Presenter Abstracts and Bios

Richard Allan is publisher of the critically-acclaimed student workbooks for Year 11 and Year 12 biology in Australia, as well as similar books for New Zealand, United Kingdom, and the United States. Richard has an MSc in biology and has taught senior biology in New Zealand for 11 years.

BIOZONE Showcase their new Biology Workbooks and Presentation Media (FREE samples)

Biozone’s new 2008 editions of their Year 11 & Year 12 biology student workbooks, will be showcased. See the NEW title: Environmental Science recently added to our Modular Workbook series that already include: Skills in Biology, Health &  Disease, Microbiology & Biotechnology, Cell Biology & Biochemistry, Genes & Inheritance,  Evolution, Human Evolution, and Ecology.  Our Presentation Media titles will be demonstrated:  Ecology, Health & Disease, Genes & Inheritance, Evolution, and Human Evolution.  FREE  samples of the Year 11 & Year 12 workbooks, and a selection from the modular workbooks, will be provided to each workshop attendee.

Mr Alan Allinson is the Director of the Brisbane Girls Grammar School Centre for Science Research and the IOC member for Australia at the International Young Physicists’ Tournament (IYPT). The Centre hosts the IYPT Australia Challenge, an annual qualifying tournament for IYPT. 

Dr Sally Stephens is the Director of Science at Brisbane Girls Grammar School and an Australian Team Leader at IYPT in 1999, 2000, 2001, 2002, 2004, 2006 and 2008.

Physics to fight for! Research, presentation and competition in Senior Physics.

This workshop will introduce the International Young Physicists’ Tournament (IYPT) and promote the benefits of the involvement of students of all abilities from across Australia. It will suggest methods of integrating the problems into the classroom and outline the ways which these problems can provide an extension vehicle for able students. A dynamic and interactive physics fight will be staged involving students from the team that represented Australia at this year’s IYPT competition in Croatia in May.

The IYPT was created in the former USSR to foster scientific research and improve international communication in Physics. It is now an annual competition for teams of high school Physics students from countries all over the world. The teams consist of five students who, several months prior to the competition, are supplied with seventeen complex problems to solve.

The competition promotes real research into authentic problems. The research carried out is open-ended and simple solutions are not available. The students “do science” rather than traditional school laboratory activities and have to utilise higher order thinking skills to make progress. The research takes students away from their comfort zone to try and understand new concepts so that they can incorporate them into their proposed solutions. The validity of the students’ research must be justified and defended against the criticism of their peers in a manner reminiscent to the processes employed by practising professional scientists to publish their research.

At the competition, usually held in a different country each year, the teams present and defend the validity of their solutions against teams from other countries in the “Physics Fights” that form the structure of the competitive element of the competition. Juries consisting of respected physicists and physics teachers rate the teams’ reports and the discussion that those reports generate. Australia won the 20th IYPT in Korea during 2007.

The Brisbane Girls Grammar School Centre for Science Research is the member organisation for the International Young Physicists’ Tournament in Australia. A central element of the Centre is its commitment to host an annual qualifying tournament for IYPT known as the IYPT Australia.

As a young man Russell Armstrong received a commonwealth technical scholarship to attend a 2 year applied science course. After working as a laboratory technician at a technical college he was recruited by a scientific equipment supplier to provide marketing and technical support to schools, colleges and universities.

Since then he has worked for several educational and scientific educational suppliers, giving him in excess of 20 years experience in the specialised needs of our educational systems.

Russell took an immediate interest in computer related recording instruments when they became available as he sensed that they would be a major educational tool in the future. The first devices were interfaces that could not operate away from a computer or power. They then progressed to data loggers which could be used both remotely or attached to a computer.  Russell spent several years promoting and doing workshops on these data loggers for teachers throughout Australia.

Considering that the first interfaces Russell became involved with were from VERNIER, it seems appropriate that Russell is now involved with SCIENTRIFIC and the promotion and support of  VERNIER’S  latest and most impressive data logging range.

Regardless of whether your interests lie in biology, chemistry, environmental science, forensics, geography, physics, physiology or mathematics this equipment has a lot to offer. Let Russell show you how far we have evolved in the world of “user friendly” data logging by attending a LABQUEST WORKSHOP. 

Introducing the NEW Vernier LabQuest Data Logger! – Workshop 1

The first of two workshops to demonstrate how easy data logging has become when using the the new Vernier LabQuest Data Logger. The LabQuest can be used for complete data capture and analysis or it can be used with a  computer (Win/Mac) using Logger Pro or Logger Lite software.

This workshop will have a focus on Physics, Chemistry and Forensics. A second workshop will focus on Biology, Physiology, Environmental Science and Water Quality.

After a brief presentation on the LabQuest, support materials and other low cost data logging options from Vernier, the workshop will be hands-on.

A large range of sensors will be available for use including the new Vernier SpectroVis spectrometer which we’ll use to examine a laser’s spectrum and look at how it can be used for absorbance or transmission experiments.

You will find just how easy it is to save your experimental data to the LabQuest, USB drives, SD cards or exported to a PC.  You’ll be amazed at how easily data can be analysed by using the LabQuest’s built-in software.

If time permits data will also be analysed using a computer and Logger Pro or Logger Lite software.

Introducing the NEW Vernier LabQuest Data Logger! – Workshop 2

The second of two workshops to demonstrate how easy data logging has become when using the the new Vernier LabQuest Data Logger. The LabQuest can be used for complete data capture and analysis or it can be used with a  computer (Win/Mac) using Logger Pro or Logger Lite software.

This workshop will focus on Biology, Physiology, Environmental Science and Water Quality.

After a brief presentation on the LabQuest, support materials and other low cost data logging options from Vernier, the workshop will be hands-on.

A large range of sensors will be available for use including the new Vernier SpectroVis spectrometer which we’ll use to examine the absorbance and fluorescence spectrum of chlorophyll.

You will find just how easy it is to save your experimental data to the LabQuest, USB drives, SD cards or exported to a PC.  You’ll be amazed at how easily data can be analysed by using the LabQuest’s built-in software.

If time permits data will also be analysed using a computer and Logger Pro or Logger Lite software.

“Learning from a teacher who has stopped learning is like drinking from a stagnant pond”.  Author Unknown

I believe that my teaching practice is informed by the need for students to be exposed to the magic of Science  and to be involved with the process of learning itself.  This can only be achieved through the deliberate avoidance of stereotyped and narrow forms of Science education (such as written class notes and the completion of worksheets) that don’t adequately prepare students for the world outside of the classroom.

I constantly reflect on my teaching practices to ensure that I am catering to the learning styles of my students.  Often, this is given lip-service and glossed over by many for the more traditional teaching method of “chalk and talk” (or the updated version, “whiteboard and talk”) for ease of preparation.  I believe that this seldom results in authentic learning experiences.  Teachers need to be accountable for how, what and why students learn, by taking risks and trying new methods of teaching and learning. I have been able to implement a creative approach to student learning due to the support from two other staff members.  These allies encouraged me to persevere with my development of ICT skills.

I believe that the decline in student interest in the study of Science subjects has been due, not to the broad curriculum offerings, but to the decline in the enthusiasm and creativity of the Science teacher.  I believe that a reliance on a teacher-centred approach to learning does not adequately value alternative sources of information, such as the students themselves, community representatives, scientific publications, authentic practical activities (not the “cookbook” variety) and the internet.  My ability to openly admit that I did not know everything, reinforced to the students that scientific knowledge itself is in a constant state of flux.

As an experienced, part-time teacher in a large secondary school in Queensland, I was looking for ways to make more efficient use of my time, both at school and at home.  After a return to teaching after a seven year break due to family responsibilities, I encountered a new type of student, a “digital native” – one that had become dependent on electronic devices, such as the internet, i-Pods, and text messaging.  I soon realized that my limited ICT knowledge would be a hindrance to my return to the workplace, and would impede the incorporation of ICT activities into my teaching repertoire. 

It was this belief that encouraged me to update my own teaching practice and embrace technologies and learning fundamentals that recognized the value of digital learning.  I openly shared with my students the successes, as well as the failures, associated with my journey into the unknown, and recognized that the students themselves often had solutions to my technological problems.  This honest acknowledgement of my limitations, reinforced to my students that learning is a life-long process and not limited to their secondary education years.  My willingness to try something new has avoided my stagnation as an educator.

Moodle - Come and get addicted 

In this presentation, Mrs Annie Bailey will discuss how the inclusion of ICT experiences has increased the connectivity between student learning and their authentic engagement with the digital world. Through the use of “Moodle” courses, student familiarity with electronic equipment has been exploited to achieve desired educational outcomes.

The strengths as well as the limitations of the development of these on-line learning communities at Noosa District State High School will be discussed.  Barriers and suggested solutions to the implementation of “Moodle” courses will be covered.  Come and discover how “digital immigrants” can incorporate ICT into their classroom.  See the statistics and experience “Moodle” addiction (Moodleitis) for yourself.

Peter Ball has been involved with the education supply company, Southern Biological, since 2001.  Prior to that, he spent four years as a research scientist in Australia and overseas, which led to an 18 year stint in the Australian chemical manufacturing industry, working in technical, marketing and business management roles in the fields of pigments, plastics and resins.  He holds a BSc and PhD from the University of NSW, as well as a graduate diploma in business studies from Swinburne University.  His current position with Southern Biological allows him to indulge his twin interests in science and education.  He believes strongly that Australians must improve their scientific literacy to share a brighter future.

Working with Enzymes – this one is pitched at Lab Techs, but would also have relevance for teachers

Enzymes are nature’s catalysts. They act to speed up biochemical reactions to make them useful for metabolism in loving organisms. However, since they are complex polypeptides, enzymes can be denatured by shifts in temperature and pH, and this in turn can affect the way they work. Participants in this workshop will experiment with a range of enzymes including amylase, trypsin, lipase, rennin and urease to compare their reactions and discuss their suitability for student experiments. We will also look into troubleshooting enzyme reactions and using a data logger to measure reaction rates where possible.

Life at the Extreme – this one is pitched at teachers, but would also have some relevance for Lab Techs

Our understanding of biological systems has been enhanced since the discovery of extremophiles, micro-organisms that live in harsh environments that are quite unsuitable for most life forms. This workshop will introduce a type of extremophile that thrives in concentrated salt solutions. These halophilic bacteria are completely harmless and are associated with the red coloration of salt lakes. They have particular relevance for our dry continent, and their very unusual characteristics make them ideal for student experiments. Participants will perform a simple DNA extraction as well as learning more about the unusual behaviour of halophiles, and their link with early life forms.

Focus on Forensics – this one is pitched at Lab Techs but would also have relevance for teachers

Forensic science is an ideal context for motivating students and helping them become involved in the scientific process. Being multi-disciplinary, you can use forensics to cover many scientific topics across all age groups. Forensics can also serve as a bridge to areas outside science such as communications, ethics, legal studies and sociology. This workshop will introduce a number of hands-on activities that present scientific topics in a forensic context – fibre identification, electrophoresis, blood detection, microbiological contamination of food, and stimulated blood typing. Further suggestions for converting “boring” science lessons into “exciting” forensic activities will be canvassed.

Michael currently works in Queensland, Australia, within the Curriculum Division of the Department of  Education, Training and the Arts, as Senior Education Officer for the Technology key learning area. Michael has been a teacher and principal in Queensland and has been involved in syllabus development work for the Queensland Studies Authority and Queensland School Curriculum Council. He also does part-time lecturing/tutoring work for both Griffith University and Central Queensland University in areas of Technology.

A Look Back at the Inaugural College of the North Atlantic-Qatar  World Virtual Science and Engineering Fair A science Fair without Borders

The first CNAQ World Virtual Science and Engineering Fair was held on May 8th -10th 2008 in Doha, Qatar - an event that took two years to plan The concept evolved out of many years of traditional science fairs in Canada, regionally and nationally.  The World Wide Web is continuously changing the way we communicate as it provides the ability to reach millions of people around the world without physical boundaries. The WVSEF is a science fair without borders. WVSEF provided direction and created enthusiasm to students and educators to make the best use of Internet/computer technology and encouraged constructive attitudes towards science, engineering, and emerging technology.  Students from around the world between the ages of 15 to 24 submitted projects virtually on the Internet. Finalists from around the world came to Doha, Qatar for physical judging and consequently the awards ceremony.

Lyn Bird is a senior secondary school teacher of Geology, Physics and Biology. She has been teaching by distance education at Open Access College and has recently returned to face to face teaching at Saint Peter’s Boys College in Adelaide. She is active member of the Geology Subject Advisory Committee and moderator for the Secondary School Assessment Board in S.A. (SSABSA).

 She is co-author of an article ‘Virtual Field trips and on-line discussion’ which was published in the 2007 Education Technology Guide. In 2007 she was the S.A. Academy of Science Teacher Award winner and attended the Symposium at the Shine Dome in Canberra. In 2006 she co-presented at SASTA and Computers in Education Group in S.A. (CEGSA) conferences. She has used web based tools and built websites to assist the learning of her distant education students. She was involved in a Premier’s Industry Award in 2007.

Virtual Antarctica

My Involvement in Premiers Industry Award in 2007 has produced enquiry based activities that will be available through the website of the Human Race Project. The activities are developed around data and information from world renowned Polar Explorer Tim Jarvis. Mawson’s journey through Antarctica was re-enactment by Tim in early 2007. The amazing part of this challenge was the fact that it was authentic by the use of similar food, clothing and equipment to Mawson. This was filmed by the BBC and was release the end of October 2007 in the U.K. It is due for release in Australia in 2008. The enquiry based activities makes use of information provided by Tim. For example Tim’s planning spreadsheet of equipment and how it was sourced is available for students to use. This allows students to investigate the use of modern materials in polar expeditions and out door activities. One of the units of work named ‘Mission Antarctica’ as a web search that allows students to work through the steps in planning their own expedition. In the steps they also do research to find out about the work of scientists in Antarctica and take part in on-line discussions. The unit of work has supporting documents containing marking criteria that gives students information on how they are being assessed. This is a valuable resource for teachers to use or adapt. All the activities are designed for year 8-10 students or middle schooling. The units posed questions and link students to information to support their enquiry into such topics as; How do modern materials compare in extreme conditions? Could Tim complete the trek on a diet of MacDonald’s rather than a sledging diet? How do polar explorers carry fuel and provide themselves with water and warm food? These will be explained during the presentation. Any school around the world can join the Human Race Project and this interactive website that supports school based physical activity, well being and community engagement. The website offers information, data collection tools, resources and password access to protect student privacy.

Shona Blewett is the Education Officer at Geoscience Australia and the lead educator for the over 6000 school students who visit the Geoscience Australia Education Centre each year.

Shona is a graduate of Swansea University (UK) where she studied geology BSC (Hons). She obtained a Diploma in Eduction (PGCE) from Keele University (UK) and went on to teach geology and geography to senior level at Bedford High School. After migrating to Australia she taught at Canberra Girl’s Grammar School from 1991 to 2002 then returned to study at University of Canberra, attaining a BEd in primary education in 2005. She has worked for Geoscience Australia since 2006.

Teaching Earth Science - Inspiration for Teachers

This workshop for upper primary and secondary teachers will focus on methods and resources to teach about earth forces and processes including plate tectonics, natural hazards, the rock cycle and earth systems. It will reinforce the potential for practical, problem-solving and technological activities in the teaching of earth science. In addition the workshop will draw attention to some of the current activities of Geoscience Australia, including the Australian Tsunami Warning System and the geothermal energy project.

Colin Boylan is a science educator who works at Charles Sturt University, Wagga Wagga.  He has been a member of the NSW Board of Studies  Yr 7-12 the Senior Science course.  He is interested in how students interact with web based learning objects. His hobbies include  sailing and classic cars.

Primary students, energy and environmental education

This presentation will explore the role of an Environmental Education Centre in developing primary students’ understanding about energy and climate change.  The online learning materials that students can access will be explored as well as discussing findings from a survey on what primary students know and understand about renewable and non-renewable sources of energy and their relationship to climate change issues.

Chris Bracken has been a Physics, Mathematics and Computing teacher for the past 20 years. He has also been a teacher and program coordinator of Robotics for the past five years, in two different schools; throughout this time he has been involved in RoboCup Junior at a State and National level. In 2006, Chris founded Proactive PD, a Tasmanian company that delivers PD to teachers, of all grades, in IT and Curriculum topics, including Robotics. He also currently teaches part time at MacKillop College in Hobart.

Dr Damien Kee holds a PhD in Robotics and Bachelor of Electrical Engineering from the University of Queensland (UQ). Damien has been heavily involved with the RoboCup Junior competition since 2001 and in 2007, was the Chair of the Organizing Committee for the 2007 RoboCup Junior Australian Open.  His company, Domabotics, delivers workshops for teachers and students in Robotics throughout Queensland and Northern NSW.

An Educator’s Guide to LEGO MINDSTORMS NXT

Chris Bracken and Damien Kee are two of three co-authors of the exciting new book “An Educator’s Guide to Robotics with the LEGO MINDSTORMS NXT” to be published in the USA later this year (It will be released in Australia early in the New Year). Today’s hands on workshop will introduce the background and developments in the rapidly expanding field of Robotics, how Robotics programs can work (or be enhanced) within your school and a number of Robotics Challenge activities that form an integral part of the book. LEGO MINDSTORMS NXT has become the universally standard platform for Robotics education worldwide, and from our experience, many school teachers are keen to use NXT robotics in their classrooms but may not have the confidence to know what to do with the kits or even where to start. The book, and today’s workshop, will demonstrate many of the opportunities and educational outcomes for Robotics in your classroom. Extra Resources and support opportunities will also be discussed. This workshop is equally applicable to those who are not familiar with Robotics, to those who have been working with a school Robotics program for a number of years.

Dr Heather Bray is Education Manager for the Molecular Plant Breeding Cooperative Research Centre and is based at the Waite Campus of the University of Adelaide.  The work presented was undertaken as a consultancy for Biotechnology Australia. 

Biotechnology Australia (www.biotechnology.gov.au) is responsible for coordinating non-regulatory biotechnology issues for the Australian Government. It reports to five Australian Government partner departments – Department of Innovation, Industry, Science and Research; Department of Agriculture, Fisheries and Forestry; Department of Environment, Water, Heritage and the Arts; Department of Health and Ageing; and Department of Education, Employment and Workplace Relations. 

The Australian Centre for Plant Functional Genomics (ACPFG) in conjunction with the Molecular Plant Breeding Cooperative Research Centre (MPBCRC) delivers national education and community outreach programs. The programs are designed to increase the community’s awareness and understanding of gene technology to enable informed decision making about its use in agriculture.  In addition, it is hoped that the programs will stimulate an interest in science and scientific careers. The aim of ACPFG is to enhance grain quality, by using functional genomics to improve the resistance of wheat and barley to hostile environmental conditions such as drought and salinity. The aim of MPBCRC is to develop and deliver genetic technologies to increase the efficiency of plant breeding.  Both organisations are largely funded by government bodies.

Biotechnology in context: supporting 21st century science teaching and learning 

Recent calls for a re-imagining of the science curriculum in Australia highlight the need for school science to be placed in a context that is meaningful to students and to connect contemporary scientific research with impacts on the lives of those within the community.  Biotechnology is one area of contemporary science that has the ability to encompass both of these needs.

In 2007 Biotechnology Australia undertook a review of non-formal education programs in the field of biotechnology.  Several research and government organisations have developed education programs which support the teaching of biotechnology in schools.  Although most of these programs have been developed to satisfy organisational directives to engage with the wider community, they all directly address key aspects of school science curricula and are utilized by teachers to support and enhance the teaching of school science.

The review included a range of programs that were delivered both in school and out of school, for example student workshops, online resources, teacher forums, speakers in schools and worksheets for classroom use.  Across all of the programs there were key features that contributed to the success of the program as evaluated by teacher feedback or by external consultants.  These features form a framework for developing non-formal education programs in both biotechnology and in other subject areas.  These aspects were: complementarity with the relevant curriculum; partnership with teachers in ongoing development and that the program provides context and relevance for school science.  Another key feature was that the program also met the needs of the host research organisation, none of which had school education as a primary focus.

It is clear from the review that non-formal education programs have a significant role in supporting school science teaching
and learning.

“Real-life research” as a teaching aid for biotechnology

There is a need in current science teaching to provide a relevant context for school science and a connection to scientific research.  Agricultural biotechnology provides an excellent context for teaching the techniques and applications of gene technology which is a key aspect of senior biology curricula. 

The Australian Centre for Plant Functional Genomics (ACPFG) and Molecular Plant Breeding Cooperative Research Centre (MPBCRC) are two research organisations involved in the investigation of genes controlling agriculturally important traits and the application of genetic technologies to the improvement of crops such as wheat and barley.

By presenting specific examples of research projects undertaken within the centres, we will describe the latest technology platforms used in agricultural biotechnology such as genomics, transcriptomics, proteomics and metabolomics, and also explain commonly used techniques such as genetic transformation.

Examples of our research projects include understanding processes such as meiosis, disease resistance and tolerance to drought.

The provision of an agricultural context for gene technology is also the basis for Get into Genes, a hands-on workshop for senior high-school students.  Over 5000 students have attended the workshop in Adelaide and Melbourne since it’s inception in 2004. For more information on Get into Genes go to www.getintogenes.com.au.

Lizzie Brown is the Director for Education, Training and Research with Engineers Without Borders Australia (EWB). Through this role, Lizzie is responsible for coordinating EWB’s education initiatives for members, university students and schools and providing support for chapter education activities.

Lizzie graduated as an Environmental Engineer from The University of Queensland in 2002. Since then, she has worked as a consulting engineer in Australia and Austria, developing water quantity and quality management plans for projects in the urban development and mining sectors. Lizzie become involved in EWB soon after its establishment in 2004 and helped set up the Queensland Chapter. She joined the EWB staff in September 2006 and now works full time as the Education Director. This year, Lizzie’s work has focused on the inaugural EWB Challenge student design program. Through this initiative, Lizzie works with nearly 30 universities and student chapters around Australia and New Zealand.

Inspiring Students Through Sustainable Development Projects 

Join Engineers Without Borders Australia (EWB) for an interactive, hands-on presentation and workshop about inspiring students through projects on sustainable development. The presentation will provide an overview of EWB, focusing on the national school outreach program. The school outreach program aims to engage and motivate students about sustainable development and appropriate technology. The program supports current curriculum within primary and secondary schools by providing workshops with scenarios based on real EWB projects in developing communities. Participants will also take part in a water filtration activity - the first of many EWB workshops. The activity highlights the water problems facing developing communities and encourages students to learn problem solving skills whilst negotiating resources such as materials, deciphering instructions and ultimately building an effecting sand and gravel water filter.

•   Science Operations Officer, Lowood High School, Queensland.

•   26 years experience in one Independent and three State High School Science Departments.

•   Associate Diploma in Clinical Laboratory Techniques, Q.I.T. 1982.

•   10 years in total as Safety Officer for two high schools.

•   Recipient of Peter Doherty Scientific Assistant Professional Development Award 2006 for The  Rediscovery of  Middle School Science into a Primary School Environment as Documented by a Scientific Assistant.

Will science teachers return to the prep room and how significant is this to their relationship with laboratory technicians and primary school teachers?

A support position, promoted by ASTA, was introduced in to Australian education in the mid 1960s. This important innovation was intended to address a number of problems that had been identified in the general science teaching of that time. The new position gave the science teacher more time to concentrate on the actual teaching of science.  However there has been little investigation of the impact of this support on science teacher’s practices, and if there is a need for the science teacher to return to the prep room in order to justify their lab credibility.  In this talk I will discuss the working conditions of science teachers directly before the introduction of laboratory support personnel. What possibly sparked the science teachers to come up with the idea of getting assistants in the science labs? How the support position has caused adaptive changes in the following generations of science teachers. In conclusion what the science teacher has become in relationship to the support position and to teachers teaching science in the primary school environment.

Robyn Bull is Primary Connections Indigenous Perspective Coordinator and Professional Learning Officer for the Australian Academy of Science in Canberra. Robyn’s background is in primary and middle school teaching. She is passionate about
teaching and learning, especially science and Indigenous education and is currently completing her Masters researching
Indigenous perspectives in science education. Robyn acknowledges the benefits of partnerships in education to develop inclusive, enriched curricula to broaden and strengthen non-Indigenous Australians awareness and understanding of Indigenous Australians and their culture, and to enhance learning environments and accelerate learning outcomes for all students, Indigenous and non-Indigenous.

Louise Nielsen is the Principal Consultant for Primary Science at Western Australian Department of Education and Training. She manages a project where primary school based science support teachers help their colleagues with science. Louise also facilitates Primary Connections implementation in WA public schools. Louise is secondary trained and has been a head of science in country and city schools. Her interests are making science engaging and accessible for all, including Aboriginal students.

Primary Connections: Linking Science with Literacy and Indigenous Perspectives 

Following extensive consultation and collaboration with Aboriginal and Torres Strait Islander groups, Indigenous education and linguistic experts and other stakeholders, a framework for the incorporation of Indigenous Perspectives in the Primary Connections programme was developed in 2007. The framework provides a model for the development of inclusive,
embedded, relevant, and contextualised Indigenous perspectives and includes a teaching and learning guide and a professional learning module.

In collaboration with the Western Australia Department of Education and Training, a ‘pilot’ of the Primary Connections Indigenous perspective was conducted in Western Australia in Term 4, 2007. The pilot program, which was implemented in classes from year one to year seven in Term 4, 2007, focused on engaging Indigenous students in authentic, relevant science and literacy learning and increasing non-Indigenous students’ and teachers’ awareness and understanding of Indigenous perspectives in science education.

The Primary Connections stage 2 unit, Plants in action incorporating Indigenous perspectives was used for the pilot, with teachers following the 5Es teaching and learning model to involve students in hands-on explorations and investigations of plants. To prepare teachers for implementation of the unit a draft Indigenous perspectives professional learning module was developed and piloted with teachers at a workshop prior to commencement of the unit.

 Consultation and collaboration between students, teachers, Aboriginal Islander Education Officers, and local Indigenous community members contributed to enriched learning environments for Indigenous (and  non-Indigenous) students with teachers reporting a variety of successful outcomes for all involved,  including:

.   increased student engagement 

.   improved student self esteem, confidence and attitude

.   increased student participation and contribution

.   increased experiences of success by students

.   increased student attendance at school

.   improved student relationships with learning, demonstrated through their enthusiasm and commitment to learning

.   improved teacher attitudes to teaching science and Indigenous perspectives, and

.   improved relationships and development of partnerships with parents and communities. 

Indigenous students participated in rich and contextualised literacy learning as they shared their Noongar knowledge of local plants and became class ‘experts’, which boosted their self esteem, cultural pride and learning achievements.

Subsequently, Indigenous students were more empowered to participate in and contribute to the learning environment, overcoming the ‘shame’ factor and ‘failure’ factor too often associated with Indigenous students’ learning. The pilot teachers reported science with Indigenous perspectives contributed to ‘bridging the cultural divide’, still evident in many Australian schools and communities.

Wayne Burns has been in the corrosion engineering business for 38 years. His professional career as a metallurgist has included building the largest Corrosion Engineering Consulting Company which he sold in 1998. He has also continued to lecture in corrosion engineering at University of Queensland since 1995.

He is a life member and Past President of the Australasian Corrosion Association as well as a senior lecturer and co-author of their Corrosion Monitoring and Advanced Cathodic Protection Courses. He has continuously provided training to industry throughout Australia and The Pacific Islands since 1980. He is a member of NACE International and a Director of the recently formed World Corrosion Organisation.

Currently he is Chairman of the ACA Foundation. Wayne is Managing Director of Anode Engineering Pty Ltd. He is also a registered Marine Surveyor.

He enjoys Fishing, Flying and Scuba Diving and mentoring young people to replace the fast growing number of maturing professionals throughout Australia and New Zealand.

Workshop for Science Teachers - Understanding basic Corrosion Mechanisms & Preventive Measures

The ACA & NACE have developed a series of simple experiments for teachers to introduce corrosion mechanisms and additives that display the reasoning for the causes of accelerated corrosion. These experiments also display how a simple addition of one or more chemicals can stimulate or decrease the corrosion mechanisms.

The experiments go on to allow the students to understand the simple construction of a galvanic table to understand galvanic reactions and how corrosion prevention can be easily applied to every day life experiences.

Internationally it is recognised that corrosion costs all communities approximately 5 cents in every dollar earned. In order
to reduce this 5% rust tax, we need to create an interest in students wanting to follow science aspects of our day to day
community activities.

The cKit will become available to all teaching staff. It will assist them in generating this community based understanding and interest in science and some basic environmental awareness. The long term view is in reducing the amount of unnecessary wastage of metals in our community in the future.

This program is an initiative of The ACA & The ACA Foundation. It has trained, experienced young graduates who can visit schools across Australia and New Zealand to assist teaching staff in the successful introduction of the cKit technology. A DVD on Corrosion is included in every cKit.

Rhonda Caddy is currently an assessment officer with the NSW Department of Education and Training, with a particular focus on science assessment for 13 and 14 year old students. She has broad experience in developing, implementing and assessing NSW science curriculum at the secondary level.

What do students think about: science as a subject, science lessons, careers in science and  the importance of science?

Essential Secondary Science Assessment (ESSA) is a new assessment program in NSW for  students at the end of Stage 4, after two years of secondary school. The test includes a survey  about students’ interest in and attitudes to science.  Rich data obtained from the program over  three years that includes over 100 000 students provides interesting material for discussions with  science teachers. Do students think learning science in primary school was much more fun than  in secondary school? Copies of the test will be available to participants.

Director Scientrific Pty Ltd

Introducing the new Vernier LabQuest data logger 

The second of two workshops to demonstrate how easy data logging has become when using the new Vernier LabQuest Data Logger. The LabQuest can be used for complete data capture and analysis or it can be used with a  computer (Win/Mac) using Logger Pro or Logger Lite software.          

This workshop will focus on Biology, Physiology, Environmental Science and Water Quality.

After a brief presentation on the LabQuest, support materials and other low cost data logging options from Vernier, the workshop will be hands-on.          

A large range of sensors will be available for use including the new Vernier SpectroVis spectrometer which we’ll use to examine the absorbance and fluorescence spectrum of chlorophyll.

You will find just how easy it is to save your experimental data to the LabQuest, USB drives, SD cards or exported to a PC.  You’ll be amazed at how easily data can be analysed by using the LabQuest’s built-in software.

Born 1 March 1953 in Dakar Senegal

Engineer - Statistician, Education Planner and Doctor in Development Economics; Lecturer in Statictics and  Econometrics, University of Cheikh Anta Diop (1981 - 1984) Chief of Division General Statistics, Ministry of  Economy and Finance, Dakar Senegal (1979 - 1984) 24 years of experience in UNESCO as Education Specialist  (1984 - 2008) Science and Technology Education Project Coordinator in Nigeria (2005 - 2008) Designer of the  SIGEPRA Model (1985), the Education Progress Indicator (EPI)(1998), the ERA Method for Poverty  Reduction, (2001) the AG.CMP Method/ ELT (Effective Learning Techniques), for Effective Science Learning  (2007) Author of Books: Micro-computers, Educational planning and management in Africa; Planning For Basic  Education; Contribution to a New Philosophy of Education at the Dawn of the Third Millennium.

Effective Learning Techniques, New Approach to Science Learning 

Improving Science Learning is an imperative, especially in Africa faced with crucial development challenges  The issue of quality learning achievements stands as a major preoccupation  Lessons drawn from five decades of independence point out the need for a paradigm shift from Active to Effective Learning  The active methods have proved their limits  The new approach to Science Learning highlights a five pillar method referred to as the AG CMP Method  These pillars of Effective Learning are Active, Gender sensitive, Consistent and Meaningful  For each pillar there is a set of techniques that ensure the effectiveness  The Effective Learning Techniques based on the AG CMP Method relate the Teaching - Learning Process to the Curriculum, the local and national development goals, and to day to day life  ELT  transform the profile of the Teacher from Teacher Lecturer to Teacher Facilitator, as well as the profile of Student from Active Student to Achieving Learner  The profile of Inspector is deemed to change from Inspector Instructor to Inspector Enabler The ELT Approach motivates both the teacher facilitator and the learner It enables the expression of the proactivity and creativity of the learners  ELT are enhancing Problem Solving Based Inquiry  Science Learning becomes a shared pleasure in the School and the surrounding community As an illustration of the use of the ELT, the Science and Techynology Education Project for Primary & secondary Schools and Colleges of Education ( 2005 - 2007) built capacity for more than 3000 Teachers impacting on 110 000 students  Capacities of 200 Lecturers of Colleges of Education and Universities were reinforced, as well as that of 240 Inspectors and Monitoring Officers in monitoring and Evaluating Effective Science Learning New tools were developed for M&E, Basic Science Learning and Secondary Science Learning The External Evaluation of project conducted from 26 December to 7 December 2007 confirmed the relevance of the Approach and its impact on learners and teachers  Moreover the National Science Fair competition demonstrated the creativity of students designing various kind of products from tooth paste to wireless microphone, Model of Hydro Power Station, Colour production, Mathematical Games, etc. Outstanding Nigerian Students gained Gold medals in International Competition in 2007  A new momentum has been generated for Science Education in the country.

I am currently Head of Faculty - Science at A.B. Paterson College. I have been teaching for approximately 20  years in both the public and private sector and for a short time in New Zealand. I have co-ordinated Physics in  previous schools and have been involved in QSA panels for 10 years.

Polymers and plastics – RACI workshop to accompany Gordon Wallace’s presentation 

This workshop will look at practical activities and teaching ideas that could be used from Primary through to Secondary to explore the context of plastics and polymers which is part of the Natural and Processed Materials strand and a possible Senior Chemistry context. The issue of sustainability will be also examined in relation to these materials.

Taking the Plunge 

This presentation will explore the ways we implement inquiry based learning strategies in our planning and day to day science classroom practice. It will be a chance to experience some of these strategies and to here how they work in the classroom. There will be examples drawn from across the P – 12 spectrum with a focus on Years 7 – 9. It will explain and model how we develop student driven classrooms and thinking strategies which support this process.  The presentation will include the ways in which the program meets the dichotomy of needs for Science education globally, i.e. both to promote scientific literacy and to encourage students to study science at higher levels along with the ways in which the program reflects the ACER recommendations for re-imagining Science education.

Issues that will be covered will be selected from sustainability, water recycling, climate change, genetically modified foods, health and disease and use of stem cells.

Bernard Catt has worked with Educational Technology products for over 25 years. Over the past 7 years he has trained teachers and students all over Australia in various educational technologies including robotic and control technology platforms.

Workshop: FISCHERTECHNIK - Renewable Energy Simulation Models

FISCHERTECHNIK is an affordable, high quality, German made range of educational manipulative kits. These kits are used by students around the world to help understand the Science, Technology, Engineering and Mathematic principles we use in every day life. Available kits include simple machines, pneumatics, renewable energy, autonomous, static and remote controlled robots and robotic arms.

In this hands-on workshop participants will build and use renewable energy simulation models. These models help to show and reinforce some of the various forms of renewable energies that are used in the world today i.e. wind, water and solar energy. At the same time showing how students can easily learn the differences of kinetic, potential and electric energy. Some of the models that will be built include a solar cell tracking system, a simple wind generator, a solar water pump or a solar powered vehicle. 

No previous experience required. Places strictly limited. Ideal for Teachers years 4-10. 

Workshop: Pro-Bot - Robotics for Early to Middle Years

The big brother to Bee-Bot, Pro-Bot is the perfect classroom robot for early to middle years. It has a  bright attractive design, is robust to withstand everyday use and as easy to use as the Bee-Bot  with additional features to allow more complex programming. It’s a floor robot with fully  programmable distances and degrees of turn. The Pro-Bot is a great way to introduce students to  programming, cause and effect, angles and geometry. An easy transition from the Bee-Bot for  junior primary, but also has powerful LOGO-like procedures, loops and more for older students.

This Pro-Bot workshop will show teachers how easy it is to teach students basic maths and  programming in a hands on manner and at the same time having lots of fun.

No previous robotics / programming experience is required. Ideal for Teachers years 3-8.

A primary trained teacher for thirteen years, I have taught the UK curriculum in both state and private schools. In 1999 I was awarded a Royal Society/BAAS Millennium Award and Fellowship for my community project ‘Saturday Science and Technology’. I then specialised in Science teaching and became Head of Science at a UK Prep school teaching through to Year 8. For the last four years I have taught in NZ as Head of Science at a Boys boarding school. Now I am Senior Lecturer at the College of Education, University of Canterbury where I teach the Primary Science courses.  The latest project, Science Postcards (Astall & Bruce 2007, funded by the NZASE is a new, free Science resource for teachers which aims to provide a link between literature and science.

Science Postcards - Encouraging the development of scientific exploration through children’s literature

This workshop will show how teachers can use good quality fiction books to help enhance their  Science teaching. A science postcard can be developed from the children’s book and then used in  a number of ways;

•   send the postcard to your class to provide a stimulus for discussion e.g. ‘Hey, look at this postcard we have just received..’ .to challenge scientific ideas and beliefs of the children.

•   help to support a particular science skill e.g. creating and using data tables, measuring etc .use the book as a literature study and developing science ideas within it .postcards can be copied and posted home to encourage science in the family .use the card to support or develop an idea within a current Science unit of work .as an extension activity

•   to explore scientific ideas in everyday situations - a ‘Science in the Real World’ approach .encourage the use of literature, both at home and school, as a means to develop science ideas will have a go at some of the activities then take you through the free innovative website ‘www.sciencepostcards.com’ and provide templates and resources for you to create your own postcards.

Science Postcards also have detailed teacher and pupil notes with comprehensive links to NZ curriculum and assessment material. In addition each science postcard activity has a “Science in the Real World” application that shows how that particular science concept has been applied to a real situation. 

Dr Amanda Clarke is the Head of Science at Balwyn High School. She was previously the Science Coordinator at St Helena Secondary College and a co-developer of the SHINE Nanotechnology education program. Amandaand her colleagues developed Nanotechnology curriculum materials for years 7-10 Science and VCE Chemistry.

Amanda was a co-recipient of the Victorian Curriculum Innovation Award for 2007. The funding from the award was used to develop a Professional Development program for teachers to assist in the implementation of the Nanotechnology curriculum. She has recently returned from Japan where she was a representative for Australian Nanotechnology education at Nano Tech 2008, an international Nanotechnology conference and convention.

Amanda is continuing her work on Nanotechnology with her colleagues, and is currently writing a resource for Australian teachers on Nanotechnology.  This work has been kindly funded by the Australian Office for Nanotechnology, who are also responsible for supporting her attendance at Conasta.

SHINE: Nanotechnology in the Secondary School Classroom.

The problem: Secondary School Science. In recent times, much has been written and debated about the current state of Science Education in Australia, as well as the degree of engagement of Science students in classes. The solution?  The award wining SHINE program is an innovative nanotechnology education program designed to fit into any Secondary School setting.  What is SHINE?  It is a Nanotechnology resource for students and teachers, it is an e-learning website and it is a connecting point for schools.

SHINE began as a year 10 Science elective written by a team of seven teachers at St Helena Secondary College in Eltham North in Victoria. It has since evolved into a multidisciplinary program with curricula being written from years 7 to year 11 inclusive.

The SHINE program is unique in many ways.  Firstly, its pedagogy is based upon a model where the cutting edge applications drive the content.  Students encounter nanotechnology applications and then investigate the science behind the applications.  In this way students are engaged in relevant real-life content. The SHINE classroom is a student lead classroom. Through investigation of the technology, students undertake a rigorous science course, which covers the essential skills required to develop a deep understanding of science and innovation.

In addition, the program is industry and university linked.  It is though the support of Nanotechnology Victoria and Bridge 8 that the teachers were able to undertake the initial training required to develop the teaching materials.  Universities (RMIT University and LaTrobe University) provided their expertise and staff through outreach activities.  This allowed the modules to be trialled and to provide students with advice regarding course selection and career opportunities. An integral part of this process was its incorporation into the school’s work experience program.  This enabled students to understand what a career in Nanotechnology entails, and to assist staff to develop content for the SHINE program and its website.

The e-learning website provides support and curriculum materials for teachers, as well as a student-run dedicated student area.  This website is evolving to become a connecting point for schools who want to introduce nanotechnology.  Already, in Victoria one school is implementing the entire program.  Other local schools have adopted individual modules.  The SHINE program is flexible to allow the Nanotechnology content to be integrated into any setting.

The SHINE program includes significant interdisciplinary aspects involving Art, Design, Media Studies, ICT, English, and Social Studies.  The content provides extension and enrichment opportunities for students and demonstrates that Science education is for all people, regardless of whether they intend to become a Scientist.

Amanda Clarke will present key aspects of the SHINE program including the philosophy underpinning the program, the navigation and use of the e-learning website, and designing a program to suit your school.

Education Manager

Australian Children’s Television Foundation

Deborah is responsible for the development and production of the ACTF’s educational resources for schools and the Learning Centre online materials. She has over 30 years experience in education, with many of those as an education advisor; writing and developing syllabuses, teaching resources, providing professional development and advising on curriculum implementation. She was also co-founder and co-coordinator of the Primary Arts Network, the largest network of primary teachers in Queensland. She has also lectured in primary education at Griffith University.

Backyard Science - A teaching and learning resource for primary teachers and their students.

This workshop introduces Backyard Science, the newest teaching and learning resource from the Australian Children’s Television Foundation’s, which supports primary teachers to engage students with science education and science literacies. The DVD Rom resource repurposes the highly acclaimed Backyard Science TV series (Beyond Distribution) into manageable lessons
related to common Science topics and theory. The resource provides teachers with comprehensive notes about teaching science and highlights topics with aligned video clips that feature children performing experiments with safe, household equipment and substances.

The teaching resource references the National Statements of Learning for Science and compliments the national Primary Connection resources. It is adaptable for any teaching context and specifically uses accepted science pedagogy reflected in all Australian state and territory curriculum.

The Australian Children’s Television Foundation (ACTF) is a non-profit government funded organisation that aims to enrich young Australian’s lives through the production of engaging and educational media.  Established in 1982, the ACTF is recognised as Australia’s premier producer of quality children’s television and creator of innovative educational resources for teaching.

All ACTF programs have been developed in close association with curriculum and child development experts so that, within their entertaining content and style, the best educational principles and learning opportunities are embedded.

The television programs, teaching  and learning resources and Kahootz (a creative interactive multi-media program are used widely in educational settings) are supported by an extensive literacy education program. The Australian Children’s Television Foundation’s also offers free on-line resources for schools, www.actf.com.au.

David Coley is the Product Manager for Pratt Safety Systems, a division of Scott Health & Safety, based at Guildford in the west of Sydney. He has held a number of technical sales and marketing roles involving storage and handling of flammable liquids and other classes of dangerous goods in the workplace, and has been involved in the development and expansion of the Pratt product range. He is a member of the committee which developed the recently-released Australian Standard AS4775-2007 Emergency eyewash and shower.

Safety Equipment in the Laboratory

A presentation on selection and installation of Dangerous Goods storage cabinets and safety showers /eye-wash units. Ventilation of cabinets and the importance of compliance with Australian standards will be discussed as will the correct way of using Safety showers, testing requirements and also how the standards for these safety products impact on each other.

Alex Cook was trained in Wollongong and Townsville and has been at the Museum since 1992.

He has worked extensively in the Great Artesian Basin, and has a research interest in fossil molluscs, fossil reefs and the palaeontology of Cretaceous faunas in Queensland. The author of over 25 papers and books, he is the Senior Curator of the Palaeontology section at the Museum Alex previously worked as a full time tutor at James Cook University in Stratigraphy, Sedimentology and Palaeontology. Prior to that he has been a research assistant, storeperson, nerdy student with a pocket protector and a small child with a passion for rocks and fossils living in a small town with nothing else to do but look at rocks. In his spare time he is either reading late 19th - early 20th Century literature, defeating the evil aliens that live on the hard drive of his home computer, or surfing the internet.

Queensland Dinosaurs

Over the last 6 years there has been a dinosaur rush in Queensland. Following the discovery of large sauropod bones in 1999, and their identification in 2001, excavations have taken place in the Winton area. These excavations have been employing some non-standard practises to recover bones by using heavy machinery to quickly locate bones within the Winton Formation.

Dinosasurs identified in the excavations include large titanosaurid sauropods, theropods, hypsilophodontids and ankylosaurs, as well as crocodiles, fish, turtles, pterosaurs, lungfish and many more. All are derived from flood plain type deposits.

Work has extended south to the Eromanga district where further, even larger, sauropod discoveries have been made.

Local landholders are crucial to the work, identifying new sites and facilitating large scale digs. A locally-based organisation has been set up in both locations to keep the dinosaurs locally, and set up a local Museum in Winton and a visitor centre in Eromanga. Painstaking preparation of the dinosaur bones is also happening locally, but proceeds at a pace slower than the number collected each year.

Brian Coughlan is a Grade 5/6 teacher at Holy Cross and has been Outdoor Education Project Coordinator from the beginning of the project. Brianal so works with Catholic Education Office Melbourne as a Science Resource Officer.

Holy Cross Outdoor Education Project. Children apply their Learning to Solve Everyday Problems.

This presentation investigates the use of real life science contexts in the local area as an engaging and effective approach to teaching science.

Holy Cross Primary School is situated in New Gisborne at the foot of Mount Macedon Victoria. The students come from a semi rural background with many parents commuting to Melbourne to work. Holy Cross is set on 8.5 hectares with the school building and ovals covering approximately 4 hectares.

The idea to establish an Outdoor Education Project originated from Principal Joe Caruana as a way to make use of the land and outdoor environment coupled with an avenue to place more emphasis on science as an integrated subject in the curriculum. After discussion with teachers and a project presentation at a staff meeting, it was decided that a project would be created where the children use their learning in science and other integrated subject areas to plan, design and problem solve, plant and maintain stage 1 of the project, a vineyard. This began in 2004 with children, teachers and community partnerships establishing a fully operational vineyard of 350 vines.

The Outdoor Education Project has evolved and grown over 5 years to include the following stages:

1. Vineyard 2004.

2. Poultry enclosure 2005.

3. Vegetable Garden Beds 2006.

4. Animal Farm 2007.

5. Outdoor Education Learning Center 2008.          

Next year, 2009, will see the completion of the final stage of the Holy Cross Outdoor Education Project - the establishment of a fruit tree orchard. This will be stage 6 and the final stage of the journey of establishing the Outdoor Education Project. The learnings from this project over four years will be shared, with particular reference to creating community partnerships and using the local area.

The Outdoor Education Project at Holy Cross has created a unique learning environment within which students’ learning is relevant and has application beyond the school.  It involves students in addressing issues, such as environmental sustainability, and demonstrates the importance of reciprocal community partnerships, particularly for semi- rural communities.

Margaret Croucher, Lab Technician at La Salle Catholic College - Bankstown NSW. Margaret has been a Lab Technician for 21 years in the Catholic, Independent and State school systems. She a strong advocate of Professional Development and is involved in network groups within the Catholic and Independent education fields. She currently runs a support email group for Labbies who do not have any support and for those who just want to stay up to date with current practices, hints and tips. Margaret is adamant that Lab Technicians are not employed at schools “just to wash up”  but they play a very important role not only in the Science Department but to the whole school in keeping abreast with current legislation relating to chemical safety in the school. This workshop will show interesting pracs and demos for in the lab or Open Days to get the “WOW” effect.

How to keep the WOW in Science.

Some “magic” demonstrations, using readily available substances, suitable for Open Days/Science Club, or just to tickle the interest of students and staff alike.

Julie Crough leads the Tropical Savannas Knowledge in Schools project for the Tropical Savannas Management Cooperative Research Centre (based in northern Australia), in partnership with the Northern Territory Department of Employment, Education and Training. For more than 15 years Julie has been involved in science education and communication in WA, QLD and the NT. Prior to her current position, she worked for CSIRO as well as the NT and WA departments of education.

Why is fire a burning issue for sustainability?

What is your perspective of fire; is it good, bad or other? How does your perspective compare with other people? How can fire be useful for biodiversity as well as reduce greenhouse gas emissions? This workshop will explore these and other related issues that will challenge your thinking about fire and why it is important in educating for sustainability. Participants will also receive a copy of Burning Issues, an online interactive learning module, which is an essential tool for helping to understand and challenge different ways of knowing about this hot topic.

Fred is currently a Science Curriculum Consultant for the SPICE Secondary Science Teachers’ Enrichment Program, an initiative that is a partnership between The University of Western Australia and the WA Department of Education and Training. Prior to this he was the senior curriculum policy officer for science with the WA Department of Education and Training and during this time was actively involved in the development and implementation of science curriculum and professional development initiatives. He also spent a period of time in Fiji as a science curriculum advisor. Fred is an experienced science classroom teacher having taught science in two WA rural schools and 3 Perth metropolitan schools, including 19 years as a Head of Department of Science. He has been involved in a range of national and state initiates to support science in schools.

Adding SPICE to teaching science

SPICE is a partnership between the Western Australian Department of Education and Training and The University of Western Australia to ‘add spice’ to science teaching in secondary schools. The Program focuses on bringing teachers in touch with current scientific research that can be used as contexts and stories to engage students in real scientific endeavour that is searching to answer questions that are of interest and are relevant in students in their lives.

The SPICE program develops interactive learning objects, videos, factsheets for students, background sheets and worksheets for students, supported by teacher guides that provide sample learning pathways based on a constructivist learning model and suitable teaching strategies.

SPICE provides a range of professional learning opportunities from those delivered by scientists on their research, to those delivered by the SPICE team initiating action learning programs based on the strategies and processes used in the resources and how they have been constructed. Special offers of professional development and student activities are offered to school that sign a Memorandum of Understanding with the SPICE at UWA to work together to stimulate student interest in science.

This workshop will provide information about the program and what has been achieved and provide participants with an opportunity to view the resources, discuss the approach taken in their development and future potential directions for the program.

Margaretha Ebbers is a consultant with the Edmonton Public School Board in the area of Programs.  She did her doctoral work at the University of Alberta in the area of elementary science education. Her research interests include how teachers see the connections between science and literacy, student explanations and literacy practices in science.

Margaretha has taught all levels of elementary as well as science methods courses at the university level. She has been a classroom teacher, a consultant, a faculty member and worked on mentor projects with beginning teachers. In addition, she has worked on science curriculum and program projects ranging from primary to secondary, as well as on the executive of the Alberta Teachers Science Council.

Language, literacy and the love of science

The emphasis in school science on inquiry is an attempt to emulate the practices of scientists while teaching some of the knowledge that we have today.  Literacy practices are a vital part of this endeavor and in fact, cannot be separated from science itself. In this session we will examine how literacy and science practices are intertwined, explore the similarity of reading and science inquiry, and determine which kinds of reading, writing and speaking support best practices in inquiry. Finally, we will look at text sets as a way of contributing to text familiarity.

A Science teacher with 16 years of teaching experience in Victorian and South Australian secondary schools, Katharine studied cognitive processes in her Master of Education Studies and has particular interest in scaffolding and multiple intelligences as a vital part of students’ educational experiences at school. Katharine works at Edsoft as the Teaching and Learning Product Manager and presents Crocodile and Yenka products in this workshop as an excellent way to scaffold and reinforce understanding in Science and Technology subjects throughout Australia.

Science subjects can have software that works brilliantly on Whiteboards – Crocodile and Yenka products in this workshop as an excellent way to scaffold and reinforce understanding in Science and Technology subjects throughout Australia.

Science subjects can have software that works brilliantly on Whiteboards – Crocodile and Yenka

Objectives –

To demonstrate to and give teachers a clear and interesting experience of –

1. Topics in Crocodile Chemistry and Physics which are relevant to senior Physics and Chemistry courses and examples of how Crocodile has been used in classes with interactive whiteboards. Examples common to senior subjects in all states will be used.

2. How Crocodile and Yenka software can be used in general science subjects and on an interactive whiteboard to engage students and to stimulate and consolidate learning.