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Rennie, Léonie J.; Goodrum, Denis; Hackling, Mark

doi:10.1023/a:1013171905815

Cited by 107 publications

(17 citation statements)

References 19 publications

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“…A fundamental report about the status of science teaching and learning in Australia (Rennie, Goodrum & Hackling, 2001) identified a significant gap between the ideal and actual world of teaching and learning science. Issues in primary schools included inconsistency between schools in terms of science curriculum delivery, lack of reporting of students' knowledge and skill achievement in science, and problems with the resourcing of science including materials and facilities.…”

Section: The Context Of Science In Australian Primary Schoolsmentioning

confidence: 99%

“…One recommendation of the report produced by Rennie et al (2001) was to cultivate a national focus on developing curriculum and professional development resources to support the teaching and learning of science. An outcome from this report was the development of the Primary Connections project, an initiative of the Australian Academy of Science supported by government, independent and Catholic schools and all states and territories (Hackling, 2006).…”

Section: The Context Of Science In Australian Primary Schoolsmentioning

confidence: 99%

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School and University Partnerships: The Role of Teacher Education Institutions and Primary Schools in the Development of Preservice Teachers’ Science Teaching Efficacy

Petersen

Treagust

2014

AJTE

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Science in the Australian primary school context is in a state of renewal with the recent implementation of the Australian Curriculum: Science. Despite this curriculum renewal, the results of primary students in science have remained static. Science in Australia has been identified as one of the least taught subjects in the primary school curriculum, and therefore, the role of the teacher is paramount. Research has explored the significant impact that tertiary education and practical experience, including the role of the science teacher educator and mentor teacher, can have on preservice teachers, in relation to either increasing or calibrating science teaching efficacy beliefs. Such research is significant due to the correlation between teaching self-efficacy and performance. Following a commentary on literature in this field, this article will present recommendations for the development of science partnerships between tertiary institutions and primary schools in Australia.

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Section: The Context Of Science In Australian Primary Schoolsmentioning

confidence: 99%

Section: The Context Of Science In Australian Primary Schoolsmentioning

confidence: 99%

School and University Partnerships: The Role of Teacher Education Institutions and Primary Schools in the Development of Preservice Teachers’ Science Teaching Efficacy

Petersen

Treagust

2014

AJTE

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“…The transition to university involves both adjustment to a different learning environment and an understanding of how to approach assessment tasks to achieve the best outcome (Krause et al, 2005;Rennie, Goodrum & Hackling, 2001). In high school, attendance and assessments are closely monitored, and there is a close relationship between teacher and student.…”

Section: Student Background -Age and Course Timingmentioning

confidence: 99%

First course at university: Assessing the impact of student age, nationality and learning style

Bone

Reid

2013

Int J FYHE

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Designing curricula and teaching styles for students entering university is complicated by the diversity of student backgrounds and prior learning styles. We examined a range of factors that might influence success in the first course at university to try to identify those that were most important. Data were obtained for a first year Biology course at a large Australian university. Factors having a significant impact on final marks included student age, whether the students were local or international, time since high school and the learning strategy adopted. Taking a gap year or a longer break after high school was found to be detrimental to performance. Students taking Biology in their first semester performed better than those who did the course in their second or a later semester. International students attained higher grades than local students. Shallow or reproducing learning styles appeared to be as effective to grade achievement as strategies that led to a measurably deeper understanding of the subject matter.

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“…Central to this issue, creating scientifically literate citizens is crucial to deal with this infodemic. Scientific literacy requires all citizens to make informed decisions about health by enabling them to understand the world around them, critically analyze the suggested claims about scientific issues, identify questions, draw conclusions based on evidence, and make informed decisions about environmental and health issues (Rennie et al 2001).…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Teachers’ Analysis of Claims About COVID-19 in an Online Course

Sarıbaş

Çetinkaya

2020

Sci & Educ

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Along with the COVID-19 outbreak, which has been a global threat for public health, the unconfirmed information about the pandemic in circulation has become another threat. Hence, it has become important to improve public understanding of science with a focus on explaining the nature of uncertainty in science and its impacts. The goal of the present study was to explore pre-service teachers' analysis of claims related to the COVID-19 pandemic throughout an 8-week online implementation of a pre-service teachers' analysis task, focus group interviews, and instructor's feedback to this analysis in a course focusing on critical and analytical thinking. In order to achieve this purpose, the researchers used the claims that contain fallacies, conspiracy theories, and scientific arguments related to the COVID-19 pandemic as an assessment tool. The researchers developed and used a rubric consisting of the high, moderate, and low levels of analysis in three different categories including evaluation of claims, demarcation of fallacies and conspiracy theories from scientific arguments, and judgment of the credibility of sources. The findings indicate that the participants analyzed the claims rarely at a high level before the focus group interviews. However, after the focus group interviews, almost every participant's analysis scores of evaluation, demarcation, and judgment increased. The results also revealed their commitment to various fallacies and conspiracy theories while arguing the claims. Concluding remarks are made for the further implications of teaching critical evaluation of claims based on evidence.

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Untitled

Cited by 107 publications

References 19 publications

School and University Partnerships: The Role of Teacher Education Institutions and Primary Schools in the Development of Preservice Teachers’ Science Teaching Efficacy

School and University Partnerships: The Role of Teacher Education Institutions and Primary Schools in the Development of Preservice Teachers’ Science Teaching Efficacy

First course at university: Assessing the impact of student age, nationality and learning style

Pre-Service Teachers’ Analysis of Claims About COVID-19 in an Online Course

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