• All activities
  • New study options
    • Engaging with practices of contemporary science
    • Inquiry science
    • Schools science project
    • Science in Schools
    • Science and mathematics specialist pathways
    • Science and Mathematics in the Classroom
  • Additional Experiences
    • AMSPP collaboration
    • ASELL for Schools - Victorian Node
    • Back to school
    • Communicating Science
    • Contemporary Biology and Environmental Science In Education
    • Contemporary Science Schools Network
    • Discovery STEM initiative
    • Maths videos
    • Multidisciplinary Science and Technology in Education collaboration
    • Reconceptualising Chemistry
    • Reconceptualising Rocks
    • Representing scientific practice at the Institute for Frontier Materials
    • Scientists as Partners in Education
    • Science Squad

Communicating Science

Scientists from the Institute for Frontier Materials presented a series of seminars on their practice to undergraduate students at Deakin University, which were then used as the basis for assignments.

Contact

Responds to ReMSTEP innovation(s):

1

Contemporary science and mathematics integrated in initial teacher education (ITE) units of study.

3

Maths and Science teaching specialisations within ITE primary programs.

Key points

• Science communication students attended seminars presented by research fellows, research doctoral students and staff from the Institute for Frontier Materials
• Students gained valuable insight into the scientific research process
• Some participants recruited into the ‘Successful Students - STEM Student Ambassadors program’

Students studying science communication at Deakin University were given the opportunity to attend seminars presented by research fellows, research doctoral students and staff from the Institute for Frontier Materials (IFM). The unit included students from a range of backgrounds, enrolled in science, education and engineering courses.

As part of the unit, the students did background research on the topics and prepared questions for the researchers. After the presentations, the students were given a task based on the presentation:

• In 2015, the students planned a teaching resource that aligned with AusVELS (now called Victorian Curriculum F-10) to communicate an aspect of the presentations to secondary school students,
• In 2016, the students developed a research profile of the presenting scientists, including their work processes and scientific areas, aimed at a chosen audience (e.g. public, secondary classrooms, government bodies, etc.)

Both personal and professional aspects of science research practice were presented to the undergraduate students and this had a significant impact on students. Many had only an indistinct understanding of research practice and this activity gave them valuable insight into not only the scientific research undertaken, but also the human side of the endeavour.

The project model engaged students in groups to produce useful communication artifacts, and at the same time giving meaningful experience and feedback on communication to scientists, in a supportive and familiar environment.

There is evidence that the experience gave many students ideas and confidence for teaching science in schools in the future. A number of the students were recruited into the Successful Students - STEM Student Ambassadors program, which places Deakin science and engineering students in science, mathematics and technology classrooms in Geelong secondary schools.