Underpinning Ideas About Science
Levels 1/2
1. … understandable … 2. …evolving … 3. … complete answers … 4. … explanations … models.
I
C
X X
X
I
C
PC
I
C
X X
X
X
X
X
I
C
Levels /4 PC
X X
X X X X
X X
6/7
6/7
X
X
X
X
X X
4 4 4
X
X
X
3/3
3/3
3 2 3 4 3 3 4
5/7
X X
3/3
X
5/7
X X
2 2 3 4
NZ
science teacher
3/4
X X
X
X
2/4 X X
X X X X
X X
Total ‘Society’ UIASs
U
X 4/4
X
PC
X X
2/4
X X
U
Levels 7/8
X X
X
Total ‘Inquiry’ UIASs 12. …issues of values … 13. … argument … text … 14. participating …
U X X X
Total ‘Knowledge’ UIASs 5. …demands evidence. 6. …a blend of … 7. … explain/predict … 8. …avoid bias … 9. …work together … 10. …observations/ideas 11. … complex/interrelated
PC
Levels 5/6
X 3/3
Table 5: A summary of Tables 3 and 4, showing instances (X) where the wording of the fourteen underpinning ideas about science (UIASs) and the wording of the achievement objectives in the science learning area of The New Zealand Curriculum coincide. The analysis is by combined curriculum levels (1/2, 3/4, 5/6 , 7/8) and shows the four divisions of the Nature of Science strand at each level (U = Understanding, I = Investigating in science, C = Communicating in science, PC = Participating and contributing). fact, “the world is understandable”, namely, the assumption in science that the world is not capricious and inscrutable but rather that there actually are regularities that can be interrogated. As scientist and author Jacob Bronowski movingly claimed, this possibility of knowing is part of the wonder of science: “Every judgement in science stands on the edge of error, and is personal. Science is a tribute to what we can know although we are fallible”.20 In short, we do not relinquish this achievement objective when we pass on to level three. Just as the fourteen underpinning ideas about science are not level-specific, so it is with the NoS achievement objectives; they are best made sense of if they are thought of as being cumulative rather than sequential. A teacher’s knowing how and when to introduce them, and when to return to them, is crucial. Clearly, this demands teaching which has a deep understanding of the scope of NoS and access to a wealth of rich, motivating, learnerappropriate activities and experiences.
Footnotes
Ideas about science – a final thought
9
Whatever ideas about science we teach in the future, I would hope that, in sum, they adequately convey the cultural dimension: the notion that science is a human process. There is a lovely quote from science educator Derek Hodson21 that conveys this way forward exactly: “I want the curriculum to show students that these people (scientists) can be warm, sensitive, humorous and passionate. More importantly, I want them to realise that people who are warm, sensitive and passionate can still become scientists, though they are required to conduct their work in accordance with the codes of practice established, scrutinised and maintained by the community of scientists.”
Acknowledgements I am grateful of the indispensable input of the following thirteen colleagues: Michelle Ballard, Suzanne Boniface, Faye Booker, Terry Burrell, Steve Chrystall, Matthew Easterbrook, Eluned Fitzjohn, Karen Mitchell, Colin North, Jenny Pollock, Kate Rice, Craig Steed and John Whakamoe. Nigel Evans, Ministry of Education, also provided valued guidance and encouragement throughout the development of this article.
1 2 3
4
5 6
7
8
10 11 12 13 14 15
16
17 18
19 20
21
Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media. Barker, M. (2010). Lifelong science learning. New Zealand Science Teacher, 123, 32-36. Pella, O’Hearn and Gale (1966). See: Barker, M. (2004). Key aims for science education in New Zealand schools in the 21st century: messages from the international literature. A commissioned research report for the Ministry of Education, Wellington, New Zealand. Abd-El-Khalick, F., Bell, R. & Lederman, N. (1998). The nature of science and instructional practice: making the unnatural natural. Science Education, 82 (4), p.417-436. Rutherford, J., & Ahlgren, A. (1990). Science for all Americans. New York: Oxford University Press. Ministry of Education (1993). Science in the New Zealand Curriculum. Wellington: Learning Media. The full title of the strand was ‘Making sense of the nature of science and its relationship to technology’. Hipkins, R., Barker, M., & Bolstad, R. (2005). Teaching the ‘nature of science’: modest adaptations or radical reconceptions? International Journal of Science Education, 27(2), 243-254. Baker, R. (1999). Teachers’ views: ‘Science in the New Zealand Curriculum’ and related matters. New Zealand Science Teacher, 91, 3-16. Loveless, M. & Barker, M. (2000). “Those pages we just turn over ...”: The ‘Nature of Science’ in Science in the New Zealand Curriculum. New Zealand Science Teacher, 93, 28-32. http://www.tki.org.nz/r/science/science_is/ dated 30th June 2005. The four headings are: ‘Exploring science ideas’, ‘Forming science explanations’, ‘Science knowledge’, and ‘The culture of science’. The group met in Wellington in September 2009 under auspices of NZASE and the Ministry of Education. These, of course, are ideas about science; they are not ideas in science, i.e. the content knowledge of science. Sardar, Z. & Van Loon, B. (2002). Introducing science. Cambridge, UK: Icon Books, p.172. The analysis that follows was carried out by me alone; I am responsible for any flaws or errors. Claxton, G. (1991). Educating the inquiring mind: The challenge for school science. Hemel Hempstead: Harvester Wheatshaft. Aikenhead, G. (2000). Renegotiating the culture of school science. In R. Millar, J. Leach & J. Osborne (Eds.), Improving science education: the contribution of research. Buckingham: Open University Press, pp. 245-264. Millar, R. & Osborne, J. (1998). Beyond 2000: science education for the future. London: Kings College, p.22. This ‘Idea-About-Science’ was proposed for Key Stages 1 & 2 in the British science curriculum. Barker, M. (2010). Ripping yarns: science stories in Asia. New Zealand Science Teacher (in press). Biddulph, F. (1990). Pupil questioning as a teaching/learning strategy in primary science education. In A. Begg et.al. (Eds.), SAME papers 1990. Hamilton: Centre for Science and Mathematics Education Research, pp. 60-73. Driver, R., Leach, J., Millar, R. & Scott, P. (1996). Young people’s images of science. Buckingham: Open University Press, p.73. Bronowski, J. (1973). The ascent of man. London: British Broadcasting Corporation. The quotation, p.187, from the TV series of the same name, was made as Bronowski paced through the marshes at Auschwitz. Hodson, D. (1998). Science fiction: the continuing misrepresentation of science in the school curriculum. Curriculum Studies, 6 (2), 191-216. The quotation is from page 208.
New Zealand Association of Science Educators
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futurefocus–natureofscienceandcurriculum
U
Levels 3/4
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