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As a group, we have incorporated multiple learning theories into the development of our science
program. These have helped to make a number of cross-curriculum links in our lessons and website,
as well as emphasise two cross-curriculum priorities (Asia and Australias Engagement with Asia, and
Sustainability). Through our theoretical foundation, our website and lessons provide a social and
engaging environment that caters for all students. In particular we have focused on Vygotskys
theory of Social Constructivism (also known as Constructivism or Problem-Based Learning according
to Marsh (2008)) and its five attributes; that learning is active, constructive, authentic, cooperative
and intentional. We believe that our program effectively links to Vygotskys theory, as not only is the
learning well scaffolded with cooperative tasks, but students are also guided through a range of
engaging and interactive activities (Marsh, 2008).

Active:
The presence of active learning is critical to establishing rewarding and meaningful learning
experiences. Therefore the information and tasks must be based on a student-centred approach
(Marsh, 2008). According to Adams (2006), a constructivist approach requires experiences that
immerse students in mindful practices. Our program encourages such active learning through a
variety of interactive tasks and tools. Firstly, students access content from a range of sources
(including videos and websites), requiring that they demonstrate critical and creative thinking as
they synthesise new knowledge. Secondly, tasks are collaborative and inquiry-oriented, involving
students combining understandings and directing their own learning.

Constructive:
Our program allows students to construct their own meanings through an elicitation of prior
knowledge, reflective practice, and peer-learning. Activities such as the QR code task in Lesson One
provides students with multiple information resources (to develop their own understandings
through), express their learning to their peers (through the PowerPoint review game), and reflect

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upon their learning (through the Socrative app). In Lesson Two, this information is then
reconstructed into a multimodal format, allowing students to build upon their knowledge using
multiple representations. In this way, an engaging and social learning environment is developed,
enhanced through the use of ICT tools. From a constructivist perspective, new understandings can
then result due to such social interaction, interpretation and understanding (Adams, 2006, p. 245).
Consequently, ICT is able to enhance the process of constructing knowledge through a range of
applications across the Australian Curriculum (Monteith, 2004).

Authentic:
The development of our science program has endeavoured to incorporate real world experiences,
facts and data to create authentic learning experiences. For example, the inclusion of tasks such as
the student-made plastic bag debate podcast, or the global collaboration Skype experience, helps
to make learning content real and accessible for students. Instead of engaging in abstract
experiences, students instead use real information and situations which contextualises their learning
(Marsh, 2008). Rather than focus on tests and quizzes, authentic assessment is also emphasised to
encourage meaningful and student-directed learning (Adams, 2006).

Cooperative:
Our website features an abundance of collaborative work to maximise peer-based learning and
allow students to construct multiple perspectives about the content. According to Hoffnung et al.
(2010), social interaction allows for active problem-solving and the sharing of multiple insights.
Within our science program, we have therefore incorporated tasks that include elements of
cooperative work in each lesson. In Lesson Four for example, students create a collaborative
portfolio to demonstrate their learning throughout the unit. Whilst such tasks involve individual
roles, a shared product is created through the processes of cooperation, negotiation, and the
combining of strengths (Adams, 2006).

Intentional:
The final assessment in the unit is the collaborative E-portfolio task. Designed by the students, it is a
reflection of their attitudes and learning progression over the duration of the program. This allows
students to set their own meaningful goals for the task, shaping a more personal experience that
students are invested in (Hoffnung et al., 2010). Consequently, such experiences are how students
are encouraged to be intentional about their learning during this unit of work.

References
Adams, P. (2006). Exploring social constructivism: Theories and practicalities. International Journal of
Primary, Elementary and Early Years Education, 34(3), 243-257. doi:
10.100/03004270600898893
Hoffnung, M., Hoffnung, R.J., Seifert, K., Burton-Smith, R., Hine, A., & Pause, C. (2010). Lifespan
Development: A chronological approach. Queensland: John Wiley and Sons Australia.
Marsh, C. (2008). Becoming a teacher: Knowledge, skills and issues (5th ed.). New South Wales:
Pearson.
Monteith, M. (2004). ICT for curriculum enhancement [Ebrary version]. Retrieved from
http://site.ebrary.com.ipacez.nd.edu.au/lib/notredameaustralia/home.action