GetSET - Program

Overview

Innovation
Meeting needs
Making a difference
Collaboration
Research
Outcomes
Dissemination
Timeline

How is the project innovative?

The development of the SET hands-on activities and learning hub will be an outstanding opportunity to coordinate the efforts of schools throughout southern Tasmania, and provide a model for other regional areas to work with in coordinating their SET programs. The project will stimulate the sharing of ideas and improve the progression of all schools towards best-practice SET teaching, as well as extending best practice into new fields.The project also promotes innovation for the school and college clusters and tertiary institutions in key ways by enabling:

a student-centred approach rather than a subject oriented approach
a safe environment for risk taking to occur
a stimulus rich learning environment in which explorations, investigations and inquiries are irresistible
the teaching of mind tools and connectedness of ideas and knowledge
challenge through the experience of doing, which includes hands-on learning, small group cooperative tasks, concrete materials and authentic experiential models, such as problem based learning and performance tasks that demonstrate and build understanding
the structuring of learning experiences in naturally integrated ways that draw on the many ways of coming to know and expressing what we know
teachers to set up learning environments that support such provision for learning in intelligence friendly environments and in a sequential constructivist way
the implementation of a K-10 curriculum that looks at developing student understanding and investigating the natural and constructed world, understanding systems, designing and evaluating technological solutions, being numerate and being literate and
the implementation of the PY10 ('Post Year 10') program for colleges that will require students to participate in investigative learning. At present, there are limited resources for such activities in the college sciences, and this project will complement exactly the requirements of PY10 education.

How will your project meet the specific needs of teachers and students in the cluster schools?

There are three pressing needs that teachers and students in the cluster schools face:

students need to be engaged with their learning in order for it to be effective
teachers need activities and resources to achieve this
teachers need the depth of knowledge and understanding to provide the learning opportunities required in the areas of SET.

This project will address these needs through the provision of a range of professional learning initiatives and the development of hands-on activities and resources for teachers. These activities and resources will be tailored to the Tasmanian Curriculum and standards, with the express purpose of engaging students' interest, setting high expectations and achievement levels.

How will you ensure that your project makes a sustainable difference to the cluster schools' culture / practices?

This ASISTM initiative will provide access to materials and collaborative teacher training. In addition, the working relationships developed between primary and secondary schools, and secondary schools and senior secondary colleges will enable schools to continue with the activities of the initiative in the long term. Success in this initiative and sharing the resultant action research around the program will encourage schools that have not participated to provide support and funding in future years.

Project sustainability is also guaranteed through its core element of developing a SET learning hub consisting of a resource library of hands-on kits, learning sequences, and a website advising of all SET related activities, resources and contacts.

Combined with the corresponding increase in teacher awareness of the wide range of activities that can be used, the on-going benefits of the project are anticipated to be much greater than in the initial project period.

What is the nature and extent of collaboration between all organisations participating in the project?

The partnerships to be initiated and reinforced within this project focus on developing the pathways for students from primary school through to post-secondary study.

Specific links to be focussed on are:

feeder high schools and colleges: Hobart College and its feeder schools (Huonville High and Taroona High) will be working together to develop the use of robotic platforms in promoting mechatronics and software engineering
feeder primary schools and high schools: Rokeby High School and its feeder primary schools (Rokeby and Clarendon Vale) will be working on the use of renewable energy powered vehicles, model planes and rockets
Exeter High School will be working on electronics, wireless and fibre optic devices. One of the Teacher Associates will devote most of his/her time to supporting Exeter High.
all schools and the CSIRO Science Education Centre (CSIROSEC)
all schools and colleges and the Centre for Extended Learning Opportunities (CELO)
all schools and colleges and the School of Engineering at the University of Tasmania (UTAS).

The proposed ASISTM initiative will build on these existing links by significantly improving coordination of SET related initiatives and activities. By providing a common focus through shared practical activities, this project will encourage the continuous growth of students and teachers in their capacity to think innovatively in a technological context.

How might the findings, practices and/or other outputs from the project be adopted by, and benefit other schools in Australia?

The activities promoted by this ASISTM initiative will be available state and nation wide. The publicity provided by the cluster of schools participating in the initiative, together with the pool of expertise which will grow through the project, will encourage and enable other schools to take part in future years.

While most of the current cluster schools are in the south of Tasmania, some of the Partners (CELO, CSIROSEC, Robotics Tasmania, and the Australian Model Solar Vehicle Challenge Tasmania) work with schools throughout Tasmania, conduct after school and holiday student programs and have national connections and affiliations, so that the benefits of this initiative will be felt state and nation wide.

What theory, research and/or practice have informed the development of your project?

Since the 1970s, constructivist theory has been actively integrated into educational programs around the world. The underpinning idea is that the brain actively constructs knowledge in keeping with the learning environment and builds on previous experience to construct new meanings.

This theory will underpin our project approach where we will emphasise students’ engagement and construction of meaning. The anticipated outcome of this approach to teaching is a higher level of student achievement in SET.

This constructivist teaching and learning model will focus on learning that is:

Hands-on: students are to perform science as they construct meaning and acquire understanding.
Minds-on: activities focus on core concepts, allowing students to develop thinking processes and encouraging them to question and seek answers that enhance their knowledge and thereby acquire an understanding of the physical universe in which they live.
Authentic: students are presented with problem-solving activities that incorporate authentic, real-life questions and issues in a format that encourages collaborative effort, dialogue with informed expert sources and generalisation to broader ideas and application

Teachers will include plenty of hands-on learning experiences, using the kits, to ensure student understanding of new and unfamiliar concepts. Hands-on learning will also be used to drive assessment so that teachers can measure both factual knowledge and comprehension.

This approach to teaching and learning will enable students to participate fully in a learning community where the teacher is not the only source of knowledge and information. It will encourage full involvement in a community of learners that includes other students, parents, teachers, and outside experts.

Vygotsky’s work (1978) and that of Harvard’s Project Zero Team, together with Hurd (1984) and Davis et al (1990) point to the benefits of a constructivist learning approach as outlined in the project. In particular, their research supports initially engaging students’ interest prior to exposing them to the theoretical concepts and the emphasis on 'learning by doing', 'active learning', and 'problem-based learning' and by learning through social activity, through 'discourse and other cultural forms' (Edwards and Mercer, 1987).

For the proponents of this project, the current lack of interest that students are showing in the fields of science, maths and engineering are indicators of the overemphasis on theory in the classroom. There are a number of possible factors that may have led to this:

teachers having a narrow focus of expertise, leading to unwillingness to try new ideas in other fields
teachers not having access to appropriate training or resources to enable them to provide a practical approach.

References

Davis, R.B., Maher, C.A., & Noddings, N. (Eds.) (1990). Constructivist views on the teaching and learning of mathematics. Journal for Research in Mathematics Education, Monograph 4. Reston, VA: National Council of Teachers of Mathematics.
Edwards R. and Mercer, N. (1987) Common Knowledge: The Development of Understanding in the Classroom. London: Methuen.
Hurd, P. (1984) Reforming science education: The search for a new vision. Occasional Paper 33.Washington, DC: Council for Basic Education
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

What specific outcomes will the project achieve for teachers, students and others involved in the project?

Teacher outcomes:

greater understanding and confidence in running hands-on SET activities
improved access to hands-on SET resources (including lesson plans and learning sequences)
improved satisfaction with student engagement and achievement
greater awareness of existing SET competitions / programs / awards
Faculty of Science, Engineering & Technology (UTAS)
greater involvement in existing SET competitions / programs.

Student outcomes:

higher level of engagement and achievement in science
increased level of participation in and commitment to extra-curricular SET activities
improved understanding of those SET concepts underlying the project activities
greater awareness of and interest in pursuing SET related careers.

University of Tasmania outcomes:

more and better prepared students will pursue SET related careers
higher visibility within the Tasmanian school and college system with a focus on SET related activities
higher standards of design and performance of competitors and overall state achievement in national competitions.

Robotics Tasmania outcomes:

higher numbers of participating schools / students in robotics related events
higher standards of design and performance of competitors and overall state achievement in national competitions.

Comalco Aluminium (Bell Bay) Limited outcomes:

enhanced relationships and connections with the Tasmanian educational community
increased teacher / student awareness of Comalco’s operations.

CSIROSEC Tasmania outcomes:

increased teacher and student awareness of CSIROSEC’s activities and offerings
improved communication between CSIROSEC and all schools / students .

Education system outcomes:

significantly improved coordination of SET activities across Tasmanian government schools, initially in the southern region
available model for other regions to work with in coordinating SET activities
library of hands-on SET activities with kits accessible by all schools in Tasmania
increase in numbers of students undertaking SET related options at senior secondary and tertiary levels (this is a longer term outcome, measurable only after a reasonable time period, maybe 2-3 years).

How will the new knowledge / skills be disseminated?

All project outcomes and learning will be disseminated by several key statewide and national strategies, most utilising effective extant strategies and networks. These include professional development and training, the regular distribution of information through statewide online newsletters, workshops, website updates/RSS feeds, student, parent and teacher forums, discipline associations, business networks and the establishment of regular student led workshops and demonstrations.

The SET hub to be established at CELO will provide a common location, including online access, to all SET related activities developed during this project. In addition to this, it is anticipated that many other SET activities (not funded through the ASISTM initiative) will gradually be linked with the hub.

What professional development will be incorporated into the project?

Project schools will have a dedicated expert teacher and teacher associate available to conduct customised and site-based training. The expert teachers and teacher associates will also provide assistance with implementing SET activities. This will continue for the duration of the project using a spaced learning model.

The intention is for the relationship and networks between schools and teachers in geographical proximity to be maintained and developed into the future with a focus on SET activities and on-going developments in the area.

Professional development will also be provided for non-project schools. This will involve sending SET expert teachers to other schools / areas around Tasmania to provide training for interested teachers in using the kits and activities.

What quality assurance procedures are planned for the project?

Quality assurance procedures will include:

project specific pre-project survey of all teachers and students involved to assess relevant aspects of their use of hands-on SET activities, such as awareness of competitions, availability of resources, etc
pre-project survey of teachers and students from a range of non-project schools for the same purpose as 1
teacher and student feedback process during trialling of activities and kits to assess functionality and inform further refinement during the activity development period
follow-up questionnaires and interviews to assess effectiveness of PD sessions
assessment of pre and post student knowledge and understanding of SET concepts relating to project developed activities
project-specific post-project survey of all project partners to evaluate achievement of project outcomes
statistical analysis of student interest or participation in further SET-related study both pre and post project.

Timeline

Start date February 2007, finish date December 2007

January - April 2007

Organisation and procurement of resource kits
Contributing partners: Australian Model Solar Vehicle Challenge Tasmania, Robotics Tasmania, CELO, CSIROSEC, UTAS and selected SET expert teachers. CELO will coordinate with teachers and SET experts the development of the 'hands on' activities in a staged process.
Implementation of a statewide loan / borrowing system.
Contributing partners: CELO and CSIROSEC. CELO will provide the library facility for the statewide (and possibly national) distribution and borrowing of kits and activities.

February 2007

Pre-survey of teachers, teacher associates and students
Development of website
Contributing partners: CELO and selected SET ICT expert.

February - November 2007

Development of learning sequences
Contributing partners: Australian Model Solar Vehicle Challenge Tasmania, Robotics Tasmania, CELO, CIROSEC, UTAS, and selected SET expert teachers. CELO will coordinate the development of learning sequences, in digital format, for adaptation and use by teachers.

March - December 2007

Sharing of best practices through meetings, conferences and events such as Science Week and interschool competitions
Ongoing quality assurance monitoring and evaluation:
All partners and critical friend/s.

April - November 2007

Conduct training workshops including field trips.
Contributing partners: Australian Model Solar Vehicle Challenge Tasmania, Robotics Tasmania, CELO, CSIROSEC, selected SET expert teachers and Comalco Aluminium (Bell Bay) Limited. CELO will coordinate staff training and professional development.

May - November 2007

Trialling of learning sequences and kits in schools

July - August 2007

Interim report on project progress

December 2007 - January 2008

Post project survey of all partners involved in project including students
Final report on project outcomes. Contributions by all project partners and critical friend/s.
Assessment of pre and post student knowledge and understanding of SET concepts relating to project developed activities
Project specific post-survey of all project partners to evaluate achievement of project outcomes
Statistical analysis of student interest or participation in further SET related study both pre and post project