I was 12 years old, beginning high school, very afraid of the unknown yet excited. I had various dreams and a lot of innocence. I had the dream to be a teacher.  

I am a University student studying science education. I and eager to begin my teaching career. 

In 10 years I hope to be a Leader of Science learning in a school, with a leadership position. I hope to be a great science teacher incorporating all the skills and pedagogical techniques I learnt at University. I hope my knowledge has grown and I have become more wise. I hope to be adaptive and flexible, balancing both work and personal life. 

Activity 3 contains various aspects within the nature of science. This includes both scientifically knowledge and scientific skills. 

2. Pre- -activity: How would you make that decision?

The example uses scientific knowledge to generate a theory, and then the theory is being challenged. This includes both scientifically knowledge and scientific skills. 


3. Post activity: Use your understanding of the concept of NOS and decide which of these examples can be locate within science.

Example 3 is located within science, as the original theory was made using the empirical nature of scientific knowledge via observation. The theory was then challenged due to subjective views, and investigated using scientific inquiry, set to challenge or disprove the theory by obtaining new evidence due to advancement in technology. 
Original Paper was not peer reviewed. Therefore a critical aspect of the Nature of Science which contributes so heavily to the publishing of correct information was missed.

 

 

 

Inquiry based learning checklist:

Build resilience- scientific process, fail to succeed 

Find out why things didn't work and come up with solutions as to how it could work via collaboration.

Elaborate/ Evaluate- decide whether design is best based on theory.

Evaluate- on their design and the science behind it and decide if other design is best and why, support it with theory.

Question - build a car in which a chemical reaction can make it move - Teacher driven 

Evidence - build car, find limitations of building car, look at reaction and think about how it can make a car move- teacher centred

Explanation - explain why limitations occur with design and how to overcome it by class discussion, collaboration, teacher guidance- teacher centred

Connections- not there

Communication- not seen in video (despite being show that some of the cars worked- assume class discusses their designs and success).

Discuss relevant parts of eye, and role of eye, and learn how to dissect eye.

Low ability- just locate lens and cornea and roles describe
Moderate ability- above and retina, iris and optic nerve and roles describe
High ability- above and fattiest eye to make more difficult. 

Discuss how parts of eye work together to make sight

It was amazing it was so organised. I will be using this in the future

It was helpful to discuss as a class as there were elements I forgot. It was very helpful and insightful meshing together all the aspects of teaching. 

Great practice of marking and providing helpful feedback but also positives. 

Haven't received any yet.

Task 1: How would you use this activity for an inquiry lesson?

Before talk about different animal eyes, talk about concave convex lenses link to glasses.
After- present findings, communicate.

Task 2: How will you integrate biology and physics for stage 4 and 5 students?
lenses, light and photons, waves, how light travels through the eye, reversal of image via focal point, rods cones on retina, reflection.

Different types of models help students to realise scientific conceptions as well as develop further questions. Models can always be added to or eliminated based on conceptual understanding.

A model could be the engagement for the students in which they have to undergo independent learning to comprehend the model, OR students develop their own model to explain their understanding. 

Shows how they think and make links between concepts to make an overall conceptual. Teacher can intercept and correct student understanding based on their model.

How can you make sure individual students learn concepts properly?  
By creating their own individualised models, after multiple feedback and assessment.

What are your strategies to include diverse students (academically low ability students, non-native English speakers, etc) in your classroom?
Models with symbols help students to visualise and demonstrate their own understanding. Physical models also engage students again to show their own understanding and to communicate ideas.  

Great tool to use for complex fast experiments. Allows students to determine stats and compare multiple sets of data. 
Makes experiments easier. 
Less skills base - suitable for stage 6 not stage 4 & 5
Easy to learn.
Incorporate 20 min of intro (assume working scientific knowledge)

Rates of reaction, pH calculation of river water (depth study), conductivity, light absorption, detect gases

Q2. what formative assessment technique may help you to monitor students’ conceptual understanding stages or explanatory modeling process? 
diagnostic test beginning, throughout at multiple points and at end. 
 

Q3. How will you provide high quality feedback based on assessment technique/s you have chosen to use to assist students in their learning challenges? 
- comments
- conversation feed

Q2. As a teacher what role will you play in identity verification in your students? How will they affect own identity verification? 

Teachers promote equality of students letting them be aware that they are all equal learners and all have the ability to learn. Teachers also individualise students based on their own culture making them feel special. Teachers link content to students interests and culture to validate student identity.

Q1 What are the things (he said) about educational research that all of you agree?

- the way he described student learning. 
- that animation and words and images work together to help students to develop understanding 
- how learning is limited by the students, as learning occurs in their head. 
- how there isn't one correct way to teach, that multiple mediums work together. 

Q2 What are the things (he said) about educational research that may not be conclusive?

- generalisations regarding overall student ability, achievement and motivation levels. 
- no mention of catering for different levels of learning - differentiation and catering for student learning needs

2. What approaches have been used by the chemistry teacher to enhance the requirement for higher order thinking/processing in the assessment task? 
- research based 
- prepare before
- create model and video

3. Considering the approach taken in designing the assessment task, how long do you think it would take for the task to be completed? 
- Weeks 

4. For an assessment task that takes more than two to three periods to complete, what would you include in the task documentation to support students to remain organised throughout the task?
- constant scaffolding 
- feedback 
- questionnaire weekly to check in where they are up to 
- first in best dressed compound choice

My mum is a maths teacher and has inspired me to become a teacher (just in a different field). From an early age, I set up a classroom in my toyroom and made all my friends play 'teacher' with me. I have always known I wanted to be a teacher, and my love for science has made this transition easy. Starting my university degree in Science made me think I may not follow my teacher dream and become a Scientist. In my third year I obtained a job as a teacher's aide, which resparked my want to be a teacher. 

Being an aide helped me to find my science teacher identity, by always being passionate about what I teach, and I want my students to obtain this passion. I want to always inspire and develop my student's interests in various Science aspects. It is my aim as a teacher to produce the future scientists of Australia and to always provide support and encouragement to my students. I believe all students can learn no matter the learning needs or difficulties, and I will always adapt and accommodate for my students. As a Science teacher, not only am I a Scientist, but also a teacher, in which I keep up to date with Scientific discoveries and new educational theories, and conduct my own investigations into student understanding of science.