{"id":351,"date":"2019-09-17T02:29:00","date_gmt":"2019-09-16T16:29:00","guid":{"rendered":"http:\/\/meristem.anu.edu.au\/?p=351"},"modified":"2021-03-08T11:21:29","modified_gmt":"2021-03-08T00:21:29","slug":"science-inquiry-rhetoric-or-reality","status":"publish","type":"post","link":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/science-inquiry-rhetoric-or-reality\/","title":{"rendered":"Science inquiry – rhetoric or reality?"},"content":{"rendered":"

Inquiry in science classrooms: Rhetoric or reality?<\/a> (Goodrum, 2006)<\/h3>\n

summary<\/h4>\n

While there’s been plenty of talk about science inquiry learning for decades, there has been limited evidence of it eventuating*. A pilot program called the\u00a0Collaborative Australian Secondary Science Program\u00a0(<\/em>CASSP<\/a>) and a study into its impact on student learning paved the way for the Australian Academy of Science’s Science by Doing<\/a>\u00a0which began in 2007. This short conference paper describes how\u00a0best to\u00a0improve Australian science inquiry through\u00a0educational interventions.<\/p>\n

for meristem teachers<\/h4>\n

Traditional high-achieving learners are comfortable and very successful at memorising content, as is required for success in traditional assessment tasks. In this study, some students didn’t believe they were learning because the learning took a\u00a0different form (see also Actively engaged students don\u2019t realise how much they\u2019re learning<\/a>).\u00a0A change in attitude and expectations is also required for students (as well as teachers and schools – see Why is the shift from teacher-centred to student-centred easier for some teachers? <\/a>) to succeed in non-traditional classrooms.<\/p>\n

for meristem resources<\/h4>\n

Well-designed student resources\u00a0can be\u00a0a “powerful driver of teacher change”<\/em>,\u00a0\u00a0because if time-poor teachers do nothing else, they are enabled to\u00a0implement\u00a0the changed practice. We are continually reviewing and improving our online and in-class resources and working to ‘brand’ them in a way that students and teachers may see they are all part of the meriSTEM strategy.<\/p>\n

for meristem professional development<\/h4>\n

“The data\u00a0showed that change occurred in teachers’ pedagogy when they were supported with an integrated program\u00a0<\/em>[of: 1. ]\u00a0professional development and <\/em>[2.] exemplar curriculum\u00a0resources and <\/em>[3.] used a collegial team problem solving approach.”<\/em><\/p>\n

\"Impact
The highest impact on student learning can be gained through targeted curriculum replacement and development<\/figcaption><\/figure>\n

 <\/p>\n

*There’s also the question of how to test for and measure science inquiry skills, more on this to come.<\/p>\n

Goodrum, D. (2006) Inquiry in science classrooms – rhetoric or reality?<\/a>. paper presented at the Australian Council for Educational Research conference 2006 –\u00a0Boosting Science Learning – What will it take?\u00a0<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Inquiry in science classrooms: Rhetoric or reality? (Goodrum, 2006) summary While there’s been plenty of talk about science inquiry learning for decades, there has been limited evidence of it eventuating*. A pilot program called the\u00a0Collaborative Australian Secondary Science Program\u00a0(CASSP) and a study into its impact on student learning paved the way for the Australian Academy […]<\/p>\n","protected":false},"author":5,"featured_media":353,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_gspb_post_css":"","footnotes":""},"categories":[268527,28172],"tags":[174193,3781,266287,174777,106511,266295,266296],"class_list":["post-351","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-research-blog-categories","category-teaching","tag-active-learning","tag-australia","tag-improved-grades","tag-pedagogy","tag-stem","tag-student-evaluation","tag-student-centred-learning"],"_links":{"self":[{"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/posts\/351","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/comments?post=351"}],"version-history":[{"count":0,"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/posts\/351\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/media\/353"}],"wp:attachment":[{"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/media?parent=351"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/categories?post=351"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/tags?post=351"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}