Science is a mixture of historically accumulated knowledge and skills. These practical skills range from problem solving to data analysis; they are wide reaching and can frequently be applied outside the classroom. The teaching of these skills is a very important part of science education but is often overlooked when focused on teaching the content. As science educators, we have all seen the benefits practical work has for student engagement and understanding. However, with the time constraints placed on the curriculum, the time needed for students to develop these investigative skills can get squeezed out. Too often we give students a ‘recipe’ to follow, which doesn’t allow students to take ownership of their practical work.

From a very young age, students start to think about the world around them. They ask questions then use observations and evidence to answer them. Students tend to have intelligent, interesting and testable questions that they love to ask. As educators, we should be working towards encouraging these questions and in turn, nurturing this natural curiosity in the world around them.

This program provides a comprehensive, practical based focus on the experimental design process. The program will cover each area of the design process including forming a hypothesis, variables, fair design, displaying and analysing data and forming conclusions. This program is designed to provide a solid foundation for students who intend to take science in VCE.

Note:

• Max 50 students per day

No prior knowledge required

What is the experimental design process?

In this program students will:

• Learn to write a hypothesis
• Learn to distinguish between independent, dependent and controlled variables
• Display and analyse data
• Form conclusions

Students will:

• Complete a series of experiments and activities to gain understanding of the experimental method
• Ask their own questions, write their own hypothesis, identify variables, design their method and carry out their own investigation
• Reflect on their experimental design

Science: Science Inquiry

• Investigable questions, reasoned predictions and hypotheses can be used in guiding investigations to test and develop explanatory models and relationships (VC2S10I01)
• Valid, reproducible investigations to answer questions and test hypotheses can be planned and conducted, including identifying and controlling for possible sources of error and bias in sampling or in making observations (VC2S10I02)
• Equipment can be selected and used to generate and record data sets that show precision, including consideration of sample size and using digital tools as appropriate (VC2S10I03)
• Data and information can be organised, processed and summarised by selecting and constructing representations including tables, graphs, descriptive statistics, models, symbols, formulas and mathematical relationships (VC2S10I04)
• Information and processed data can be analysed and compared to identify and explain qualitative and quantitative patterns, trends, relationships and anomalies (VC2S10I05)

The following Learning Continuum is a guide for teachers to show the links between the programs Ecolinc offers onsite, online and through outreach. The Learning Continuum can be used to access Ecolinc resources to support the development of units of work.

Ecolinc Learn Online is an online learning management system offering interactive online courses for students and teachers. These courses can be undertaken either as a pre-visit, post-visit or stand-alone. Students are encouraged to do the pre-learning course before coming to Ecolinc for an onsite program.

Outreach programs are conducted by an Ecolinc education officer at your school. They are available to moderately disadvantaged primary schools in the Geelong, Ballarat and western suburbs areas (or within 100km radius from Bacchus Marsh)