– Knowledge Bank Case Study –
Contact details
Jason Bysouth
Weeroona College Bendigo
Ph. 5443 2133 Fax.5442 7641
Title
How can we reinvent the way science is taught and learnt to improve engagement and student outcomes.
Abstract
This project investigated the effect of negotiated curriculum and project based learning on engagement and student outcomes. Over two semesters I implemented a project based learning elective titled Myth-busters that allowed students to investigate, research and negotiate projects that they were interested in. Throughout this process students were engaged and a number of teaching, planning and implementation resources were developed.
Key words
Negotiated Learning, Self Directed Learning, Science by doing, E5 Instructional Model, Myth-busters, KWL (What I Know, What I want to Know, What I Learnt) PMI Checkpoint, Work Rating Continuum, Rubric, Weekly Planner, Focus Questions, Myth-busters Student Booklet, Immersion Activities, Risk Assessment,
1. Introduction
At Weeroona College there was a lack of student involvement and engagement in science. Student numbers in electives were well down. To resolve this problem a student directed negotiated science elective was developed, which aimed to increase student engagement and introduce science to students who had traditionally not considered science as a pathway. A key message that came through this study was student directed learning or negotiated learning still required considerable structure from the teacher.
2. How did the idea for the project come about?
The idea for this project was developed as a result of two things. The first was an experience I had in a mathematics class where I was able to see a significant improvement in student outcomes as a direct result of allowing students to negotiate their investigations and projects. The second reason this project came about was there had been a steady decline in the number of students electing to study science and I wanted to investigate a way that I could encourage student interest in science and encourage the idea of learning science by doing. There had also been a discussion amongst science staff, about how we could engage students with interesting subject titles such as ‘slice and dice’ etc. that lead to the naming of the elective. I realised that students were already engaging with the SBS television science program Myth-busters and therefore thought if we could replicate some of this in the classroom part of my job would already be done.
3. Why was this project important?
This project allowed students to see links between what they do in the classroom and how these relate to understanding our world. This project aimed to increase student interest in science and improve outcomes. It was also a unique opportunity to trial new and innovative ways of delivering curriculum in alignment with the initiatives involved with the Bendigo Education Plan. It allowed staff to observe and become involved in what was a non-traditional method of curriculum delivery and enable them to reflect on their own teaching practices.
4. What was done/what was produced?
As a result of completing this project there were many different resources produced. Some resources were specific to teaching and running the myth-busters elective, while others were more general and could be utilised by staff across the whole school. The resources produced included: Student handbook for developing scientific inquiries, PMI Checkpoint, Work rating continuum, Rubric outline for meeting, Teacher Criteria Card (See Appendix 1), Student weekly planner (See Appendix 2) Myth busters E5 instructional Model (See Appendix 3), Project based learning planning Sheet, A large range of immersion activities, a large number of resources, , a new elective titled “Sport Science” (taught semester 2, 2008) (See Appendix 4), an integrated unit focusing on Genetics (See Appendix 5), a curriculum pathways map of levels 5 & 6 at Weeroona College and a template for students to develop integrated inquiries (See Appendix 6), and an Inquiry planner (See Appendix 7)
5. What was innovative about the project/practice?
This was a totally new way of teaching science at this school. It enabled students to select scientific investigations or passions that they have and develop an inquiry or investigation based on these interests. This allowed students to relate what they already understood or are interested in to things that we wanted them to learn or understand in the science curriculum anyway. It also allowed students to integrate the curriculum, incorporating areas such as Maths, Humanities and P.E., making it more relevant to the student, therefore enhancing engagement.
6. How did you measure its impact on teaching and learning? What was its impact?
Throughout this project it was essential to continually reflect and assess how various aspects of the unit were going. This refection resulted in the unit being taught in a significantly different manner during semester 2 when compared to semester 1.
A student booklet was developed to allow students to develop their ideas for inquiries and to give the teacher a clear indication of where students were up to and what they were doing at any given time. As well as this students were required to complete 2 PMI checkpoints with their teacher, complete 3 work rating continuums and develop a presentation that was assessed against a rubric (See Appendix 1)
Completing these activities in a handbook and ensuring each student was responsible for it allowed me to easily identify where students were up to and what they should be doing at any given time. It also identified the students that required additional support and encouragement.
7. What went well & why? What didn’t work so well? How did you deal with these issues?
It was fortunate that the myth-busters elective was only run for a semester length period of time. This allowed the opportunity to reflect on what worked well and what did not. Of course I was able to learn significantly more from my failures rather than my successes. I found that a semester is a very long period of time for this type of work and that I needed to include many teacher directed activities to keep students focussed. Students were extremely demanding of my time and required a number of different resources at any given time. To deal with this I was forced to develop a prac request form (see appendix 8) and a protocol that students were required to follow to get the required materials.
8. What are your future plans i.e., is the project/practice ongoing? How?
On the basis of improved engagement and increased student interest in science the Myth-busters elective is going to run again next year. There has been a significant amount of interest in this program and as a result it is anticipated that this method of teaching will be incorporated into core science and many other learning units that involve inquiry. Many of the teaching resources developed for the myth-busters elective have been modified to become more generic planning and tracking tools.
9. References and Appendices
Appendix 1
Mythbusters Science Elective
Weeroona College Bendigo
Year 10
2008
Name:
Form:
Name: Class: Mythbusters School: Weeroona College
What do I already know about science and what do I want to learn more about?
§ Biological
§ Earth
§ Forensic
§ Chemical
What have I learnt mythbusters need to do in order to explore myths?
Ok…
You are now ready to be a mythbuster. You will now need to select a question/hypothesis to investigate using the scientific process.
You will need to create an investigation that is supported by an experiment or hands on data collection.
You will demonstrate your understanding of science, how to design an experiment and report on and explain your findings.
So…..
What new Myth /Scientific area will I investigate?
These are ideas I want to inquire about…
My inquiry involved:
Chatting to these 2 people______, ______
Visiting these internet site ______
Reading these books______
Seeing/hearing this ______
Quick chat with the teacher______
MY MYTHBUSTER QUESTION IS …
Individual Student Investigation Contract
I ______, agree to complete my investigation and present my findings
______.
In order to complete my investigation I agree to meet the following non-negotiable criteria…
· Attend 2 conferences with my teacher and complete PMI.
Dates ______, ______
· Attend a conference with my support group and complete PMI
Date ______
· Complete 3 work rating continuums
Dates ______, ______, ______
· Complete Finding Out
______
______
· Complete 2 from Recording and Sorting
· Complete reporting, scientific report and 1 other – (presenting my understandings so others can learn from them.)
______
Signed…
Scientist’s signature ______
Parent’s signature______
Teacher’s signature______
Your Investigation
You will be conducting an investigation in order to answer your
MYTHBUSTER QUESTION
You may want to consider:
What constitutes an experiment?
Change over time?
What happens when you …
-add
-take away
-change a part of
- measure
-observe in a new way
-
-
-
-?
How does your investigation connect to other findings in science and the real world?
My hypothesis is
Finding Out
How will you find out?
1. Experiment / data collection
· Complete a daily observation chart or graph findings
· Conduct tests or experiments to collect information
· Create a time line to demonstrate your findings in chronological order
· other
2. Additional research- choose one of these methods
· Books
· Internet
· Interview an expert
· Video
· other
Recording and Sorting
Select two…
· Start a reflective journal· Venn diagram the results
· Create a cause and effect wheel
· Design a fish bone
· Graph your information/ results
· Keep a log book / · Take some photos and attach captions
· Draw and Label your findings
· Graph
· Spread sheet (EXCEL)
· Visual organiser
· other
Reporting
You must prepare a scientific report on your findings.
Your report must include:
· Title· Aim
· Hypothesis / · Materials
· Method
· Results / · Discussion
· Conclusion
You must support your report with at least one of the following;
· Talk/ speech· Model
· Experiment demonstration
· Video / · Visual representation
· Photos
· other
1
Appendix 2
Weekly Planner
Week / Session / What I will achievethis session / Achieved
√ / X
Yes / No / What I will have completed
by weeks end / Achieved
√ / X
Yes / No / Signed
1 / 1
2
2 / 1
2
3 / 1
2
4 / 1
1
Appendix 3
CURRICULUM PLANNER: TEACHER VERSIONINQUIRY QUESTION / TITLE OF UNIT
Myth Busters
Research question:
How can we reinvent the way science is taught and learnt to improve engagement and student outcomes
Focus:
The effect of negotiated curriculum and project based learning on engagement and therefore outcomes for science.
YEAR / DURATION
Year 10 / 20 Weeks (1 Semester)
THROUGHLINES / Students negotiate investigations and manage their own learning.
Students learn how to discover and learn new concepts
FOCUS QUESTION(S) /
‘Curriculum Framing Questions
Essential Question:Higher order questions, underlining reasons why we are investigating this unit of work
How can I investigate this better?Unit Question:
Higher order thinking questions
How do I go about busting these myths?What do variables have to do with the outcome of experiments?
Content Question
What students need to learn/know?
How do I write up a practical report?What safety considerations do I need to consider?
What is a risk assessment?
What myths would I like to bust?
BIG IDEAS / UNDERSTANDINGS /
Teaching and Learning Strategies- including higher order thinking
This unit is an elective aimed at students who are in year 10. It is a project based unit that will run for one semester (approx. 20 weeks). Initially students will be introduced to the importance of accurate procedures in the science classroom. This will be achieved by completing a number of practical investigations that require students to obtain relevant information and understand what they are required to do with this information (i.e. how they can use it). Students will be encouraged to explore variables and the effect they have on the outcomes of their experiments. Once students have demonstrated a satisfactory knowledge of experimental design they will be encouraged to come up with something that they wish to investigate. This should be something that they are interested in and can come from any of the scientific fields (e.g. Biology, chemistry, physics, etc). Students will then be required to complete a proforma describing what they want to look at, how they are going explore it and finally how this is then going to be presented. This must be completed and discussed with the teacher prior to the commencement of their investigation. Assessment will examine Practical write-ups, proforma, scientific knowledge and application, originality of their ideas and their ability to see a project all the way through.VELS
DISCIPLINE BASED LEARNING DOMAIN(S) / ELEMENTS OF STANDARDS AND LEARNING FOCUS
Science Knowledge and Understanding / At Level 6, students explain the behaviour and properties of materials in terms of their constituent particles and the forces holding them together. They explain how similarities in the chemical behaviour of elements and their compounds and their atomic structures are represented in the way the periodic table has been constructed. They use the periodic table to write electronic configurations for a range of elements representative of the major groups and periods in the periodic table. They use atomic symbols and balanced chemical equations to summarise chemical reactions, including neutralisation, precipitation and combustion. They identify and classify the sources of wastes generated, and describe their management, within the community and in industry. They use a specific example to explain the sustainable management of a resource.
Students explain change in terms of energy in a range of biological, chemical and physical contexts. They demonstrate the link between natural selection and evolution. They explain the role of DNA and genes in cell division and genetic inheritance. They explain how the coordination and regulatory functions within plants and animals assist them to survive in their environments. They explain how the action of micro-organisms can be both beneficial and detrimental to society. Students apply concepts of geological time to elaborate their explanations of both natural selection and evolution, and the origin and evolution of the Universe. They give both qualitative and quantitative explanations of the relationships between force, mass and movement.