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Scientific Literacy Under the Microscope

A Whole School Approach to Science Teaching and Learning

  • John Loughran
  • Kathy Smith
  • Amanda Berry

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

Table of contents

  1. Front Matter
    Pages i-viii
  2. Preparing for Scientific Literacy

    1. Front Matter
      Pages 1-1
    2. Simon Lindsay
      Pages 3-15
    3. Brian Grace
      Pages 17-24
    4. Kathy Smith
      Pages 25-36
  3. Teaching for Scientific Literacy

    1. Front Matter
      Pages 37-37
    2. Cathy Dimitrakopoulos
      Pages 39-46
    3. Tracy Adams
      Pages 59-65
    4. Michelle Verna
      Pages 67-74
    5. Margaret Hose
      Pages 75-80
    6. Anthony Walsh
      Pages 81-92
    7. Stephen Walsh
      Pages 93-99
    8. Ann France
      Pages 101-109
  4. Reviewing Scientific Literacy

    1. Front Matter
      Pages 111-111
    2. Joanna Kakos
      Pages 113-118
    3. Rosemary Cussen
      Pages 119-126
  5. Back Matter
    Pages 149-155

About this book

Introduction

Scientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of what it means for learning outcomes. To date the teacher voice has been noticeably absent from this debate even though the very nature of teacher expertise lies at the heart of the processes which shape students’ scientific literacy. The chapters that comprise this book tap into the expertise of a group of primary teachers from Our Lady of Good Counsel (OLGC), a primary school that chose to actively engage in teaching for scientific literacy. By analyzing the insights and thinking that emerged as they attempted to unravel some of the pedagogical complexities associated with constructing an understanding of scientific literacy in their own classrooms, these teachers demonstrate the professional knowledge and skill inherent in the expertise of teaching and learning science in a primary classroom. The chapters in this book illustrate the processes and structures that were created at OGLC to provide the conditions that allowed these teachers to explore and build on the range of ideas that informed their approach to teaching for scientific literacy. This book is a compelling example of how a whole school approach to scientific literacy can make a difference for students’ learning of science and offer a concrete example of the development of professional knowledge and practice of teachers.

Editors and affiliations

  • John Loughran
    • 1
  • Kathy Smith
    • 2
  • Amanda Berry
    • 3
  1. 1.Monash UniversityAustralia
  2. 2.Monash UniversityAustralia
  3. 3.Monash UniversityAustralia

Bibliographic information