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Articles 1 - 8 of 8
Full-Text Articles in Education
Conceptual Development: How Do Early Educators And Teachers Support Children's Early Thinking In Stem?, Marilyn Fleer
Conceptual Development: How Do Early Educators And Teachers Support Children's Early Thinking In Stem?, Marilyn Fleer
2021-2030 ACER Research Conferences
As national and state-based reforms in early education roll-out across Australia, concern for building a well-qualified workforce to meet growing demand has intensified. In parallel with the reforms, teachers and educators are reminded by the recently released 2022 Early Years Learning Framework to design programs that support intentionality in play-based learning. However, the literature shows that despite the concept of intentional teaching being around since 2009, difficulties with how to do this remains. This presentation takes up this challenge, by 1) sharing the collective findings of 6 Australian Research Council-funded research projects into play and learning in STEM; and 2) …
Mathematical Mindsets: Fostering Student Engagement And Positive Mindsets Through The Use Of Challenging Tasks, Alison Hall
Mathematical Mindsets: Fostering Student Engagement And Positive Mindsets Through The Use Of Challenging Tasks, Alison Hall
2021-2030 ACER Research Conferences
This paper explores the planned use of challenging mathematical tasks. These tasks provide the opportunity for students to improve mathematical thinking by working on problems that they do not yet know how to answer. This research involved a heterogeneous class of year 3 students from a Catholic parish primary school in the northern suburbs of Melbourne. A rubric was also developed to use in conjunction with these tasks, to support discussions with students, broaden their strategies in finding solutions and thereby improve their conceptual understanding. These pedagogical approaches were found to support the improvement of both students’ conceptual understanding in …
Bringing Learning Progressions Down To 2-Year-Olds In Reading And Mathematics, Prue Anderson
Bringing Learning Progressions Down To 2-Year-Olds In Reading And Mathematics, Prue Anderson
2021-2030 ACER Research Conferences
ACER’s learning progressions in reading and mathematics describe growth that is mainly focused on skills students demonstrate at and beyond school. These progressions have recently been extended down to describe earlier levels of growth so we now have seamless progressions from skills and understandings toddlers might demonstrate up to highly sophisticated skills and concepts. This presentation briefly outlines ACER’s work and identifies key implications for educators. The pathways that support early reading development were described in progressions for listening comprehension and sounds and letters. Along with an early mathematics progression, these were conceptualised as embedded in an oral language progression. …
Themes, Resources And Uptake Of Acer’S Science In The Early Years Suite, Gayl O'Connor
Themes, Resources And Uptake Of Acer’S Science In The Early Years Suite, Gayl O'Connor
2021-2030 ACER Research Conferences
The Science in the early years series was developed to assist preschool and Foundation to year 2 primary educators to incorporate the latest research in science learning into their programs and teaching practice. This paper focuses on the educator resources developed to support early years educators implement activities to assist children to develop science concepts and inquiry skills. The activities are underpinned by evidence-based research that revealed 4 themes in the early years’ science literature.
Transdisciplinary Stem Enactment: An Exploratory Case Study In The Queensland Context, Kristie Schulz
Transdisciplinary Stem Enactment: An Exploratory Case Study In The Queensland Context, Kristie Schulz
2021-2030 ACER Research Conferences
Enacting STEM education in Australian schools is an ambitious task, in a climate of unclear definitions and little implementation advice. Should STEM education simply refer to an umbrella-term of subjects that Australian students need to improve in, or could a cross-disciplinary pedagogy that engages students in authentic problem-solving be realised? This poster outlines a project in which Parklands Christian College designed and enacted a transdisciplinary student-centred ideology of STEM education in 2017. The program has continually evolved using a transdisciplinary pedagogical framework.
Supporting Science Teaching Practice With Learning Progressions, Erin Furtak
Supporting Science Teaching Practice With Learning Progressions, Erin Furtak
2021-2030 ACER Research Conferences
Learning progressions are often used as foundations for curriculum and assessment. At the same time, as representations of the development of student ideas and practices, they can also serve as maps to support teachers during instruction. This paper describes a program of research in which my colleagues and I have investigated how learning progressions can support high school science teachers in cycles of co-designing formative assessments.
Accountable Assessment, Richard Lehrer
Accountable Assessment, Richard Lehrer
2021-2030 ACER Research Conferences
There is widespread agreement about the importance of accounting for the extent to which educational systems advance student learning. Yet, the forms and formats of accountable assessments often ill serve students and teachers; the summative judgements of student performance that are typically employed to indicate proficiencies on benchmarks of student learning commonly fail to capture student performance in ways that are specific and actionable for teachers. Timing is another key barrier to the utility of summative assessment. In the US, summative evaluations occur at the end of the school year and may serve future students, but do not help teachers …
Karmel Oration: Excellent Progress For All: A Function Of Year-Level Curriculum Or Evidenced-Based Learning Progressions?, Dianne Siemon
Karmel Oration: Excellent Progress For All: A Function Of Year-Level Curriculum Or Evidenced-Based Learning Progressions?, Dianne Siemon
2021-2030 ACER Research Conferences
Excellent progress for all students is an ambitious but necessary goal if we are to improve the life choices of all students. At the moment, we are not serving all our students well despite the best efforts of teachers. We need to look further afield to the curriculum and assessment regimes that drive current practice. Grouping students by ability and offering a watered-down curriculum for some is not the answer. Evidenced-based learning progressions that point to what is important in ensuring all students build a deep, well-connected understanding of mathematics over time is what is needed to support reform at …