ASSIGNMENT COVER SHEET

Student Number 32004921

Student Name Michelle Willmott

Unit Code EDUC5221

Unit Title Primary Science

Assignment
Summary of effective teaching strategies in Science.
Topic/Title

Unit Lecturer Rebecca Mola Date Received

Unit Tutor Lisa Vinci

Due Date 17/09/2018 17/09/2018

Word Count

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ASSIGNMENT RECEIPT

Student Number 32004921 Date Received

Student Name Michelle Willmott

Unit Code & Title EDUC5221 17/9/18

Summary of effective teaching

Assignment Title
strategies in Science

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 This summary will provide an analytical evaluation of what

effective teaching is and briefly discuss strategies that can be used to

enhance learning. Two such approaches are Inquiry-based and Collaborative

learning. It will explore Wilcox, Kruse and Clough’s (2015) Journal article

‘Teaching Science through Inquiry’ which analyses the misconceptions that

surround inquiry-based learning and how teachers can amend these facts

and use this strategy positively and effectively in the science classroom. In

comparison, Cimer (2007) in their critique ‘Effective Teaching in Science’’

looks at the use collaborative learning and how it can be used to improve

student achievement.

There are many views on what an effective teacher resembles.

However, an effective teacher is simply is one who considers a student’s prior

knowledge and conceptions and provides students with skills, values,

interests and motivation to pursue lifelong learning. An effective teacher is

well organized and will foster a student’s class participation and provide an

environment where inquiry and co-operative learning is supported. All of

which will encourage lifelong academic success (Cimer, 2007).

The first method we are looking at is inquiry-based learning and

Wilcox et al. (2015) define it as “the pedagogical decisions and actions that

teachers make to promote scientific practices such as asking testable

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 questions, creating and carrying out investigations, analyzing and interpreting

data, drawing warranted conclusions, and constructing explanations that

promote a deep conceptual understanding of fundamental science ideas”.

However, they state that misconceptions in inquiry-based learning is

prominent in contemporary science education and that identifying and

rectifying these misunderstandings is pivotal in achieving intended science

education goals.

Myths about inquiry-based teaching include the idea that

teachers do not provide enough guidance in the classroom; that it is primarily

a hands-on only environment; it is chaotic and therefore produces behavioral

issues; that too much time is wasted teaching subject matter; that it only

benefits a minority of students; it can only be used to teach basic science

topics and it does not benefit students in securing career paths (Wilcox,

Kruse, & Clough, 2015).

Wilcox et al (2015) articulate that these myths are false and that

inquiry-based learning actually is encompassed by teachers that regularly

scaffold student learning; that the hands-on approach is accompanied by

mental engagement and meaning making experiences; that expectations for

on-task behavior are clearly outlined by the teacher and monitored; though

time consuming it does allow for deeper meaning, understanding and

application which then allows for greater retention of science content; that it

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 is actually for all students and caters for all learning needs; that it can

definitely be used to teach complex and advanced science concepts; that

practical and content understanding is important as it gives experiences that

is routinely used in academia and science occupations.

Wilcox et al (2015) conclude that to effectively teach science

through inquiry and address these myths teachers need to self-reflect,

consider pedagogical teaching decisions and provide constant positive

interaction with students. This will ensure that students are able to establish

a more accurate understanding of science concepts.

The second method we are exploring is collaborative learning

and Cimer (2007) defines it as a “general model where students work together

to achieve a common goal”. Collaborative learning supports the development

of student’s knowledge and aids them in constructing their own ideas of

science content and therefore strengthening their learning of the subject. He

states that collaboration allows students to share, explore, refine and

question new ideas while benefiting each other’s competencies and skills.

Cimer (2007) states that research conducted over a wide variety of schools

and using a diverse range of subject matter have reported that co-operative

learning has increased student achievement, increased their skills and

importantly resolved any misconceptions students may have had about

science.

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 However, Cimer (2007) affirms that to use co-operative learning

successfully a teacher needs to be systematically organized in planning tasks

while monitoring the social status of students. This will ensure extroverted

children do not dominate group discussions restricting shyer students input

in group work. Correspondingly it will combat distracting and irrelevant

conversations and behaviors that may occur in large group situations.

Teachers become facilitators that monitor student groups and intervene when

needed ensuring that the implementation of co-operative learning is

successful (Buchs, Fillipou, Pulfrey & Volpe, 2017).

In conclusion it is important to manage and investigate areas of

misconceptions within the classroom be it by the teacher or student. The

approaches presented above are only a couple of strategies from which

instructors can cultivate classroom environments to ensure students engage

and participate in learning science. Both strategies look at the misconceptions

and the negatives that shroud the classroom and similarly state that

immediate intervention needs to be applied to ensure accurate understanding

and correct incorporation of the topics being taught.

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 References

Buchs, c. F. (2017). Challenges for cooperative learning implementation:

report from elementary school teachers. Journal of Education for Teaching,

43(3), 296-306.

Cimer, A. (2007). Effective Teaching in Science: A Review of Literature.

Journal of Turkish Science Education, 4(1), 20-44.

Wilcox, K. &. (2015). Teaching Science Through Inquiry. Science Teacher,

82(6), 62-67.