Strategies for Effective Science Learning

The pedagogy used during this event consists of Project Based Learning. Project Based

Learning allows students to learn actively and engage in real world and meaningful projects.

Although project-based learning is usually for a long period of time, this event is only one

hour therefore deep learning has mostly occurred before this event takes place. Project

Learning looks different in every classroom but essentially promotes deeper learning, greater

engagement and higher work quality (NSW Government, 2020). There are seven elements of

project-based learning which include a challenge, sustained inquiry, authenticity, student

choice and voice, reflection, critique and revision, and public product (True Education

Partnerships, n.d.). This STEM event allows students to respond to the problem where

animals are in desperate need of shelters. The sustained inquiry of this event is minimal due

to the time constraints, however during the term students have been given opportunities to

explore the use and properties of sustainable materials that they could use for various

purposes. Most students show an interest in animals or construction; therefore this event

provides authenticity for students as they are able to link it to real world scenarios as well as

engage in a task they find enjoyable or meaningful. The opportunity for students to have a

choice is one of the elements of project-based learning and can help students to be more

engaged and share ideas for the event. Due to the limited time available for the event,

students will participate in quick reflection processes and discussions with their peers to

change their design and construction. Further reflection and critique of the design and

construction process will be undertaken at a later date so that students are given the

opportunity to finalise their project-based learning. This pedagogy was chosen to be

implemented for this event as students have the opportunity to demonstrate knowledge and

skills from various areas, work in a team environment, gain autonomy, self-evaluate and self-

criticise (True Education Partnerships, n.d.).

 Using a word wall –

The incorporation of a word wall supports student development of content specific

vocabulary and can be used in classroom discussions. A word wall exposes students to a

print-rich environment that supports their science and literacy knowledge. Word walls

provide students with visual representations and promotes independence as they can refer

back to it during the event (Australian Academy of Science, 2021). The inclusion of a word

wall can also teach the strategy of using word sources as a real-life strategy.

Facilitate collaborative learning –

When able to work in collaborative environments students are able to develop their

group learning skills and experience a range of roles and responsibilities (Australian

Academy of Science, 2021). During this event students will have the opportunity to

communicate and compare their ideas with other students in their groups, whilst building on

each other’s ideas and discussing the most effective approach to complete the task.

CROWN Strategy –

The CROWN strategy will be implemented at each group where the teacher,

parent/carer volunteers are provided structured discussion prompts to engage students and

allow them to reflect on their designs effectively.

C – What did you choose to do?

 What materials did you choose?

 How did you put the materials together?

R – What were the reasons for your choices?

  How did you make your choices?

 Why did you choose these materials?

O – What did you observe as and after you tested your design?

 Did anything happen that you didn’t think would?

W – Why do you think these things happened?

 Did the materials you chose work well? Why or why not?

N – What would you do next time?

 What would you change and why?