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Learning experiences

The learning experiences of students studying Science provide rich contexts for achieving the goals of science education. Increasingly, students construct and align their scientific explanations with science knowledge. They move from the concrete to the abstract, from the familiar to the unfamiliar; they draw on their experiences of their own world and investigate the wider world. They work collaboratively and individually, become increasingly confident and competent in their use of learning and communication technologies and communicate with different audiences in a variety of ways.

The early years

Students are taught to use an appropriate scientific vocabulary to describe and explain their observations and investigations of natural phenomena. They describe evidence in support of simple scientific ideas, for example, those relating to why some objects float and others sink, or why a cake mixture changes when it is cooked. They explore increasingly sophisticated ideas, for example, animal structure and function, adaptation, the different ways materials can change and observable effects of movements of the Earth.

They are encouraged to raise questions and to discuss their ideas about the natural world through experimentation. They see the design of experiments as a deliberate, rather than a random exploratory process.

Students examine a range of simple devices in their immediate environment, for example, refrigerator magnets and toys. Increasingly, they see science as a useful set of ideas for interpreting technology and everyday issues that interest them. They are introduced to the science ideas underlying the operation of a range of everyday devices involving electricity, light, sound and movement.

Students use a variety of textual, electronic and other resources to find out about scientific phenomena and communicate their ideas and explorations in a variety of ways.

They are encouraged to relate scientific ideas to their own experiences, interests and concerns, and to a variety of personal and community uses of science and technology.

The middle years

Throughout the middle years students develop knowledge and understanding of the scientific concepts and skills which enable them to describe observations in their immediate world and beyond. They are able to identify the kinds of energy changes and forces involved in familiar devices, and the difference between chemical and physical changes. They can describe and explain observable changes in features of the landscape, the atmosphere and the night sky. They have an understanding of themselves as organisms composed of different systems. They can understand what is needed for living things to survive. Increasingly they explore major theoretical ideas, for example, the development of our ideas about the solar system, key understandings of body systems or the particle nature of matter and its interactions. Students are exposed to a range of technological products and processes that use increasingly theoretical scientific knowledge.

Scientific investigations become more complex as students learn through experience about the important features of a science experiment, for example, the different ways of controlling variables. They are able to identify questions that are open to scientific explanations. They collect data and use evidence to suggest solutions to questions they propose, for example, whether large or small wheels are best for a model cart, whether gentle heating or more extreme heating is needed for the germination of particular Australian seeds.

Students progressively gain more experience in working in the laboratory with scientific instruments and perform more complex experimental investigations, using more precise instruments of measurement. They learn to act responsibly when working with a greater range of apparatus and substances.

Student design of experiments becomes more complex. They are challenged to identify the type of evidence that would be needed to answer particular scientific questions, for example, the effectiveness of a brand of sunscreen in protecting against sunburn, the relative strengths of different bridge designs, or whether life could exist on Mars.

They consider the information needed to make policy decisions about applications of scientific knowledge, for example, the development of school grounds and nature reserves, or the design of vehicles. They become aware of a range of values and other factors that operate when science is applied to public policy and commercial decisions.

The later years

Students build on their understanding of major theoretical ideas. They learn how science theories and models, for example, the arrangement of elements in the periodic table, can be based on evidence which initially may be tentative and limited. They recognise that, following the development of a new theory, for example, Darwin's theory of evolution, much of the work of science is taken up with exploring implications in a range of contexts and in generating evidence that challenges, confirms or extends the theory.

They understand that, while theories in science are never finally agreed upon, they are powerful ways of explaining the world.

Students perform more complex laboratory and other investigations into, for example, the scientific principles underlying the operation of electromagnetic devices or geological resource use.

Students are involved in discussions about the benefits and drawbacks of technological advances which use scientific ideas and increasingly reflect on and assess the ethical implications of scientific experimentation.

Safety

Students will be exposed to potentially hazardous materials and practices. Safety procedures and potential hazards need to be emphasised at all levels.

From the first year at school, students must be made aware of safe practices, for example, when considering electrical appliances, when viewing features of the day sky, or when handling living and non-living organic material. In later years, students are advised of the safe use of laboratory equipment, for example, glassware, Bunsen burners, hot plates, electrical equipment and dissection instruments. They are advised of potentially hazardous materials, such as chemicals, and the precautions needed for their safe use and disposal, and are reminded about safe, hygienic and responsible practices in the laboratory. Under supervision they become increasingly responsible for safe practices. Students are made aware of ergonomically correct posture at computer work stations.