Teachers find common purpose in revitalising school science

Science teachers from across New South Wales have attended a week-long workshop at UTS as part of a free professional learning initiative to inspire and generate radical change in the teaching of science subjects in high schools.

Teachers were selected from schools in South West Sydney and regional NSW to participate in the recent second session of the U @ Uni Inspiring Science Teachers specialised professional learning program.

Developed by UTS Science academics, the program has been successful in enhancing science teachers' knowledge, skills and capacity to engage students in the physical sciences.

More than 60 science teachers, including 22 from regional schools across NSW, attended five days of face-to-face discussions, hands-on science activities and workshops covering challenging content in stages 4 and 5 of the NSW science syllabus, focusing on physics and chemistry.

Professor Baker (second row, centre right) with workshop participants

Professor Anthony Baker, UTS's Head of School, Chemistry and Forensic Science said, "The key to inspiring science learning is to inspire teachers and give them great tools to do their job."

Research has shown that teaching about pedagogy without specific reference to content is not successful. Professional programs like this reinforce the importance to locate the learning in the context of particular syllabus points.

"If school students are exposed to science teaching that is inspired they will choose to do science subjects in Years 11 and 12. That's why we targeted the stage 4 and 5 [Years 9 and 10] syllabus," Professor Baker said.

"We want to see a greater uptake of science subjects by students in low socio economic areas. We also want to encourage, work with and support teachers to ensure real science is represented in the classroom."

Throughout the week, teachers were able to network, learn and participate in intensive science teaching and learning workshops with UTS academics, education experts and a group of peer mentors known as the UTS Science Champions.

Athina Pendespiti from St Clair High School became one of 17 UTS Science Champions, helping to mentor other teachers. "I am really passionate about science and I feel strongly about connecting and collaborating with other science teachers so we can inspire each other to get students engaged with science in the classroom," she said.

"These workshops have allowed us to unite and work towards improving current teaching programs by finding new and creative ways to change how we deliver science content to our students, making the learning process both fun and interesting."

One of the key outcomes of the program is the establishment of a community of practice for science teachers to continue sharing knowledge and ideas that will strengthen collaborative teaching and support in the future.

Professor Baker explains, "We wanted teachers to form networks to support future learning and collaborations. This is really important for the longevity of the initiative and it's starting to happen through the existing TeachMeet networking forums that teachers are already a part of.

"We played a part in creating and linking people to the network, especially the teachers in regional and rural areas."

Ashley Goldthorpe is a science teacher from Tullibigeal Central School in central western NSW. As a regional science teacher she found the program extremely valuable in both refreshing her knowledge and skills in the physical sciences and networking with other science teachers.

"This is the first science education specific, professional development program I have ever done or had access to from where I come from out in central western NSW.

"The biggest and most valuable thing for me has been the networking. Isolation is a big challenge for a teacher like me. I am the only science teacher in my school and it's hard not being able to talk to another science teacher for support or to explore new ideas in different teaching methods."

Carl Pinson from Norfolk Island Central School said the program has strengthened his teaching by giving him new skills and ways to teach science in the classroom.

"I think this program has strengthened my confidence in teaching science by giving me new skills and ways to teach complex topics, making them relevant and interesting to my students.

"We practised ways to use inquiry oriented learning; getting the students to use their natural curiosity [not giving them the answers] to discover and experiment with different ways to problem solve.

"I plan to do less recipe based experiments and more inquiry oriented learning activities to develop and give my students the confidence and ability to understand what science is and how it relates to our everyday lives."

Professor Baker said it was planned to continue the program and expand on the professional development of science teachers within the school system. "It's a great way to bridge the gap between high school and university science and we've made good contacts with outstanding educators including school principals and key personnel from the Board of Studies to keep this going," he said.