The transformative potential of engaging in science inquiry and design-based challenges: the ATSE Wonder of Science Challenge
Conference Contribution ResearchOnline@JCUAbstract
Well-documented declines in student participation in Science, Technology, Engineering and Mathematics (STEM) in schools are regularly linked to perceived inadequacies in both the science curriculum and teachers' self-efficacy for teaching science inquiry. In 2012, the Australian Academy of Technological Science and Engineering (ATSE) Wonder of Science Challenge pilot focused on these concerns. Students in 15 schools across northern Queensland, Australia, were provided with a design- or inquiry-based research problem. The Challenge required student teams to conduct research and present their findings at a regional student forum. This paper presents a case study of the experiences of one primary teacher – Mr Matthews – and his students. Analysis of interview and survey data revealed improvements in students' attitudes towards science-related careers, increased motivation and ownership of the inquiry process, and developed depth of science knowledge and understanding. For Mr Matthews, his participation in the Challenge enhanced his confidence in developing his students' science inquiry skills, and he reported plans to transform his teaching and assessment practices. Evidence from the case study suggest that the design and inquiry underpinnings of the Challenge created a transformative space to support and enhance students’ move from participation in teacher led-school science to making a 'shared' contribution to their science learning experiences.
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44th Annual ASERA Converence
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1
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Wellington, New Zealand
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Australian Science Education Research Association
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Wellington, New Zealand
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