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Scientific Literacy Under the Microscope pp 17–24Cite as

Paving the Way for Scientific Literacy

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  • 2011 Accesses

Part of the book series: Professional Learning ((PROFL,volume 11))

Abstract

Our Lady of Good Counsel (OLGC) is a learning community focused on developing the learning outcomes for each individual learner. Every staff member lives this through the school’s vision statement of “Nurturing Mind Body and Soul”.

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REFERENCES

  • CEOM. (2009). Learning centered schools: A sacred landscape learning and teaching strategy for the Archdiocese of Melbourne 2009–2013. http://www.asacredlandscape.catholic.edu.au/frameworkstrategy/strategy.html

  • Appleton, K. (2002). Science activities that work: Perceptions of primary school teachers. Research in Science Education, 32(3), 393–410.

    Article  Google Scholar 

  • Loughran, J. J. (2010). What expert teachers do: Teachers’ professional knowledge of classroom practice. Sydney, London: Allen & Unwin, Routledge.

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  • Mason, J. (2002). Researching your own practice: The discipline of noticing. London: RoutledgeFalmer.

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  • OECD. (2006). OECD Prorgam for International Student Assessment (PISA). Paris: Author. Smith, K. (Ed.). (2007). Bringing science to life - A reflection of classroom practices in science at Our lady of Good Counsel Parish Primary School Deepdene. Melbourne: Our lady of Good Counsel Parish Primary School Deepdene & the Catholic Education Office Melbourne.

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Author information

Authors and Affiliations

  1. Acting Principal, OLGC throughout the Scientific Literacy Project, Melbourne, Australia

    Brian Grace (Deputy Principal)

Authors
  1. Brian Grace
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Editor information

Editors and Affiliations

  1. Monash University, Australia

    John Loughran

  2. Monash University, Australia

    Kathy Smith

  3. Monash University, Australia

    Amanda Berry

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© 2011 Sense Publishers

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Grace, B. (2011). Paving the Way for Scientific Literacy. In: Loughran, J., Smith, K., Berry, A. (eds) Scientific Literacy Under the Microscope. Professional Learning, vol 11. SensePublishers. https://doi.org/10.1007/978-94-6091-528-4_2

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