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"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.

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Title "They can't just google the correct answer": personalising science learning in an open-plan secondary school
Author(s) Prain, VaughanORCID iD for Prain, Vaughan orcid.org/0000-0001-5832-4727
Waldrip, Bruce
Lovejoy, Valerie
Title of book Personalising learning in open-plan schools
Editor(s) Prain, VaughanORCID iD for 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: School of Education
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