Australia at the crossroads: A review
of school science practical work

Kidman, Gillian

doi:10.12973/eurasia.2012.815a

Cited by 30 publications

(26 citation statements)

References 15 publications

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“…The characteristics allow for the fostering of human progress through the framing of problems; the formulation of ideas and explanations; and the making of justifiable decisions. Thus, many policy makers, international groups, and reformers (including Department of Basic Education, ; European Commission, ; Kidman, ; National Research Council, , ), argue in favor of inquiry‐based science education.…”

Section: Introductionmentioning

confidence: 99%

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A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry‐based practical work

Akuma

Callaghan

2018

J Res Sci Teach

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Since scientific literacy has become a key goal in science education, many people have argued in favor of the incorporation of inquiry in science education. However, scattered in the literature are extrinsic and intrinsic teaching challenges linked to the design and implementation of inquiry‐based practical work (IBPW) in secondary school science classrooms. The purpose of this systematic literature review was to characterize and clarify the intrinsic challenges. From an instructional design perspective, the characterization of the challenges yielded four primary categories. The categories consist of initiation‐phase challenges (such as unfavorable views regarding science and practical work), planning‐phase challenges (including difficulties involved in designing IBPW), implementation‐phase challenges (e.g., persuading learners to reflect on their experiences and findings), and summative evaluation‐phase challenges which include concerns linked to the grading of practical inquiry. In the different categories, the challenges are linked to gaps in various aspects of teacher competencies especially in the context of the TPACK framework. The aspects include content knowledge (CK) (such as science content and scientific inquiry); in addition to technological knowledge (TK) linked to standard technologies. Also included is pedagogic CK (including orientation toward science teaching). Moreover, some of the intrinsic challenges are linked to gaps in skills (including pervasive classroom management and practical skills); in addition to values (such as commitment). These results have theory‐, practice‐, and research‐based implications.

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Section: Introductionmentioning

confidence: 99%

“…Practical work strategies vary along a continuum from a teacher/worksheet‐driven to an open‐ended learner‐driven strategy (Kidman, ). The teacher/worksheet‐driven strategy has also been referred to as the traditional, “cookbook,” recipe‐type, verification‐based, or confirmatory strategy in practical work.…”

Section: Introductionmentioning

confidence: 99%

A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry‐based practical work

Akuma

Callaghan

2018

J Res Sci Teach

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“…Research suggests that affect, as a measure of emotional experience and understanding, is fundamental to the professional development of confidence and competence in teacher training (Tobin & Ritchie, 2012;Gahan & Lawrie, 2011;Kidman, 2012;Schweingruber, Keller & Quinn, 2012). The use of affect feedback was therefore viewed as widely relevant to the area of teacher training, as it may represent an important approach to improving pedagogical confidence during PST education.…”

Section: Introductionmentioning

confidence: 99%

Emotional Literacy and Pedagogical Confidence in Pre-Service Science and Mathematics Teachers

Yeigh¹,

Woolcott²,

Donnelly³

et al. 2016

AJTE

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“…Consequently, in the project, PSTs worked in groups to develop contexts and scenarios related to familiar regional contexts. As part of the collaboration nexus, the use of a team approach is aimed at remedying some of the issues related to contextualized or situated learning as applied in the Australian classroom, for example, goal alignment of teacher and student, and teachers' lack of confidence in subject content (Kidman, 2012).…”

Section: Confidence and Competence Of Pre-service Teachers (Psts) In mentioning

confidence: 99%

Enhancing science and mathematics teacher education: evaluating an enhancement module for science pre-service teachers

Woolcott

Whannell

Pfeiffer

et al. 2017

IJLC

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Motivated and well-trained science and mathematics teachers are a requirement for sustaining an industrialized economy. The Australian government has funded several projects to satisfy this requirement designed to improve pre-service teacher education in regional and rural Australia. One such project uses a collaboration nexus model with lesson feedback and reflection modules in an iterative process using a repeated sequence comprised of an Enhancement Module, a subsequent Teaching Lesson and a Reflection Module. This paper reports on qualitative investigations of the effectiveness of the collaboration nexus in the Enhancement Module and comments on the value of the iterative process. Results from small-scale trials with pre-service teachers indicate that the Module positively engages participants, pre-service teachers, university scientists and specialist educators. The Module and its iterations appear to be effective in grounding pre-service teacher education in targeting regional contexts relevant to the daily lives of both pre-service teachers and their classroom students.

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Australia at the crossroads: A review of school science practical work

Cited by 30 publications

References 15 publications

A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry‐based practical work

A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry‐based practical work

Emotional Literacy and Pedagogical Confidence in Pre-Service Science and Mathematics Teachers

Enhancing science and mathematics teacher education: evaluating an enhancement module for science pre-service teachers

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