 million over 5 years for the development of high-quality online curriculum content for Australian schools. States and Territories are matching this funding and New Zealand is also participating.

Online curriculum material will be available in six priority curriculum areas, one of which is science. The first online resources in this area were released to education systems and sectors for


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trialling and integration into their learning systems in January 2003. The initiative is also contributing to the development of systems, tools and services to support the distribution of, and access to, the content and management of educational products across school systems.

The online curriculum content materials will form an exciting new tool to enhance the learning experience. The material will be flexible in use, highly interactive, accessible to all students and teachers and support leading education practice. These online items will also allow students and teachers, especially those in regional or disadvantaged areas, to access interactive science learning materials that may not otherwise be available and which provide opportunities for students to undertake activities online, such as experiments, which would be too expensive, or impractical in the normal classroom.

Further information can be obtained from www.thelearningfederation.edu.au.

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