Science education in Australia, including an

evaluation of effective teaching strategies in

Science

By: Eulogius Couronne

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Introduction

Scientific skills are within each and every individual since birth and we start using them at

the very moment that we begin to explore our immediate surroundings (Kaan & elikler,

2017). The authors go further by stating that science education is so important that it needs

to be given a very special consideration at a very young age, before being negatively

affected by external factors.

When we think of the past, back to the period when the Soviet Union launched Sputnik into

the space, science education in Australia did not receive much attention from the

government and scholars (Kaan & elikler, 2017). As from 1963 science education received

a boost up through the decision of the government to provide financial support to

laboratories and high school (Clark, 2017).

Science education in Australia

Observations from around the world note that the number of students taking science at the

secondary level is decreasing and Australia is not an exception (Woods-McConney,

2014;Whannell, 2015). Furthermore, Thomson, De Bortoli, and Buckley (2013) highlight in

their report that Asian countries such as Shanghai and Singapore are outperforming

Australian students in international test such as PISA (Program for International Student

Assessment) and TIMSS (Trends in International Mathematics and Science Study). In

addition to these problems, Woods-McConney et al. (2014) bring our attention to the issue

of under-representation of females in science related fields at school and in professional

domain.

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When attempting to better understand and address the issues mentioned above, most

researchers target the following factors: teachers professional development, curriculum

reforms and students engagement (Treagust, Won, Petersen, & Wynne, 2015). One of the

results to address quality teaching has been the creation of The Australian Institute for

Teaching and School Leadership (AITSL). AITSL has set specific standards to ensure that the

country has capable teachers and school leaders who can promote success and equity

among young Australian students (AITSL, 2011)

Another important institution which also deals with the issue is the Australian Curriculum,

Assessment and Reporting Authority (ACARA). By elaborating concepts that need to be

taught and assessed it makes sure that there is consistency in terms of what Australian

students need to learn according to their age group (Treagust, 2015).

Teaching strategies in science education can be considered as propositions as defined by

Schroeder, Scott, Tolson, Huang, and Lee (2007) that can support learners in developing

science literacy. Research studies show a wide variety of effective science teaching

strategies. However, there are three strategies that are repeatedly mentioned in different

research literacies: (i) Instructional technologies, (ii) collaborative learning and (iii) Inquiry

strategies.

Teaching strategies

The integration of instructional technologies, as a teaching strategy, is one that has been

favoured by different researchers (Cheung, Slavin, Kim, & Lake, 2017; Johnson, Zhang, &

Kahle, 2012; Schroeder et al., 2007). Cheung et al. (2017) state that the use of different

forms of instructional technologies has the ability to better engage learners. The advantages

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of the strategy have been listed as follows: (i) providing learners with personalised

instructions according to their needs (ii) simulating or demonstrating scientific processes

that would not be possible otherwise and (iii) providing immediate feedback to students

responses.

Collaborative learning where students work in groups or in pairs has also been reported as

an effective leaning strategy (Johnson, Zhang, & Kahle, 2012; Schroeder, Scott, Tolson,

Huang, & Lee, 2007). Schroeder et al. (2007) posit that their research has found that when

learners are grouped in terms of mixed learning abilities or grouped to work on inquiry

projects, learning gain has been considerable.

Inquiry strategies which is a shift from teacher centered to learner centered approach has

also positive outcome for science learning (Cheung, Slavin, Kim, & Lake, 2017; Johnson,

Zhang, & Kahle, 2012; Schroeder et al., 2007). Through Inquiry strategies learners can work

on their own or with the guidance of their teacher to investigate scientific concept or

processes in a manner that make science meaningful and relevant (Cheung et al., 2017).

Johnson et al. (2012) point out that even though evidence shows the positive impact that

such strategies can bring to science classroom, some teachers are reluctant to apply such

strategies. Assessment methods focussing on memorisation of science facts could be one of

the roadblocks for those teachers.

Conclusion

The importance of science education is such that it is relevant for each and every one of us

despite the fact that we are professionally engaged in science related fields or not. The

knowledge and skills that it allows us to acquire help us to make informed choices in our

daily life. Policy makers in Australia have recognised the importance of having a scientifically

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literate society and have taken measures to empower future generations through different

measures. Nevertheless, the current situation is such that there are still critical issues and

challenges that need to be addressed. By encouraging teachers to adopt teaching strategies

that are evidence in their classes, may have a positive impact on promoting scientific

literacy for all Australian students.

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