Table of Contents

Part 1: Linking Theory to Practice 1. Becoming Explorers of Our World: The Purpose of Science Education What is science education really for?Supporting our young explorers in our classroomsFocus upon meaning in secondary scienceLinking theory to practice in science education2. Making Connections with the Students’ World What are students’ worlds?What the students already knowWhere does the knowledge come from?What if their knowledge is wrong? Misconceptions/alternate viewsHow students learnContemporary theories and practicesOpening up science to all studentsHow students like to learn scienceTeachers’ concerns about students learning in science3. From Curriculum to Pedagogy What are students’ worlds?What the students already knowWhere does the knowledge come from?What if their knowledge is wrong? Misconceptions/alternate viewsHow students learnContemporary theories and practicesOpening up science to all studentsHow students like to learn scienceTeachers’ concerns about students learning in science4. What is Science? What do the introductory stories tell us about science?The place of science in learners’ worldsWhere did the science we teach today come from?Using stories to explain the history of our understanding of scienceWhat makes science different from other ways of knowing?How does science interact with technology? So how should we teach science?5. Engaging students in science Engagement and scienceWhat is engagement?The link between engagement and motivationEngagement and academic successFactors affecting engagementBarriers to engagement in school scienceModels of teaching science that lead to engagementConnecting with students to enhance engagement6. Planning for Engagement What effective teachers of science doPlanning for scope and sequenceHow to get startedStrategies for engaging students7. Science, literacy and the integrated curriculum The role of language in science education Literacy and literacies in scienceWhat teachers need to know about reading and writing in scienceReading for understanding Writing to learnDo we need to use the big words? Linking literacy skills with science understanding8. The what, why, who, when of assessment and reporting What is assessment?Difference between `assessment’ and `grading’Students’ views of assessmentWhy assess?The debate over assessment `of’, `for’ learning and assessment `to’ learnTypes of assessmentWhat should assessment include?Complex issues that surround assessment9. Science, technology, environment and society: where to from here?What’s next for science education?Net geners, millennials or generation M2?The future of science in schoolsThe challenge of emerging technologiesMobile, immersive and augmented realitiesPart 2: Exploring the World Through Experiments SherbetCrash TestingElectric CircuitsStory of a HamburgerShadows

About the Author

Dr Robyn Gregson is a lecturer and course advisor in the School of Education, University of Western Sydney, a position she has held for over 10 years. Prior to her appointment at UWS Robyn taught Science, Maths and literacy in NSW primary and secondary schools. Robyn completed a doctorate in science literacy in 2004 and has since been teaching in Primary and Secondary Master courses in science, literacy, pedagogy and special education. Her research interests include engagement in science and scientific literacy.