Outcomes of the primary and early childhood science and technology education project at the university of Canberra

Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts

“…Like Fleer (2006), Appleton (2006) found that teachers do not recognise this informal knowledge as important for informing their teaching. This finding is consistent with longstanding research (see Bell & Gilbert, 2004;Hardy, Bearlin, & Kirkwood, 1990) and enquiries into teacher education (Department of Education, Employment and Training, 1989). For example, Appleton states: I discovered that he (teacher) had an amazing knowledge of Australian native flora; he did not consider this to be science-to him it was gardening.…”

Towards creating effective learning environments for science teachers: the role of a science educator in the tertiary setting

“…Following a series of 14 workshops teachers are supported in schools as they develop, teach and evaluate a curriculum programme in science and technology in their own classroom. The outcomes of this course have been reported in Hardy et al (1990).…”

“…A set of assumptions formed an essential part of our own implicit theories of learning (Claxton and Carr 1987) as we commenced our work as tutors in the inservice programme of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) at the University of Canberra in 1989 (Hardy et al 1990) and have gradually become more explicit in ensuring programmes that have similar aims and approaches at the University of Waikato (Bell et al 1990, Kirkwood andHardy 1991) and the University of Canberra. The approaches that we have encouraged have emphasized the need for teachers to consider constructivist views of learning as having significant potential for improved science learning, the relevance of gender in learning and teaching of science, and to consider their understandings of science and technology and science and technology education.…”

ASERA: brief histor(y/ies)

“…Longstanding scholars such as Ken Appleton, Keith Skamp and Dawn Garbett have worked actively in this area generating new insights for the science education community. The earlier work of Beverley Bell and Valda Kirkwood into conceptual change at both the tertiary level and through professional development, have now become institutionalized in practice across many teacher education programs (see Hardy, Bearlin and Kirkwood 1990). In line with these developments, the early childhood profession has proffered from this research activity, and early childhood science education has been taken seriously within the field (e.g., Fleer and Robbins 2003).…”