Where are we with Science Education in New Zealand?
Transcript of Where are we with Science Education in New Zealand?
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Science Education: Where are we now and where are we heading?
Rena HeapThe University of Auckland
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Will Lani’s teenage self choose science?
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Is this the landscape of our science education?
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Or is it more like this?
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There are no seven wonders of the world in the eyes of a child. There are seven million.
Walt Streightiff
Catch them while they’re young
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PISA* mean scores (2009)
- assesses and compares how well countries are preparing their 15 yr old students to meet real life opportunities and challenges.
* Programme for International Student Assessment Science
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Scientific literacy proficiency levels
Source: OECD. (2010). PISA 2009 Results: What Students Know and Can Do: Student Performance in Reading, Mathematics and Science,Vol 1. OECD: Paris.
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PISA – 2009
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Year 5In performance:•relatively low science achievement
lower mean than 29 countries, similar to 3, higher than 17
lower mean than all other participating English-speaking countries
•range of achievement wider than nearly all the high performing countries
& nearly all the countries who tested in English
•relatively high proportion of very low achieversmore very low achievers among Pasifika & Māori than among Pākehā/European & Asian students
TIMMS – Trends in International Mathematics & Science Study – 2010/11
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Distribution of middle primary science achievement in TIMSS 2010/11
OECD mean
We sit here
Source: Adapted from Exhibit 1.1, Mullis, Martin, Foy, and Arora, 2012
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In Year 5In teaching:
•low instructional hours c.f. nearly all countries.
•less emphasis on science investigations
•far fewer NZ primary schools had science laboratories available for use
TIMMS – Trends in International Mathematics & Science Study – 2010/11
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ERO Report, 2012
Education Review Office. (May 2012). Science in the New Zealand Curriculum Years 5 to 8. Wellington, N.Z.
Key findings
Overall Quality of Schools' Science Programmes
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ERO Report, 2012
Trends since 2004 Report
• teachers’ lack of confidence & competence in teaching science
• need for a greater focus on teaching NOS strand
• difficulties in maintaining the integrity of science within an integrated approach
• significantly decreased opportunities for ongoing professional learning development in science
• literacy and numeracy has gained a higher priority
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Sir Peter Gluckman, Chief Science Advisor
Three recent reports:
• Looking ahead: Science education for the twenty-first century (2011)
• Science and New Zealand’s future(2012)
• Interpreting Science: Implications for public understanding, advocacy and policy formation (2013)
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From these - key recomendations
• identify the purpose of science education at different levels of schooling
at all levels: dual need 1) scientifically literate population & 2) professionally qualified science workforce
• develop school – scientific community partnerships
• strategic development of science champions to lead growth of science teaching and learning
• use of modern and novel approaches to develop science education in ways that include low decile, rural & Māori & Pasifika students
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Strengthening engagements between schools and the science community
role of ICT in the engagement
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The potential of science learning
• learning that matters in the real world
• social justice agenda
• can embody all that is best in learning & engagement – creating memorable moments
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Need:Relevant, authentic science learning
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NOT endless boring facts
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not this …… is science
this…So this……
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A science that’s relevant in their world