The “new” science specialists Campbell, Coral and Chittleborough, Gail 2014, The “new” science specialists, Teaching Science, vol. 60, no. 1, pp. 19-29. Attached Files Name Description MIMEType Size Downloads Title The “new” science specialists Alternative title The “new” science specialists: Promoting and improving the teaching of science in primary schools Author(s) Campbell, Coral orcid.org/0000-0002-1373-9168 Chittleborough, Gail orcid.org/0000-0002-0919-1582 Journal name Teaching Science Volume number 60 Issue number 1 Start page 19 End page 29 Total pages 11 Publisher Australian Science Teachers Association Place of publication Deakin, ACT Publication date 2014-03 ISSN 1449-6313 1839-2946 Keyword(s) professional development science primary education science teachers learning students Summary A Victorian government initiative called The Primary Science Specialists Professional Learning Program is designed to tackle students' falling interest in science by investing in the building of teacher capacity. The aims of the initiative are: to improve the science knowledge base of all teachers and therefore increase teachers' capacity to engage students in their learning of science; to increase student interest, aspirations and participation in science and to raise the level of science achievement. The role of the "new" science specialist is not necessarily to teach science to all students, rather to promote science, organise the teaching programs and resources for teaching science and support other teachers in teaching science in their school. The results, to date, show that by creating the role of science specialists in primary schools, and investing in science as a specialised knowledge area, science can be promoted, science teaching resources better managed, and teachers who are not confident in science, mentored. In this way, the impact of promoting and improving the teaching of science can extend from the science specialists to other teachers, to students, the school and the wider community. Language eng Field of Research 130309 Learning Sciences 130313 Teacher Education and Professional Development of Educators Socio Economic Objective 930201 Pedagogy HERDC Research category C1 Refereed article in a scholarly journal Copyright notice ©2014, ASTA Persistent URL http://hdl.handle.net/10536/DRO/DU:30063628 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Tue, 27 May 2014, 10:39:36 EST Tue, 27 May 2014, 10:45:15 EST Tue, 27 May 2014, 12:10:30 EST Wed, 04 Jun 2014, 14:18:52 EST Wed, 04 Jun 2014, 14:58:46 EST Thu, 05 Jun 2014, 10:17:18 EST Thu, 05 Jun 2014, 10:20:22 EST Thu, 05 Jun 2014, 10:21:03 EST Thu, 05 Jun 2014, 10:22:30 EST Thu, 05 Jun 2014, 10:23:53 EST Fri, 06 Jun 2014, 08:42:08 EST Wed, 11 Jun 2014, 10:08:51 EST Thu, 28 Aug 2014, 07:42:07 EST Mon, 19 Jan 2015, 12:25:01 EST Tue, 06 Feb 2018, 15:24:09 EST Tue, 06 Feb 2018, 15:24:56 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 552 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Tue, 27 May 2014, 10:39:35 EST by Gail Chittleborough

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.