In 2011, Sir Peter Gluckman released his report, Looking ahead: science education for the 21st century. In it, he noted the need to improve science teaching in primary schools, commenting that there should be an attempt to improve the confidence [my emphasis] of all teachers within primary schools to assist in science and that all primary schools should be […]
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teachers’ reactions to this year’s year 13 Bio exam
This post was originally written for my “other” blog, Talking Teaching. Over the weekend I heard from some very unhappy teachers. As in, teachers – excellent, experienced teachers – who are upset to the point of tears on behalf of their students. The reason for their unhappiness? This year’s NCEA Level 3 (year 13) biology […]
Continue readingwordle & schol bio
One of the things I do at Schol Bio workshops is work with students to identify the key themes that run through the exam questions from year to year. On the macro scale, there are three: human evolution, genetics, and animal & plant behaviour/responses to the environment (with an occasional admixture of biotechnology). At yesterday’s […]
Continue readingslick propaganda has no place in science classroom
Except, perhaps, if it’s used to develop critical thinking skills. But I don’t think that’s what happened on the occasion reported under the headline Creationism taught in science class at Villa Education Trust school: [A student who’d studied at] Mt Hobson Middle School said Darwinism was taught as an unproven theory and students were shown […]
Continue readingscience education in the 21st century – what might it look like?
There's a lot of rhetoric these days around educating students 'for the 21st century', and the need for '21st century skills', while (not always but often) disparaging what is currently taught & how it's delivered. Catherine Kelsey has a good op.ed. on this on the Education Central site, in which she comments on two other […]
Continue readingis there science in reflexology?
I subscribe to the Tertiary Insight newsletter (a great way to keep up with news of what's happening in the tertiary sector). Yesterday's edition included a statement (& a link) about the NZQA's decision to cancel the registration of the Aromaflex Academy. It seems that this Private Training Establishment (PTE) was placed under strict conditions […]
Continue readingtalking about what we should teach
While I was on holiday (Japan – it was wonderful!) – I read Tom Haig's interesting article about 'curriculum wars' over on Education Central, and it reminded me of the concerns I've held for some time that we don't really talk enough about what to teach in our classrooms, be they university-level or in the secondary sector. Several years back […]
Continue readingwhat are the challenges for first-year core science courses?
Prof Karen Burke da Silva was the keynote speaker at Day 1 of the 2017 First-Year Science Educators' Colloquium, held in Wellington. Her topic:Transforming large first year science classes: A comprehensive approach to student engagement. Currently at Flinders University, she's been instrumental in setting up an 'integrated teaching environment' that's seen a drop in withdrawals, […]
Continue readingengagement & experiences in undergraduate science education
At FYSEC2017, Gerry Rayner led a session called "Undergraduate science education in the 21st century: issues, needs, opportunities". Gerry kicked off by commenting that education has a greater impact – on students, teachers, and the wider society in which education systems are embedded – when people work together across a range of disciplines. What are […]
Continue readingdoes science blogging still matter? yes. yes, it does.
That's the premise of an article in Nature (Brown & Woolston, 2018), which I discovered via the excellent Debunking Denialism on Facebook (& if that's not a good example of how various social media are interlinked, I don't know what is). Since mine is a science blog, obviously I was interested in the Nature narrative. Brown […]
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