| Issue 62 (WAIS 2) Contents
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Workshop 1B
Future Science - Starting in
Schools
Jan Thomas
Session Chair
This workshop explored how girls were faring with mathematics and science in school and what factors were making the difference for them to be successful.
Gilah Leder from LaTrobe
University opened the session using mathematics in
Victoria as an example. During the 1970s and
‘80s there were numerous reports to the Federal and
State governments on girls and mathematics in
schools. In Victoria these coincided with the
introduction of the Victorian Certificate of
Education (VCE) curriculum. The VCE introduced new
forms of assessment known as Common
Assessment Tasks (CATs). In mathematics CATs
1 and 2 were research orientated whereas CATs 3 and
4 were traditional exam-based assessments.
Subsequent studies
shown that females performed better than males in
CATs 1 and 2 whereas the results for males was better than females in CATs 3
and 4 thereby demonstrating that outcomes can depend
on the assessment used. In subsequent changes, CATs
1 and 2 were combined and assessment balance shifted
to the exam based CATs 3 and 4.
The superior performance of girls overall in schools is now shifting to an emphasis on boys’ education. Claims that boys with poor literacy skills are disadvantaged by CATs that depend on these skills have the potential to undermine the gains made in girls’ participa-tion in mathematics.
Marian Heard from the Australian Academy of Science focused her presentation on science education. The single most important factor for children in their achievement and enjoyment science is an effective teacher in the classroom. Marian spoke about a range of improvements needed for better attraction and retention of inspiring effective teachers and gave an example of the value of scientists and other professionals taking up teaching.
Students at primary school are enjoying science, with its hands-on approach and freedom to explore. The problem is that primary teachers lack confidence in teaching science and, in the face of many competing demands, it is not widely taught. By secondary school, interest in science declines - the approach is more prescriptive and teacher-directed. Science at this level needs to be made more interesting and relevant for both boys and girls.
A cause for concern is the reported decline in the number of Year 12 students studying the physical sciences since the mid-1980’s and especially the small percentage of girls studying any physical science.
Girls need to hear that scientists lead ‘normal’ lives, that there are job opportunities, that they can work in teams and that training in mathematics and physics and chemistry are essential for cutting-edge science. Girls tend to be more socially responsible and want to know that they can make a difference. For example, it is important to inform them that knowing how to build a bridge may be of more benefit to communities in the developing world than being a doctor.
Debbie Irwin drew on her practical experience as the Co-coordinator of Science in Sydney Girls’ High School, a girls-only state school that has a very high student success rate. The school has a high level of participation in extra-curricular activities. Debbie’s opening message was that to encourage more girls in science and mathematics, put them in all girls’ schools.
Debbie emphasised that the culture was the most important aspect of a school. Both students and parents needed to value education along with the teachers. Girls are reluctant to believe in their own capacities and require a lot more encouragement and emotional involvement from the teachers. Their successes need to be celebrated, e.g. merit awards and letters of praise home. Girls need women mentors and role models. They respond well to colourful, stimulating posters advertising science. They need to know that science needs people from many different backgrounds.
Women scientists can help encourage girls’ participation in science by providing good guest speakers, being judges at science fairs and getting girls to explain science to primary school children.
Care must be taken that teachers and schools implementing change are not overloaded. There are no incentives for teachers to upgrade their skills through their careers or to encourage cross-mobility between teaching and other professions. Study leave and better salaries for teachers are imperatives. The workshop felt strongly that respect for teachers should be raised in the wider community and governments should take the lead in promoting teaching as a valued profession.
WORKSHOP 1B PANELLISTS
Ms Jan Thomas
Jan Thomas is a senior lecturer in mathematics education
at Victoria University of Technology. She is
past president of the Australian Mathematical
Sciences Council, past Vice-President of the
Federation of Australian Scientific and Technological
Societies (FASTS) and a current member of FASTS
Policy committee. She is also a Senior Fellow in the
Department of Mathematics and Statistics at The
University of Melbourne and Executive Officer for
the Australian Mathematical Society. In that role she
has been working to establish the Australian
Mathematical Sciences Institute, recently funded by
the Victorian Government. Her research interests
include the politics of mathematics and the effect of
cultural and linguistic factors on participation in
mathematics.
Prof Gilah Leder
Gilah Leder is Director of the Institute for Advanced Study and Professor, Institute for Education, at La Trobe University, Bundoora. Her teaching and research interests embrace gender issues, affect, the interaction between teaching, learning and assessment of mathematics, and exceptionality. She has published widely in each of these areas. Gilah serves on various editorial boards and educational and scientific committees. She is Past President of the Mathematics Research Group of Australasia (MERGA), immediate Past President of the International Group for the Psychology of Mathematics Education (PME), and a Fellow of the Academy of the Social Sciences in Australia.
Ms Marian Heard
Marian Heard is Education and Public Awareness Manager at the Australian
Academy of Science. She was formerly Deputy Manager,
CSIRO Education. In 1993, as the inaugural Manager
of the North Queensland Science Education Centre,
she established CSIRO’s only Science Education
Centre out-side a capital city. She has experience
as a secondary science teacher in chemistry, biology
and junior science and is a member of the Science
Teachers Association of Australia. She is a former
recipient of the Science Teachers Association of
Queensland Award for Service to Science Education.
Ms Debbie Irwin
Debbie Irwin is currently Head Teacher Science at
Sydney Girls High School. Debbie has 23 years of
teaching experiences across a range of schools, including
one year on exchange in Bristol, England. She co-authored
the HSC chemistry textbook ‘Chemistry
Contexts 1 & 2’ (Longman). As past secretary of the
Science Teachers Association of NSW and a current
member of the Intel Young Scientist Committee, WISENET Journal 62 WAIS 2
Special Edition May Debbie has been a member of School Certificate
examination Committee and past senior marker for
both Chemistry and School Certificate. Her educational
interests focus upon science education of academically
gifted girls and the importance of education
in equity.