Syllabus point: Discuss the ways in which developments in scientific knowledge may conflict with the ideas about the origins of life. (Module: 8.4-Life on Earth)
This is a discussion which has caused quite a lot of heated discussion between people taking sides of either science or religion. This bullet point would be great for values to be integrated into the teaching the bullet point because it gives students a chance to listen to others opinions and respect that others have different opinions regarding the concept.
A possible teaching strategy could be to separate the class into debating teams (randomly) as those who may have views that are different to the side they have been put in they can observe how the other side thinks. Students select 5 people from their group to debate for their side. Each group will go out and research their side of the argument. So one side could debate that different cultures and science are complete opposites in their views; whereas the other side could look at the point of view is that science and different cultures views on the topic aren't complete polar opposites.
Thursday, 4 August 2011
Friday, 29 July 2011
Week 1
Rationale:
In the Stage 6 Biology Course it draws upon and builds onto knowledge and understanding, skills and values developed in Science Stages 4-5. However, in the stage 6 Biology course, it specialises in one of the scientific spheres, rather than a various scientific fields to help students in year 7-10 to develop an understanding of how science explains phenomena they would have previously been unaware of.
Students undertaking the biology course is designed for those who obtained substantial achievement level based Science Stages 4-5 syllabus (NSW Board of Studies, 2010).
Aims
In the Stage 4/5 syllabus the aims are more general; whereas the Biology Syllabus has more specific requirements of the students undertaking the course. For example, in the stage 4-5 syllabus one of the expectations of the students is to "develop an appreciation of science as a human activity and apply their understanding to every day life". Compared to the Stage 6 Syllabus where it states that a student "recognises the importance of evidence and the use of critical evaluation of different scientific opinions related to various aspects of biology".
Objectives
Stage 6 Biology Syllabus has the same PFAs as stage 4/5 from dot points 1-5, but all of them relate to 'biology'. There is also 5 more PFAs in the syllabus. Skills are the same in both documents. However, stage 6 clearly points out that students will develop further skills in planning and conducting investigations, communicating information and understanding, developing scientific thinking and problem solving techniques, and working individually and in teams.
In conclusion, both the stage 4/5 science syllabus and stage 6 syllabus are different in quite a number of aspects. Especially since once focuses on a specific scientific field; whereas the other is more general. However, I found that both documents clearly showed a continuum of learning from the lower stages through to stage 6.
In the Stage 6 Biology Course it draws upon and builds onto knowledge and understanding, skills and values developed in Science Stages 4-5. However, in the stage 6 Biology course, it specialises in one of the scientific spheres, rather than a various scientific fields to help students in year 7-10 to develop an understanding of how science explains phenomena they would have previously been unaware of.
Students undertaking the biology course is designed for those who obtained substantial achievement level based Science Stages 4-5 syllabus (NSW Board of Studies, 2010).
Aims
In the Stage 4/5 syllabus the aims are more general; whereas the Biology Syllabus has more specific requirements of the students undertaking the course. For example, in the stage 4-5 syllabus one of the expectations of the students is to "develop an appreciation of science as a human activity and apply their understanding to every day life". Compared to the Stage 6 Syllabus where it states that a student "recognises the importance of evidence and the use of critical evaluation of different scientific opinions related to various aspects of biology".
Objectives
Stage 6 Biology Syllabus has the same PFAs as stage 4/5 from dot points 1-5, but all of them relate to 'biology'. There is also 5 more PFAs in the syllabus. Skills are the same in both documents. However, stage 6 clearly points out that students will develop further skills in planning and conducting investigations, communicating information and understanding, developing scientific thinking and problem solving techniques, and working individually and in teams.
In conclusion, both the stage 4/5 science syllabus and stage 6 syllabus are different in quite a number of aspects. Especially since once focuses on a specific scientific field; whereas the other is more general. However, I found that both documents clearly showed a continuum of learning from the lower stages through to stage 6.
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