"They can't just google the correct answer": personalising science learning in an open-plan secondary school Prain, Vaughan, Waldrip, Bruce and Lovejoy, Valerie 2015, "They can't just google the correct answer": personalising science learning in an open-plan secondary school. In Prain, Vaughan, Cox, Peter, Deed, Craig, Edwards, Debra, Farrelly, Cathleen, Keeffe, Mary, Lovejoy, Valerie, Mow, Lucy, Sellings, Peter and Waldrip, Bruce (ed), Personalising learning in open-plan schools, Sense Publishers, Rotterdam, The Netherlands, pp.143-162. Attached Files Name Description MIMEType Size Downloads Title "They can't just google the correct answer": personalising science learning in an open-plan secondary school Author(s) Prain, Vaughan orcid.org/0000-0001-5832-4727 Waldrip, Bruce Lovejoy, Valerie Title of book Personalising learning in open-plan schools Editor(s) Prain, Vaughan orcid.org/0000-0001-5832-4727 Cox, Peter Deed, Craig Edwards, Debra Farrelly, Cathleen Keeffe, Mary Lovejoy, Valerie Mow, Lucy Sellings, Peter Waldrip, Bruce Publication date 2015 Chapter number 8 Total chapters 13 Start page 143 End page 162 Total pages 19 Publisher Sense Publishers Place of Publication Rotterdam, The Netherlands Keyword(s) science learning team-teaching open-plan schools Summary Enhancing students’ interest in and learning from school science experiences has remained a challenge for decades in many countries (DeWitt, Osborne, Archer, Dillon, Willis, & Wong, 2013; Duit, 2007; Tytler, 2007). This challenge is variously attributed to: (a) too much didactic teaching that casts students as reluctant bystanders tasked with memorising expert claims, (Duit & Treagust, 1998; Osborne & Dillon, 2008; Lyons, 2006); (b), a disconnect between official science curricula and students’ everyday worlds and interests (Aikenhead, 1996); and (c) lack of teacher familiarity with current scientific agendas, discoveries and methods (Chubb, 2014). Proposed and enacted solutions include: changes to the content, purposes and physical settings for learning (Duschl, 2008; Sadler, 2004; Tytler, 2007); integration with other subjects (Freeman, Marginson, & Tytler, 2015); more links with practising scientists (Chubb, 2014); more use of virtual resources (Linn, Davis & Bell, 2013), and increased explicit focus on opportunities for students to use these and other resources as reasoning tools for learning in this subject (Lehrer & Schuable, 2006; Tytler, Prain, Hubber & Waldrip, 2013). ISBN 9789463001915 9789463001922 9789463001939 Language eng Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy 130106 Secondary Education Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category B1.1 Book chapter ERA Research output type B Book chapter Copyright notice ©2015, Sense Publishers Persistent URL http://hdl.handle.net/10536/DRO/DU:30091616 Document type: Book Chapter Collections: Faculty of Arts and Education School of Education Related Links Link Description   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 02 Mar 2017, 10:51:20 EST Fri, 03 Mar 2017, 04:00:38 EST Fri, 03 Mar 2017, 07:06:38 EST Sat, 11 Mar 2017, 05:06:18 EST Fri, 31 Mar 2017, 09:07:02 EST Fri, 31 Mar 2017, 09:10:23 EST Fri, 31 Mar 2017, 09:10:58 EST Wed, 28 Mar 2018, 10:43:22 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 268 Abstract Views, 5 File Downloads  -  Detailed Statistics Created: Thu, 02 Mar 2017, 10:51:20 EST

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