This programme aims to give students the academic and practical skills they need to develop a critical understanding of the role of science education, research and communication in society. To participate fully in the scientific practices in the classroom, students need to develop a shared understanding of the norms of participation in science. This includes social norms for constructing and presenting a scientific argument and engaging in scientific debates. It also includes habits of mind, such as adopting a critical stance, a willingness to ask questions and seek help, and developing a sense of appropriate trust and skepticism.
Each of the views of science articulated above highlights particular modes of thought that are essential to that view. These views are not mutually exclusive descriptions of science, but rather each stresses particular aspects. Since students need to progress in all aspects, it is useful for teachers to have a clear understanding of each of these components of scientific development, just as they need a clear understanding of the subject matter, the specific science content, that they are teaching. It is also useful at times to focus instruction on development of specific skills, in balance with a focus on the learning of specific facts or the understanding of a particular conceptual framework.
Opportunities for teachers to engage in professional learning and development can have a big impact on student learning. Students with good teachers can make progress twice as fast as those without. According to the U.S. Bureau of Labor Statistics (BLS), job opportunities for post-secondary teachers were expected to grow by 19% from 2012 to 2022 (). In May 2014, post-secondary teachers who taught education-related subjects earned a mean annual income of $65,180, according to the BLS.
Bureau of Meteorology – offers a wide range of educational resources including lesson plans, brochures and information about weather phenomena and availability of weather kits. If you live in regional or rural Australia, regional offices welcome school visits, subject to availability of staff and operational requirements. If you are considering a career in teaching and have a strong interest in science, this may be the course for you. This four-year programme attracts students who have excellent communication skills, and are strongly motivated and passionate about science teaching.
The practice of science education has been increasingly informed by research into science teaching and learning. Research in science education relies on a wide variety of methodologies, borrowed from many branches of science and engineering such as computer science, cognitive science, cognitive psychology and anthropology. Science education research aims to define or characterize what constitutes learning in science and how it is brought about.