Communicating Scientifically

Jim Sturgiss
Aligning practice for better outcomes.
Communicating Scientifically - its more than just the words. Learn how science-specific critical literacy is an analytical tool that will empower your students.
Target Audience
NSW Science teachers 7-12
3 reviews
19

Learning Areas

Teaching Standards

General Description

Literacy once meant reading and writing words on paper. Today’s science students need to do more than accept information at face value, they need to be able to understand, use and critically analyse texts validity and underpinning points of view. In many ways the NSW HSC challenges students' understanding of the use of models in science and the contestability of science knowledge. Communicating Scientifically skills will empower students provide appropriate responses to HSC questions. Ultimately critical literacy will inform their daily lives.

Audience

NSW Science teachers 7-12

Available Delivery Formats

Format Description

The course is conducted through a moodle where resources are located and linked. Participants post products of their learning on forums to share with other participants


This course contributes to 5.0 professional development hours.

Occurrences

There are no occurrences of Face to Face - Individual in Australia (NSW) at this time.

Sessions

Language and knowledge in Science

1 hour and 30 minutes

1. Initial reflection of participant understanding of subject specific literacy (moodle forum)
2. Presentation – What is Critical Literacy in Science?
3. Exercise – Critical literacy analysis of a web article about climate change (moodle forum)

Genres of Secondary Science

2 hours

Presentation – Describing and explaining
Quiz – The use of conjunctions in scientific explanations (moodle)
Presentation – Instructing, arguing and narrating in science
Structure of a response – exercise - animoto response to HSC questions in Biology
Exercise – nominalisation
Exercise – modality of probability or certainty

Analysis of the HSC

1 hour and 30 minutes

What are the literacy demands of the NSW HSC?
Exercise – key verbs and their meaning (moodle)
Exercise – Literacy analysis of a HSC Science paper (moodle discussion forum)

What To Bring

laptop

User Rating

4.3

Latest Reviews

Please note the feedback listed here is unfiltered, and includes all comments and ratings collected.

Communicating Scientifically
23/03/2016

Didn’t stick to timetable, so a lot of context was omitted due to time constraints. Context covered was very good. Having a small group of participants was very good.

Communicating Scientifically
23/03/2016

Good resources for future use and strategies to use in the classroom including animoto and ideas with edge and use of conjunctions.

Communicating Scientifically
by Maher Khalil on 23/03/2016

Good strategies for *the effective usage of verbs and trying to avoid the pitfalls in these verbs. *Use of questions to stimulate discussions of science concepts or phenomenon. *Making proper distinctions between verbs such as describe, explore, etc. *Use of persuasive texts in Science.


About the team


Jim Sturgiss

Creator

Improving outcomes through aligned teaching practice synergies.

Jim is an educational researcher and independent educational consultant. A recipient of the NSW PTC Distinguished Service Award for leadership in delivering targeted professional learning to teachers, he works with schools to align assessment, reporting and learning practice. He has been a DoE Senior Assessment Advisor where he developed many statewide assessments, (ESSA, SNAP, ELLA, BST) and as Coordinator: Analytics where he developed reports to schools for statewide assessments and NAPLAN.

Selected NSW Department of Education and Communities appointments
2015                            Analytics, Systems and Development Coordinator 
2012 – 2013                School Assessment Design and Development Acting Coordinator (ESSA)
2007 – 2010                Head Teacher Science, Newtown High School of Performing Arts
2004 – 2005                Senior Assessment Officer, Computer Skills Assessment (CSA6)
2004                            Test Development Officer, Secondary Numeracy Assessment Program (SNAP)
2000 – 2004                Head Teacher Science, Concord High School 
1998 – 2000                Senior Assessment Officer, English Language and Literacy Assessment (ELLA)

Teaching Qualifications
1993 – 1997                M.Ed. (Hons) University of New England (Thesis: Literacy & learning in Science) 
1979                            Dip. Ed. University of Wollongong
1976 – 1978                B.Sc. University of Wollongong (Majors in Chemistry and Bioenergetics)