Home' Teacher : September 2010 Contents LOOKING INTO PRACTICE 25
As Hildebrand admits, she advocates
'a long list of values along with attributes
and habits of mind, which should, and
could, be taught through the science cur-
riculum,' but, as she goes on to say, 'stating
that these are desirable values and habits
of mind to build into a science curriculum
is much easier to do, than ensuring that
Seago's approach to building them into
the science curriculum is to focus on two
or three values and consider the messages
that her teaching of science is sending to her
students. She recognises that offering them
experiments as recipes to prove chunks of
content limits their opportunities to develop
higher-order skills. By shifting her think-
ing she shows how to reconsider the way to
present scientific ideas and how to provide
students with ways to discover and use sci-
entific concepts to explain what is happen-
ing in their world.
If Hildebrand is right, and 'our peda-
gogy signals our values,' then our students
are picking up on what we value in science
education every time we present a piece of
content in a particular way. Seago has chal-
lenged herself to be more careful about the
messages she sends.
Hopefully, her success can be an inspira-
tion to us all. T
Stephen Keast is a Science education
lecturer in the Faculty of Educ ation at
Mon a sh University. His research and
teaching interests are based on under-
standing and developing teacher profes-
sion al wisdom, and its disse min ation to
teachers through effective professional
development. He was a secondary school
teacher for 15 years.
Rebecc a Coope r is a researcher in the Fac-
ulty of Education at Monash University.
She has published on the links betwee n the
goals of teacher education and the chal-
lenges of teaching preservice teachers.
Hildebrand, G. (2007). Dive rsity, val-
ues and the science curriculum. In D.
Corrigan, J. Dillon & R. Gunstone (Eds.)
The Re - e me rgence of Values in Science
Education. Rotterdam: Sense.
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