Assessment-1 Essay

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Swinburne University of Technology *

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Apr 3, 2024

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Assessment- 1 Essay Introduction Science education is an essential aspect of primary school education that plays a vital role in nurturing the curiosity and creativity of students. According to the Australian Curriculum and Reporting Authority (2018), science education aims to expand students' curiosity and willingness to explore, ask questions, and speculate about their environment. It has outlined the importance of science education for primary school students, stating that "science provides opportunities for students to develop an understanding of important concepts and processes that will allow them to make sense of the world in which they live" (p. 1). As such, it is vital that primary school teachers are equipped with the skills and knowledge necessary to facilitate engaging and effective science education. This essay will explore the advantages of teaching science in primary schools and emphasize its importance and significant contribution to contemporary society. Specifically, this essay will consider how either a generalist primary teacher or science and/or STEM specialist nurture students' interest in science, prepare students to be scientifically literate, and influence study and career choices. Science education is an essential part of a child's education, particularly within primary school settings. It is the study of the natural world around us and provides an insight into how things work, from the smallest particles to the largest phenomena in the universe (University of California, 2022). As science progresses, it continuously improves and broadens the understanding of the universe, resulting in novel inquiries for upcoming research (University of California, 2013). Another crucial aim of science education in primary schools is to prepare students to be scientifically literate. Scientific literacy is defined as "the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity" (National Science Education Standards, 1996, p. 22). To teach for scientific literacy, the focus should be on educating students as future citizens rather than solely as future scientists. Science education is important for developing the processes and skills required for the 21st century, such as critical thinking, problem-solving, and inquiry-based learning. Primary science education can provide children with opportunities to develop these skills through hands-on and minds-on learning experiences. Students learn to ask questions, make observations, analyse data, and draw conclusions. Additionally, it can also promote creativity and innovation, both of which are

highly valued in the modern world (Skamp & Preston, 2020). Through science education, students learn to think outside the box and come up with innovative solutions to real-world problems. Developing the capacity to think and behave in scientific manners can contribute to the overall set of skills in students, making them more self- assured, self-driven, and engaged participants in our society (ACARA, 2020). Research suggests that teacher enthusiasm and pedagogical strategies can significantly impact students' attitudes towards science and their interest in pursuing science-related careers (Koch, 2009). Teaching science well means encouraging certain ways of learning, like understanding that scientific discoveries are not always final, asking important questions, and not always knowing the answers. Children can tell if their teacher wants them to just remember information or to think critically and be creative. If teachers show that they are okay with being surprised or not knowing something, it helps children feel comfortable doing the same. Encouraging children to think differently and consider different explanations, and being excited about unexpected results helps create a good learning environment (Oliver, 2006). The role of teachers in promoting the aims of science curriculum is critical. According to the Australian Curriculum Science strand, students in primary school should be given opportunities to explore and investigate scientific concepts and phenomena. They should be encouraged to ask questions, make observations, and use evidence to support their thinking. To nurture students' interest in science, educators can utilize a variety of strategies (ACARA, 2020). One way to nurture students' interest in science is by providing them with opportunities for inquiry-based learning. As suggested by Skamp et al. (2020), inquiry-based learning involves students asking questions, making predictions, and exploring scientific concepts through hands-on activities. Generalist primary teachers can integrate science into other subject areas, such as literacy or mathematics, to demonstrate how science is connected to real- world applications. Science and/or STEM specialists can engage students in exciting experiments and demonstrations, sparking their curiosity and enthusiasm for science (Skamp et al., 2020). generalist primary teachers play a critical role in nurturing students' curiosity about science and providing them with a solid foundation of scientific knowledge. On the other hand, STEM specialists bring a unique set of skills and expertise to the primary school setting. STEM education is an interdisciplinary approach that integrates science, technology, engineering, and mathematics, and is designed to prepare students for future careers in these fields (Breiner et al., 2012). The role of

both generalist primary teachers and science and/or STEM specialists is critical in nurturing students' interest in science, preparing them to be scientifically literate, and influencing their study and career choices. Conceptual development and scientific literacy are two important aspects of science education, particularly in primary schools. Conceptual development refers to the growth and refinement of students' understanding of scientific concepts over time (Skamp & Preston, 2020). Scientific literacy, on the other hand, refers to the knowledge, skills, and attitudes needed to engage in scientific inquiry, understand scientific concepts, and make informed decisions about scientific issues. Developing students' scientific literacy is an important aspect of science education as it helps students to become informed citizens who can make evidence-based decisions in their everyday lives. According to Janice Koch, scientific literacy is the ability to "understand and appreciate the scientific enterprise, to use scientific knowledge and ways of thinking in one's personal and public life, and to make informed decisions about scientific issues" (Koch, 2013). scientific literacy involves the ability to critically evaluate scientific information and make informed decisions about scientific issues. Primary teachers can encourage students to think critically by asking open- ended questions and providing opportunities for discussion. Science and/or STEM specialists can teach scientific concepts and principles using real-world examples, such as climate change or technological innovations, to demonstrate the relevance and importance of science in everyday life (Skamp et al., 2020). By engaging in scientific inquiry, students learn to think critically, solve problems, and communicate their findings effectively. Another important aspect of developing scientific literacy is helping students to understand the nature of science. To develop conceptual understanding, science educators must use inquiry-based approaches that engage students in active learning and allow them to construct their own understanding of scientific concepts. According to the National Science Education Standards (1996), "Learning science is something that students do, not something that is done to them." This approach encourages students to ask questions, investigate, and develop their own explanations of natural phenomena. Koch (2014) suggests that students should learn about the processes and practices of science, including how scientific knowledge is developed, tested, and revised over time. By understanding the nature of science, students can better appreciate the role of science in society and develop a more nuanced view of scientific issues. Early exposure to science education provides a foundation for children to pursue further studies and careers in science, technology, engineering, and

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mathematics (STEM) fields. A study showed that early exposure to science positively influenced students' attitudes and engagement towards STEM subjects (Hanuscin.et.al., 2011). Teaching science in primary schools has significant advantages and contributes to contemporary society in many ways. It fosters curiosity, critical thinking skills, and scientific literacy, lays the foundation for STEM education, and contributes to developing a scientifically literate population (National Research Council, 1996). Furthermore, science education plays a significant role in addressing societal issues and challenges. In today's world, many global problems, such as climate change and the COVID-19 pandemic, require scientific solutions. Science education equips children with the knowledge and skills to tackle these challenges and make informed decisions that can impact their communities and the world. Misconceptions in primary science teaching and learning can be a significant barrier to students' understanding of scientific concepts. common misconceptions in science education include beliefs such as the earth being flat, the sun revolving around the earth, and plants only growing in soil. These misconceptions can persist even into adulthood if they are not addressed in the classroom (University of California, 2016). One effective way to address misconceptions in primary science teaching and learning is using formative assessment. Formative assessment involves assessing students' understanding of a concept throughout the learning process and using this information to guide instruction (Black & Wiliam, 1998). By identifying misconceptions early on, teachers can provide targeted feedback and instruction to help students correct their misunderstandings and develop a more accurate understanding of science. Conclusion In conclusion, science education in primary schools is vital for children's development and has a significant contribution to contemporary society. It promotes critical thinking, scientific literacy, curiosity, and problem-solving skills. Additionally, it plays a crucial role in addressing societal challenges and preparing children for the future. both generalist primary teachers and science and/or STEM specialists play an important role in promoting the aims of science education in primary schools. By fostering students' curiosity and interest in science, preparing them to be scientifically literate, and influencing their study and career choices, these educators have a profound impact on the future of science education and scientific progress. By utilizing inquiry-based learning, emphasizing evidence-based thinking, and exposing students to a

variety of STEM fields and career paths, these educators can inspire the next generation of scientists, engineers, and other STEM professionals. Teachers can assist students in rectifying their misunderstandings and achieving a more precise comprehension of science. As a result, the Australian Curriculum's science component, which effectively incorporates 21st century skills, should receive greater attention in primary schools to ensure that students cultivate an enduring passion for science and education.

Reference Australian Curriculum and Reporting Authority. (2018). Science. https://www.australiancurriculum.edu.au/f-10-curriculum/science/ Australian Curriculum, Assessment and Reporting Authority (ACARA). (2020). Rationale. https://www.australiancurriculum.edu.au/f-10-curriculum/science/rationale/ Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education : Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102 Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What Is STEM? A Discussion About Conceptions of STEM in Education and Partnerships. School Science and Mathematics, 112(1), 3–11. https://doi.org/10.1111/j.1949-8594.2011.00109.x Hanuscin, D. L., Lee, M. H., & Akerson, V. L. (2011). Elementary teachers’ pedagogical content knowledge for teaching the nature of science. Science Education (Salem, Mass.), 95(1), 145–167. https://doi.org/10.1002/sce.20404 Koch, J. (2013). Locating your scientific self. In Locating your scientific self. Belmont, Calif. : Wadsworth/Cengage Learning. National Research Council. (1996). National Science Education Standards. National Academy Press. https://nap.nationalacademies.org/read/4962/chapter/4#21 Oliver, A. (2006). Creative teaching : science in the early years and primary classroom. David Fulton Publishers Ltd. https://doi.org/10.4324/9780203826287 Skamp, K., & Preston, C. (2020). Teaching primary science constructively. Cengage. Skamp, K., Bergmann, J., & Gericke, N. (2020). Teaching Primary Science Constructively (7th ed.). Cengage Learning Australia. University of California. (2013). Understanding science: What is science? https://undsci.berkeley.edu/lessons/pdfs/what_is_science.pdf University of California. (2022). Understanding science: An overview. https://undsci.berkeley.edu/understanding-science-101/ University of California. (2016). Misconceptions about science. https://undsci.berkeley.edu/for-educators/prepare-and-plan/correcting- misconceptions/

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Assessment-1 Essay

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