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 CONNECTING
WITH SCIENCE
EDUCATION
Edited by robyn gregson
vi contents

3 From Curriculum to Pedagogy 55

Paul Rooney

Internationalising ACS 57
What does curriculum mean? 58
The purposes of a curriculum 59
Curriculum planning models 61
Why a national science curriculum? 62
The importance of the Australian Curriculum: Science 63
The structure of the ACS 64
The interchange of knowledge 70
Understanding pedagogy 72
Navigating from student to teacher 73
The characteristics of the developing science teacher 76
Signature pedagogies in science 78

4 What is Science? 87
Mitch O’Toole

What do the introductory stories tell us about science? 89

The place of science in learners’ worlds 89
Where did the science we teach today come from? 91
Using stories to explain the history of our understanding of
science 92
What makes science different from other ways of knowing? 95
How does science interact with technology? 103
So how should we teach science? 105

5 Engaging Students in Science 111

Robyn Gregson

Engagement and science 113

What is engagement? 114
The link between engagement and motivation 116
Engagement and academic success 116
Factors affecting engagement 117
Barriers to engagement in school science 122
 CONTENTS vii

Models of teaching science that lead to engagement 125

Connecting with students to enhance engagement 131

6 Planning for Engagement 137

Robyn Gregson

Introduction 139
What effective teachers of science do 139
Planning for scope and sequence 146
How to get started 162
Strategies for engaging students 164

7 Science, Literacy and the Integrated Curriculum 170

Mary U. Hanrahan

The role of language in science education 172

Literacy and literacies in science 173
What teachers need to know about reading and writing in science 179
Reading for understanding 179
Writing to learn 182
Do we need to use the big words? 184
Linking literacy skills with science understanding 186

8 The What, Why, Who, Where and When of

Assessment 195
Robyn Gregson

What is assessment? 198

Difference between ‘assessment’ and ‘grading’ 199
Students’ views of assessment 199
Why assess? 200
The debate over assessment ‘of’, ‘for’ learning and assessment ‘to’ learn 201
Types of assessment 203
What should assessment include? 208
Complex issues that surround assessment 211
viii CONTENTS

9 Science, Technology, Environment and Society—

Where to from Here? 219
Susan Harriman

What’s next for science education? 221

Net geners, millennials or generation M2? 224
The future of science in schools 227
The challenge of emerging technologies 232
Mobile, immersive and augmented realities 247

Part 2 Exploring the World through

Experiments 263
Experiment 1: Sherbet 264

Experiment 2: Crash Testing 270

Experiment 3: Electric Circuits 274

Experiment 4: Story of a Hamburger 280

Experiment 5: Shadows 290

Glossary 294

Index 300
Figure 1.1 A variety of representations of the molecular structure of (R)-(+)-1-
phenylethanol 9 List of
Figure 2.1

Figure 2.2
A Year 3 student’s representation of science

A Year 4 student’s representation of science

25

25
Figures
Figure 2.3 A Year 5 student’s representation of science 26

Figure 2.4 A Year 6 student’s representation of science 26

Figure 3.1 Science curriculum implementation from nation to classrooms 58

Figure 3.2 The content structure of the ACS 66

Figure 3.3 The workflow progression of a teacher’s professional pedagogical

practice 69

Figure 3.4 Knowledge and skills interdependence within the ACS 70

Figure 3.5 Examples of representations within the study of science 74

Figure 3.6 The central focus of pedagogies in practice within the ACS 76

Figure 3.7 The four dimensions of effective teaching and their identified
productive pedagogies 80

Figure 3.8 The integrated pedagogies of the 21st century science teacher 81

Figure 4.1 Galileo Galilei was an important and controversial figure at the dawn
of modern science. 93

Figure 4.2 Inductivist logic 96

Figure 4.3 A black swan would be a big surprise for an inductivist. 96

Figure 4.4 Positivist logic 97

Figure 4.5 Falsificationist logic 98

f
Figure 4.6 Cyclical science 99

Figure 4.7 Scientific models appear to have a structure that allows the stage in
their ‘life cycle’ to be estimated. How fruitful is this one? 100

Figure 4.8 Galileo was the first person to point a telescope upwards. Before he
did that, people watched the stars and planets with sighting tools
like this one. 102

Figure 4.9 Thomas Newcomen designed this engine driven by air pressure and,
two generations later, James Watt improved it to produce the first
true steam engine. 104

Figure 4.10 Hollow-cast cannon blew up more often than solid-cast weapons
that had been bored out by a steam-driven drill. 105

Figure 5.1 Young scientists engaged in learning 113

Figure 5.2 Elements of engagement 115

Figure 5.3 Factors affecting engagement 118 ix

x LIST OF FIGURES

Figure 5.4 Teaching models 126

Figure 5.5 Summary of the 5Es 129

Figure 6.1 A two-dimensional view of the elements of good teaching 140

Figure 6.2 Retention during a learning episode 151

Figure 6.3 A sequence for interactive teaching and learning 153

Figure 6.4 Mind map of animals 163

Figure 6.5 Concept map of roses 163

Figure 6.6 A partially prepared blank mind map 164

Figure 6.7 KWL scaffold 165

Figure 7.1 The first page of the science textbook chapter that Mrs Savige was helping her students read with
understanding 191

Figure 8.1 The focus of assessment practices 202

Figure 8.2 Types of assessment commonly found in science classrooms 205

Figure 8.3 Steps in developing an assessment task 208

Figure 8.4 Factors that affect how and what we assess 211

Figure 8.5 Pointers for planning assessment tasks 213

Figure 9.1 Progression and domains of learning technology use in schools 234

Figure 9.2 Kidspiration and Inspiration used to map existing ideas and identify areas to explore 238

Figure 9.3 The Inspiration outline tool converts the mind map to a text outline. 240

Figure 9.4 Planet FOSS photo template 244

Figure 9.5 Sample student glog at http://edu.glogster.com 245

Figure 9.6 Moonbase Alpha 248

Figure 9.7 Augmented Reality Development Lab (ARDL) module 250

Table 2.1 Summary of theorists, their theories, underpinning reasons for
learning and roles of teachers and learners in science 30 List of
Table 2.2

Table 3.1
Six levels of Bloom’s taxonomy 35

The actions identified within the ACS 65

Tables
Table 3.2 The curriculum focus areas of the science content strand 67

Table 3.3 The ideas framework of the ACS 68

Table 4.1 What sorts of things might increase the significance of school
science? 90

Table 4.2 Ways of understanding change in science 95

Table 6.1 A sample scope and sequence for years F–10 147

Table 6.2 Four planning models 148

Table 6.3 Assessing student responses to the 5Es 152

Table 9.1 Media use over time 224

Table 9.2 Ranking of teaching strategies with greatest effect sizes 228

Table 9.3 Dimensions and constituent aspects of authentic activity 231

Table 9.4 Digital technologies supporting effective science teaching and

learning strategies 236

Table 9.5 Typology of online connections 242

Table 9.6 Groupings of web 2.0 media applications 243

t xi
List of Chapter 1
Mini beasts 17
In the Science Growing seedlings 18
Science in the community 19
Classroom
Activities Chapter 2
Cooking 47
Chemical reactions 48
Dealing with misconceptions 49
Weather activities 50
Catering for different learning abilities 50
Considering students’ backgrounds 51

Chapter 3
Linking to other learning areas 83
Analysing a lesson 83
Using TPASK 84

Chapter 4
The relevance of science 107
Science changes 108
Using narratives 109
Science and technology 109

a
Chapter 5
Bringing science home 131
Linking the classroom to the community 132
Involving students in planning 133
Using the guided discovery model 133

ct
Chapter 6
Physical sciences 167
Plate tectonics 168

xii
 List of In the Science Classroom ACTIVITIES xiii

Chapter 7
Identifying top-level structures case study 1 190
Identifying top-level structures case study 2 191

Chapter 8
Assessment in learning 215
Conducting formative assessment 216

Chapter 9
Dealing with media conceptions of science 251
Scientific innovations 252
Integrating ICT 252
Kids’ Design Challenge 253
Matrix of Science understanding Work Samples

In the Science Biological Chemical Earth and Physical

Year level/
skill level
sciences sciences space sciences
sciences
Classroom
Activities Chapter 1: Chapter 2: 1: Observing beans
Growing Weather growing
seedlings activities 2: What are ‘basic
FOUNDATION

needs?’
3: Looking at materials
4: My favourite weather

Chapter 1: Chapter 2: 2: How foods change

Mini beasts Cooking once heated
Chapter 1: 3: Sound travel
Growing 4: Report: mini beasts
seedlings
Year 1

Chapter 8: Chapter 2: Chapter 1: Chapter 8: 1: Report: using water

Assessment Chemical Science in the Conducting 2: Report: grow a plant
in learning reactions community formative
3: Floating and sinking
assessment
5: Recount: chick diary
Year 2

a
Chapter 2: Chapter 2: 1: Investigation: Ice
Cooking Weather cubes and heat
activities 2: Data analysis:
Weather records
3: Investigation: Things
I know about heat
Year 3

Chapter 1: Chapter 5: Chapter 6: 2: Testing the friction

Growing Using the Physical of shoes

ct
seedlings guided sciences 3: Convict bag
Chapter 8: discovery
5: Investigation: Testing
Assessment model
bag strength
in learning
6: Yabby diary
Year 4

xiv
 Matrix of In the Science Classroom Activities xv

Science understanding Work Samples

Biological Chemical Earth and space Physical

Year level/
skill level

sciences sciences sciences sciences

Chapter 8: Chapter 1: Science in the Chapter 9: 2: Can light go around

Conducting community Integrating ICT corners?
formative Chapter 4: The relevance 5: Observable
assessment of science properties of solids,
Chapter 8: Assessment liquids and gases
year 5

in learning 6: Australian Scientists

Chapter 1: Chapter 2: Chapter 1: science in the Chapter 2: Catering 1: Designing an

Growing Chemical community for different electrical switch
seedlings reactions Chapter 2: Weather activities learning abilities 2: Famous scientists
6: Reversible and
Year 6

irreversible change

Chapter 1: Chapter 8: Chapter 1: Science in the Chapter 4: Science 1: Process design:

Mini beasts Conducting community and technology Purifying water
formative Chapter 4: The relevance of 2: Poster: The water
assessment science cycle
Chapter 5: Using the guided 5: Parachute design
discovery model 6: Feral fox
Chapter 8: Assessment in
learning
Year 7

Chapter 2: Chapter 3: Linking to other 1: Solar oven

Cooking learning areas 6: Digestive system
Year 8

Chapter 1: Chapter 6: Plate tectonics Chapter 4: Science 5: Slide show

Mini beasts and technology presentation: Plate
tectonics
7: Wifi
8: Bionic eye
Year 9

Chapter 8: Chapter 2: Weather activities Chapter 3: Linking

Conducting to other learning
formative areas
Year 10

assessment
Preface The book you are about to read is written to engage the pre-service teacher
in the excitement of the content of science. Whether studying to teach in
primary or secondary schools, it seeks to engage by inviting pre-service
science teachers to question and to be creative with their approaches to
teaching science. As authors and educators, our aim in writing the book is
to provide opportunities for pre-service teachers to examine the purpose
and nature of science teaching and learning by encouraging them to reflect
on and develop their own scientific literacy and knowledge.
Throughout the book, we have applied research into science education
to show its influence on science teaching and learning, and to reveal the
processes underpinning scientific investigation. In addition, we have focused
on developing pre-service teachers’ abilities to explore and investigate the
literacies of science and pedagogies associated with effective teaching. We
favour a direct link to the ‘Nature of Science’ and throughout the book
you’ll find that we use words such as engaged, interested, excitement,
doing, big ideas, practise and planning to encourage pre-service teachers to
connect with science. The influence of social constructivism and inquiry
learning is explored and examined in the context of creating cooperative
classrooms and other learning environments.
The book is divided into two parts: Part One introduces pre-service
teachers to the what, why and how of science teaching; Part Two
demonstrates, through five experiments, how science could be taught to
a range of age groups, from Foundation to the middle years, in a way that

p
engages children in learning about the natural world.
Chapter 1, Becoming Explorers of Our World: The Purpose of Science
Education, is written by Martin Westwell and Debra Panizzon and focuses
on the current view of science education. The authors explore traditional
ideas and thinking around the science curriculum, thus helping to prepare
pre-service teachers for science teaching in the twenty-first century.
Chapter 2, Making Connections with the Students’ World by Robyn Gregson
and Maree Gruppetta explores the idea that learners are not empty vessels
into which teachers pour knowledge. Learners do not live in isolation;
their experiences are scaffolded by their families and the cultures and sub-
cultures within which they grow. Learners’ cultural knowledge and the
extent to which school knowledge is connected to their lives will influence
how closely they attend to classroom experiences. The authors explore who
our students are, their prior knowledge, and where they get it from. They
then link theories of teaching with the practice of teaching twenty-first
century students.
Chapter 3, From Curriculum to Pedagogy, is written by Paul Rooney and
takes the position that while we as teachers have come to expect change,
never before have we faced the introduction of a national curriculum, new
syllabuses and a testing regime that dramatically influences what we teach
xvi
 PREFACE xvii

and how we teach it. The author explains the meaning of ‘curriculum’ and
how students of science become teachers of science as they learn to unpack
curriculum documents and develop their own cache of pedagogies.
Chapter 4, What is Science? by Mitch O’Toole begins with the premise
that if any of us is going to teach science well, we need to know what it is
and where it came from. And, if we are going to teach it well to children,
we need to know how they learn and what influences their growing
understanding. This chapter introduces the history of science and various
views of what it is and how it works, with references to take pre-service
teachers further in their understanding. The author discusses in depth how
science provides learners with knowledge of their surroundings that can
help them develop productive and fruitful meanings about their world.
Chapter 5, Engaging Students in Science by Robyn Gregson expands
on the previous chapter. The author asserts that now readers know what
science is, what science education and the curriculum involve, and who
they will be teaching, they need to find the best ways to teach science.
She stresses that engaging students in learning about science is not just
about them paying attention in class. In this chapter, the meaning of the
term ‘engagement’ is explored, as are the factors that enhance or inhibit
student engagement.
In Chapter 6, Planning for Engagement, Robyn Gregson asks the question
‘What is it that some teachers do that makes kids love learning?’and answers
it, by discussing how teachers can plan programs and lessons that are student
centred and thus develop students’ passion for knowledge.
Literacy remains a top priority to science teachers and a challenge for
many students. In Chapter 7, Science, Literacy and the Integrated Curriculum,
Mary U. Hanrahan considers the relationship between science and literacy,
thus helping pre-service teachers understand what literacy means and the
complex nature of science literacy.
In Chapter 8, The What, Why, Who, Where and When of Assessment,
Robyn Gregson examines the issue of assessment. We find that traditional
forms of assessment do not always allow all students to demonstrate their
knowledge of scientific concepts. Further, mandated assessment processes
are impacting on student enjoyment of science. This chapter explores the
link between the theoretical underpinnings of assessment and the practice
of assessment in our schools.
We explore the influence of technology in several chapters of this book,
but Chapter 9, Science, Technology, Environment and Society—Where to from
Here? by Susan Harriman is dedicated to examining a diverse range of
digital environments and resources. The author provides insights into the
use of technology in the classroom, and questions set ideas. She suggests
how teachers can incorporate ICT in their lessons in a way that challenges
students intellectually and avoids common pitfalls.
xviii Preface

Additional to the science teaching content of each chapter, we have

integrated a number of learning features to encourage personal inquiry,
reflective practice and small collaborative group work. We begin each
chapter with ‘Key ideas and ‘Key terms’ to focus the pre-service teacher on
the main areas of learning covered in the chapter. Key terms are explained
in the margins where they first appear, and a combined Glossary of these
terms is located at the end of the book.
At intervals throughout each chapter, ‘Think about it’ sections
encourage the reader to question their own actions as well as the activities
of the schools they’ve visited, and to come up with their own ideas about
good science teaching. Many are pointers to possible lesson plans, and are
precursors to the more complex ‘In the Science Classroom’ sections.
At the end of each chapter are ‘In the Science Classroom’ activities
(written by Pauline Rogers, Ballarat University), which link to the chapter
content. These provide models and ideas for pre-service students to either
use, adapt or completely revise to their expected teaching needs.
The book is appropriately illustrated with examples of children’s work,
explanatory tables and diagrams, and stories about teaching science to a
range of age levels. To assist readers in recognising the relationships between
aspects of science teaching, the book contains cross-referencing links to
sections in other chapters, as well as to the experiments in Part Two.
The book’s close links to the aims of the Australian Curriculum, with
its integrated curricula approach, are evident in every chapter, but these
links are revealed to full effect in the structure of the experiments in Part
Two. Here you will find experiments that can be adapted for a range of age
groups—from Foundation through lower primary, upper primary to lower
secondary—and for a range of learning abilities within those age groups.
The experiments cover the learning streams of the sciences: biological,
chemical, earth and space and physical. They are: ‘Story of a Hamburger’,
‘Sherbet’, ‘Shadows’, ‘Electric Circuits’, and ‘Crash Testing’, and have
been written by Robyn Gregson, Pauline Rogers, and Linda Darby, from
Deakin University.
Each of the experiments has been constructed to emphasise how
much can be learned even from the simplest of science experiments. Each
experiment includes these parameters: year level; timing; ‘connecting with
the science’; key terms and definitions; safety requirements; key links (to
literacy, to assessment, to human endeavour and to other curriculum areas);
background science facts; the aim of the experiment; equipment required;
the steps for conducting it; and how to record the results. There are also
suggestions for how to conclude the experiment, with questions for further
discussion, extension activities, and ideas for modifying the inquiry or
investigation for other age groups.
 PREFACE xix

We, the authors of this book, have enjoyed writing it for you. We have
appreciated the opportunity to convey our experiences and to share our
knowledge about science teaching and learning, gained through classroom-
based research and direct teaching and teacher educator experiences. We
entrust this book to you and your students, future teachers, in the hope that
it conveys our passion for science in ways that you can use readily.
Students and lecturers are encouraged to view make use of the book’s
supplementary products and useful documents on the Education Hub at
oup.com.au/oeh.
Acknowledgements The authors wish to thank the Oxford University Press publishing and
editorial team who gave their skills and time unstintingly for this project.
Without the inspiration and imagination of Debra James this book would
not exist. Through her dedication, the team of authors were able to harness
their passion for science education and use their research to demonstrate
current and innovative theories and practices for teaching science in the
twenty-first century. Jennifer Butler is recognised for helping develop the
structure of the book. Her sense of humour was invaluable throughout the
editing process. Through her work and that of Sue Dani, the designer, we
have an exciting layout that promotes the reading and understanding of the
content. We also thank Shari Serjeant, who was instrumental in developing
the book’s pedagogy. Elaine Cochrane was the editor, and we give her our
sincere thanks for her professionalism and high standards. She is a hard
taskmaster but our book is superior because of her diligence.
The work of Linda Hobbs and Pauline Rogers is also acknowledged:
both contributed to the experiments that make up Part Two, while Pauline
shared her wide classroom experience through the ‘In the classroom’
activities that round out each chapter.
We would like to acknowledge the principals, teachers and students
who have participated in our research, which is demonstrated in this book.
Without their cooperation and enthusiasm we would not have the stories
or evidence from practice that make this book special. They allow us to
observe, try new ideas and then help us reflect on the outcomes. They
contribute to our learning much more that we do theirs.
Throughout our careers as teachers and researchers we have been
supported by our colleagues who have participated in formal and informal
discussions about our work. To them we owe a debt of gratitude for their
mentoring and critical review of our work. We extend our thanks to

a
Rhondda Brill (UTS), Associate Professor Peter Aubusson (UTS), Professor
Toni Downes (CSU), Professor Wayne Sawyer (UWS), Professor Peter
Kell (CDU), Colin Webb (UWS), Dr Marilyn Kell (CDU), Dr Les Vozzo
(UWS) and Associate Professor Michael Matthews (UNSW).
Often the unsung heroes of any research and writing project are the
librarians at the universities where the authors teach. They supply their
wisdom and knowledge when finding current and lost resources. We
appreciate their dedication to their profession and the breadth and depth of
their skills.

xx
 acknowledgements xxi

The author and the publisher wish to thank the following copyright holders
for reproduction of their material.
Aragami12345s/Shutterstock, p. 252; ARDL, Augmented Reality
Development Lab, Figure 9.7; Beata Becla/Shutterstock, p. 17; Carsten
Reisinger/Shutterstock, p. 109; Chris Hainey/iStockphoto, p. 293; Duncan
Walker/iStockphoto, Figure 4.9; Eduard HArkAnen/photos.com, p. 271;
Ekaterina Pokrovsky, p. 292; Emilia Stasiak/Shutterstock, p. 84; Florida
Images/Alamy, p. 50; Inspiration Software, www.inspiration.com, Figures
9.2, 9.3; Iryna1/Shutterstock, Figure 4.1; Jessica Jennings and Glogster,
http://edu.gloster.com, Figure 9.5; Johann Helgason, p. 177 (neon sign);
Leonello Calvetti/Shutterstock, p. 281; Matka_Wariatka/iStockphoto,
Figure 5.1; NASA for screen grab from Moonbase Alpha, Figure 9.6; NSW
Government for Enviro Inspiro poster, p. 238; Oxford University Press
Australia, Figure 7.1; Pictafolio/iStockphoto, p. 177 (phone); Planet FOSS,
www.fossweb.com/planetfoss, Figure 9.4; RACV Energy Breakthrough
Local Planning Committee, p. 132; Smailhodzic/Shutterstock, p. 282;
Vlue/Shutterstock, p. 18; Wavebreakmedia ltd/Shutterstock, p. 266 (child).
Every effort has been made to trace the original source of copyright
material contained in this book. The publisher will be pleased to hear from
copyright holders to rectify any errors or omissions.
This book includes quotes, tables and figures from ACARA, © Australian
Curriculum, Assessment and Reporting Authority 2012. These may be a
modified extracts from the Australian Curriculum and may include the
work of the authors. ACARA neither endorses nor verifies the accuracy of
the information provided and accepts no responsibility for incomplete or
inaccurate information. In particular, ACARA does not endorse or verify
that: The content descriptions are solely for a particular year and subject;
all the content descriptions for that year and subject have been used;
and the author’s material aligns with the Australian Curriculum content
descriptions for the relevant year and subject. You can find the unaltered
and most up to date version of this material at www.australiancurriculum.
edu.au
This material is reproduced with the permission of ACARA.
About the Robyn Gregson, Editor University of Western Sydney
Robyn Gregson’s love of science began at the tender

Authors age of eight, when her father gave her a microscope;

her interest in and passion for science has never waned.
She is a lecturer in science, literacy and pedagogy at the
University of Western Sydney, and her qualifications
include a Bachelor of Science (UNSW), Diploma
of Teaching (with Distinction, CSU), Master of Education (UTS) and a
Doctorate (UTS). Teaching science at primary, secondary and tertiary
levels has provided her with many opportunities to explore the wonder
that students see in science.

Maree Gruppetta University of Newcastle

Associate Professor Maree Gruppetta is a Guyinbaraay
woman currently working in the Wollotuka Centre
at the University of Newcastle. Prior to her current
position as Associate Professor, Research and Research
Engagement, Maree was Senior Lecturer and AREP
Education Course Advisor at the Badanami Centre
for Indigenous Education at the University of Western Sydney (UWS) for
four years; this followed eight years’ teaching in the School of Education
at UWS. After completing a Bachelor of Teaching (Primary), a Bachelor
of Education (Hons), and a Master of Teaching in Special Education
(Secondary), Maree taught in both primary and secondary classrooms,
before returning to complete her PhD in Education. Her range of expertise
covers a variety of education areas, with her PhD investigating gifted
adults across cultures, the attendant ethical and cultural dilemmas, and
their solutions.

a
Mary U. Hanrahan RMIT University
Mary Hanrahan is a lecturer at RMIT University
in Bundoora, Victoria. Her qualifications include
a Bachelor of Arts (Melb.), a Diploma of Education
(Melb.), a Bachelor of Science (Hons) (UQ), and a PhD
(QUT). As well as a special interest in language issues
related to the teaching and learning of science, her other
current interests include access and equity in education, e-learning, and the
experiences of international students studying in Australia. Her favourite
research methodologies include critical discourse analysis and critical
action research.

xxii
 About the authors xxiii

Susan Harriman Department of Education and

Technology, NSW
Susan Harriman is affiliated with the University of
Technology, Sydney (UTS), where she works in the
Teacher Education program and is completing her
PhD on the implementation of online, project-based
activities, focusing on student and teacher experiences.
She has also held senior positions at the NSW Department of Education
and Communities, supporting teachers in the integration of ICT into their
teaching programs, and developing innovative learning projects in science
and technology that focus on student-centred, real-world learning. She
maintains her association with the Department, managing the evaluation
of large-scale programs such as the National Partnerships and Connected
Classrooms projects. Susan combines her research in purposeful learning
and powerful pedagogies with her work supporting teachers to make such
learning a practical reality in schools.

Mitch O’Toole University of Newcastle

Mitch O’Toole has long been involved in preparing
resources for science teachers who are conscious of the
language expectations of students at various levels of
education. He is currently employed by the University
of Newcastle, with responsibility for secondary science
teacher preparation. Mitch’s major research interests
are the impact of language style on science teaching and the interaction
between student and teacher understandings of the history and nature of
science. He has published many articles in both national and international
journals, as well as textbooks and research-based teacher resource books for
secondary science.

Debra Panizzon Monash University

Associate Professor Debra Panizzon is a lecturer and
researcher at Monash University, Victoria. Until
recently, she was the Deputy Director of the Flinders
Centre for Science Education in the Twenty-first
Century at Flinders University. Before joining
academia, she taught junior science and senior
Biology and Physics in secondary schools. Debra is an experienced science
education academic, having worked with both primary and secondary
pre-service teachers. Her research interests lie in the areas of cognition,
student acquisition of scientific concepts, rural and regional education, and
assessment. Importantly, much of this research involves partnerships with
science and mathematics teachers, ensuring that theory and practice are
closely linked.
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