Level 6: Nature of science course
The students
Our school starts at year 11. As the year 10 students come mostly from one feeder school where the students are grouped in four different whānau, with no common curriculum, we could not assume any recent knowledge on any aspect of level 4–5 science. We based our course around the nature of science strand to address the possible difference in students’ background learning from year 10.
The three themes we used were:
- Why trust science?
- Being a scientist
- Making meaning using models in science.
As we did not see the students until February, we could not find out about their interests. We countered this by providing a lot of choice within the programme within the three themes.
In the second half of term 3 the students were able to choose between physics and biology. The teachers needed to tailor the learning to the students as they learned in different ways, both between the two subject areas and within the one class.
The nature of science focus also provided good links.
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Theme 1: Why trust science?
Focus areas
- Exploring issue-based science (understanding in science, participating and contributing). Please provide some examples as a “warm up” activity.
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Questioning and evaluating scientific research; the process of peer review.
When presented with scientific claims, the students were challenged to ask questions in order to evaluate the process used to collect the data. They also developed research skills (investigating in science and communicating in science).
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Identifying science ideas in text and other forms of communication.
We introduced poster presentations as a way for scientists to present their knowledge (communicating in science). Introduce ICT skills as well, as an alternative because we must not lose sight of e-learning.
Assessment
Students were asked to choose one of three different research assessments:
- AS90926 Biology 1.2: Report on a biological issue (3 credits, internal)
- AS90931 Chemistry 1.2: Demonstrate understanding of the chemistry in a technological application (2 credits, internal)
- AS90936 Physics 1.2: Demonstrate the physics of an application (2 credits, internal)
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Theme 2: Being a scientist
Curriculum focus
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Exploring different methods for collecting evidence to answer questions. Please explain what these different methods are – say and display!!!
All students learned how to conduct fair tests and pattern-seeking investigations. This helped them to understand that different scientific methodology is needed for different situations (investigating in science).
Developing and carrying out a reliable and valid investigation and processing data to find answers that are relevant to real-world problems.
Students learned how to write a report of a scientific investigation (investigating in science, communicating in science).
Such reports must reflect Māori- and Pasifika-rich contexts so that they are accessible for these students. A scientific literacy focus is also involved, because students need to know very explicitly how to write a report.
Lisa Delpit’s work on codes of power and pedagogy suggests literacy strategies for creating language learning that is Māori and Pasifika friendly.
Delpit, L. (1988).
“The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children”. Harvard Educational Review, 58(3), pp. 280–289.
- Developing an understanding of the scientific knowledge relevant to a purpose – that is, the investigation (understanding in science).
Assessment
All students chose one investigation into sound and one in biology or chemistry:
- AS90925 Biology 1.1: Carry out a practical investigation in a biology context (4 credits, internal)
- This was a pattern-seeking investigation at the beach.
- AS90930 Chemistry 1.1: Carry out a practical chemistry investigation (4 credits, internal)
- Students conducted a fair test on rates of reaction.
- AS90942 Science 1.3: Investigate the implication of wave behaviour in everyday life (4 credits, internal)
- Students had a choice of two investigations: “Do mp3 players affect hearing?” or “Does the school put our hearing at risk?” (exploring a noisy cafe and workshop). Provide specific criteria so that students are able to transfer their skills in an assessment focus.
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Theme 3: Making meaning using models in science
Focus areas
- Developing an understanding of how scientists use models to explain aspects of the world around us. Students could choose physical, conceptual, or mathematical models (investigating in science).
- Evaluating models for strengths and limitations (communicating in science).
- Relating models to classification systems (understanding science).
- Using models to develop an understanding of science ideas.
Assessment
All students were assessed in chemistry and one other standard selected from:
- AS90929 Biology 1.5: Demonstrate understanding of biological ideas relating to a mammal as a consumer (3 credits, external)
- AS90933 Chemistry 1.4: Demonstrate understanding of aspects of selected elements (4 credits, external)
- AS90937 Physics 1.3: Demonstrate understanding of aspects of electricity and magnetism (4 credits, external)
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How does this learning lead to courses in the senior school?
As our student numbers are small, at present we offer NCEA level 2 courses in physics, chemistry, and biology only.
The level 7 physics course is probably the most closely linked with the skills developed at level 6. It utilises the scope of the physics internal standards to their limits. Students conduct open-ended investigations. A large number do video analysis, which is quite different from the traditional fair testing methods typical in physics and also uses some qualitative comparisons. About a third of the students are doing project for the silver section of the CREST award scheme.
The level 7 biology course is using a straightforward approach this year, but will include a camp to build on the NoS skills and attitudes developed in year 11. Our hallways were covered with scraps of yellow paper to represent buttercups. Students practised sampling using interrupted belt transect methods, comparing trampled areas (the main corridor) with untrampled areas (an unoccupied section of the school). The potential is there for engaging students in biology learning. We hope to include projects for the CREST scheme in the biology course next year.
The level 7 chemistry course is limited by the standards, which are very prescriptive (for example, no group work is allowed for investigations). As a result the course content is fairly traditional, although we are working on developing the key competencies significantly in all our courses.
Learn more:
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CREST award scheme
CREST is an international award scheme that aims to encourage creativity and problem solving in science, technology, and environmental studies.
Last updated December 17, 2012
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