In a recent issue of NZ Science Teacher (129) that I have been chomping through, Anne Hume advocates teaching science using “inquiry-based student-centered approaches” (p.42) but acknowledges that Primary school teachers in NZ are often lacking confidence in science and struggle to develop this pedagogy alongside the teaching of science curriculum. Hume has had success teaching trainee-teachers through role play, in which she models scientific pedagogy and they explore the experience of being students of such a system, while learning about the science at the same time…
Hume uses Australia’s Primary Connections to do this. “As a science teacher educator,” she writes, “I want my student teachers to develop pedagogies that extend their thinking about teaching science beyond good classroom management and activities that transmit information. I want them to focus on developing pedagogies that are student-centered.
The initiative known as the PrimaryConnections: linking science with literacy (Australian Academy of Science, 2005) has at its core a teaching an learning model known as the 5Es which is closely aligned to the pedagogical approaches and learning goals of the New Zealand Curriculum (2007). This model… ‘is based on an inquiry and investigative approach in which students work from questions to undertake investigations and construct explanations. …Assessment is integrated with teaching and learning.’ (Academy of Science, 2005, p.2).” (p.39)
Engage Engage students and elicit prior knowledge. Diagnostic Assessment.
Explore Provide hands-on experience of the phenomenon.
Explain Develop sciencce explanations for experiences and representations of developing understandings. Formative Assessment.
Elaborate Extend understandings to a new context or make connections to additional concepts through student-planned investigations. Summative Assessment of the investigating outcome.
Evaluate Re-represent understandings, reflect on learning journey and collect evidence about achievement of conceptual outcomes. Summative assessment of conceptual outcomes.” (emphases in bold, mine, p.39)
Ref: Anne Hume (2012) Picture books open door to investigating science New Zealand Science Teacher 129, pp.39-40, 42