M1 Topic 3 Positioning Science Teacher Knowledge

Make a three sentence comment on the possible implications of 'science inquiry' aspect of the Australian
curriculum on your classroom practice.
Thankfully, science inquiry in the classroom appears to have advanced, from what seems to be remembered
by mine and other students experiences, of copying or following teacher/textbook requirements. The
Australian Curriculum relating to science inquiry, states that students need opportunities to identify ideas and
ask questions, make predictions or hypothesis along with testing, analysing and interpreting evidence, and
being able to record and convey their findings (ACARA, 2014).
This requires my classroom practice, through science inquiry, to ensure I am ready for sharing, learning and
developing knowledge together with my students, enabling these opportunities through practical work, and
constantly being mindful that lack of content knowledge, space and resources can negatively impact on a
students ability to inquire to the best of their ability (Kidman, 2011, p. 35).
ACARA see Australian Curriculum, Assessment and Reporting Authority
Australian Curriculum, Assessment and Reporting Authority. (2014). Science. Retrieved from
http://www.australiancurriculum.edu.au/science/Curriculum/F-10?layout=1
Kidman, G. (2011). Australia at the crossroads: A review of school science practical work. In Eurasia Journal of
Mathematics, Science & Technology Education. 8(1), (pp. 35-47).


M1 Topic 4 Implication of the Conceptions
The characteristics of student's alternative conceptions can be summarised in the following
points: They are,
1. not influenced by age, ability, gender and cultural boundaries,
2. influenced by everyday life experiences,
3. context specific,
4. with students, and students may not be aware they have the
alternative explanations,
5. difficult to change, and
6. not always changed when conflicting evidence is presented.
Make a three sentence comment on how this information might influence your classroom practice.
Within classroom practice it is essential to keep in mind that students do have alternative concepts,
and the characteristics associated with them. It is important to provide opportunities for students to
challenge/contradict what they believe; to make their own modifications, develop new knowledge and
understanding, regardless of their age and abilities. Pedagogy must also enable inquiry based
learning, to extend present beliefs from what may not be correct, to what may be correct illustrated
with the video where the participant John, in the video Lessons from thin air, was able to create
new knowledge through practical inquiry relating to the dry ice/carbon dioxide/oxygen/new
water/energy exploration, building on his existing knowledge to change a belief.