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Price, Colin – Teaching Science, 2019
This article proposes an evidence-based and engaging approach to teaching the mechanisms driving the movement of tectonic plates that should lead high school students towards the prevalent theories used in peer-reviewed science journals and taught in universities. The methods presented replace the inaccurate and outdated focus on mantle convection…
Descriptors: Evidence Based Practice, Plate Tectonics, Science Instruction, High School Students
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Lonergan, Robyn; Cumming, Therese M.; O'Neill, Susan C. – Teaching Science, 2019
Inquiry-based learning (IBL) is a requirement of school science education in Australia. Numerous student-centred strategies have been referred to as inquiry-based teaching (IBT), resulting in a lack of understanding of the exact nature of inquiry-based science learning within the science teaching profession. This article describes three essential…
Descriptors: Science Instruction, Inquiry, Foreign Countries, Teaching Methods
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Preston, Christine – Teaching Science, 2019
Through Preschool and Foundation Level, children are confident in their knowledge about rocks. Five- to six-year-olds have firm ideas on what they consider rocks are and where they might be found (Preston, 2018). With the exception of children who are avid rock collectors, such knowledge usually comprises general, inconsistent ideas formed from…
Descriptors: Geology, Science Instruction, Inquiry, Active Learning
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Preston, Christine; Blowe, Jacqueline – Teaching Science, 2019
Foundation Year children are often excited about learning to read. Some 5- to 6-year-olds with well-developed literacy skills begin to read chapter books. Like older children and adults, they cannot read the whole book in one sitting. The learning experience described in the article provides an example of how the properties of materials…
Descriptors: Creative Activities, Foreign Countries, Elementary School Students, Science Instruction
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Gordon, Tom; Georgiou, Helen; Cornish, Scott; Sharma, Majula – Teaching Science, 2019
Smartphones are increasingly used in schools to achieve a number of educational outcomes; from developing measurement skills to enabling collaborative learning. When used as a measurement device in science classrooms, a few questions emerge. How good are the measurement capabilities of smartphones? Can smartphones lead to a more positive learning…
Descriptors: Telecommunications, Handheld Devices, Educational Technology, Technology Uses in Education
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Sullivan, Tiana; Slater, Ben; Phan, Judy; Tan, Amanda; Davis, James – Teaching Science, 2019
The present study provides an illustration of how m-learning may be applied in school science contexts while simultaneously evaluating the accuracy and reliability of mobile phone functionality relating to the measurement of sound. The aim of this study is to report on the use of mobile phones as data collection tools in the context of a science…
Descriptors: Electronic Learning, Educational Technology, Science Instruction, Elementary School Science
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Cornish, Scott; Yeung, Alexandra; Kable, Scott H.; Orgill, MaryKay; Sharma, Manjula D. – Teaching Science, 2019
This article describes how the Advancing Science and Engineering through Laboratory Learning (ASELL) Schools program was developed. ASELL School's directive is to facilitate the embedding of inquiry-based learning in secondary school classrooms through workshop-based teacher professional development (PD). The approach of ASELL Schools is to…
Descriptors: Secondary Education, Workshops, Secondary School Teachers, Faculty Development
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Preston, Christine – Teaching Science, 2019
Where does our food come from? Such a question may be difficult for some children to answer, especially those living in a city apartment devoid of a backyard with a vegie patch or fruit trees. This article describes a learning experience designed to encourage Year 1 children to think about the foods that humans obtain from plants. The learning…
Descriptors: Science Instruction, Plants (Botany), Grade 1, Elementary School Students
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Whannell, Robert; Quinn, Fran; Taylor, Subhashni; Harris, Katherine; Cornish, Scott; Sharma, Manjula – Teaching Science, 2018
Australian science curricula have promoted the use of investigations that allow secondary students to engage deeply with the methods of scientific inquiry, through student-directed, open-ended investigations over an extended duration. This study presents the analysis of data relating to the frequency of completion and attitudes towards long…
Descriptors: Science Instruction, Inquiry, Secondary School Students, Secondary School Science
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Cross, Joseph; Garard, Helen; Currie, Tina – Teaching Science, 2018
DNA barcoding is increasingly being introduced into biological science educational curricula worldwide. The technique has a number of features that make it ideal for science curricula and particularly for Project-Based Learning (PBL). This report outlines the development of a DNA barcoding project in an Australian TAFE college, which also combined…
Descriptors: Genetics, Teaching Methods, Science Instruction, Foreign Countries
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Preston, Christine – Teaching Science, 2018
Magnifying objects can foster wonder in young children because they can make new observations of familiar things. This activity helps children explore common substances and familiar materials using a magnifying glass. Magnification can help people observe living things more closely providing a link to the work of scientists and the magnifying…
Descriptors: Science Instruction, Laboratory Equipment, Young Children, Science Activities
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Rizik, Nadya; Taylor, Subhashni; Taylor, Neil; Sharma, Manjula – Teaching Science, 2018
Energy is one of the most complex yet central concepts taught in schools and is featured in the Australian Science Curriculum, as one of the six key organising ideas (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2015). The literature portrays a multitude of complications associated with teaching energy (see Millar, 2005 for a…
Descriptors: Foreign Countries, Energy, Science Instruction, Scientific Concepts
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Lisec, Jacinta; Dezuanni, Michael – Teaching Science, 2018
Through the science curriculum, teachers can use students' passion for screen content to motivate them to explore innovative new ways to bring their science learning to life through video making. Communicating science concepts using multimodal literacies can be a particularly powerful way for students to learn about science, especially when they…
Descriptors: Video Technology, Foreign Countries, Science Instruction, Scientific Concepts
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Mooed, Azra; Kaiser, Susan – Teaching Science, 2018
Most international curricula require students to develop conceptual and procedural understandings along with developing an understanding about the nature of science. Moreover, science education endeavours to produce scientifically literate citizens capable of making informed decisions about the social-scientific issues in their everyday lives;…
Descriptors: Science Instruction, Relevance (Education), Teaching Methods, Student Interests
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Preston, Christine – Teaching Science, 2018
If you think physics is only for older children, think again. Much of the playtime of young children is filled with exploring--and wondering about and informally investigating--the way objects, especially toys, move. How forces affect objects, including: change in position, motion, and shape are fundamental to the big ideas in physics. This…
Descriptors: Science Instruction, Teaching Methods, Toys, Physics
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