allow students to transfer information to teachers in an informative way

Authoritative Discourse
'when attention is focused on just one point of view.' (2)

Role Play
'Helps us understand the powerful influence that existing conceptions have on students' construction of meaning and their provides students the opportunity to act and demonstrate their scientific understanding of a topic

Representations
'are the means by which we understand, and communicate our science understanding (3)

Transmissive Teaching

involves giving student direct and informative processes to follow has a clear idea and directs students 'provides opportunities for students to develop learning outcomes that contribute to scientific literacy.' (1)

Laboratory work
enables students to develop and find a sense of the nature of science

Directed Inquiries

responses towards a certain answer

Constructivist teaching and learning approach

learning from classroom activity.' (1) 'Some analogies simultaneously build

Scientific Understanding
'Skills needed to conduct scientific investigations.' (1) assess and provide current student standards

Nature of Science
'science as a way of knowing, or the values and beliefs inherent to scientific knowledge and its development.' (1) students need consistent feedback throughout their explorations through science

Alternative Conceptions

useful understanding and alternate conceptions

Aid to help students gain and express scientific understanding

Scientific Literacy
'The purpose of science education is to develop scientific literacy' (1)

Analogies
'Inquiry tools because analogies use familiar, everyday situations that can be used to explain difficult and abstract ideas.' (1) help student initiate point of views and class discussions

formative assessment
'Providing feedback to teachers and students so that teaching and learning are improved.' (1)

POE (Prediction, Observation, Explanation)

'can be structured around profiles of learning outcomes that are set out in

Dialogic Discourse
'When more than one point of view or idea is considered.' (2) Allows students to engage, explore, explain, elaborate and evaluate as a class 'The science curriculum emphasizes an inquiry based teaching and learning.'(2)

Summative Assessment
'For determining the extent to which students have achieved learning outcomes.' (1)

levels and describe a progression in learning.'(1)

Progression Points

e5 instructional model

National Curriculum References

1. Venville , G, Dawson, V, (2004), 'The art of teaching science', National Library of Australia 2. Hubber, P (2011), 'Learning and teaching science', week 3 notes, Deakin University, ESS44, https://d2l.deakin.edu.au/d2l/ lms/ content/viewer/ main_frame.d2l? ou=79012& tId=1425599 3. Hubber, P, (2010), 'Students' conceptions of science', week 2 notes, Deakin University, ESS444, https:// d2l.deakin.edu.au/d2l/ lms/content/viewer/ main_frame.d2l? ou=79012& tId=1425599 Jessica Brady 210699446

Created using Inspiration 9 International English Edition by Inspiration Software, Inc.