IISME: Losing signature pedagogies in classrooms: Balancing content, pedagogy and assessment

23 August 2013

Presenter biography
Dr Robyn Gregson is an experienced science educator having lead, developed and taught in secondary and primary teacher training courses. Robyn has taught primary and secondary Science, Mathematics and Literacy F-12 (14 years), lectured in Primary, Secondary teaching and Master's programs in Science Method, HSIE method, Literacy, Pedagogy and Research Methods (12 years). She is the editor of two books on science education and literacy.

Dr Gregson received her PhD from the University of Technology, Sydney after researching secondary science students' use of writing to demonstrate their understanding of science. Her research foci are literacy, science education and assessment of learning and teaching. She is currently completing a project of signature pedagogies in science and the transfer of scientific understandings through tertiary and secondary institutions.

Dr Gregson was the chair of the first National AITSL Accreditation Committee, successfully prepared program documentation for accreditation. Robyn has been an HSC Chief Examiner, examination committee member and marker. She has prepared numerous workshops for teachers F-12, while being a founding member and mentor of the Great Western Sydney Primary Teachers Science and Technology Network

Presentation abstract
In science classrooms, we are losing the signature pedagogies that are those routines and practices essentially found in the science discipline. The acknowledgment of the loss of these practices highlights the importance of supporting teachers to recognise their value and effect on engagement for student learning in science. The aim of the research reported has been to involve the emerging and already proficient teacher of science in understanding the central role of the development of pedagogical practices for the teaching of science. Teachers acknowledge the value of practical work in motivating students. However, forces beyond their control have led to the evolution of the term 'practical work' that has been blamed, in part, for the disengagement of students and the decrease in student positive attitudes toward the study of science. This case study highlights that the balance between content, pedagogy and assessment is not working to promote science. As experiments disappear, pedagogy in science is starting to look like any other classroom where the focus is on the development of skills needed for non-laboratory lessons.

Time: 1pm-2pm

Location: New Law School Annexe SR 342

Contact: Alexandra Yeung

Email: 231e1e25220a2b231c1d26496f562c116d1919