SCIOS JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA
Empowering students, staff & communities to find solutions to pressing global challenges
VOLUME 64 DECEMBER 2021
SCIOS: To Know This journal aims to promote the teaching of science with a focus on classroom practice. It provides a means of communication between teachers, consultants and other science educators. Opinions expressed in this publication are those of the various authors and do not necessarily represent those of The Science Teachers’ Association of Western Australia (STAWA), the editorial committee or the publisher. STAWA Office Unit 6, 10 Mallard Way, Cannington WA 6107 Contact Tel +61 (0) 8 9244 1987 Fax +61 (0) 8 9244 2601 Email info@stawa.net.au Web www.stawa.net.au
Editorial Committee Susan Doncon Christine Howitt John Clarke - STAWA Siew Fong Yap Lyndon Smith Editorial Correspondence info@stawa.net.au
Graphic Designer Kattie Muir - Digital Crayon
Advertising Enquiries Tel +61 (0) 8 9244 1987 Fax +61 (0) 8 9244 2601 Email info@stawa.net © 2021 The Science Teachers’ Association of Western Australia (STAWA). All rights reserved. No part of this publication may be reproduced or copied in any form or by any means without the written permission of STAWA. Unsolicited material is welcomed by the Editor but no responsibility is taken for the return of copy or photographs unless special arrangements are made. ISSN 0157-6488
CONTENTS Editorial
3
Chief Executive’s Report
5
From the President
7
Improving Climate Change Education in Western Australian Schools
12
Using Data and Visualisation (TFA) to Understand Climate Change
13
Special Science Teacher’s Award Winners
14
Science Talent Search
16
BHP Foundation Science & Engineering Awards 2021
22
Purposeful Pedagogies
24
Einstein-First Year 7 Science Curriculum: Hands-On Activities
30
How Teachers Can Re-Think Emotional Norms
36
Negotiating the Understanding of Science and Religion
39
UWA Introduces New STEM Teaching Degree for 2022
49
STAWA Membership
50
How to Contribute
51
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EDITORIAL Siew Fong Yap At the time of finalising our drafts for this last issue, we were just contemplating the outcome of COP26. The commitment is a relatively upbeat one on restricting the growth in temperatures to 1.5 degrees and a firm consensus by 190 nations to sound the death knell for coal power. Developed nations finally acknowledged the need to help the poor and vulnerable nations to deal with the loss and damage already afflicted by climate change. Such pledges made, if carried out to the dot, (apart from the pandemic) constitutes one significant international concerted step that will most likely affect lives of future generations. In the face of this global challenge, amongst all areas of science, climate science may well be the most critical for all citizens to understand. We need to recognise that beyond its societal significance, climate science has a unique pedagogical place as an inherently, multi-disciplinary, practical subject discipline. Historical observations of weather and climate consider everything from the physics of incoming and outcoming radiation into the chemistry of gases that absorb infra radiation to the biology of photosynthesis and respiration in the various cycles of carbon, nitrogen, water, and phosphorus applied to the land, ocean, and atmosphere of our planet. The Australian curriculum articulates that student `investigates how models of energy flow within global systems, including the carbon cycle, rely on the interactions involving the biosphere,
lithospheres, hydrosphere and atmosphere and describes patterns of global climate change and predict future changes.’ (ACSSU189). In considering what actions to take in the face of changing climate system, we need science to help our students make informed arguments and decisions. Critical thinking, evidence-based reasoning and accurate data interpretations are essential skills to use science positively. In this issue, we have highlighted a couple of the `Climate Change’ workshops at the Future Science Conference that captured the pedagogy and practice of good science in empowering our next generations to navigate through the sometimes-confusing terrain of misinformation, disinformation and fake `news’. We also celebrated some outstanding contributions by Joanne Pulsford and Gavin Nancarrow, amongst 22 teachers from 11 schools, who were recognised by the United Nations Association of WA (UNAWAA) for their work in building awareness for the UN Sustainable Development Goals in WA. You will be inspired by their Year 6 programme and publication on `Purposeful Pedagogies: Global Competencies in Action’. According to the jury, “these inspiring educators form a part of a growing Community of Practice in WA and beyond on global citizenship and sustainability education which is helping to empower students, staff and communities to find solutions to pressing global challenges like climate change.” Critical thinking as an essential
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skill is also explored in-depth in an interdisciplinary approach towards helping high school students negotiate their understanding in science and religion on the topic of evolution in this issue. It is important that we continue to offer engaging and focused learning opportunities for our students to investigate and evaluate critically the lines of evidence on issues of climate change and sustainability, and effectively develop multi-disciplinary competencies. These would facilitate students to hone the skills of critical thinking and in-depth analysis of data and information fed through multiple digital platforms, eventuating in students making well-informed and responsible decisions for themselves, and the generations to come.
Dr Siew Fong Yap
About the editor Dr Siew Fong Yap is the Head of Science at Perth’s Kingsway Christian College, a sessional teaching academic at Curtin University and Honorary Teaching Fellow of University of Western Australia.
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CHIEF EXECUTIVE’S REPORT John Clarke How fast has 2021 gone? I hope that you have managed to achieve your goals and been able to relax into the forthcoming Christmas festivities. Following is a brief overview of some of the activities that happened since the last SCIOS edition.
Physics day @ Adventure World was held at the usual time, the last Thursday of Term 3. It was a great success and unspoilt by COVID. Student numbers again exceeded 1,000 and the weather was wonderful. Thanks go to our regular university exhibitors, Curtin Physics, Murdoch Physics, and newcomers UWA Einstein First. They always add value to the day by providing physics demonstrations and career guidance for our budding physicists. We look forward to similar attendance in 2022. Future Science Conference for our secondary science teachers and laboratory technicians was hosted for the first time by Edith Cowan University, Joondalup Campus. It was a great day, fine and sunny weather, beautiful surrounds, some state-of-the-art facilities and excellent workshops. ECU Vice Chancellor, Steve Chapman, welcomed delegates and introduced a very engaging keynote presentation by Prof. Rob Newton. Rob spoke of international research projects that ECU are leading in Exercise Medicine and the results that are
being achieved. We look forward to a second year at ECU in 2022 on the first week in December. Psychology – The Psychology Teachers committee, chaired by Sarah Langley is an active team. They are offering teachers great support through professional learning opportunities, including online presentations, and have introduced a mentoring program. Stay linked via the STAWA website https://www.stawa.net/ teachers/psychology-teachers/. Publications – STAWA Exploring series is under review. Thank you to those who responded to our survey. We will be establishing a working group for each of the subjects: Chemistry, Physics and Human Biology. Curriculum – STAWA was contracted to develop the Vanuatu Year 7 Science Curriculum during the second half of this year. The project is ending, and I would like to thank, Glenda Leslie and Geoff Lewis for their work with me on this project.
Looking ahead to 2022 CONSTAWA our Primary and Secondary Science Teachers Conference is planned for Monday 11 April, the first Monday of the Term 1 holidays. Our host is Willetton SHS through Lance Taylor and his team. The Theme is Science: Through the looking GLASS. The call
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for presenters has been sent to past presenters and we look for to newcomers. Look for the link to the online presenters at: https://www.stawa.net/conferences/ constawa/. The Synergy School Solar Challenge events start in March. Make sure you register your school https:// www.stawa.net/student-activities/synergy-schoolssolar-challenge/. New schools receive free school packs of solar car kits. In 2022 events will be held at Newton Moore SHS (Bunbury), Amaroo Primary School (Collie), St Joseph College (Albany), Champion Bay SHS (Geraldton), Goldfields Baptist College (Kalgoorlie), St Mark’s Anglican Community School (North metro) and All Saints College (South metro). We thank Synergy for their commitment to these events. The 2022 Marine and Maritime Teachers Forum is planned for 22 Feb 2022 and will include a tour of the Leeuwin. Save the date and keep an eye out for the program – https://www.stawa.net/conferences/marine-andmaritime-teachers-forum/
Don’t forget to renew your membership, which is now over a calendar year. Member numbers improve our capacity to advocate on science education issues affecting science teachers when talking with Government and Industry. Please encourage your work mates, particularly early career teachers to take up STAWA membership. The strategic plan can be viewed at: https://www.stawa.net/about-us/constitution-andstrategic-plan/. Have a safe and enjoyable Christmas and New Year. I look forward to communicating with you again in 2022. Your Chief Executive Officer, John Clarke
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from the president Annabel Kanakis Welcome to the December Issue of SCIOS. It has been an extremely busy 3 months at STAWA and, indeed, globally dealing with issues involving science! STAWA has just experienced the success of another Future Science Conference, and the world has continued to be challenged by the COVID19 pandemic and climate change, with COP26 providing important discussion and decision making for world leaders. Future Science 2021 was held at Edith Cowan University’s Joondalup Campus, where we were treated to state-of-the-art facilities and beautiful surroundings for what was yet another extremely well attended conference. Participants were treated to an inspiring keynote address and an array of workshops and other keynote speakers to feed their passion for being involved in science education. It was great to see so many of our valued science technicians in attendance, demonstrating their willingness to contribute in such a positive way to the education of our students. There were a number of exhibitors in attendance who added to the wealth of information, experiences and resources available to our science teachers. Thanks must go to John Clarke and Angie Ng for their enormous effort organising the conference, and to Michelle Austin from ECU for her input and assistance. The keynote speaker was introduced by the Vice Chancellor of ECU, Professor Steve Chapman CBE,
who is a chemist with a sense of humour and thus a very fitting speaker. The Keynote, Professor Rob Newton, inspired the audience with his passionate talk about the benefits of exercise for cancer patients before, during and following their treatments. His research and practical involvement with cancer patients has demonstrated that both aerobic and resistance exercises provide statistically significant benefits in terms of both decreasing the side effects due to chemotherapy and the increase in the natural immune response to the disease state. In addition, he stated that exercising also has benefits for mental health and increases positive attitudes towards treatment and subsequent recovery. In the last two years, COVID19 continues to cause major issues worldwide, especially now that it has mutated yet again. The important role of science has been highlighted throughout this pandemic as researchers work tirelessly to identify new strains, understand their effects on humans, develop better and more affordable convenient testing, and perfect the vaccines that are now readily available. Our role as science educators is extremely important as we must inform our students and school communities of the facts concerning COVID viruses, the importance of minimising the spread through hygienic practices, the natural immune response to viral diseases and how vaccines work. It is only through true understanding
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of these phenomena that humans can make informed decisions for themselves and their communities. Having attended a workshop at Future Science about Climate Change Education in our schools, I was also reminded of the importance of the roles of scientists and engineers in solving the problems related to the changes in global temperatures, rising sea levels, the increase in the frequency of natural disasters and the subsequent loss of biodiversity. Our world leaders gathered in Glasgow recently for COP26 discussing the problems associated with climate change and how each country could reduce their carbon emissions without causing negative effects to their economies. It was clear that scientists will play a major role in monitoring the global changes, creating models that can predict possible future events based on data from thousands of pieces of evidence collected by researchers, and in providing innovative solutions to tackle the resulting problems, such as alternative fuel sources. Once again it is vital that students are made aware of these issues, how they and future generations will be affected and, most importantly, what they can do to decrease their carbon footprints and contributions to the problem. This is the role of science teachers instructing students from K-12, assisted by resources being developed by experienced educators like Dr Vaille Dawson to improve curriculum outcomes and identifying teaching strategies to help students think critically about the data on climate change outlined by preservice teacher educators like Dr Felicity McIure and Dr Siew Yap.
we hope to be able to deliver quality online resources to support science education in Australia. STAWA council member, Graham Johnson, has been producing the newsletter “Spotlight on STAWA”, sent to our members to inform everyone of upcoming events and providing links to resources. As I mentioned at the close of Future Science, it is vital that science educators and technicians consider becoming STAWA members or encourage their schools to consider school membership. This will enable us to continue to support science education in our state and aid teachers to enhance student engagement and understanding, so that Australia has the scientists and engineers that we need in moving forward.
Annabel Kanakis
See the following pages for photos from the Future Science 2021 Conference!
The STAWA council has been working hard to continue to provide members with opportunities to enhance science education in WA. Organisation of CONSTAWA 2022 is underway, with the Primary Committee meeting regularly to ensure the success of our annual conference to be held in April. I encourage everyone to consider presenting a workshop and share their ideas and resources with fellow science educators. We are also commencing work towards updating STAWA senior school resources and hope to have these available by the middle of next year. ASTA is collaborating with all the STAs to develop an online learning platform for science educators. This is a very exciting project, and
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Improving Climate Change Education in Western Australian Schools Vaille Dawson There is no doubt that human induced climate change is the most significant social and environmental problem facing humanity. The current generation of school children will need to live with climate change and be part of finding solutions to minimise the effects. Unfortunately, our current school science curriculum, even with the explicit addition of an Earth and Space sciences sub-strand and the strand of science as a human endeavour, does not mandate climate change science. After a decade of research in Western Australian secondary schools with 1000’s of students and their teachers, there are two significant outcomes that impact learning about climate change. The first is alternative conceptions held by Year 10 students about climate science and the second is the type of productive teacher behaviours that promote learning about controversial issues like climate change. We have shown that half of Year 10 students hold one or more of 10 different alternative conceptions. There is widespread confusion about distinguishing the greenhouse effect and the ozone layer; the nature of greenhouse gases other than carbon dioxide; differentiation of types of radiation; differences between weather and climate; and air pollution as a cause of climate change.
The types of teacher behaviours where teachers successfully taught climate change were: 1. The importance of the teacher developing a collaborative environment, engaging in “genuine conversations”, “involving all students in discussion”, and student-centred activities 2. Linking climate change to students’ lives through using familiar examples such as “cost of electricity in the home”, “catching the bus to school”. 3. Modelling open minded behaviours such as being “accepting and non-judgmental”, recognising that some students see decisions as a dichotomy (e.g., environment good, mining bad) 4. Being responsive to students’ questions, through “responding to cues from students” 5. Prompting alternative perspectives such as “directing students’ thinking to pros and cons of decisions”, stating, “you have to be able to put yourself in someone’s shoes”. To help teachers address these two factors I have produced two curriculum resources, one on Year 10 climate change and another on year 7 water. They are available on request. Professor Vaille Dawson Graduate School of Education, University WA vaille.dawson@uwa.edu.au
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Using data and visualisation (TFA) to understand climate change Felicity McLure & Siew Fong Yap When encouraging students to adopt scientific understanding, students need to firstly be exposed to data or evidence that directly challenges alternative conceptions that they hold. The Thinking Frames Approach (TFA) uses discrepant events to make misconceptions visible to students, small group discussions and teacher questioning to construct scientific explanations. Students then present understanding as drawings and written explanations to support sustained conceptual change. Such an approach was adopted to help students address some misconceptions of climate change when interpreting data. At the Future Science Conference on 3 December in the workshop on `Using data and visualisation to understand climate change’, the TFA approach as highlighted above and principles of climate literacy were used to enable our middle school students to develop sound understanding of the scientific concepts governing climate change. This is linked to the Year 10 Australian Science curriculum (Earth Science).
and terrestrial parameters using real-time data set in an easily accessible, relevant context using simple, intuitive computer interfaces for accessing online data Overall, the workshop underlined the importance of developing climate literacy amongst our middle school students. A climate literate person is one who knows how to access scientifically credible information about climate and can make informed and responsible decisions with regards to actions that may affect climate.
Dr Felicity McLure Lecturer Murdoch University felicity.mclure@murdoch.edu.au
Dr Siew Fong Yap Hon. (Adjunct) Teaching Fellow University of Western Australia siew.yap@uwa.edu.au
The workshop also explored the use of accessing historical and real-time data by the National Oceanic and Atmospheric Administration (NOAA) and incorporating this into the science inquiry teaching practices in a classroom. NOAA provides an array of observing systems that monitor oceanic, atmospheric,
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Special Science Teacher’s Award Winners Annabel Kanakis At the Future Science Conference on 3 December, two categories of special science teacher’s awards were presented: the Jeff Cahill Early Career Teacher’s Award and the de Laeter Medal for Excellence in Science Education. Kiara Marzhol – Jeff Cahill Early Career Teacher’s Award 2021 Winner The winner of the Jeff Cahill Early Career Teacher’s Award 2021 is Kiara Marzhol who has contributed to
Jeff Cahiil Early Career Teacher Award: Annabel Kanakis presenting the award to Kiara Marzhol
the Warwick High School community by improving student outcomes, particularly in Chemistry, and has coordinated student participation in science initiatives and programs such as CSIRO Farmbeats. Our heartiest congratulations go to Kiara and we are looking ahead to Kiara’s continuing her positive impact on her students. Dr Janene Sproul – de Laeter Medal for Excellence in Science Education Award Winner The winner of the de Laeter Medal for Excellence in
Medal for Excelllence: Rob de Laeter presenting the award to Dr Janene Sproul
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Science Education was presented to Dr Janene Sproul by Rob de Laeter. Janene is a very worthy winner of this prestigious award as she juggles teaching science in a secondary school, teaching pre-service science teachers and conducting research at Murdoch University. She is a member of the STAWA council and is very proactive in trying to improve science education. Janene is committed to developing deeper understanding for educators through her conference presentations and workshops and also contributed to journal publications. To encourage ongoing participation in Citizen Science, she has incorporated lessons to introduce opportunities for all students. For the past 4 years, her classes have participated in the Aussie backyard Birdcount. This national participation in scientific investigation has
developed student’s identification of bird species as well as enabled collaborative data collection and data entry during lessons. Similarly, her most recent project is in partnership with Community Gardens Australia and integration of Indigenous Food Plants to kitchen gardens. Development of the partnership includes participation of pre-service teachers with Aboriginal and Torres Strait Islander cultural awareness of the food plants in the gardens in preparation for early career teaching. Janene is an advocate for pre-service science teachers and education assistants and shares her expertise for supporting students with disabilities. We congratulate Janene for the breadth and scope of her contribution towards excellence in science education.
STAWA publications Year 11 and 12 ATAR Resources: The STAWA Exploring Chemistry, Physics and Human Biology series support the Western Australian Curriculum ATAR Courses. The Year 12 publications Exploring Human Biology Stage 3 and Revising Physics: A Study Guide with Investigations are also available. Human Biology General Course Resources: The STAWA Exploring Human Biology Stage 1 and Stage 2 resources are available and together cover both the Year 11 and the Year 12 General Course. Answers and Worked Solutions: http://stawa.net/stawa-textbook-solutions/ Member Discount: Members receive a 10% discount on all purchases through STAWA.
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science talent search Julie Weber Students from 22 schools from around WA participated into the 63rd Science Talent Search competition, including schools from Geraldton, Kalgoorlie and
Karratha. Students from participating schools worked on projects as part of their science lessons, extension classes, science clubs or at home, with the best entries being selected for submission into the competition. This year 191 entries from 333 students were submitted for judging into one of the three entry categories. This year, 18 judges participated in the Round 1 judging to short list entries for Round 2 where the panel selected the finalists and major prize winners. The presentation ceremony was held on Monday 25 October at Scitech. To accommodate 235 the prize winners and guests, separate primary and secondary presentation ceremonies were held. Tim Keely from Curtin University Faculty of Science and Engineering
STAWA Young Scientist – Primary Tim Keely (Curtin University) and (Tambrey Primary School - Karratha) Sponsored by Rowe Scientific Pty Ltd
Science Talent Search School of the Year – Primary Tim Keely () and Lynette Martin (STS Coordinator – Woodlands Primary School). Sponsored by BHP Foundation
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2021 Science Talent Search Primary Prize winners Outreach gave brief presentation at the start of the primary awards ceremony before assisting with the presentation of prizes. Reg Rowe, representing our major sponsor Rowe Scientific Pty Ltd, and Nathan Curnow, ASTA President, assisted with the presentation of prizes to secondary winners. I would like to congratulate all students who participated in this year’s competition and their teachers and parents for supporting and encouraging them. A special thank you goes to the judges of the competition. STAWA looks forward to your participation again next year. Information about next year’s competition will be sent to STAWA members and schools early next year and available on the STAWA website in January.
Julie Weber Science Talent Search Chair
Science Talent Search Prize Winners Category Winners Category 1: Science Investigation Sponsored by Rowe Scientific Pty Ltd Age Prize Prize Winner/s Entry Title
KYr 2
Yr 5-6
Thank you to our 2021 sponsors! Yr 9-10
Finalist ($50)
Nicholas Johansen Woodlands Primary School
Stop My Apple Turning Brown
Finalist ($50)
Mikaela Johansen Woodlands Primary School
What Makes Seeds Germinate Best?
Finalist ($50)
Mikaela Johansen Woodlands Primary School
Finding Iron Ore in the Pilbara. So Easy a Kid Can Do It!
Finalist ($50)
Arya Agarwal Woodlands Primary School
Magnetic Force vs Gravity
Finalist ($50)
Ashwath Arunkumar Wattle Grove Primary School
The Best Pulley System
Finalist ($50)
Alysha Han and Anjelina Jijesh Wattle Grove Primary School
Apple Oxidation
Finalist ($50)
Alex Light and Gagan Gupta Rohit Wattle Grove Primary School
EarthquakeImpervious Building
Finalist ($50)
Siona Dale and Caylee Hemmett Tambrey Primary School (Karratha)
How to make our School Hill Green
1st Prize ($250)
Pavitra Savani, Cara Mackenzie and Chloe Mouritz Lesmurdie Senior High School
Homemade Fingerprinting Powder
2nd prize ($200)
Tashan Kirubagaran and Alan Joju Willetton Senior High School
Which genre of music creates the most energy
3rd Prize ($150)
Zima-Jade Henderson Santa Maria College
The effect of stress on memory
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2021 Science Talent Search Secondary Prize winners Category 2: Engineering Sponsored by Rowe Scientific Pty Ltd Age Prize Prize Winner/s Entry Title Yr 3-4
Yr 5-6
Yr 9-10
Finalist ($50)
Coby Hemmett Tambrey Primary School (Karratha)
The recycle race car
Finalist ($50)
Alby Ryan and Zachary Parsons Sacred Heart School (Mundaring)
The gel brush
Finalist ($50)
Aadidev Sajeevkumar and Shreya Susan Aleyas Wattle Grove Primary School
The storeboard
Finalist ($50)
Isabella Bulinski Tambrey Primary School (Karratha)
Rock lock
1 Prize ($250)
George McClelland, Reece Webber and Gabe Yacopetti John Curtin College of the Arts
Fluorescent hand sanitiser
st
Category 3: Science Communication Sponsored by BHP Foundation Age Prize Prize Winner/s Entry Title Finalist ($50)
KYr 2
Alex Emery Lesmurdie Primary School
Category 3: Science Communication - Science Video Sponsored by Rowe Scientific Pty Ltd Age Prize Prize Winner/s Entry Title KYr 2
Yr 3-4
Finalist ($50)
Tara Mackie Woodlands Primary School
Comparing Skeletons
Finalist ($50)
Arya Agarwal Woodlands Primary School
How Geodes are Formed
Finalist ($50)
Peridot Stainforth and Aadya Jain O’Connor Primary School (Kalgoorlie)
Awesome and Delicious Crickets
Finalist ($50)
Elina Zhang Woodlands Primary School
How Black Holes are Formed
Finalist ($50)
Daniel Bourne Woodlands Primary School
Awesome Times with Anemometers
Finalist ($50)
Grace Shackleton, Ella Hudson-Still, Izzy Hamilton and Nyah Quin All Saints’ College
3 Dimensional Magnetic Field
Finalist ($50)
Joshua Soh and Corbyn Murakami All Saints’ College
Fluidised Sand Bed-A brief Insight
Finalist ($50)
Sophie Sun and Sarah Davis All Saints’ College
Deposition and Sublimation
1st Prize ($200)
Tansy Romanoff John Curtin College of the Arts
Big Bang
2nd prize ($150)
Louis Bourgault Du Coudray John Curtin College of the Arts
Bioluminesence
Yr 5-6
Aquaponics 100% Organic, No Artificial Ingredients
Finalist ($50)
Elle Hobbs Rangeway Primary School (Geraldton)
Chickens give us food
Finalist ($50)
Lucy Vivian Lesmurdie Primary School
Grow Up and Grow More.
3rd Prize ($100)
Kobi Pearce John Curtin College of the Arts
Sound
Finalist ($50)
Jax Fechner Lesmurdie Primary School
3D Printed Food
1st Prize ($250)
Eliza Ramsay John Curtin College of the Arts
The science behind fouettes
Finalist ($50)
Lincoln Notley Lesmurdie Primary School
Amazing Bug Sip
2nd prize ($200)
Prosthetics
Finalist ($50)
Dahlia Watkins Tambrey Primary School (Karratha)
Rainbows
Sanyo Aji and Praneeath Nanthavarman Rossmoyne Senior High School
Eleanor Boothman Woodlands Primary School
Ocean Farms
Danny Melville John Curtin College of the Arts
Trophic Levels
Finalist ($50)
3rd Prize ($150)
Yr 7-8
Yr 9-10
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Age Prize
Yr 11-12
Prize Winner/s
Entry Title
1st Prize ($350)
Elliot Rosignoli, Arlo Corfield and Tobias Collier John Curtin College of the Arts
Why is there more matter than antimatter?
2nd prize ($250)
Hazel Dortch and Danielle Skarratt John Curtin College of the Arts
Why do eating disorders run in families
2nd prize ($250)
Ashri Fisher Carmel School
Why do beans make you fart?
3rd Prize ($200)
Ella Powers and Bhavana Joshi John Curtin College of the Arts
Bees under Threat: Getting the buzz on the Value of Bees
Category 3: Science Communication - Science Photography Sponsored by Rowe Scientific Pty Ltd Age Prize Prize Winner/s Entry Title KYr 2
Yr 5-6
Yr 7-8
Finalist ($50)
Skye Wood Tambrey Primary School (Karratha)
Wonderful Webs
Finalist ($50)
Evie Stockley and Mango Smith Mullaloo Beach Primary School
The Power of the Storm
Finalist ($50)
Megan Ekaputra Woodlands Primary School
Surface tension
Finalist ($50)
Chloe Varvell Tambrey Primary School (Karratha)
The Night Sky
1st Prize ($200)
Sienna Pailthorpe, Lisandhi Thelikada Gamage and Emma Gelman Rossmoyne Senior High School
Honeycomb
2nd prize ($150)
Xander Callaway John Curtin College of the Arts
Spider Webs: A sticky hunting tool.
3 Prize ($100)
Jemima Pinto-Menezes Rossmoyne Senior High School
Colourful Crustaceans
1st Prize ($250)
Danny Melville John Curtin College of the Arts
The adaptions and responses different animals use when threatened
2nd prize ($200)
Ynson Liew John Curtin College of the Arts
Rot or Not
3rd Prize ($150)
Sophie Backshall John Curtin College of the Arts
The colour of sunsets and sunrises
rd
Yr 9-10
Science Talent Search Best Group Entry – Secondary Reg Rowe (Rowe Scientific Pty Ltd), Chloe Mouritz, Cara Mackenzie and Pavitra Savani (Lesmurdie Senior High School) Sponsored by Rowe Scientific Pty Ltd
Science Talent Search School of the Year – Secondary Nathan Curnow (ASTA President and Head of Science, John Curtin College of the Arts), Peta Scorer (STS Coordinator, John Curtin College of the Art), Chloe Mallen (Science Teacher, John Curtin College of the Art) Sponsored by BHP Foundation
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Special Awards STAWA Young Scientist Sponsored by Rowe Scientific Pty Ltd Awarded to a primary and secondary student whose entry in the Science Investigation or Engineering categories demonstrates outstanding science inquiry or problem solving skills for their age grouping, and has produced an entry of outstanding quality. Primary Winner
$500 and Trophy
Isabella Bulinski)
Tambrey Primary School
Runner-up
$250
Ryan Dennehy
Woodlands Primary School
Secondary Winner
$1000 and Trophy
No winner in 2021
Runner-up
$500
No winner in 2021
Best Group Entry Sponsored by Rowe Scientific Pty Ltd Awarded to a primary and secondary group whose entry in the Science Investigation or Engineering categories demonstrates outstanding science inquiry or problem solving skills for their age grouping, and has produced an entry of outstanding quality. Primary
$150
Siona Dale and Caylee Hemmett
Tambrey Primary School
Secondary
$250
Pavitra Savani, Cara Mackenzie and Chloe Mouritz
Lesmurdie Senior High School
Rowe Scientific Encouragement Award Sponsored by Rowe Scientific Pty Ltd Awarded to primary and secondary students from a regional school or school with low Index of Community Socio-Educational Advantage who submitted an entry into the science investigation or engineering categories.
STAWA Young Communicator Sponsored by Rowe Scientific Pty Ltd Awarded to a primary and secondary student whose entry in the Science Video or Science Photography categories presents science ideas clearly and concisely using appropriate technical language. Primary
$250
Megan Ekaputra
Woodlands Primary School
Secondary
$500
Eliza Ramsay
John Curtin College of the Arts
Rowe Scientific Emerging Talent Award Sponsored by Rowe Scientific Pty Ltd Awarded to a primary and secondary student, or group of students, with the best Science Investigation or Engineering project from a regional school or school with low Index of Community Socio-Educational Advantage. Primary
$250
Siona Dale and Caylee Hemmett
Tambrey Primary School
Secondary
$500
Chathumi Abeyaratne, Kayla Smith and Mekiah Kildea
Lesmurdie Senior High School
$50 each
Julian Watkins
Tambrey Primary School
Coby Hemmett
Tambrey Primary School
Mingyue Zhou
Thornlie Senior High School
Isabelle Lim
Thornlie Senior High School
Ruilin Wan
Thornlie Senior High School
Rohith Balachandar
Thornlie Senior High School
David Rozells
Thornlie Senior High School
Marcus Chia
Thornlie Senior High School
Alex Papadoulis
Thornlie Senior High School
James Buckland
Thornlie Senior High School
Gursehaj Chahal
Thornlie Senior High School
Roxy Adams
St Luke's College (Karratha)
Ella Dale
St Luke's College (Karratha)
Dorian Collins
St Luke's College (Karratha)
Georgina Geary
St Luke's College (Karratha)
Helen Nguyen
Girrawheen Senior High School
Freshta Danish
Girrawheen Senior High School
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Science Talent Search School of the Year Awarded to a primary and secondary school who has submitted quality entries in more than one category and has submitted student entries in the previous year’s competition.
Quantum Words Festival perth 2022
Primary Winner
$250 and Trophy
Woodlands Primary School
Runner-up
$100
Tambrey Primary School
Secondary Winner
$250 and Trophy
John Curtin College of the Arts
Runner-up
$100
No winner in 2021
Science Talent Search School Encouragement Bursary Awarded to schools from regional areas, schools with low Index of Community Socio-Educational Advantage or new schools to the competition that have not won another school prize. O'Connor Primary School Rangeway Primary School Girrawheen Senior High School Thornlie Senior High School $100 each
Piara Waters Primary School Holy Rosary School
“… science and words are catalysts for change, and my family and I have been immersed in both, all weekend. Quantum Words Perth changed my perspective on more than one topic and provided my children with unique learning experiences they won’t forget anytime soon.” Local parent Nanci Nott, responding to the Quantum Words Perth Festival 2019. Perth’s only writer’s festival dedicated to writing about science, innovation, and creativity is set to return to the State Theatre Centre from 8-10 April next year. Quantum Words Perth 22 will again include a day of FREE events programmed specifically for schools on Friday 8th. With presenters from interstate and across WA, sessions will include the popular ‘Cool Jobs’, in which students will have the opportunity to hear from and be inspired by leading science practitioners and communicators from various fields.
South Coast Baptist College St John Bosco College
Science Talent Search School Bursary Awarded to a primary and secondary school who doesn’t meet the criteria for the school encouragement bursary. Primary Secondary
Lesmurdie Primary School $100
Willetton Senior High School
The full program will be announced in early 2022. For information about the Festival direct to your inbox, subscribe to: https://www.writingwa. org/#subscribe-to-our-newsletters Quantum Words Perth Festival is proudly supported by Festival Patron, Lyn Beazley. The Festival is presented by Writing WA in association with Writing NSW with investment from the Australia Council and from the State Government of WA through the Department of Local Government, Sport and Cultural Industries.
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bhp foundation science & engineering awards 2021 Julie Weber The BHP Foundation Science and Engineering Awards are Australia’s most prestigious school science and engineering awards. • The finalists are the best and brightest student researchers and innovators in the country. The Awards also recognise teachers who engage students in the study of open-ended investigations and work consistently within their school community and wider professional arenas to make an outstanding contribution to science education in Australia. The Awards are a partnership between the BHP Foundation, CSIRO, the Australian Science Teachers Association and state and territory Science Teacher Associations across Australia. Entry to the Awards is only via nomination through the Territory Young Scientist competition. Each year finalists in the Science Investigation (Years 3-12) and Engineering categories of the Science Talent Search may be eligible for nomination into the BHP Foundation Science and Engineering Awards. This year 3-5 entries that meet the following criteria were nominated for the Primary and Secondary awards. • at least two must be Investigations projects AND at least one must be an Engineering project • at least two projects must have been conducted
by a student (whether individually or in a group entry) who identify either as Female or Indeterminate/ Intersex/Unspecified at least one project must have been conducted by a student (whether individually or in a group entry) who attends a school which: • is not in a ‘Major City of Australia’ according to the ASGS 2016 Remoteness Area1, OR • has an ICSEA value2 less than 1000
Due to the diversity of schools that enter the Science Talent Search competition, we were able select projects that met these requirements. A number of STAWA entries received finalist and semi-finalist awards.
Primary Awards Primary Awards Finalists will receive a certificate of recognition as Finalists. Other Primary nominees will receive a certificate of recognition as Semi-Finalists. Primary Finalists may have the opportunity to virtually attend a scientific institution or facility, guided by a local expert able to answer questions and provide personal insights. There will be no cash or travel prizes for Primary Finalists this year.
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STAWA’s nominees for this 2021 were: Finalist
Isabella Bulinski
Tambrey Primary School (Karratha)
Finalist
Coby Hemmett
Tambrey Primary School (Karratha)
SemiFinalist
Caylee Hemmett and Siona Dale
Tambrey Primary School (Karratha)
SemiFinalist
Alby Ryan and Zach Parsons
Sacred Heart School (Mundaring)
Secondary Awards Secondary Finalists will receive a certificate of recognition as Finalists. Other Secondary nominees will receive a certificate of recognition as Semi-Finalists. Secondary Finalists will be invited to participate in a virtual Awards Experience, to be held 9–12 December 2021, where they will be celebrated for their achievement and be invited to participate in opportunities aimed at further developing their skills and interests. There will be no cash or travel prizes for Finalists this year. It is expected that Finalists will have the opportunity to: • virtually attend tours of scientific institutions and facilities, guided by local experts able to answer questions and provide personal insights • engage in guest speaker presentations on a range of topics such as science, engineering, entrepreneurship, business, science communication, leadership, managing stress, etc. • present their project to a panel of professionals and receive feedback on their presentation and project • network with fellow finalists, alumni, and VIPs.
Finalist
Mekiah Kildea, Chathumi Abeyaratne and Kayla Smith
Thornlie Senior High School
Finalist
Tashan Kirubagaran and Alan Joju
Willetton Senior High School
SemiFinalist
George McClelland, Reece Webber and Gabriel Yacopetti
John Curtin College of the Arts
SemiFinalist
Pavitra Savani, Cara Mackenzie and Chloe Mouritz
Lesmurdie Senior High School
A panel of professionals will select students to represent Australia (virtual participation) in the Regeneron International Science and Engineering Fair (ISEF) over 8–13 May 2022. Selection will be based on Finalists’ participation over the virtual Awards Experience.
Teacher Awards The Awards also recognise teachers who engage students in the study of open-ended investigations and work consistently within their school community and wider professional arenas to make an outstanding contribution to science education in Australia. All teacher nominees will be celebrated and invited to participate in development opportunities described below. Each nominee will be: • expected to participate in the Virtual Teacher Best Practice Seminar in December where they will be recognised as a Teacher Finalist in the BHP Foundation Science and Engineering Awards • showcased on scienceawards.org.au • invited to participate in the Awards Ceremony Dinner in December • be invited to participate as an observer (virtual participation) in the Regeneron International Science and Engineering Fair (ISEF) over 8–13 May 2022. • STAWA’s nominee for this year’s Teacher Awards is Peta Scorer from John Curtin College of the Arts.
STAWA and the Science Talent Search Committee would like to thank BHP Foundation, CSIRO Education and ASTA for their support of state and territory Science Teacher Association competitions.
Julie Weber Science Talent Search Chair
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Purposeful Pedagogies Joanne Pulsford and Gavin Nancarrow Congratulations to Joanne Pulsford and Gavin Nancarrow, both Year 6 teachers from Kingsway Christian College who were a part of 22 teachers from 11 schools in the Association of Independent Schools of WA (AISWA) in 2021 to receive a SPECIAL MENTION AWARD for completing the `Purposeful Pedagogies: Global Competencies in Action” programme and contributing to the publication of the same name.
In this article, Joanne and Gavin provided a lucid and detailed description on how purposeful pedagogies work in the classroom. They are our inspiring educators who form a part of a growing Community of Practice in WA and beyond on global citizenship and sustainability education, which is helping to empower students, staff and communities to find solutions to pressing global challenges.
The United Nations Sustainable Development Goals (SDGs) have provided a rich context for students at Kingsway Christian College to participate in real-world learning, and perhaps more importantly, purposeful, real-world action. At Kingsway Christian College, teachers and students have now completed their
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second inter-disciplinary project using the Explicit Inquiry Model (See Fig 2) initiated by Gavin Nancarrow. The original project was inspired by AISWA’s Purposeful Pedagogies: Global Competencies in Action (Whiteley, 2021) which took place over Term 1, 2 and 3 and is being offered again next year through AISWA.
Fantastic Plastic Here’s how students were involved in the project? Students were initially prompted to investigate a wide range of global problems through the lens of the SDGs and prioritise issues that impacted their local community. Through conducting a school waste audit, they identified single-use plastics as a significant challenge that they could act upon immediately. Sustainable Development Goal 12, Responsible Production and Consumption (United Nations) was strategically woven into the project planning and opportunities were provided for students to extend the scope of their topic globally. They were guided through the design thinking process to pose questions, create prototypes, and present their solutions to an audience of experts. The project was engaging for students and teachers. Students valued the critique process between peers and the formal presentations to science and business experts across Australia. Presenting their prototypes
to an authentic audience stimulated a high level of motivation for the students. Teachers assisted the learning process by identifying teaching opportunities for individuals, groups, and class-groups. The student response and quality of learning surpassed the teachers’ expectations, as the examples below demonstrate. One group built a protype of ‘The Kings Cup’. A trackable, reusable coffee cup that enabled an owner to track the cup’s position, remind an owner when they moved away without it through the corresponding device application. The team presented their idea to a Melbourne-based entrepreneur, and a coffee house general manager in Perth. Their Year 6 teachers, rather fond of their coffee, bought reusable coffee cups and have since saved countless single use coffee cups from landfill. A second group developed a business model for a bio-digester that converted domestic food waste into organic mulch for use on nutrient depleted farmland. The methane biproduct would be used as fuel for transport vehicles. The groups original ‘robot’ solution was eliminated during the critique process and feedback from scientists at Rangelands NRM, a WA-based notfor-profit organisation. A third group developed a prototype for a submersible vehicle that cultured plastic-eating bacteria for
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distribution in the Pacific Ocean to reduce the levels of microplastics. The students’ level of knowledge and process understanding, assisted by a visiting scientist, surpassed that of the classroom teachers.
Changing Lanes The big challenge for the classroom teachers was moving from a traditional approach of teaching and learning to one where they actively listened to students as they took more responsibility for their own learning. While much literature surrounding inquiry pedagogies discusses the need to enable students in their own learning, releasing responsibility to students required a level of faith in the capacity of students. “The idea of letting go as a classroom teacher was a difficult proposition. While my academic understanding of inquiry thinking was clear in my head, resisting the temptation of taking back responsibility for things working was a constant battle. A suitable analogy would be that of a parent watching their toddler moving up the rungs of a ladder on their early playground experiences.” (Joanne Pulsford, Yr 5-6 Coordinator) This precarious balance became easier as teachers and students journeyed and learned together. What was originally modelled to students by teachers was handed over to students and then copied and refined by others. “The teachers asked me to facilitate a classroom discussion. When I first heard about this, I was shocked and nervous and thought ‘Oh, I can’t do this.’ But in the end, I was able to build up courage to go out there and communicate… with the people. Progressively throughout the experience I became more and more confident… and it was really good getting that connection with the people in the class.” (Harrison, Year 6)
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The Elephant in The Room But what about real learning? The main concern for teachers and parents is the fear of junior school students not learning foundational concepts needed for secondary education. The issue for secondary school is the perception that students will not be adequately prepared for the knowledge required for successful completion of ATAR. This required a high level of pre and post planning to ensure curriculum expectations were met.
support new learning; it is then progressively withdrawn as learners gain increasing mastery.” (Queensland Government, 2016, 6)
“Curriculum versus global competency through inquiry was, and still is, a significant part of our reflection. As I worked with teachers from Year four through Year six, I recognised a need to address this issue in our planning, implementation and assessment of student learning.” (Gavin Nancarrow, 2021)
Under the Bonnet The model of learning used to facilitate the student inquiry was based on the adaption of Chris Harte’s Design Thinking, Kath Murdoch’s Inquiry Cycle and a focus on Global Competency (PISA, 2018).
Practical application and scaffolding of the multidisciplinary inquiry vary for each teacher and each class. The needs of and capacity of groups and individuals is a critical consideration for the successful delivery of any teaching and learning experience including that of the teaching staff.
The scaffold below (Figure 1), loosely bands the application of early-learning, explicit and inquiry pedagogies to reinforce the notion that teacher and student dispositions, developmental stages and pedagogies can be manipulated to operate cohesively.
Throughout the learning process, students were provided explicit instruction on relevant aspects of their project. During the ‘tuning-in’ stage, students participated in a high-level exploration of visual texts. The students engaged extensively as the context was directly relevant to their investigation. Later, students were taught protocols for scientific investigations, technologies, conventions and protocols.
“Including such actions as modelling, encouraging, questioning, adding challenges, and giving feedback, provide the support needed to extend children’s existing capabilities. Effective scaffolding by both educators and other children provides active structures to
Figure 1: Age-Appropriate Pedagogies Scaffold, Gavin Nancarrow (2021)
Figure 2: Explicit Inquiry Model, Gavin Nancarrow (2021)
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Planning The first phase of the project planning was informed from curriculum documentation and the identification of key concepts of learning. The second phase of planning focused on assessment of learning which provided clarity for teachers in relation to formal assessment of the curriculum and General Capabilities. This led to rich reflections and discussions on how to track student progress and curate evidence of growth. This model, based on Wiggin’s Understanding by Design, opened a range of opportunities for teachers to use formal and informal assessment. In some cases, draft work samples were used as work samples and used as a measure using the Western Australian Judging Standards.
Changing Behaviour One observation of the learning project was the remarkable change in student behaviour. Students became more engaged in activities. The focus on student engagement shifted from the educator to the student. The project provided students with the opportunity to focus on their passions and skills over deficits. (Couros, 2015). There were some students that sought to avoid work and others that went off task. However, this highlighted the need to differentiate and support those students who needed scaffolding in selfmanagement and collaboration. Students were also encouraged to reflect on their learning and set goals that focused on their learning disposition.
Changing Environment As students continued through their projects, the traditional lines of desks and tables impeded the natural
flow for teachers and students as they moved between tasks, team meetings and small group tutorials. Students required different spaces to work in. There was an increased need for access to creative tools, collaboration spaces and floor space. The changes in the physical environment of the classroom reflected the change in learning behaviour. This did not require additional resources. In fact, it was quite the opposite. The more open-spaced classroom spanned across cooperating year level rooms and operated more like a corporate office rather than a classroom.
Stepping into New Territory The learning culture has changed. Students have begun to take advantage of the opportunity of taking control of the classroom. Learning activities are increasingly co-designed and constructed between students and teachers. Currently a group of eight students at Kingsway Christian College from three Year 6 classes are constructing their own science course based on the topic of mould. Students are teaching students now. The students work with teachers to clarify the science curriculum, build online course materials for the blended classroom environment, and develop assessment tasks and rubrics based on the Year 6 Science Judging Standards. This exciting new stage has exemplified the power of student advocacy and voice. Student and teacher relationships and roles have changed. The boundaries of classroom walls and bells have shifted. “I wouldn’t want to go back to how we were being taught before, where you just listen to the teacher talk at you all day. I want to be able to take charge of making decisions about my own learning...” (Odette, Year 6)
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For education institutions to remain relevant to the world that our students will enter tomorrow, teachers need to model the same behaviours they expect of their students; to be agile, reflective, problem solvers who leverage on their gifts and talents, and become transformational to themselves and the world they will soon steward.
Global Competency Visual
References 1. Couros, G. (2015). The innovator’s mindset: empower learning, unleash talent, and lead a culture of creativity. Dave Burgess Consulting, Inc. 2. Global competence - PISA. (2018). Www.oecd. org. https://www.oecd.org/pisa/innovation/ global-competence/ Queensland Government. “Age-Appropriate Pedagogies for the Early Years of Schooling,” 2016, earlychildhood.qld.gov.au/earlyYears/ Documents/foundation-paper-summary.pdf 3. Whiteley, M. (2021, August 26). Global Competencies in Action. AISWA. https://www. ais.wa.edu.au/global-competencies-action 4. Wilson, Jeni. & Wing Jan, Lesley. & Curriculum Corporation (Australia). (2009). Focus on inquiry: a practical approach to curriculum planning. Carlton, Vic: Curriculum Corporation About the Authors Gavin Nancarrow - Gavin is a Year 6 teacher and Pedagogical Consultant at Kingsway Christian College with over fifteen years’ experience in school leadership. He has a passion for excellence in teaching and learning and is recognised for his understanding and innovation of contemporary curriculum and pedagogy. With over 10 years as a school principal, and more recently, in his role of Director of Educational Technologies, Gavin has consulted with teachers and school leaders across Western Australia and New South Wales to build the professional capacity of teachers and improve learning opportunities for students. Joanne Pulsford - Joanne is a Year 6 teacher and Head of Area for Year 5-6 at Kingsway Christian College where she supports her team with planning, pedagogy, assessment, moderation, and reporting duties. She has over thirty years of classroom experience in State, Catholic and Independent schools across Australia, and recently held curriculum and pastoral care leadership roles in schools. Joanne has recently completed a Master’s in Educational Leadership at UWA and focused her professional development in inquiry pedagogies.
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Einstein-First Year 7 Science Curriculum: Hands-on activities Shachar Shon Boublil Experiments in Freefall: Hands on activities for teaching the Equivalence Principle and Einstein’s theory of gravity.
curvature of spacetime. In this article, I will exhibit one lesson plan, introducing Einstein’s happiest thought. I will focus on one lesson that is part of the Einstein-First Year 7 curriculum for teaching Einsteinian physics.
Introduction The discovery that objects in free fall are weightless was Einstein’s happiest thought. It is called the equivalence principle, and it is crucial to understanding our modern theory of gravity, developed by Einstein in his general theory of relativity. Objects in free fall follow the natural
So far, 15 lessons have been developed to support teachers involved in introducing Einsteinian physics ideas into the school curriculum as part of the EinsteinFirst initiative. Most middle school science teachers use content from the Australian Science curriculum. They now need resources to tie Einsteinian physics to the curriculum and make it part of their pedagogical content knowledge. The 15 Year 7 Physical Sciences lessons introduce students and teachers to the modern view of gravity and can be accessed through the Einstein-first website (https://wwweinsteinphysics.com). The first three lessons introduce the concepts of measurement, straight lines, geometry, space (curved), time, and spacetime. The ideas of velocity, terminal velocity, inertia, and mass are then developed. Students subsequently learn about Einstein’s conception of gravity through the analysis of free-falling bodies and thought experiments. They use a spacetime simulator (lycra sheet educational model) to measure spacetime warp, investigate the attractional force between masses and explore light bending as it passes near massive objects. These ideas are used to show the orbit of
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objects in our Solar System and to introduce the hot topics of black holes and gravitational waves.
What is Gravity? Gravity is a fundamental concept in physics. Why do objects fall? Why are we glued to the Earth? These questions preoccupied thinkers throughout history. But questions such as “why don’t we feel our weight in free fall?” are completely different as it relates directly to how Einstein came up with his modern theory of gravity. The concept of gravity is perplexing not just to high schoolers but also to physicists of any level. Still, we need to explain how Einstein arrived at developing his theory, even if we have to simplify some things. For hundreds of years, we have lived with a Newtonian view of gravity as a force that attracts bodies of different masses. Newton was not happy with his own interpretation because he knew he does not know what exists between the heavenly bodies (Koyré, 1966). Newton’s explanation of gravity was the model for hundreds of years. Einstein intuitively knew that gravity needed a different approach, which basically claimed that gravity is not a force (Misner, Thorne, & Wheeler, 1973) but a fundamental part of the structure of the universe where space-time curves, twists, warps as objects move and rotate (Blair & McNamara, 1997). Our modern theory of gravity needs to be seen as the force that must be applied to prevent things from following their natural trajectories called free fall. A ball thrown in the air or released is in free fall, as are planets and satellites. We live on the surface of a planet that holds us up. The holding up part is done by the forces between atoms - the repulsive forces between their negatively charged electrons. If the atoms of the Earth did not hold us up, we would fall to the centre of the Earth. The force needed to stop us from falling is what we feel as gravity. This is what we know but how do we simplify this to high school students? The idea that objects with more inertia falling at the same rate as objects with less inertia puzzled Einstein. This was directly related to the proportional relationship
between inertial and gravitational mass, introduced by Newton. In 1907, Einstein realised that gravity does not exist in free fall. All objects are weightless when falling through space without air resistance. This led him to the idea that acceleration and gravitation are equivalent; the mass associated with acceleration and the mass associated with gravitation are naturally equivalent. This idea is called the equivalence principle, and he considered it as the happiest thought of his life. During the same year, he presented a synthesis of the foundations of his General Theory of Relativity– where he generalized the principles of relativity to accelerated motion using his principle of equivalence. This thought experiment has played an essential role in the development of the Theory of General Relativity, which is our modern theory of gravity (Spagnou, 2017). He describes his most famous thought experiment: “When I was sitting in a chair at the Patent Office in Bern in 1907, the happiest thought of my life came to me: The gravitational field has only a relative value, like the electric field generated by magnetoelectric induction. Because for an observer falling from the roof of a house in free fall, there is - at least in his immediate vicinity - no gravitational field at all. If, moreover, this observer drops bodies, they remain in a state of rest or uniform movement in relation to him, regardless of their physical or chemical nature (ignoring, of course, the air resistance). This observer therefore has the right to consider himself at rest.” (Einstein, 1920 cited in Spagnou, 2017) For Einstein, this was the start of an eight-year journey towards developing a new theory of gravity, which is the theory of General Relativity. This new theory has its roots in the theory of Special Relativity, and both are products of serious thought experiments. The resulting description was that of space and time as physical quantities relative to the state of motion, and that absolute time does not exist. The relationship between mass and energy remains central in both theories. Einstein viewed the phenomenon of gravitation as the curvature of spacetime.
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The Hand Held Experiments The four hand-held experiments allow the learners to test their basic understanding of magnetism, spring forces and water pressure in free fall. This relates to questions associated with how students interpret the behaviour of objects in free-fall state. We encouraged students to ask what might happen to the magnetic forces and spring forces. And what happens to the pressure of water?
Slinky Spring in Free Fall Understanding the behaviour of a slinky in free-fall has been used by many educators, and is even used as an introductory engineering and physics project. It takes time for the spring force to propagate along a slinky. When suspending the slinky, gravity is causing the slinky to elongate and stretch. There is an equal and opposite force, between gravity and the tension in the slinky.
Investigation of a Tape Measure in Free Fall When the metal tape-measure object is suspended, the connecting two pieces of wood on each end bends the natural elastic shape of the tape measure. In this scenario, the measuring tape is treated as a spring. When in free-fall, it naturally springs back to the straight
position, because it is in a state of weightlessness. No applied force is acting on the object.
Leaking Cup in Free Fall The force of your hand holding a filled cup of water with a pierced hole in the side will cause water to flow out of the cup. When you drop the cup, the object experiences no force in free fall. When dropping the cup, water will not leak out, because both the water and the cup are falling at the same rate to the ground. It is taking the easiest and shortest path towards earth: straight down with the cup. Riding a beam of light was among Einstein first thought experiments. Here we can use a thought experiment by imagining that you are standing on one of the water droplets inside a cup. When the cup is held, you can feel that you (the droplet) are moving downwards with the force of gravity as the water leaks out of the cup. But, when the cup is dropped from a height, you, the water droplet, and the cup are all falling at the same rate, and no water is leaking. So, from your point of view, you can’t feel the force of gravity. Inside the cup, it’s as if you are weightless just like in outer space!
Investigation of Repelling Magnets There is a magnetic force of mutual repulsion between the two magnets. This force acts downward on the bottom magnet and upward on the top magnet. Gravity acts on these two magnets in the same way. The bottom end of the wooden rod is holding the bottom magnet from free falling and being repelled by the top magnet. When you drop the whole device, the only force that the object experiences in free-fall is magnetic. The top magnet (along with the whole assembly it is pushing on)
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falls with an acceleration slightly smaller than normal gravitational acceleration. So, the bottom magnet falls to ground, with an acceleration slightly larger than normal gravitational acceleration. The greater the acceleration of the bottom magnet, the greater the increase of the distance between the top and the bottom magnet. The magnetic force decreases dramatically in an inverse exponential manner, as the distance between the magnets increases.
Classroom Lesson Sequence and Rationale When designing lessons for teachers, a structured outline of content is a great way for demonstrating teaching practices. It allows teachers, educators, and scientists to evaluate lessons and understand the nature of recipe-based approaches in the classroom. What follows in the “Lesson Brief Outline” is a detailed description for running a 45-min lesson on the concept of the equivalence principle for 12–13-year-olds. This approach can also be used across all levels in high school and has even the potential to be used in introductory university physics courses. Using experiments for students can improve students’ interest and attainment levels in science and teaching the equivalence principle this way is no different. In these scenarios, students are actively taking part in a collaborative environment with concrete objects to manipulate. This approach has proven itself to be useful in classrooms and is known as the inquiry-based science education (Lederman, Lederman, & Antink, 2013). The lessons and activities should consider the learners’ prior conceptions.
Discussions among students and teachers need to be organized and result oriented where observations are negotiated in the classroom (Vilches & Gil-Pérez, 2012). The goal when designing the lesson is in part to try and reach the intended conceptions and practices that are in line with accepted physics knowledge. Learners can reuse these conceptions to understand new concepts and formulate new questions related to Einstein’s theory of gravity. Designing the lesson requires more than just the use of physics concepts. Embedded are historical and scientific events, analogies, facts, animations, and educational and pedagogical practices, all of which promote conceptual change in understanding the building blocks of Einstein’s theory of gravity at this year level. At the start of the lesson, we use Newton’s proposition that gravitational disturbances travel instantaneously through space. We emphasise how this concept violates Einstein’s first postulate of relativity, the speed of light. This also motivated Einstein to find a new theory of gravity (Einstein & Adams, 1923). Einstein’s famous elevator thought experiment is described in the documentary series “Genius”. The short snippet of the documentary provides relevant background on the topic depicting the scenario with many stimulating 3D animations. However, this cannot replace our handson experiment where we reinforce the concept of weightlessness by using and manipulating objects.
Lesson Brief Outline Introduction Outline story of Einstein’s discovery of gravity a) Einstein discovers the speed limit of the universe in 1905. Einstein wondered why objects of large inertia fall the same as objects with small inertia. b) Newton’s law of gravity says there are instantaneous forces between objects like the Earth and the Sun that make planets go in circles around the Sun. If the Sun suddenly disappeared, the Earth would be removed from its orbit around the sun instantaneously.
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c) Einstein said that was impossible: it would take 8 minutes, because nothing can go faster than light. (Reinforcing the concept of light) d) In 1907, he had the happiest thought of his life - gravity is indistinguishable from acceleration. e) Free fall is any motion where the Earth is not holding you up and you feel weightless. f) Refer to: https://www.youtube. com/watch?v=jx3wcdCtL58&ab_ channel=NationalGeographic
1.
2.
Teacher-led investigation Pass 4 objects around the class without dropping them. Allow students to touch and investigate each object (leaking cup, tape measures, slinky, repelling magnets). Once students have investigated each object ask that they work in groups to predict and w rite the behaviour of each object under freefall in their worksheets, then let it fall freely and video the fall to observe what happens, then explain what you observed—we will call this process predict, observe, explain. Reinforcing the break between Newton’s theory of gravity and Einstein’s theory of gravity An analogy between Einstein’s discovery that Newton’s theory of gravity needed to be revisited and the slinky in free fall can be reviewed in this portion of the
lesson. The teacher needs to reinforce the idea that it takes time for information to travel from one place to another. Holding the slinky again, the teacher reinforces the idea that it takes time for gravity (gravitational field) to travel from one place to another. If the sun would vanish, it would take roughly 8 minutes for this information to reach earth. 3.
Teacher led group discussion Groups report what they learnt or found confusing from each experiment
4.
Conclusion Discuss the results found for each of the freefalling objects. • What is Einstein’s’ happiest thought? • Who can explain the relationship between your findings in this activity and Einstein’s thought experiment? • What is the speed of gravity?
Conclusion Understanding Einstein’s equivalence principle is central to understanding our modern theory of gravity. This thought experiment is simple and genius at the same time. It is genius in its simplicity and revolutionary in its implications. Teachers that took part in our trials have found the PowerPoints and activities we developed useful in engaging their students to think about these new ideas in physics. Understanding Einstein’s happiest thought is a significant starting point for understanding how objects follow an inertial path in curved spacetime. We have thus proposed activities that allow learners to challenge their initial and developing conceptions.
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References 1. Blair, D., & McNamara, G. (1997). Ripples on a cosmic sea: the search for gravitational waves. Basic Books. 2. Einstein, A., & Adams, E. P. (1923). The Meaning of Relativity, four lectures delivered at Princeton University, May, 1921. Retrieved from www.gutenberg.org/ ebooks/36276 3. Koyré, A. (1966). Newtonian studies. Journal of the Franklin Institute, 282(6), 404–405. https://doi.org/10.1016/0016-0032(66)900512 4. Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of Science and Scientific Inquiry as Contexts for the Learning of Science and Achievement of Scientific Literacy. International Journal of Education in Mathematics Science and Technology, 1(3), 138–147. https://doi.org/10.18404/ ijemst.19784
About the Author Shon Boublil is an educational researcher, physicist and accomplished classical and jazz musician. He holds a bachelor’s degree in physics from Concordia University in Montreal. His master’s degree is in physics education at Laval University in Quebec. He is currently pursuing his PhD in physics and education at the University of Western Australia.
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How teachers can re-think emotional norms Saul Karnovsky A recent national survey of teachers found that many are experiencing a “very high level” of workplace stress and only occasionally feel they are being “the best teacher” they can be (Australian College of Educators, 2021). Teachers in this survey report working substantially longer hours outside of the regular school day, mostly due to completing burdensome administrative duties. The report also shows that many teachers experience persistent thoughts about leaving the profession. Unsurprisingly, despite the “long holidays”, 82% of teachers say that their work-life balance is “less than ideal or non-exist”. These conclusions are not unusual, in fact, for those who have been researching the space of teacher “wellbeing”, the survey once again tells us what we have known for a while now (Perceptions of Teachers and Training in Australia, 2019). Being a teacher in 21st century Australia is tough. The working lives of teachers have in recent years become overburdened with accountability, administration, performance targets, a myriad of education “fads” and increasing political
control over what counts and is of value in teaching and learning. Teachers are also increasingly confronted by highly challenging student and parent behaviour, unrealistic community expectations and most recently, a pandemic that led to lockdowns and a rapid scaling up of online learning. Successive government inquiries, union surveys and reports1 have come to these same conclusions. On the national stage it appears that teacher wellbeing is of concern, and it should be. In my doctoral research2 and current work, I have spoken with numerous teachers who are “struggling” every day to do what is asked of them, often whilst “putting on a brave face” and “getting on” with the job. With tears in her eyes, one very experienced teacher in Canberra recently explained to me her pain at the current state of education, particularly its leadership. She felt that meaningful pedagogy for those most in need was being sidelined in a race to “look the best” and “maintain the school’s
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image”. This teacher reinforced the idea that despite her pain, stress, and exhaustion, she was expected to cultivate a “positive attitude” in her workplace and “be quiet” about “any negativity”. I believe that this account demonstrates that emotional norms are having a highly detrimental effect on teacher wellbeing and that we need to start talking about this. Let me explain what I mean by “emotional norms”. In my doctoral research, I explored the social rules of emotions in the teaching profession. I asked the twin questions: what emotions are appropriate or not appropriate to express as a teacher, and then, how did it get that way? (Karnovsky, 2020). The answers led me to discover that since the beginning of the teaching profession, there have been a range of strict social rules when it comes to what is allowable or not allowable for teachers to express emotionally. Culturally we have certain expectations of appropriate emotional conduct for teachers. On the one hand, we expect them to be positive, passionate, caring, and empathetic people. Whilst on the other, we also expect them to be stern, unflappable, in control and consummate managers of learning and behaviour. The emotional norms of the teaching profession set the limits of, and choices for, emotional conduct in the workplace. This ranges from the rule that a teacher “must never cry in front students” to the implicit understanding that if one’s colleagues saw that you were not “coping” emotionally, this would mean you would be judged as “not a good fit” for the profession. Teacher’s labour or work on their emotional conduct every day to keep up with these rules, in front of students, in front of leaders, in front of parents, and all too often, in front of each other. This is something that we must examine carefully. I argue that in the work of teaching, emotional labour is unavoidable. I also argue that there is an ethical responsibility for teachers to “feign”, “buffer” or “mask” their most immediate emotional responses, largely because this helps maintain a productive learning environment for young people. Where the problem lies is when the emotional façade that a teacher creates to get their work done
never falls. Many teachers maintain an emotional mask both in and out of the classroom and feel that they cannot be emotionally honest with their colleagues, save a trusted few. In returning to the start of this article, the survey cited that 80% of respondents felt they were “supported” by their colleagues. This is encouraging. It shows that despite the forces that are squeezing the energy out of teachers, most of them can still find the support they need from one another. I believe that there needs to be a focus on the collective capacity of the profession to rethink long-held emotional norms. Perhaps it is time to let go of the notion that teachers must “always put on brave face” and embrace an ethic that is certainly present in mental health support services. Specifically, this means talking about what our emotional struggles are, and to emotionally labour, together, rather than apart. I believe that the proliferation of “wellbeing programs” that advocate for teachers to learn how to “do yoga” or “meditation” or write “gratitude letters” simply does not address the heart of this issue. Individual strategies of self-care are exactly that, an individual concern. When it comes to the collective concerns of the profession, like those outlined this article, teachers need collective strategies. Schools need to cultivate supportive mental wellbeing practices so teachers, as well as young people, feel safe to be emotionally honest, without the fear of being judged as “negative”, “mad” or “unusual”.
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In one school I have worked with in this space, a simple strategy that was initiated by staff was to have an allocated time and space, after the school day ends, for an open, warm, and understanding “wellbeing café” where teachers can talk, share experiences, and support one another in a casual environment. There were no expectations, outcomes or recommendations from this initiative, no need to “report back” or “demonstrate improvement”. This was simply a place for professionals to link emotional arms with one another, to learn that they are not alone, and to embrace the agency that comes from collective practices of emotional support.
References 1. https://www.aph.gov.au/Parliamentary_ Business/Committees/House/Employment_ Education_and_Training/TeachingProfession, https://www.nswtf.org.au/inquiry, https:// www.monash.edu/thank-your-teacher/docs/ Perceptions-of-Teachers-and-Teaching-inAustralia-report-Nov-2019.pdf 2. Karnovsky, S (2020). Learning the Emotional Rules of Teaching: A Foucauldian Analysis of Ethical Selfformation in Pre-service Teacher Education [PhD Thesis]. Retrieved from: http://hdl.handle.net/20.500.11937/81668 3. Australian College of Educators. (2021). NeiTA-ACE Teachers Report Card 2021 – Teachers’ perceptions of education and their profession. https://www.austcolled. com.au/wp-content/uploads/2021/10/NEiTAACE-Teachers-Report-Card-2021.pdf?mc_ cid=3c49ed5cee&mc_eid=8c326867cc 4. Perceptions of Teachers and Teaching in Australia (2019). Monash University Faculty of Education. https://www.monash.edu/thankyour-teacher/docs/Perceptions-of-Teachersand-Teaching-in-Australia-report-Nov-2019.pdf
About the Author Dr Saul Karnovsky is an experienced pre-service teacher educator and early career researcher, specialising in the fields of teacher emotions, pedagogy, professional ethics and classroom management. Saul’s thesis explored pre-service teacher emotions in learning to teach. In his research Saul draws upon post-structural theory to examine how emotions emerge within the modern neo-liberal contexts of schooling from the historical, social and political processes in which they are enacted.
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negotiating the understanding of science and religion Siew Fong Yap Abstract A study was conducted on two cohort of 17-yearold students (Year 12) over a two-year-period in an independent (evangelical) Christian College to observe how students in their final year of formal education negotiate their understanding of the relationship between science and religion on the origins of life with a focus on evolution. These students, from the disciplines of sciences and humanities, were given instruction during their religious education classes, on interpretation of religious documents and the Ian Barbour Model of relating science and faith was also introduced. Students completed pre-and post-questionnaires, reflection journals and a select group participated in semi-structured interviews. The findings from the data collected in the post-questionnaires identified some key characteristics in students’ thinking about science and religion. The control group which comprised
students participating in the religious education course without the specific instruction of the Barbour Model, indicated that they held a polarised stance between `conflict’ and `coalesce’. While a small cohort of the experimental still held the stances of `conflict’ and `contrast’ relationships, the vast majority were inclined to view science and religion as `complementing’ or `coalescing’, supported by evidence-based reasoning and sound argumentation. Semi-structured interviews and reflection journals also indicated an improved understanding of the nature of science and a deeper appreciation of reading genres of literature. Students also developed critical thinking skills in terms of an increased capacity to consider new or different perspectives, as well as adopted a less rigid, less judgemental stance which make room for curiosity to enrich and deepen their understanding of complex issues.
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Introduction There has been increased pressure on schools internationally to do more to prepare students for the various types of multi-disciplinary questions they would most likely face and grapple with as future citizens and scholars (OECD, 2018). OECD Education 2030 Project is exploring the types of global competencies required for the future in terms of knowledge, skills, attitudes and values (Taguma, Rychen and Lippman, 2016). This brings to the fore questions we need to ask ourselves - as science educators, whether our science classrooms are adequately prepared to encourage critical thinking in our students. Erduran (2020, p.488) stated that school science, in its conventional form, is unable to address the challenges of the 21st century. She recommended “a cross-curricular approach where students can discuss a range of perspectives on science including how science may compare with other ways of knowing as well as what power and limitations science might possess.” Billingsley, et.al. (2018) highlighted that the pressures and barriers in schools which systematically dulled and dialled down students’ expressed interest in
Big Questions also reduce students’ opportunities to learning and appreciating the strengths and limitations of science in real-world contexts and multidisciplinary arenas. Duschl and Osborne (2002, 39) explained that teaching therefore needs to achieve more than just presenting `what we know’ and that science teaching should emphasise `the construction and evaluation’ of scientific knowledge. The phenomenon of an innate resistance to discussing controversial or contentious questions means that there is a blind spot in science about discussing the boundaries between metaphysics and science (Kotter and Hammann, 2017). In the Australian Science curriculum, there are three aspects of science examined; scientific knowledge (what we know about the natural world, which could include cross-cutting concepts); scientific practices (skills and knowledge necessary for building scientific knowledge) and nature of science (NOS) (how science works). These are all encapsulated in the three strands of Science Understanding (SU), Science Inquiry (SI), and Science as a Human Endeavour (SHE). (ACARA, 2021) Most education in science emphasise on the importance of the SU and SI, primarily scientific
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knowledge, and practices, but SHE includes NOS, is often not adequately treated, or explicitly referenced. However, NOS is critical for understanding how scientific knowledge is developed across a variety of disciplines and how scientists engage in scientific practices. In understanding the NOS, students and teachers have a set of lenses to help them understand the practice of science and its relationship to the world around them.
Current Context As the world continues to grapple with global scientific challenges such as climate change and COVID, people are often split along socio-economic-geo-political and religious ideological lines in understanding how science works and in whether they hold accurate views of the nature of science and how knowledge is constructed across disciplines. This divide has become even one of critical importance for our society today.
Rationale To develop accurate conceptions of nature of science and the art of construction of knowledge, it is critical that epistemic insights and construction of knowledge are integrated within science and related cross-disciplinary instruction. Epistemic insight is knowledge about knowledge, particularly knowledge about disciplines and how they interact (Billingsley, Simpson & Lawson, 2021). Research has shown that effective NOS instruction is marked by explicitly and reflectively teaching NOS (Khishfe and Abd-El-Khalick, 2002; Lederman and Lederman 2014) as well as teaching it in contextualised (Solomon et al. 1992) and decontextualised contexts (Bell, Matkins, and Gansneder, 2011). Learning in the contextualised form is helpful in developing accurate NOS conceptions. Learning in the decontextualised is helpful in forging understanding specific elements of NOS such as the creativity of science. By seeing this in an abstract form, students can grasp and understand individual ideas and apply them in a specific context.
Research Questions In this study, the following research questions were explored. How do students understand the nature of science and how this applies to the theory of evolution in bringing about a connection between science and religion? How do students understand hermeneutics (method for interpretation of biblical texts) and how this applies to the biblical account of creation in bringing about a connection between science and religion?
Mode of Implementation Over a series of weekly 80-minute lessons over a twenty-week semester, the experiment group comprising a cohort of thirty 17-year-old students (Year 12) in an independent (evangelical) Christian college were instructed a cross-disciplinary course unit. These students, from the disciplines of sciences and humanities, were given instruction during their religious education classes on interpretation of religious documents, and the Ian Barbour model of relating science and faith was also introduced. Overall, the course unit incorporated concepts pertaining to misconceptions in nature of science (NOS), empirical evidence, scientific method, hermeneutics (interpretation of biblical texts), methodological naturalism, scientific materialism, philosophical naturalism, scientism, and worldviews. The control group comprising a cohort of thirty 17-year students (Year 12) were also given instruction during their religious education classes on interpretation of religious documents excluding the Ian Barbour model of relating science and faith and intentional discussions on possible integration of the two subject disciplines. The pedagogies used in both control and experimental groups were primarily student-centred with an emphasis on collaborative activities, strategic questioning, discussions, ethical forums, and reflective journaling. The teacher had high level of proficiencies in both
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disciplines of science and theology and utilised a range of teaching strategies that are pro-active and interactive which foster authentic learning (active learning). Both control and experimental group students completed pre-and post-questionnaires, reflection journals and a select group from each cohort participated in semi-structured interviews. These data were subjected to qualitative analysis and triangulation of data between questionnaires, reflection journals and semi-structured interview notes was conducted to establish research findings.
Use of Ian Barbour Model
Conflict
This is an approach to understanding the history of science that sees an unavoidable intellectual conflict between religion and science that will always lead to hostility. Science and religion are seen as fundamentally incompatible, either because religion threatens science inquiry, or because scientific inquiry threatens religion (faith).
Contrast (Independence)
This approach views science and religion as being independent, autonomous fields of study or spheres of reality; each with its own distinct rules and language.
Complement (Dialogue)
This is an approach that views dialogue as a way to enhance mutual understanding. Science can purify religion from error and superstition; religion can purify science from idolatry and false absolutes. Each can draw the other to a wider world; a world in which both can flourish. This applies particularly to issues of methods of investigating and ways of representing reality.
Coalesce (Integration)
This fourth approach argues for the same basic method to be used in every human search for knowledge, whether scientific or religious. The main process is the same, whether we are investigating the structure of an atom or a problem in human evolution. There is a deliberate attempt to resist dividing the universe into physical and spiritual components.
Table 1 – Barbour’s four-fold scheme as `ways of relating science and religion’
Figure 1 - Use of Ian Barbour Model (1988) Students were introduced to the Ian Barbour model as shown in Figure 1 as a tool to understand possible relationships between science and religion. Barbour is regarded as the pioneer in the studies of science and religion. Barbour’s typology of `ways of relating science and religion’ first appeared in 1988 and remains one of the most widely used typologies of the field. He listed four broad types of relationships: conflict, contrast, complement and coalesce. This is summarised in Table 1 outlining Barbour’s four-fold scheme (Barbour, 1988).
The following provides some examples of the type of discussion questions as the Ian Barbour model was discussed. 1. Discuss which position you would take concerning science and faith and provide at least three reasons to justify your stance. 2. Identify one area in which you can reconcile science and faith, and explain, giving your reasons. 3. Identify one area in which you have found it difficult to reconcile science and faith, and explain, giving your reasons. 4. Does your own personal belief(s) conflict with your current science studies? Explain why this is so, and how could you find out more to address this. It is recognised that, as with most models, the Barbour model has some limitations; nevertheless, the four-fold scheme provides a useful model to empower students to frame their responses meaningfully.
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Key Findings Based on the data collected from the students’ pre- and post-questionnaires, semi-structured interviews, and reflection journals in both the control and experimental groups, the following were identified. Question: How do students understand hermeneutics, and how this applies to biblical account of creation, bring about the connection between science and religion?
Figure 2 – The Three Aspects of Science When thinking about science as a whole, it is important for us to understand the different aspects that make up the whole, in particular, the cultural and personal natures of understanding must be taken into account. `Nature of Science’ (NOS) refers to characteristics of scientific knowledge derived from the manner in which it is produced. (Lederman, 2007; McComas 1998). There are also cultural perspectives to be considered here. Science is essentially a cultural enterprise, one that shapes, and is shaped by the broader culture. In fact, the boundary that separates science from non-science, is not one of absolute demarcation, but of `family resemblance’ (Irzik & Nola, 2014) due to integration of knowledge, practices, and social norms, as defined by the community of practitioners working within scientific subfields.
1.
2.
In the control group, the pre- and postquestionnaires indicated that the 79.2% of students who held the conflict stance dipped slightly to about 65.8%. In the experimental group, the pre- and post-questionnaires indicated that 74.5 % of students who held the conflict stance dropped to 7.5%. There is a significant rise in student agency in negotiating the two disciplines of science and religion by adopting a `complement’ stance, taking up to about 43.4% them and `coalesce’ up to 28.3%. There was a minority of 5.7% taking the contrast stance. Refer to the student responses by the experimental group that are supported by sound lines of reasoning and argumentation.
Conflict
As a highly specialised sphere of activity, science is not isolated from the rest of culture in which it is practiced. Oftentimes, it is nourished by the values of that culture (Dagher & Boujauode, 2015). Hence, there is now a consensus that religious thought infiltrates cultural worldviews and plays a key role in shaping perceptions toward the nature and meaning of scientific knowledge, often defining the relationship between science and religion.
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Science and religion are completely different things. Science is how things happen and religion is why things happen. Science is limited to our universe while in religion, the relationship between you and God exists even out of this universe. Science can be seen within the Bible, and it influenced the greatest scientists to discover about the universe and the world. There is an overlapping in the two yet there are differences. Yes, understanding the relationship between science and religion can help us make judgements of how the world began. Knowing the perspectives of the non-believers is important in the real world. I think there is a conflict between science and religion. Science is more based on fact while the Bible is more based on belief.
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Contrast
Different perspectives based on understanding the relationship between science and religion help us understand how we are created (say, evolution on macro and micro; order and randomness). Based on reading of Genesis, there is no conflict between science and religion; these are offering different perspectives as both are true and help us understand creation and history. Scientific method requires evidence or observations; religious explanations are through faith. People generally reconcile religious and scientific explanations by interpreting biblical accounts as literature to be studied symbolically and therefore depends on the genres used.
Coalesce
Religion tells us why and science tells us how. They both address the same reality but the reason behind the existence of matter is only told by religion. Scripture contains figurative language and metaphors, especially with regards to the creation story. It is not meant to be taken literally. Many basic religious explanations are given to us in the Bible; it requires little thought or present as a choice to be made. Science always requires hard thinking as it looks at empirical evidence and making inferences. Complement
The Bible’s purpose isn’t meant to explain how everything works and science can’t explain how God works. They are both needed to create the `big picture’. Understanding the relationship between science and religion allows you to understand how both fields interact with each other and to find similarities. Religious explanations tend to be based on things that can’t be seen or felt, relying on faith. I have always found it interesting to investigate Christianity and religion from a scientific perspective, and in turn, investigating science from a Christian perspective. I think understanding the relationship between faith and science enriches my understanding of life. I don’t think there is a conflict because Genesis is written to inform us about who God is, and why He does things, whereas science is about learning how things unfolded. Both religious and scientific explanations are rigorously tested before being adopted. Religious explanations are not limited to the bounds of space and time and the universe, whereas scientific explanations are. I generally reconcile religious and scientific explanations by trying to interpret the Bible the way it is meant to be interpreted and being sceptical or critical, and not being overly attached to one scientific explanation. I think science and religion work together to understand the world around us. Science just allows us to see the beauty of God’s design. Yes, I believe understanding the relationship between science and religion will allow me to more interested in understanding and seeking to understand evolution than be put off. I believe part of the Genesis are not to be taken literally as they are metaphors. God’s design is too complex for us to understand so the Book of Genesis might be simplified for human understanding. Scientific explanations can be tested and proven.
I believe God created the nature of all things and science is our human way of learning about his creation and the nature of the universe. I don’t see any conflict between Science and Scripture. I believe the Book of Genesis is not entirely literal in its meaning and this allows me to view the relationship between scientific evidence of creation and biblical accounts of it. The process of acquiring religious and scientific explanations both require research, analysis and conclusions drawn from evidence. Religious explanations require an element of faith and belief which scientific reasoning is only based on objectively provable evidence; yet I understand not all science is experimental. I believe science and religion coexist, faith shines a light on the beauty of God’s creations, and this is reflected through science. Yes, understanding the relationship between science and religions provides you with the lenses and the worldview which you can regard everything else. The biblical account establishes God as the Creator and science, on the other hand, can demonstrate how it operates. You can research both science and religion. Science – resources, experts in the fields, and acclaimed scientists Religion – Bible, prayer and members of the religious community
Table 2 – A list of student responses on the relationship between science and religion
3.
tudents were aware of the power S and limitations of science. Some of the misconceptions highlighted included: • Scientists participate in a linear scientific method • Scientific knowledge is complete • Scientists are atheists • Scientific theories are unreliable • Science must be experimental • Observations are always reliable
4.
Students exercised discernment and highlighted the difference between methodological naturalism and the scientific method. Science can only answer questions about the natural world as it has empirical answers that are true no matter the worldview or religion of the investigator. Other questions pertain to theological, philosophical, and ethical assumptions about religious claims and other belief systems including how genres of literature are to be interpreted.
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Question: How do students understand the nature of science and how this applies to theory of evolution in bringing about a connection between science and religion? Student A
Belief in pursuit of greater knowledge
I often think it is the viewpoint of many that religion intervenes with the theory of evolution. Personally, I believe the evidence as shown by nature of science supports the theory of evolution. This is far too strong to ignore because it allows us to satisfyingly conclude that modern homo sapiens did indeed develop from earlier hominin species. Additionally, the evidence shows we share common ancestors with other organisms of the world today. I believe it would be ignorant to dismiss the evidence that has been presented and sourced over the past hundred years; however, I don’t think this should be taken as a conflict with Christianity. Personally, I believe God made who we are today is a result of intelligent design.
Student D
Technology application for understanding Weigh against personal conviction
Overall, given the limitations of some of the evidence presented, I think it is impossible to come to a steadfast conclusion, but education is the most important source of knowledge, and to educate others on this topic enables us to reach a greater understanding of the world around us and the principles we as humans originated from. Student B Scientism Creationism
Student C Attitude towards learning embrace the truth
Ever since Darwin proposed the theory of evolution 1858, after noting the differences in animals on The Galapagos Islands, scientists have continued to find convincing evidence supporting evolution which is now the theory widely believed by atheists and also some Christians. The theory of evolution is often a battle of science vs religion without paying close attention to all of the evidence. So, while there is a sizeable amount of evidence, all evidence relating to the theory of evolution has its challenges and limitations which can be explained by alternate plausible beliefs such as the belief of special creator. Evolution is both a fact and a theory. It is undeniable that organisms have changed and evolved over time on earth which can be seen by the substantial amount of evidence all around us. But the theory of evolution stating that all organisms evolved from a single common ancestor is still a theory as it is yet to be absolutely backed by irrefutable proof and we need to recognise various other beliefs such as special creationism and scientism exist. Evolution is quite a tricky topic to get your head around, especially if you are religious and believe in creationism. It makes it hard to want to learn about it but altogether there are some points within the category of evolution that do make sense and can be seen today as being true. The whole ape to homo sapiens thing is, to me, a bit far-fetched. However, the theory of natural selection is believable and seen around the world today within animal groups and in humans with terrible diseases shortening peoples’ lives (e.g. cystic fibrosis). The survival of the fittest trend is seen in the animal kingdom mainly as the genes best suited to the environment do cause the organism to live out and interbreed with other organisms in a certain population.
Student E
Open ended nature of science
Evolution is a field in science that is quite unfamiliar to me personally however is supported by multiple methods of evidence such as biotechnological techniques, comparative studies of ERV’s, mitochondrial DNA and amino acid sequence as well as the evidence of fossil records which can be dated back using both relative and absolute techniques and newer contemporary methods revolving around the use of computers such as bioinformatics. Although all of this evidence has strong arguments that what each suggests is the truth, there are however limitations that come with many of the evidence. For example, the basis of assumption is what drives some of these methods. It is assumed that we were able to measure the amount of carbon at the time of the fossils death to be able to determine its half-life. Natural disasters and human activity may have disrupted the fossil and caused damage to fossils. Geographical isolation such as fossils found in Antarctica may be a part of a certain percentage of fossils that will never be discovered and therefore leave a gap within fossil records and true organism comparisons. For me personally I believe that evolution was a result of mutations, genetic drift, and differences in the allele frequencies overtime which may have resulted in the change to bipedal species. It is hard to formulate a conclusion when such limitations are present in some methods as well as my heavily Christian based approach to evolution. The fascinating theory behind evolution will undoubtedly continue to cause restlessness for scientists as innovative technologies are incessantly made to uncover more evidence that supports the theory. Whilst alternate theories like creationism and Lamarckism are possible, I am naturally positioned to agree with the theory of evolution for not only humans, but all species that exist in this planet because it is a fact, being scientifically proven, and there is a wealth of evidence to support it. I believe that through analysing the genome evidence from the comparative studies of DNA, anatomy, and the study of fossils, the human species was subject to the forces of natural selection, genetic drift, gene flow and mutations to become the governing forces that walk over this earth today. Furthermore, I am certain that as more evidence becomes unravelled, scientists will create a better picture to life before we know it. Science is constantly improving on its own hypothesis to understand more.
Table 3 - A list of student responses to nature of science and how this applies to the theory of evolution Conclusion and Implications for Future Research Overall, the findings from the data collected in the pre- and post-questionnaires identified some key characteristics in students’ thinking about science and religion. The control group which comprised students undergoing the religious education course without the specific instruction of the Barbour Model, indicated a high percentage maintaining a polarised stance
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Appendix Reflection about Nature of Science (NOS) The completed caption form shows how the student reflected on and made sense of the learning experience in class. Select which aspect(s) of nature of science have you noted from this activity. I understand Nature of Science ideas better how Scientific investigations use a variety of methods.
of a `conflict’ stance between science and religion. While a small cohort of the experimental still held the stance of a `conflict’ and `contrast’ relationships, a vast majority were inclined to view the science and religion as complementing or coalescing and provided sound reasoning and clear lines of argumentation. Semi-structured interviews and reflection journals also indicated an improved understanding of the nature of science and a deeper appreciation of reading genres of literature. Students develop critical thinking skills in increasing the capacity towards considering new or different perspectives, as well as adopting a less rigid, less judgemental stance which also make room for curiosity to enrich and deepen their understanding of complex issues. As noted, there are several aspects of scientific knowledge and technology that conflict with traditional ways of knowing and these may continue to threaten existing ideologies, challenge religious or cultural worldviews, or pose new ethical dilemmas. Most certainly, these will influence what and how science is taught. These would have implications about how big ideas in science set-in real-world contexts are framed in multi-disciplinary approaches to facilitate critical thinking in authentic tasks. Along the same vein, such challenges require us as science educators, to continue to explore and encourage active cultivation of epistemic thinking along cross-disciplines as well as continue to build criticality in the thinking and actively seeks towards broadening the base of scientific literacy of our upcoming generations.
Scientific knowledge is based on empirical evidence. Scientific knowledge is open to revision in light of new evidence. Science models, laws, mechanisms, and theories explain natural phenomena. Science is a way of knowing. Scientific knowledge assumes an order and consistency in natural systems. Science is a form of human endeavour. Science addresses questions about the natural and the material world. How do you better understand nature of science? What has changed?
Which nature of science do you notice from the activity? Scientific investigations use a variety of methods, not just one. Scientific knowledge is based on empirical (firsthand) evidence. Scientific knowledge is open to revision in light of new evidence (it can change). Science models, laws, mechanisms, and theories explain natural phenomena (not supernatural). Science is a way of knowing and there are other ways of knowing. Scientific knowledge assumes an order and consistency in natural systems. Science is a human endeavour, which involves creativity, imagination and people from all backgrounds working together. Science addresses questions about the natural and material world.
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References 1. Barbour, I.G. (1966). Issues in Science and Religion. Englewood Cliffs, NJ: Prentice-Hall. 2. Barbour, I.G. (1988). A response to David Griffin. Zygon: Journal of Religion and Science 23 (1), 83 – 88. 3. Bell, R. L., J.J. Matkins, and B.M. Gansneder. (2011). Impacts of contextual and explicit instruction on preservice elementary teacher’s understandings of the nature of science. Journal of Research in Science Teaching 48, 414-436. 4. Billingsley, B. & Brock R., Taber, K.S. & Riga, F. (2015). How students view the boundaries between their science and religious education concerning the origins of life and universe. Science Education 100, 459 – 482. 5. Billingsley, B. & Nassaji, M., Fraser, S. & Lawson, F. (2018). A framework for teaching epistemic insight in schools. Research in Science Education 48, 1115-1131. https:// doi.org/10.1007s11165-018-9788-6 6. Billingsley, B. & Nassaji, M. (2019). Exploring secondary school students’ stances on the predictive explanatory power of science. Science and Education 28 (1-2), 87 – 107. 7. Billingsley, B. & Nassaji, N. (2021). Secondary school students reasoning about science and personhood. Science and Education 30, 967-991. https://doi.org/10.1007/s11191-02100199-x 8. Billingsley, B., Simpson, S. & Lawson, F. (2021). A Guidebook to building an epistemically insightful learning experience in primary schools. Canterbury Christchurch University, Faculty of Arts, Humanities and Education. 9. Dagher, Z.R. & Boujaoude, S. (2015). Nature of science – Cultural Perspectives. In 708712. Gunstone, R. (Ed.). Encyclopaedia of Science Education Vol. 2. Springer Reference, 708-712. 10. Duschl, R. A. & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education.
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Erduran, S. (2020). Bringing nuance to “the science” in public policy and science understanding. Science & Education, 29 (3), 487-489. Frances. L. J., Astley, J. & McKenna, U. (2019). `Science disproves the biblical account of creation’: `Exploring the predictors of perceived conflict between science and religion among 13- to 15-year-old students in the UK. British Journal of Religious Education, 41(2), 188 – 201. Irzik, G, Nola, R (2014). New directions for nature of science research. In M. Matthews, International handbook of research in history, philosophy and science teaching. Springer, Dordrecht, 999 -1021. Khishfe, R. and F. Abd-El-Khalick (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixthgraders’ views of nature of science. Journal of Research in Science Teaching 39, 551-578. Kotter, M. & Hammann, M. (2017). Controversy as a blind spot in teaching nature of science. Science & Education 26(5), 451-482. Lederman, N.G. (2007). Nature of science: past, present and future. In Abell, S., Lederman N. (Eds). Handbook of research on science education. Lawrence Erlbaum Associate Publishers, New Jersey, 831 – 879. Lederman, N.G. and J.S. Lederman (2014). Research on teaching and learning of nature of science. In eds. S.K. Abell and N.G. Lederman, Handbook of research on science education (2nd Edition). London: Lawrence Erlbaum & Associates. McComas, W. (Ed.) (1998). The nature of science in science education: rationales and strategies. Kluwer, Dordrecht. McGrath, A. E. (2010). Science and Religion – A new introduction. (2nd Edition). United Kingdom: Wiley-Blackwell. McGrath, A. E. (2020) Science and Religion – A new introduction. Wiley. OECD (2014). TALIS 2013 Results: An
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New STEM teaching degree for 2022 Combine your passion for science with teaching and become a secondary school STEM teacher in just four years. UWA’s new Bachelor of Science and Master of Teaching (Secondary) will see you make a difference to the future of young people and equip you to teach two high school STEM subjects. Find out more:
uwa.edu.au/study/cbm/science-teaching
CRICOS Provider Code: 00126G
DCS# 726633599
UWA introduces new STEM teaching degree for 2022 Do you know someone who is looking for a career that will combine their passion for science with making a difference to the future of young people? The University of Western Australia’s has introduced a new combined bachelor’s and master’s degree setting students up to be high school STEM teachers in just four years. Course coordinator and co-editor of science teaching textbooks, Vaille Dawson, said the course was created to meet growing demand for STEM teachers in Australia. “Schools around the country are facing an increasing gap in qualified science and maths teachers, so we developed this degree to enable students who are passionate about STEM to inspire future generations and become leaders in the classroom,” Professor Dawson said. The Bachelor of Science and Master of Teaching (Secondary) will equip students with the skills and experience to teach two subjects, such as Mathematics,
Chemistry, Physics, Human Biology or Physical Education, from Year 7 to Year 12. “This new degree is one of a kind in WA and one of only a handful of STEM teaching courses across Australia. This means graduates will be met with great demand and plenty of job opportunities no matter which STEM subjects they focus on, as they come out with two distinct qualifications,” Professor Dawson said. As part of the degree, students will undertake professional placements in secondary schools, under the mentoring of current STEM teachers, and learn from expert lecturers who’ll share their wealth of teaching experience. For more information, visit uwa.edu.au/study/cbm/ science-teaching.
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STAWA MEMBERSHIP Become a STAWA Member or Renew Your Membership by visiting; http://stawa.net/teachers/membership/ or by calling the STAWA office on (08) 9244 1987.
STAWA SERVICES AND SUPPORT Catalist and Primary Science Chat STAWA’s lists server (All teachers) Catalist reaches over 800 Science Educators and together with Primary Science Chat and social media such as twitter (@SciTeachersWA) are used to share information, ask questions and discuss current issues. To subscribe click here or follow the link from our website homepage. Teachers’ Survival Kit (Members Only) Found on the web at www.stawa.net, For Teachers. Members can upload and downloaded resources (exams, tests, course outlines, etc). Australian Science Teachers’ Association, ASTA, Affiliation All full fee paying members enjoy the benefits of affiliated membership to the national body. Members receive the following publications 1. Teaching Science (ASTA journal) – Four issues 2. PRISCI PIN-UPS (Primary Science) – Four issues 3. SCIOS (STAWA online journal) – Three issues. 4. E-Newsletters and Print Newsletters 5. National Science Week Activity Book (ASTA publication) 6. Professional Development & Conference Programs 7. Science Talent Search Booklet 8. Science iQ online science quizzes Information
Professional support Including information and professional advice on employment and teaching, curriculum, government policy, science equipment and professional development. STAWA offers teaching and learning enrichment opportunities such as, Physics Day @ Adventure World, Science Talent Search and ScienceIQ Online Quizzes. Professional recognition of the achievements and service of science teachers through annual awards such as the de Laeter Medal, the STAWA Primary Science Award and Jeff Cahill Early Career Teacher Award. STAWA also recognizes student achievements through Science Talent Search and the ScienceIQ Online Quizzes. STAWA provides an independent voice and with representation on many bodies and committees can express the needs and concerns of its members and help to shape the profession. Call for Nominations for STAWA Life Membership STAWA Council calls for nominations for Life Membership. Each nomination for Life Membership is considered on its individual merits. Nomination must be forwarded to the President of the Association, in writing, by 11th August, accompanied by written evidence supporting the case for Life membership. (email: admin@stawa.net or mail: STAWA President, PO Box 7310, Karawara, WA, 6152).
Members receive discounts on STAWA Professional Development Workshops and Conferences, and STAWA resources and publications.
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HOW TO CONTRIBUTE CAN YOU CONTRIBUTE? YES, of course you can. So can lab technicians and students... your Year 7 or Year 8 class could write a half page article with a photo that we would love to publish. We are keen to increase the number and variety of types of articles published in SCIOS. SO if the answer is YES to any of the following questions, we want to hear from you. • Have you recently conducted a new experiment that worked really well? • Is there a great demonstration that always gets your students’ attention? • Have you tried a new teaching technique that was fun? • Do you have some helpful hints for new teachers (and not-so-new ones)? • Are there some safety hints and tips that you’d like to pass on? • Have you used computers or some other technology really effectively? • What successes have your students had in science? • Are your students involved in science project outside of school? • Anything else science-related you would like to share with others? Email your contributions to info@stawa.net GUIDELINES FOR AUTHORS These notes are a brief guide to contributors. Contributors should also refer to recent issues of the Journal. Refereed articles are peer reviewed by the Editor and anonymously by at least two reviewers. Feature Articles Feature articles should not normally exceed 3000 words plus figures, tables and references. Short, concisely written articles are very welcome. Please use headings and sub-headings to give your article structure. WE also welcome any other type if contribution. Reviewed articles are subject to peer review.
Send the following to the Editor If you cannot send your contribution in the following recommended form, please send it to the Editor in any reasonable form. Please send your document as a word file. 1. Photographs and other images (e.g. diagrams) 2. should be sent as separate files. Photographs often increase the clarity 3. and interest level of your work. Send your photographs as .tiff or highest quality .jpeg files with a resolution of at least 300 dots per inch (dpi). Note to teachers: Parent permission (signed permission slip) must be obtained for any photographs to be included in SCIOS 4. Copyright clearance for any part of your contribution that is copyright of a third party needs to be obtained in writing (email acceptable). Innovations in the classroom The editorial; board members are keen to increase the number of articles on this topic. We are always keen to review your ideas about experiments, demonstrations, teaching techniques, hints, safety notes, computer applications and anything else that could help classroom science teachers, especially beginning teachers. Reference style SCIOS reference style is based on the most recent edition of the Publication Manual of the American Psychological Association. Copyright No other publisher should have already published our manuscript, nor should you submit it for publication elsewhere. If SCIOS publishes your manuscript then your text and graphics will become copyright of STAWA. STAWA will, however, allow you to use the contents of your paper for most reasonable non-commercial purposes. Contact John Clarke, STAWA email john@stawa.net
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