DEC Scan Journal : Volume 34 Issue 1
2015 Volume 34, Issue 1 35 Contents Editorial Currents Teaching & learning Research Curriculum support Share this Resource reviews insight into the work of scientists. With so much science assessment focused on students’ understanding of the content of science, it would not be surprising if students did not recognise the learning that took place in relation to the other two strands of the curriculum. One teacher summed it up this way: That pure discovery learning based on data is really valuable...it would be hard for them [students], I think, to articulate that. Conclusion The implications for engaging students in scientific endeavour are clear from the project and research. The Mars Lab is a world-class fully-tested resource developed in collaboration with science teachers from a wide range of schools. It is now open to all schools in Australia. Mars mission five and Sixty minutes on Mars will have fees from 2015 (around the cost or less of an education workshop at the Museum). Project Mars will be free to schools that are willing to participate in ongoing research on project-based learning. Further information More information is available at the Mars Lab website. The lead author of this paper can also be contacted at firstname.lastname@example.org References and further reading Australian Industry Group 2013, Lifting our science, technology, engineering and maths (STEM) skills, accessed, 9 February 2015. Boston, C 2002, ‘The concept of formative assessment’, Practical assessment, research & evaluation 8(9), accessed 9 February 2015. Chinn, C A and Malhotra, B A 2002, ‘Epistemologically authentic inquiry in schools: a theoretical framework for evaluating inquiry tasks’, Science education 86(2):175-218, accessed 9 February 2015. Creswell, J W 2008, Research design: Qualitative, quantitative, and mixed methods approaches, Seven Oaks, CA: Sage. Chubb, I 2013, Science, technology, engineering and maths in the national interest: a strategic approach, accessed 9 February 2015. Fergusson, J, Oliver, C and Walter, M R 2012, ‘Astrobiology outreach and the nature of science: the role of creativity’, Astrobiology 12(12), pp 1143-1153. Frey, T 2011, ‘55 jobs of the future: future jobs that don’t exist today’, Futuristspeaker.com, accessed 9 February 2015. Goodrum, D, Druhan, A and Abbs, J 2011, The status and quality of Year 11 and 12 science in Australian schools: Australian Academy of Science, accessed 9 February 2015. Kind, P, Jones, K and Barmby, P 2007, ‘Developing attitudes towards science measures’, International journal of science education, 29(7), pp 871 - 893. Liang, L, Chen, S, Chen, X, Kaya, O N, Adams, A D, Macklin, M, and Ebenezer, J 2006, Student understanding of science and scientific inquiry (SUSSI): revision and further validation of an assessment instrument. Paper presented at the Annual Conference of the National Association for Research in Science Teaching (NARST), San Francisco, CA. Lyons, T and Quinn, F 2010, Choosing science: understanding the declines in senior high school science enrolments, Australian Science Teachers Association, accessed 9 February 2015. Office of the Chief Scientist 2014, Science, technology, engineering and mathematics: Australia’s future, accessed 9 February 2015. Oliver, C A 2008, Communicating astrobiology in public: A study of scientific literacy, PhD thesis, accessed 9 February 2015. Organisation for Economic Cooperation and Development 2005, Formative assessment: improving learning in secondary classrooms, accessed 9 February 2015. Schram, A B 2014, ‘A mixed methods content analysis of the research literature in science education’, International journal of science education, 36(15), pp 1-20. Wierenga, A and Wyn J 2013, Schools and universities are not railway stations, Melbourne Social Equity Institute, accessed 12 December 2014. Schleicher, A 2010, ‘The case for 21st century learning’, OECD, accessed 9 February 2015. Westwell, M. 2014, Personal communication. Wong, S L and Hodson, D 2009, ‘From the horse’s mouth: what scientists say about scientific investigation and scientific knowledge’, Science education 93(1), pp 109-130.
Volume 33 Issue 4
Volume 34 Issue 2