Science: What the Curriculum says is not what students say it is
Steven Sexton PRI
Abstract
According to The New Zealand Curriculum (Ministry of Education, 2007) science “is way of investigating, understanding, and explaining our natural, physical world and the wider universe”. Unfortunately, this is not what many students say science is for them. It seems that for many students science is learning science knowledge rather than an education through a scientific context. This workshop is an opportunity for primary and intermediate teachers not only to experience a few classroom-based activities but also engage in professional development dialogue on how to better engage students in science.
Genetics for Generation Z: Six Tasks focused on Genetic Literacy
Oliver BrownJUN BIO
Abstract
In this presentation, I will discuss six tasks we employ in our Year Ten Genetics Unit which target various aspects of Genetic Literacy. These include a focus on the role of proteins in mediating the genotype-phenotype link and multifactorial and complex traits.
Te Aratika Academy are delivering an NCEA Level 3 programme which builds upon the benefits of field based studies to integrate Earth Sciences, Biology and Physics accreditation with Physical Education and Geography.
The NIWA SHMAK* resource and ArcGIS suite are used to conduct a series of Investigations around the measurement of water quality and field work within the Mangatepopo Valley open up opportunities for several other Level 3 assessments.
There is a genuine intent to align with Matauranga Mãori and create meaningful relationships between science and māori.
Online and real-time student-led reporting on Science progress (SOLO) during inquiry-based learning
Gerd Banke JUN
Abstract
According to The New Zealand Curriculum (Ministry of Education, 2007) science “is way of investigating, understanding, and explaining our natural, physical world and the wider universe”. Unfortunately, this is not what many students say science is for them. It seems that for many students science is learning science knowledge rather than an education through a scientific context. This workshop is an opportunity for primary and intermediate teachers not only to experience a few classroom-based activities but also engage in professional development dialogue on how to better engage students in science.
Energy is certainly an abstract and hard to pin down concept for teachers, let alone students. Along with it’s abstractness, students need to be able to deal with vocabulary to describe energy has been drawn from everyday speech, they have to move between different representations of energy (words, pictorial and algebraic), and they have deal with experts (teachers) who can move between different ontologies for energy without realising it.
This hands-on workshop will attempt to allow teachers to see these confusions about energy through their student’s eyes as they are taught to model energy using energy bar charts on mini whiteboards.
This workshop is aimed at General Science teachers Yr 9 -11 and physics teachers Yr 12 -13
Future oriented science education-what could this look like?
Robyn Caygill, Simon Taylor, Edit McIntosh PED
Abstract
What should be the aims and purposes of a future-oriented science education system? What could it look like in the science classroom? This presentation is intended to initiate discussion on what we should focus on for framing future-oriented science education. The NZARE specialist science group met in September 2019 for a special one-day conference in Auckland, and this workshop summarises some of the key ideas that were presented on the day.
Canna-biology: Cannabis as Functional Food or Medicine
Tadhg Stopford BIO
Abstract
“Let food be thy medicine, and medicine thy food”
All organisms must respond and adapt to changes in their external and internal environments.
Receptors (equivalent to locks that respond to key-like cues) on the surface membrane of cells solve this need.
G protein-coupled receptors (GPCRs) are the largest/most diverse family of signalling receptors in the animal kingdom, and use ‘endocannabinoids’ as signalling molecules.
Although “Highly responsive to nutrition”, GPCRs are instead the largest group of targets for approved drugs (35-50%, $900 Billion USD).
This unit lifts the veil on food as medicine; a subject neglected by medical curricula.
Real world contexts help students see the relevance of Science in their lives. This workshop shares an exciting classroom strategy where students develop science capabilities, learn what science is, how scientists work and develop their understanding about the nature of science. It was invaluable
as a teaching and learning tool during the distance teaching period of term two when we set this work for our junior school, x800 science students. The user-friendly resources will be shared with participants to adapt and use in their own classrooms.
Students are likely to be more motivated, attentive and satisfied with Science learning when their science teacher is interested in student understanding and independent thinking, rather than in the speedy recitation of correct answers. Whānau and community experience are valued, and students
are encouraged to bring this knowledge, and Mātauranga Māori into their discussions in class and at home. Debates enable teachers to establish students’ prior knowledge, identify misconceptions, make informed planning decisions and cater to different learning needs.
Science students yearn to make connections with the world around them. Part of being a scientist is you get to ask great questions. In an emotive, authentic and dynamic present, young people do engage!
This workshop focusses on teaching Science through the Nature of Science lens, and our journey to arrive at this point. After upskilling our pedagogy around the Nature of Science through various agencies: the Open Polytechnic Primary Science Teaching Programme, Sir Paul Callaghan Science Academy and the Science Teaching Leadership Programme (STLP), we set about developing primary science teaching from a knowledge base to an exploratory model for students to actively engage in using the capabilities more effectively. While new entrant classes thrived on exploratory science, we saw a definite need to infuse this pedagogy into more senior classes. With funding from STLP, we were able to deliver a coaching programme to all year 2 – 6 teachers whereby we co-taught science to their students in their classrooms. After a series of lessons, observations and reflective discussions, we moved into a mentoring role where teachers are supported in using the capabilities more effectively with their students on an on-going basis. This workshop will describe our journey, things we have found useful and pitfalls to avoid, as well as pragmatic advice about primary science in the classroom.
Science activities using a $30 programmable BBC Micro:bit
Denis Burchill ALL
Abstract
This affordable microcontroller is designed for educational use, can be programmed easily and has a lot of internet support and guidance. This hands-on workshop will demonstrate several activities and experiments that use the Micro:bit to take measurements or control conditions in science-related situations. Some examples are: explorations in generating electrical energy, preventing unwanted sea life from being caught in fishing nets, measuring the clarity of pond water and various kinds of data logging.
Phylogenetics is essential because it enriches our understanding of how genes, genomes, species, and molecular sequences evolve. Phylogenetics is prevalent throughout modern biology in ecology, classification, identification of the origin of pathogens, conservation, etc.
This workshop will introduce methodologies for phylogenetic tree creation using mtDNA sequences freely available on the internet. Free software that can be used in the classroom will be introduced, including ChloroBox and MEGA-X. We will also look at how phylogenetic trees can be taught and used in Biology courses, both for understanding genes and coding regions and evolutionary biology.
The misuse of science, and indeed the proliferation of misinformation and pseudoscience in the digital age, is evidence that science education is failing to deliver one of its core objectives; scientific literacy. Scientific literacy is valuable for both individuals themselves, and society at large. Yet education is struggling to come to terms with the impacts of information abundance and how scientific literacy can be achieved in such a climate.
This presentation aims to discuss these issues and start a conversation on how science education can progress in these challenging times.
Join us to explore different approaches to planning for science in primary classrooms and schools – from making the most of ‘teachable moments’ to in-depth planning around a whole-school theme. Planning might start with the key concepts, pick up on particular science capabilities; or centre around a scientific or socio-scientific context. During the workshop we will share supporting resources for a range of different approaches. We will introduce some of the newer resources on the Science Learning Hub – Pokapū Akoranga Pūtaiao, including our citizen science collection, resources supporting mātauranga Māori, and our collections tool designed to support teacher planning.
How can we shift a school to student-centred (agency) PBL in teams?
Paul Lowe PED JUN BIO CHE PHY ESS TEC OTH
Abstract
How can we shift a school to student-centred (agency) PBL in teams?
This seminar focuses across all subjects in years 7-13. Students work in teams highlights a school wide shift in pedagogy in schools from: New Zealand, UAE, Japan and China. The past 3 years in Tokyo has been across all subjects.
With high stakes examinations, the results have been excellent along with vital skills for the 21st century.
I make use of data from student and teacher voice along with observations, to both measure and help drive shift the classroom environment.
This work fully encompasses the new national priorities.
Teaching and Learning Astronomy in New Zealand schools.
Jenny Pollock JUN ESS
Abstract
Many teachers feel insecure about teaching Astronomy. This power-point gives ideas and curriculum links for all levels. More information can be gained from emailing [email protected]
Strengths & Weaknesses in Year 8-11 Students in Science
Emma Medina, Robyn Caygill, Jessica ForkettJUN
Abstract
This workshop offers teachers a profile of strengths and weaknesses in specific science domains, topics and knowledge of Year 8-11 students using three large scale studies, the National Monitoring Study of Science Achievement (NMSSA), the Trends in Mathematics and Science Study (TIMSS), and the Programme for International Student Achievement (PISA). There is great value in comparing these studies because each has a different framework based on different objectives, and assesses students at different Year levels.
Participants will first learn what the different expectations of each assessment are and compare and contrast them with their own teaching. Overall achievement outcomes and trends as well students’ strengths and weaknesses in different science topics will be presented. Participants will discuss common student misconceptions and mistakes by looking at publicly released assessment items with student responses and generate ideas and strategies to address the gaps in scientific skill and knowledge.
Sarah Jacobs, Sonja He, Hayley Morris, Huda ParvezPRI
Abstract
This workshop will showcase our planning and resources on New Zealand native birds. We will be covering how to introduce NZ native bird unit to your class by sharing our activity ideas and discussing how you could extend your lesson to take it further. This presentation is aimed at early childhood and primary school teachers. We will be sharing ideas for junior, middle and senior school students
The Animal Welfare Act 1999 exists to prevent ill-treatment and inadequate care of animals in New Zealand. Part 6 of the Act specifically covers animal use in teaching and research and ensures that the benefits (the learning) from using the animal(s) outweighs the cost (the harm) to the animal. Anyone using an animal in teaching or research in a way that involves a manipulation of that animal, is legally required to apply through an animal ethics committee and be granted ethics approval before they undertake the activity. The NZASE holds a Code of Ethical Conduct that is specifically developed for use by early childhood centres, kindergartens, primary, Intermediate/middle and secondary schools as well as home schooled students. The Code is administered by the Schools Animal Ethics Committee (AEC). By working through an ethics approval process, teachers and students can use specified animals in their teaching and research activities and comply with the Animal Welfare Act 1999. As well as being a legal requirement, considering the ethical implications of animal use provides a hugely valuable learning opportunity to develop student’s ethical thinking. This workshop will contain a brief presentation, followed by a question and answer session. The intention is to underpin awareness of the animal ethics process and to offer an opportunity to discuss animal ethics with the Chair of the National Animal Ethics Advisory Committee.
Stile is used in classrooms to engage students in real-world science and help them build the skills they’ll need to thrive. Think of Stile as a combination of your favourite science textbook, workbook, assessments, pracs, videos and simulations all interwoven and presented as a seamless online teaching and learning experience.
This presentation will discuss It Worked! Data analysis made easy’, an ongoing professional development initiative in the Gisborne Community of Learning. Case studies and feedback will illustrate how It worked! supported middle and upper leaders in primary, intermediate and secondary schools to identify ‘strengths and weaknesses’ in their achievement data, and use this information to plan, evaluate and share their teaching initiatives. Key steps were the: development of longitudinal and cross-sectional records of achievement; automation of research-level data analysis; development of teacher-friendly dashboards; within-school and across-community work-shops and conferences.
Teaching students about behaviour includes theoretical and practical learning. This activity
consists of videos showing the different applications of learning theory and includes a
directed session the Level 5 students complete to follow up theoretical concepts learned in
class with examples and scenarios of animal behaviour and training.
This workshop covers the processes that are followed to search for potential biological control agents or mycoherbicides for invasive plants. We use climbing asparagus (Asparagus scandens) as our case study, and outline how we isolate and culture pathogenic fungi, and identify them using DNA barcoding.
Everything we do has an impact on our environment. In New Zealand, we are fortunate that our external air quality is generally good because we are not influenced by any neighbouring countries due to our isolated position in the Pacific Ocean. However, air quality inside of New Zealand buildings may be poorer by comparison as some substances become concentrated within these living, working and learning environments. Pollutants can come from inside and outside the classroom: principally chemicals from the glues and solvents in the building materials, fittings and furnishings, and traffic pollutants (particles and nitrogen dioxide) from the roads outside. These substances are detrimental for immediate learning outcomes in the classroom and also long-term health. In this presentation, we aim to increase awareness of the potential effects of air pollution outdoors and in home/learning environments. To achieve this, we will provide participants with an understanding of air quality issues followed by the use of phone-based apps and an interactive demonstration of sensor equipment for measuring indoor air pollution.
What does progress (in science) look like from level 1 to 4? How should this progress be assessed?
Lorraine Spiller PRI JUN
Abstract
What can teachers do to help their students? What can whānau do to help their children? This video looks at how findings and subsequent resources developed from the 2017 National Monitoring Study of Student Achievement (NMSSA) in science answer these questions. The 2017, the NMSSA science study assessed a representative group of Year 4 and Year 8 students from across New Zealand. From this study a range of reports and resources have been produced. These include a Key Findings report, Insights for Teachers booklet, Understanding Progress from levels 2 to 4 booklet, teacher posters at level 1 and 2, level 3, level 4 and level 4 and above and A Guide for Whānau. All these resources help to strengthen teachers’ understanding of science teaching and learning. The Insights for Teachers report provides practical insights into the assessed items e.g., what was being looked for and why. The Understanding Progress from levels 2 to 4 resource uses information and data from the NMSSA science assessments to create indicators of progress. These indicators are separated into the five science capabilities and displayed in a “rainbow diagram”. The posters and guide use plain language, student work, information about science understandings and ideas to help teachers and whānau understand the science that students at different levels could be doing. The video focuses on how to use the recent resources e.g., the “rainbow diagram”, the teacher posters and whānau guide.
Research shows that students have better learning outcomes when using ‘pen on paper’ as opposed to ‘keyboard and screen’. However, online learning has some advantages. There are learning activities you simply cannot achieve in a 2-D printed environment. Until now, schools have usually had to choose between workbook based learning or online learning.
But what would happen if you combined the proven educational outcomes of write-on workbooks with the advantages of online learning?
sciPAD FUSION is the best of BOTH worlds – printed sciPADs accompanied by sciPAD Online. In 2021, sciPAD Online will be available for the Year 9 and Year 10 sciPADs, and the Level 1 Science external sciPADs. The sciPAD Online “bookshelf” will remain for their time at school – the access to an online book will not expire. sciPAD Online is BYOD ready and has been designed to work on ChromebooksTM, laptops and devices with smaller screens such as tablets. Find out more by visiting: https://online.scipad.co.nz/ 2021 School order form can be found here: Order Form