Case Study 4

Inspiring the Next Generation of Scientists

Many schools have talented students who do not reach their potential in Science and Mathematics. This project focused on a group of students who are in many respects isolated from their peers and from the modelling and assistance otherwise provided by family and community. This project provided opportunities within a cluster of schools for these students, teachers and support staff to interact with each other, the scientific community and the broader business community to inspire and extend their learning.

The Project Coordinator, Rob Thomas, says of the project: “You know you are on a winner when:

• Principals collectively agree that something is a great idea and willingly support it
• Diverse groups of mentors give their time through the cooperation of their organisations
• Children and their teachers in the cluster are learning that sometimes education can and should be mentally and physically exhausting, yet exhilarating”.

Now in its second year, this model of learning is becoming embedded within the cluster schools and the operational structure has transferability to other schools to inspire and engage disadvantaged children.

Students from Grades 4–7 and Year 10 were selected for the program from the cluster of nine primary schools and three secondary schools. Students were selected by schools on the basis of their potential to excel in an area of future study (while being at risk of underachieving) and for their enthusiasm.

The Arve River, a pristine stream in the southern Tasmanian forests, was an ideal location to undertake studies of invertebrate ecology studies. Teacher Associates assisted students with the study of invertebrates and their connection to water quality.

The Full Story

Main features of the project

• Teacher Associates from a range of key organisations who provided science-based learning opportunities.
• Exposure of students to real science questions and data collection in the field.
• Student learning following the field experiences enabled immersion and self-directed inquiry learning and ongoing contact with Teacher Associates.
• Opportunity for high-achieving students to work with their peers from other schools
• Utilising rich learning tasks that required higher order thinking skills.
• Participants working in sometimes adverse conditions, well outside normal “learning” times and with the expectation of quality outcomes.

Working with scientists

Science was brought to life through a range of experiences with a broad range of project partners. A series of mini-research projects were designed and completed in conjunction with Tasmanian South Forests, Marine Discovery Centre, Tasmanian Sail Training Association, CSIRO, the University of Tasmania and the Tasmanian Minerals Council.

Students initially worked with scientists in the field in the Warra Research Forest, getting a taste of research through active data collection based on a scientific question. They were involved in collecting data on tree heights, log decay, transects and invertebrate surveys. The forestry industry uses this area to study the environment and how it is impacted by logging, so the students contributed to real data for research. Stream surveys contributed to the evolution of an inquiry question: “Could the water flowing down the Arve River supply all the water needs of Hobart?” This task was completed using mathematical computation back at school.

From this initial venture, students took their newfound research skills into a range of camps. One group studied the ecology of the d’Entracastreaux Channel using GPS, depth sounders and sampling equipment onboard the fishing vessel, Penghana. Transect lines were established and then explored by sampling biotic and abiotic factors of this environment. Students experienced small-team scientific endeavour and then a number of teams combined to produce a scientific report.

Year 10 students were involved in an expedition that reproduced some of the experiments conducted by the French explorer, Bruny d’Entracastreaux, on his 1792 trip to Recherché Bay in Tasmania’s far south. They sailed there on a 200-year-old square rigger, the Lady Nelson. As well as experiencing first-hand the storms and rigors of sailing a ship, students completed a flora survey and had an opportunity to compare the vegetation changes effected by man over time. They kept detailed logs of the weather and sea conditions (as was customary then – and still done today for meteorological and scientific reasons).

A remote region of north-west Tasmania was the site for the third camp, where students were fully immersed in a range of scientific studies with Teacher Associates. The remote location and isolation from the trappings of modern-day life facilitated immersion into the science and an insight into the challenges and rewards of scientific endeavour.

Project successes

• Providing sustained and live-in opportunities for the students to work with a very diverse range of Teacher Associates, who brought to the project the real science and the experience to engage students and teachers.
• Immersing students in scientific processes and getting them to ask the questions to be investigated.
• Engagement of students; the projects that evolved from the field trips.
• The pedagogical shift of teachers within the cluster schools in regard to student learning.

Achieving project commitment

Schools are very busy places and implementing change requires time to embrace the changes. Small steps are necessary to implement the vision and bring about change. Rob says, “A shared vision is much easier journey to undertake.”

To ensure that the vision was shared, Rob presented the model outcomes to all principals in the school cluster and then to groups of teachers at a professional development day. Celebration days highlighting student learning achievements were an opportunity for school personnel and others to understand the process and see the amazing outcomes achieved through this learning model.

Sustainability

Rob has documented the journey of this project on a CD available for presentation or sharing with other schools. However, he reiterates that “There is no project without the industry and scientific community input. They give the program its credibility, its rigour, its ‘out-of-school experience’ feel and its depth and breadth of opportunity. Everything revolves around their availability and willingness to work with me and the students.” The interface that has developed between schools and the scientific community has been bridged and there is a strong commitment to sustain and build on these relationships.

Further information

Rob Thomas
Project Coordinator
Senior Teacher – Science
Cosgrove High School
Telephone: (03) 6271 1111

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© Commonwealth of Australia, 2004