Review of Learning Through School Science Investigation: Teachers Putting Research into Practice by A. Moeed & D. An
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Review of Learning Through School Science Investigation: Teachers Putting Research into Practice by A. Moeed & D. Anderson Springer, Singapore, 2018, 140 pages, ISBN 978-981-13-1615-9 (Hardcover), ISBN 978-981-134655-2 (Softcover), ISBN 978-981-13-1616-6 (eBook) Senka Henderson 1
# Australian Curriculum Studies Association 2020
The aims of science education are to “enhance learners’ curiosity, wonder and questioning, building on their natural inclination to seek meaning and understanding about the world around” (Harlen 2015, p.7). There is a quest for teachers encouraging them to use sciences inquiry (science investigation)1 as a pedagogical approach to teaching, to inspire student’s natural curiosity and wonder, and to help them to become scientifically literate citizens and future scientists. An effective science education requires students to be actively involved in their learning by connecting practical activities to their ideas and interests, and by giving students a voice and ownership of their investigation. There is an international consensus that supports school science inquiry learning and teaching in primary and secondary school contexts. The importance of learning through inquiry is addressed in the Australian Curriculum: Science (ACARA 2017), which states that: “[through science] Students can experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods. The wider benefits of this ‘scientific literacy’ are well established, including giving students the capability to investigate the natural world and changes made to it through human activity” (ACARA 2017, para 3). However, often 1 Although, the focus of this book is on scientific inquiry in schools settings, and despite the difference in terminology, in the context of this book, the term science investigation was used, as this is the term used in the New Zealand curriculum.
* Senka Henderson [email protected] 1
School of Teacher Education & Leadership, Faculty of Education, Queensland University of Technology (QUT), Brisbane, Queensland, Australia
inquiry research occurs with limited evidence of students’ learning and experiences of the science investigation. Learning Through School Science Investigation: Teachers Putting Research into Practice, by Azra Moeed and Dayle Anderson offers readers appropriate evidence of the impact that changes in teachers’ practice have on students’ experience of science investigation, and what they are learning. The book is an outcome of a two-year classroom research project funded by the New Zealand Ministry of Education Teaching and Learning Initiative and is set in the primary and secondary school context. The book is structured in seven chapters. Each chapter provides clear reference points for the intended audience (teachers, preservice teachers, researchers, and educators) r
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