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Murcia, Karen – Teaching Science, 2013
Nanotechnology is guided by the assumption that with the ability to shape or re-shape at the molecular level, we could manipulate the physical world. Some speculate that this ability will be the beginning of the next technological revolution. Hence, an aim of secondary science education should be the development of scientifically literate citizens…
Descriptors: Secondary School Students, Student Attitudes, Science Curriculum, Curriculum Development
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Brown, Jeff; Murcia, Karen; Hackling, Mark – Teaching Science, 2013
Multimedia technologies such as Slowmation can be used to enhance curriculum resources and support innovative teaching methods. This case study research of a rural multi-aged class of primary science students included analyses of classroom captured video and interview data from a term long module on Astronomy. The study explored how students'…
Descriptors: Multimedia Instruction, Multimedia Materials, Technology Uses in Education, Teaching Methods
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Hackling, Mark; Murcia, Karen; Ibrahim-Didi, Khadeeja – Teaching Science, 2013
Video-based classroom research is opening-up exciting new insights into how teachers generate productive opportunities for student engagement in quality learning. This research reveals the extent to which effective teachers draw on a range of multimodal representations of science phenomena and learners must use these as semiotic resources for…
Descriptors: Astronomy, Science Instruction, Instructional Materials, Material Development
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Hackling, Mark; Smith, Pru; Murcia, Karen – Teaching Science, 2011
Managing classroom discussions that maximise learning through the phases of inquiry in primary science requires a rich repertoire of teacher knowledge and skills. Twelve teachers participated in a professional learning program focussed on building teachers' knowledge, confidence and self-efficacy for managing classroom discourse and using puppets…
Descriptors: Puppetry, Classroom Communication, Teacher Characteristics, Self Efficacy
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Hackling, Mark; Smith, Pru; Murcia, Karen – Teaching Science, 2010
A key principle of inquiry-based science education is that the process of inquiry must include opportunities for the exploration of questions and ideas, as well as reasoning with ideas and evidence. Teaching and learning Science therefore involves teachers managing a discourse that supports inquiry and students engaging in talk that facilitates…
Descriptors: Science Education, Inquiry, Science Instruction, Instruction
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Murcia, Karen – Teaching Science, 2010
This paper reports on exploratory research that examined how students learn Science with an interactive whiteboard. In this study, the IWB was found to support a range of multimodal representation types including verbal, graphic, tabular, mathematical, pictorial and kinaesthetic. The affordances offered by the technology are discussed in this…
Descriptors: Educational Technology, Classrooms, Technology Uses in Education, Primary Education
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Murcia, Karen – Teaching Science, 2009
Understanding and evaluating reports of science in the media is frequently stated as an attribute of a scientifically literate person, with some researchers suggesting it should be fundamental to any study of scientific literacy. Constructive engagement with science news briefs requires individuals to understand the terms used, take a critical…
Descriptors: Scientific Research, Scientific Literacy, Social Environment, Evaluation
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Murcia, Karen – Teaching Science, 2008
Developing scientific literacy drove the teaching and learning experiences provided to pre-service primary education teachers. Interactive whiteboard (IWB) pedagogy was used to engage and motivate these students' to explore science's role in making sense of our world and to understand key scientific concepts. Active science learning connected to…
Descriptors: Science Activities, Primary Education, Hands on Science, Scientific Concepts