Welcome to the Term 3 2024 issue of SCIOS – Secondary!
In this issue, we publish the second of Heather Valentine’s articles on assessment following part one on multiple-choice questions in the previous issue. This article focusses on writing short answer questions We also publish the outcomes of a workshop on the modernising of the teaching of the physical sciences The workshop considered amongst other issues, what might be contributing to the reduced enrolments in senior secondary chemistry and physics as well as what might help to change this trend.
We hope these articles will provide stimulus for thought around these important aspects of our roles as science educators
Allan Knight (SCIOS - Secondary Editor)
ASSESSMENT DESIGN - SHORT ANSWER QUESTIONS
Heather Valentine
Heather has been a lower school science and Physics and Chemistry teacher for twenty years Her recent role in Teaching and Learning has given her insight into the art of teaching and the science of learning She is keen to share examples of best practice to peers
This is the second of a two-part series on Assessment Design and follows the previous article on Multiple Choice Questions In this article, I will be discussing Short Answer Questions that feature in most Science assessments
SHORT ANSWER QUESTIONS can ask for precise or open-ended responses that can vary in length from one to eight marks They are commonly used to ascertain basic knowledge and understanding of a topic
ADVANTAGES
Questions can reveal a student’s ability to describe, explain, reason, analyse, synthesise, and evaluate
Gives opportunities for students to show higher level skills and knowledge by elaborating
Provides an opportunity to assess a student’s writing ability
Can be less time consuming to prepare than other item types
Structured in a variety of ways that elicit a range of responses, from a few words to a paragraph
LIMITATIONS
Marking key must be explicit so there is no room for error
Marking can be inconsistent if the marking key is vague or open to interpretation. Favours students who have good writing skills
Need to be well written for the standard of answers to be able to be differentiated in terms of assessment
KEYFEATURES
Link the item to a specific learning outcome Provide a focus for students to use in their response
Match the content of the question to the specific learning outcome
Select verbs that match the intended learning outcome and direct students in their thinking
Ensure there is just one correct response Prewrite the marking key and have an exemplar
Allocate marks to match the question requirements, the amount of writing space provided and time
Match the number of marks to the length of the response required
Give specific instructions to elicit the student response required
Factual questions test student memory and basic understanding
The type of command terms used in short answer questions that require factual answers are outlined below with an example
Define radial and bilateral symmetry as found in the body plans of certain invertebrates
Identify the three major reasons for salination of the Murray River
List two characteristics that distinguish fungi from plants
Name the shapes of the following five molecules
Outline three features of a disproportionation reaction
Interpretive questions require the student to demonstrate they have processed the information supplied Some examples are outlined below
Compare the similarities between the structure of diamond and graphite.
Consider the effect of intermolecular forces on the freezing point of water
Contrast the differences between the structure of diamond and graphite
Distinguish between the electrical conductivity of graphite and diamond
Evaluate the Arrhenius model of acids and bases to classify substances
Combined factual and interpretive questions can assess a wider range of student achievement of the learning intentions
A sample question with marking key is provided below
Consider asexual reproduction and sexual reproduction in animals
QUESTION
Define asexual reproduction and sexual reproduction 2
Asexual reproduction is the formation of offspring entirely from one parent. Cell division is via mitosis. 1
Sexual reproduction requires two different individuals (parents) that each produce gametes via the process of meiosis to produce the offspring
two examples of each type of
Interpretive
QUESTION
Describe the advantages and disadvantages of each type reproduction 4
Advantage – Sexual reproduction produces a greater variation in offspring, a key to survival.
Disadvantage – Sexual reproduction requires finding a partner and this may not always be possible. 1
Advantage – Asexual reproduction requires no mate. Organism can replicate itself on its own. 1
Disadvantage – Asexual reproduction provides no genetic variation in a-changing environment.
Explain how you would design an experiment to investigate the importance of light to plant growth
Include the type of organisms required, the control and variables, and the method of measuring results
Student (Imperfect answer)
Put one plant under the light and another in a very dark closet. Keep one plant in the sun, the other in the dark. I would put one in the sunlight and one where there is no light. You would need one plant near the light as the control and another away from the light as a variable.
Critical analysis
Inconsistent references to the investigative process The first two sentences describe actions while the third and fourth contain subjects
Plants are variously referred to as another, the other, and one rather than specific descriptions
Inconsistent use of variable terms The concept of darkness has been expressed as no light and away from the light Light is expressed as sunlight or sun
Model answer
To receive full credit, response must contain four (4) of the five (5) elements in the scoring rubric below
To receive partial credit, the response must contain one, two or three of the elements below QUESTION
Recognition
Recognition that plant growth is the dependent variable and must be quantitively measured
Bear the following in mind when writing SAQs:
Write questions clearly and concisely
Avoid misleading questions
Avoid introducing new language
Include memory triggers
Provide useful prompts
Provide a plausible situation for the specific context
Create an opening for an explanation without giving the answer away
Consider the reading comprehension of the students
Match the difficulty level to the students’ ability
Factor the reading time into the mark allocation
Consistent and correct mark allocation
Provide students with a guideline for length of answers
Provide proper page real estate for the length of student response
Create questions that can be realistically answered in a few words or sentences
Create questions that have a single focus
Assess what you have taught
Marking Rubric
Description Poor Average Proficient Excellent
Definition No attempt to answer Incorrect answer
Supporting Details
Few or no details, that are loosely related to topic
Limited or weak definition
Insufficient or incorrect use of technical vocabulary
Some details and the definition is generally correct Inconsistent use of technical vocabulary
Strong and clear definition
Thorough and correct use of technical vocabulary
Some additional information is provided
Sufficient additional details that demonstrate an understanding of the concept
Many additional details provided to support the definition or concept
Description Poor Average Proficient Excellent
Writing Conventions
Limited or incorrect use of vocabulary related to the topic
Many spelling and grammar errors
Some vocabu is relate topic
Some gramma errors re spelling punctua
This is part of an ongoing collaboration between Laetitia Riches, a Languages Teacher at Duncraig Senior High School, and I This project all started as an incidental conversation we had when standing by the photocopier one day Laetitia has been pivotal in the development of this project and her ongoing contribution is invaluable I presented the findings on Multiple Choice Questions and Short Answers at the STAWA Conference in April of this year The aim is to prepare two presentations each year at subsequent annual conferences
MODERNISING THE TEACHING OF THE PHYSICAL SCIENCES
David Wood and Johanna Stalley
David is a former education and school administrator and physics teacher In retirement, David works in a voluntary capacity to represent the Science Teachers Association of Western Australia on the Einstein-First program David’s interests and expertise include: school leadership, reform and improvement; curriculum reform; education program design and implementation; and advancing the science, technology, engineering and mathematics (STEM) in schools agenda
Johanna has a passion for STEM education with a focus on engaging and inspiring students in mathematics and the sciences She was the Project Officer on The STEM Learning Project for the Department of Education where she coordinated the development of STEM learning resources for WA primary and secondary students in alignment with the SCSA curriculum
A 2½-hour presentation and discussion forum was held in the UWA Physics Department on Wednesday 26 June, 2024 We had 34 participants, 26 external (7 primary teachers and 9 secondary teachers, representatives from ACARA, SCSA and the Department of Education, universities and external STEM providers), and 8 Einstein-First team members The purpose of the session was to hear from an inspiring leader from our physics community about the imperative of modernising the teaching of the physical sciences in Australian schools and to consider the importance and strategies to increase physical sciences enrolments across the board, and also from under-represented groups
Renowned Australian Physicist, Distinguished Professor Susan Scott from the Australian National University spoke on the topic ‘Why modernise the teaching of the physical sciences ” Following her talk and questions, a 45-minute forum explored strategies to attract and retain under-represented groups of students, including girls, into Years 11 and 12 Physics and Chemistry Individual feedback was gathered from 20 of the external participants and each of the groups The feedback is summarised below and provided in detail in the attachments, along with the list of external attendees.
PARTICIPANTSINDIVIDUALFEEDBACK
Take-aways from Distinguished Professor Susan Scott’s Presentation
Participants were asked to briefly indicate their one or two ‘take-a-ways’ from Susan’s presentation Verbatim responses were listed and categorised (Attachment 1) The number and percentage of responses in each category are presented in the hierarchy chart
Take-aways
from
Distinguished Professor Susan Scott’s Presentation
Participants were asked to briefly indicate their one or two ‘take-a-ways’ from Susan’s presentation Verbatim responses were listed and categorised (Attachment 1) The number and percentage of responses in each category are presented in the hierarchy chart
Suggested actions to attract and retain more girls into Physics
Participants were also asked to briefly suggest actions to attract and retain more girls into physics As above, verbatim responses were typed, categorised and sorted (Attachment 2)
The number and percentage of responses in each category are presented in the following hierarchy chart
Exploring possible factors for the decline in Physics and Chemistry enrolments
Participants were asked to rank the proposed possible reasons for the decline in Years 11 and 12 Physics and Chemistry, with 1 being the ‘most significant’ and 7 being the ‘least significant’ They were also asked to place a zero (0) against any that they considered had no impact
The following table summarises the data The average rank was determined by adding all values between 1 and 7 for each factor and dividing by the number of rankings given (removing the zeros) The Distribution of rank for each statement shows the number of 1s, 2s etc recorded for each factor
Possible factors causing decline in Year 11 and 12 Physics and Chemistry enrolments
Shortage of qualified teachers with the knowledge and confidence to inspire students, particularly in Years 7-10
Softening and broadening of university entry requirements, including less emphasis on pre-requisites
Impact of ATAR ‘league tables’ on schools counselling’ students away from the physical sciences to protect their school’s the image
Changing expectations of young people these days
Out-dated science curriculum in middle school is acting as a disincentive for students to continue these subjects postYear 10
RANK
This group of participants considered the ‘Impact of ATAR ‘league tables’ on schools counselling’ students away from the physical sciences to protect their school’s image’ and the ‘Softening and broadening of university entry requirements, including less emphasis on prerequisites’ were the two most significant factors Ranked third overall was the ‘Shortage of qualified teachers with the knowledge and confidence to inspire students, particularly in Years 7-10 ’ A ‘Shortage of qualified teachers with the knowledge and confidence to inspire students, particularly in Years 7-10’ and ‘Out-dated science curriculum in middle school is acting as a disincentive for students to continue these subjects post-Year 10’ were considered to be somewhat significant, but not as influential as the first three Most considered the ‘Impact of technology on the way students now learn’ as having little or no impact
PARTICIPANTS FEEDBACK FROM GROUP DISCUSSIONS - SUMMARY (ATTACHMENT 3)
Participants discussed several proactive initiatives to attract and retain under-represented students, particularly girls, Aboriginal students, and those from lower-resourced communities in Years 11 and 12 Physics and Chemistry These initiatives include various external programs such as extracurricular clubs, guest speakers, excursions, women in physics lectures, and support for remote schools There is also a focus on improving transitions between school levels and integrating science literacy from an early age Financial support for excursions and exploring ATAR bonuses for students from lower ICSEA schools were also highlighted
To ensure teachers are knowledgeable and confident in teaching modern aspects of physical sciences, strategies include using subject specialists in initial teacher education, aligning curriculum changes with the Australian Curriculum, providing time and resources for teachers to engage with new materials, and upskilling teachers despite challenges like crowded curriculums Additionally, participants stressed the importance of addressing inequities across schools, highlighting the need for a fair and equal education system This can be achieved by removing administrative demands on teachers, ensuring appropriate pedagogies and skills, using data to respond to schools' needs, and promoting professional learning and collaboration Further discussions centred around sustainable funding for extracurricular programs, support for out-of-field teachers, and improving the integration of everyday examples in science education
ATTACHMENT1:PARTICIPANTSINDIVIDUALFEEDBACK
Take-aways from Distinguished
Professor Susan Scott’s Presentation
Participants were asked to briefly indicate their one or two ‘take-a-ways’ from Susan’s presentation Verbatim responses were listed and categorised (Attachment 1) The number and percentage of responses in each category are presented in the hierarchy chart
MODERNISATION AND RELEVANCE (10, 30%)
Need to link to modern science and new developments?
Include much more modern and relevant science to spark the girls interest Sparking interesting science for students
Making a very visible connection with everything going on in science now Climate science in year six Opportunity for real world buying
Find the spark
Real world connection
Made to promote girls in science education
Connection to real world science
Connections to current and modern science and climate change as a hook
MENTORS/ROLE MODELS (7, 20.5%)
Have a mentor
I need to introduce more women scientists to students so they see what career success looks like
The importance of having a mentor
Highlighting female role models in this area
Need to gauge. Encourage girls in physics. Be their champion.
Focus on positive role models
Girls need mentors
PERSONAL CONNECTION TO LEARNING (6, 17.6%)
Girls only groups potential Somerville
Australia is behind the times when it comes to education and equality
Journeys in science can be varied And everyone has a valuable story to tell
Connection to the pathway forward
Journey to make it somewhere
When you can't see a pathway, then manoeuvre yourself elsewhere
ENCOURAGE CHALLENGE AND PERSEVERANCE
Perseverance is important
Challenge can be rewarding
Accept the challenge of harder maths and science
Personal interest and perseverance Taking opportunities when they present
AUSTRALIA NEEDS MORE ‘HOME-GROWN’ SCIENTISTS AND ENGINEERS
One respondent also noted how experiences resonated with myself as a female In applied science degree Insights of first and second degree teaching staff
Participants were to suggest action to attract and retain more girls into physics
EXCITEMENT AND RELEVANCE OF SCIENCE FROM THE EARLIEST YEARS OF EDUCATION (10,
28%)
Ensure students excited about science in their early schooling
Provide funding and personnel to primary schools to run after school science clubs
Girls science clubs excursions, STEM professionals in schools Links with university Physics experts engage in school programmes
Get our youngest girls in Pre-primary to Year 3 excited (about science)
Capture their early interest in primary school
Have more authentic science experiences
Soften and reinforce purpose to physics in the students eyes
Make it prerequisite for a variety of degrees
Facilitate female club groups in Years 11 and 12 in Physics and Maths
FEMALE ROLE MODELS AND LINK TO CAREERS (8, 22%)
Female teachers and lecturers I see me so I can do
Female academic mentors
Teacher professional learning
Connection to real world examples of women in science
Make sure optics of females in physics - ensure visibility?
Role models
Link to careers made more concrete
Guest speakers in to get students excited
RESOURCE TEACHERS WITH HIGH QUALITY MODERN RESOURCES AND ASSESSMENTS (7, 19%)
Make stronger tangible links to Judging standards, especially in Year 6 for teachers who have to grade students in each science strand using these documents.
Include Einsteinian concepts into Style and Education Perfect
Use social media to engage students – short videos, TikTok etc
50 teachers by providing time, expertise and resources
Reduce teachers working out of field
Improved requirements for teacher professional learning
CONNECTION AND WITHIN REACH (5, 14%)
Connect The here and now to what interests they may have in the future
Make it approachable so they have support and don't feel it is all too hard
Promote the importance of studying physics And how it is essential to life and future education Normalise physics as essential knowledge
Payday for science teachers
After school activities for girls Led by physics teachers or physics people?
CHANGE APPROACH (4, 11%)
Change approach to have failure as a positive
Proposing open-ended questions so kids have fun collaborating to solve the problem without pressures of success
Time given in the timetable to work on STEM projects with links to global goals
SCHOOL TO UNIVERSITY TRANSITION (2, 6%)
Strengthen university prerequisites to reinforce central place of Physics and higher level maths in may STEM related careers
Provide lots of exposure of girls from lower ICSEA schools to university physics and engineering
Generous primary staff to be positively immersed in end zone experiences to assist in changing attitudes towards science teaching
Participants were asked to suggest action to attract and retain more girls into physics.
Participants were asked to rank the following possible factors for the decline in Physics and Chemistry enrolments from ‘most significant’ (1) to ‘least significant’ (7) They were also asked to rate any that they considered to be ‘insignificant’ as zero (0)
Possible factors causing decline in Year 11 and 12 Physics and Chemistry enrolments AVERAGE
technology on the way students now learn
Shortage of qualified teachers with the knowledge and confidence to inspire students, particularly in Years 7-10
Softening and broadening of university entry requirements, including less emphasis on pre-requisites.
Impact of ATAR ‘league tables’ on schools counselling’ students away from the physical sciences to protect their school’s the image
expectations of young people these days
Out-dated science curriculum in middle school is acting as a disincentive for students to continue these subjects postYear 10
Proactive initiatives to attract and retain students from under-represented individuals and groups, particularly girls, Aboriginal students and students from lower-resourced communities in Year 11 and 12 Physics and Chemistry?
Several external programs reported: Extracurricular clubs Year three to six tech girls
Guest speakers (Murd Uni) Excursions to nearby Unis E g Igor Bray Curtin, Anne Bray
Women in physics lecture Bayliss youth lecture Include senior teacher experts in pre training
Explore possibility of students from lower ICSEA schools gaining ATAR ‘bonus’
Support for remote schools with transient students and teachers
STEM Club Robo schools Passively use normal language Cultural Astronomers
Scientists in schools Engineers without barriers Quantum Girls Student lead
Maths club maths for fun Not just high achievers
Transitions primary to lower secondary and lower secondary to upper secondary.
Interest to continue through and not ‘get lost’ as they transition through school
The First Nations students meet once a week in the library STEM activities
Two way science programme (2) Deadly Science First Nations Science Incorporated
Money for excursions for these students AJ It takes a Spark conference
Science literacy programme intentionally integrating and from an early age
WACE refreshment process may encourage students to take up ATAR subjects
Introduction of Einstein 1st
Strategies to ensure all teachers of science are knowledgeable and confident to introduce and teach modern aspects of the physical sciences (in Years 3 to 10)
Teacher education using subject specialists in initial teacher education
Curriculum change needs to align with Australian Curriculum to support adoption
Time needed to engage with and evaluate the resources and adapt and adopt
Appropriate pre-requisites
Inclusion of specific content units in pre-service training
Why is Science as a Human Endeavour being removed from the curriculum?
Training reward for people using inquiry approaches rather than direct instruction
Up skilling teachers. Need difficult to find time to develop teachers skills.
Challenges of the crowded curriculum
Having practical solutions to be able to visualise success
Support at school leadership level for modern aspects of physical sciences
Integration of science literacy in years three to 10 English inquiry topics and all content areas
Pre service teacher training
Professional Learning Tied to 1st and 2nd degree for existing teachers
Funding Take your time Teacher relief, replacement and resources
STEM professionals in schools
Resource boxes for teachers Videos, worksheets, PowerPoints, equipment
How should we address the inequities across our schools to ensure that all students have access to high quality science teachers?
Initial teacher education
Science emphasised, not STEM or STEAM (which often becomes coding)
Remove admin demands so teachers have time to plan and learn themselves
Resource schools – time, equipment and training
Ensure that all teachers have appropriate pedagogies and skills Student teachers
Knowledge transition Time and money Perception of teachers needs to improve
Stop thinking that inequalities don't exist
Use data to respond to schools’ areas of need and fund accordingly
IPS school budget Unable to offer classes with few students
Additional funding
Network approach, local schools link up
Resource packages
Time for professional learning, collaboration, peer observation of experienced teachers
Science Networks Science Communications
School Bulletin Weekly science news Done by admin officer or EA?
Improved cultural social attitudes
Use Stile and Education Perfect
Your own group’s question
How can we fund extracurricular and long-term programmes for underrepresented groups in a sustainable way
What support is provided for out-of-field teachers to decipher the complexity of language in the curriculum
No, something else I don't know what it was outside nd give and give students access to these activities
Can we make stronger links to year 6 and 10 to judging standards from the curriculum?
We need to introduce more everyday examples Up science into everyday discussions
Need to find a way to group girls in science Perhaps joining physics classes across high schools?
Where could IB fit within the state school system?
How does the decrease in ATAR chemistry and physics sit within the overall decrease in ATAR enrolments?
The recent STEMXX SISTERS event has been featured on the Bunbury Herald on Tuesday, 20th of August 2024 We would like to congratulate Annabel Kanakis for the organisation of this event and encouraging schoolaged, future STEMinists in the Southwest Region of WA to pursue a career in the STEM Area
STEMXX Sisters is an annual event held in Southwest WA and it is open for female students in Years 5-9 who are looking to get an insight of what it is like to pursue a career in a wide range of STEM careers from engineering, neuroscience, and many more
PHYSICS DAY @ ADVENTURE WORLD
THURSDAY,19SEPT2024
9:30AM-3:00PM
Physics Day @ Adventure World is a great day for Years 10-12 students (Year 9 students by request) and teachers of Physics, with activities, worksheets, displays, and plenty of water to interact and engage with.
Smartphones are permitted to use in this event when combined with an Adventure World approved wristband. Record Physics data during the event using the SPARKvue app
TICKET PRICES*
EARLY BIRD TICKETS (PRIOR TO 2 SEPT 2024) - $45 + GST
GENERAL SALE TICKETS (FROM 2 SEPT 2024) - $49 + GST
*Please note that staff member/teacher tickets are free at 1:10 ratio For example, if you are to bring 48 students and 5 staff members/teachers. 4 staff members will get a complimentary ticket and you have to pay for the 48 students + 1 staff member
Adventure World Return Visit Passes will be issued to all STAWA ticket holders on the day They are valid over the October school holiday period.
Register your school by scanning the QR code on the right or by clicking the following link: https://www stawa net/student-activities/physics-day/
The 2024 Psychology Teachers convention will provide teachers with an opportunity to provide feedback on the current Year 12 syllabus (implemented in 2024) and the General Year 11 and 12 syllabus. The feedback provided will be passed onto the CAC
There will be an opportunity to hear from other teachers and to share resources. Keynote speakers this year will examine Science Inquiry (ATAR and General) and the use of AI as a supportive tool within the classroom.
are now open! Click here to register
Website: https://scienceiq net
Developed by the Science Teachers’ Association of Western Australia (STAWA), ScienceIQ is proudly supported by the Royal Society of Western Australia (RSWA)
ScienceIQ is an online science quiz for school teams of four students
Teams have one hour to complete up to 12 science questions and problems in two separate rounds of competition Each round is a week apart and teachers choose the days and time to do each quiz To win, students will need to finish in the shortest time with the most questions correct.
Participation certificates, first, second and third place prizes, and other great stuff.
TERM 4
Year 8 and a joint Years 5 & 6 competition
Rd 1 week of 4 Nov
Rd 2 week of 11 Nov
Register via the STAWA website.
Log-in details and instructions to access the practice quiz will be sent to the teachers of the registered schools prior to the competition date
ANNUAL GENERAL MEETING
Thursday, 3 October 2024
Keep tabs on the progress of the AGM via the STAWA website.
Nomination and proxy forms are available now
Full details - including the agenda, location, and reports will be revealed as they become available.
Presenter Registration EXHIBITOR Registration
MEMBERSHIP INFORMATION
Here are just some of the benefits and opportunities for STAWA Members Please check our website for details, and to find out what else STAWA does - PLUS what STAWA can offer you! (www stawa net)
SERVICES AND SUPPORT Resources
A range of resources for both Primary and Secondary teachers is available on the website Look for the Resources Tab There are resources available to members and non-members. Members can also share resources through the STAWA website. You can download resources directly from the website or request to upload resources by contacting the Office (admin@stawa.net).
Catalist (Secondary teachers)
Catalist is an email communications list which reaches over 800 Science Educators and is used to share information, ask questions, and discuss current issues To subscribe to Catalist, look under the Teachers Tab on the website
Australian Science Teachers’ Association (ASTA) Affiliation
Full fee-paying members enjoy the benefits of affiliated membership to the national association This includes access to ASTA’s online journal, Teaching Science, and the Chrysalis online learning community
Information about Science activities for students and teachers
Professional Development & Conference programs
MEMBER DISCOUNTS
Members receive discounts for STAWA Professional Development Workshops, a range of services and attractions, STAWA texts and resources, plus attendance at STAWA Conferences and events, including:
STAWA recognition of teacher achievement and service through annual awards –de Laeter Medal
Jeff Cahill Early Career Teacher Award
Support for primary Science teachers is given through the STAWA Early Career Primary Science Scholarship
OPPORTUNITIES
Teaching employment opportunities, curriculum review and development, government policy input, science equipment advice and professional development. An independent voice through STAWA’s representatives on many education bodies and committees.
WELCOME PACK
New members receive a Welcome Pack containing a Members USB, Pen, and Notepad
STAWA LIFE MEMBERSHIP
Each nomination for STAWA Life Membership is considered on its individual merits Nominations, accompanied by relevant supportive evidence, must be submitted to the President of STAWA Life Membership, if awarded, is bestowed at the AGM Please refer to the specific details on the STAWA website
STUDENT OPPORTUNITIES
Science Talent Search
Physics Day
Synergy Schools Solar Challenge
MEMBERSHIP QUERIES
If you have any queries with regards to your membership, please email us at admin@stawa net
Programs delivered to over 38,000 students and 350+ schools in Australia
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HOW TO CONTRIBUTE?
CAN YOU CONTRIBUTE TO SCIOS?
YES, of course you can Contributions from teachers, laboratory technicians, students, academics and industry are all welcome
We are keen to increase the number and variety of types of articles published in the SCIOS So, if the answer is YES to any of the following questions, please consider submitting an article to the editor
Have you recently conducted an experiment (investigation or hands-on activity) that worked well?
Is there a great demonstration that always gets your students’ attention?
Have you tried a new teaching technique that really engaged your students?
Do you have some helpful hints for new (and not-so-new) teachers?
Are there some safety hints and tips that you would like to pass on?
Are you using some new technology that has improved the effectiveness of your students’ learning?
Are your students involved in a science project outside of school?
Have you recently attended a useful/interesting professional development activity?
Email your contributions to admin@stawa net
GUIDELINES FOR AUTHORS
These notes are a brief guide to contributors who should also refer to recent issues of the journal for guidance with style
Longer articles - should not normally exceed 3000 words plus figures, tables and any references Please use headings and sub-headings to give your article structure
Shorter articles - We also welcome shorter articles of approximately 500-1000 words plus figures, tables and any references Again, use of headings and subheadings may assist to give your article structure
Send the following to the editor:
1
Please send your document as a word file with photographs and other images embedded where you need them to be
2
3.
Photographs and other images (e g diagrams) should be sent as separate files
Photographs often increase the clarity and interest level of your work Send your photographs as tiff or highest quality jpeg files with a resolution of at least 300 dot per inch (dpi) Note to teachers: a signed parent permission slip must be obtained for any photographs of students to be included in SCIOS.
4.
Copyright for any part of your contribution that is copyright of a third party needs to be obtained in writing (email acceptable)
COPYRIGHT
No other publisher should have published your manuscript, nor should you submit for publication elsewhere If SCIOS publishes your manuscript then your text and graphics will become copyright of STAWA STAWA will, however, agree to your use of the contents of your paper for most reasonable non-commercial purposes
