Science

A Curriculum Framework for Seventh-day Adventist Secondary Schools

ACKNOWLEDGEMENTS

During the writing and editing of this framework, a number of teachers have given their time, creative ideas and resources. We would like to acknowledge their contributions and thank them for their commitment and effort. Those whose names are listed below are the group who have participated in workshop sessions.

FIRST EDITION

Tim Allen Carmel Adventist College

Graham Blackburne Nunawading Adventist High School

Gary Coe Hobart Adventist High School

Malcolm Coulsen Mackay Adventist High School

Ken Dever Lilydale Adventist Academy

Martyn Hancock Brisbane Adventist High School

Roy Hollingsworth Lilydale Adventist Academy

Reg Litster Mildura Adventist Secondary School

Ray Minns Auckland Adventist High School

Graeme Perry Avondale Adventist High School

Helen Roberts Newcastle Adventist High School

Michael Tarburton Murwillumbah Adventist High School

Lee Walker Carmel Adventist College

Craig Vogel Newcastle Adventist High School

SECOND EDITION EDITORS

Ray Minns Brisbane Adventist College North Campus

Peter Wallace Brisbane Adventist College

Dale Cowley Blue Hills Adventist School

We in the South Pacific Division Education Department are pleased that teachers are engaged in developing science curriculum materials, and we look forward to seeing more evidence of thorough planning and professionalism in our teaching as we attempt to implement the intentions of this framework.

Yours sincerely

Dr Barry Hill

Director Secondary Curriculum Unit

South Pacific Division

Seventh-day Adventist Church

Department of Education

148 Fox Valley Road November 1995

WAHROONGA NSW 2076 Second Edition

CONTENTS

Acknowledgements . . .. . . . . 2

CONTENTS . . . . .. . . . . 3

What is a Framework? . .. . . . . 4

Using the Framework .. . . . . 5

SECTION 1 PHILOSOPHY .. . . . . 6

What is Science? . . . .. . . . . 7

A Philosophy of Science . . .. . . . . 7

Reasons for Teaching Science . . . . . . . 8

Objectives . . . . .. . . . . 9

SECTION 2 HOW TO PLAN . . . . . . 11

How to Plan a Unit . . .. . . . . . 12

Building a Unit Summary — Cells .. . . . . . 15

section 3 sample UNIT plans . . .. . . 16

The Greenhouse Effect . . . . . . . . 17

Astronomy . . . . . . . . 19

section 4 Planning elements .. . . . . 20

Important Ideas . . . . .. . . . . 21

Biblical references . . . .. . . . . 23

Categorised Values . . . .. . . . . 25

Issues in Science . . . .. . . . . 27

Strategies for Teaching Values . . .. . . . . 32

The Valuing Process . . . .. . . . . 35

Teaching the Key Competencies . . .. .. . . 36

Some Science Skills . . . .. . . . . 39

Teaching how to Learn . . . .. . . . . 42

Assessment . . . . .. . . . . 45

WHAT IS A FRAMEWORK?

A Framework

In the Adventist secondary school context, a ‘framework’ is a statement of values and principles that guide curriculum development. These principles are derived from Adventist educational philosophy which states important ideas about what is real, true and good.

A framework is also a practical document intended to help teachers sequence and integrate the various elements of the planning process as they create a summary of a unit or topic.

The framework is not a syllabus.

The framework is not designed to do the job of a science textbook. Although it contains lists of science topics, skills, issues and teaching ideas, the main emphasis is on relating values and methods of thinking to teaching topics and units.

Objectives of the Framework

1. One objective of the framework is to show how valuing, thinking and other learning skills can be taught form a Christian viewpoint. The Adventist philosophy of science influences this process.

2. A second objective is to provide some examples of how this can be done. The framework is therefore organised as a resource bank of ideas for subject planning relating to ideas, issues, values and skills of thinking and learning science, so it is intended to be a useful planning guide rather than an exhaustive list of "musts".

The framework has three target audiences:-

1. All science teachers in Adventist secondary schools.

2. Principals and administrators in the Adventist educational system.

3. Government authorities who want to see that there is a distinctive Adventist curriculum emphasis.

USING THE FRAMEWORK

LAYOUT

The framework is comprised of four sections — philosophy and objectives, suggestions on how to plan, examples of topic plans and a set of lists of important ideas, values, issues, teaching strategies and other elements which are useful in building a planning summary. The nature and purposes of each section are set out below.

It is suggested that you read this page describing these four sections now before attempting to use the document for the first time.

SECTION 1 — PHILOSOPHY

Section 1 is the philosophical section. This section contains a definition of science, a philosophy of science, a rationale for teaching science, and a set of objectives which have a Christian bias.

This section is meant to help teachers refresh their memories of the Christian perspective they should teach from. They may consult this section when looking at longer-term curriculum planning, and when thinking about unit objectives. They may also consider adapting it or using it as is to form part of their science program of work.

SECTION 2 — HOW TO PLAN A UNIT

Section 2 is the "how to" section of the framework. It explains an eight step process teachers can follow when planning a topic or unit of work while thinking from a Christian perspective. It concludes with a sample summary compiled by working through the eight steps. Because it suggests an actual process for integrating ideas, values and learning processes, this section is the heart of the document.

SECTION 3 — SAMPLE UNIT PLANS

Section 3 shows practical examples of how to use the framework in topic and unit planning. It is meant to show how Section 2 can be used to produce a variety of possible approaches to teaching valuing, thinking and other learning.

SECTION 4 — PLANNING ELEMENTS

Section 4 contains the various lists of ideas, values, skills, issues and teaching strategies that teachers may consult when working their way through Section 2 of the framework. It is a kind of mini dictionary of ideas to resource the eight steps followed in Section 2.

SECTION 1

Philosophy

INDEX

What is Science . . . . . . . . 7

A Philosophy of Science. . . . . . . . 7

Rationale . . . .. . . . . . 8

Objectives . . . . . . . . . 9

WHAT IS SCIENCE?

Science is:

• The continuing search for understanding about ourselves and our changing physical, technological and biological environment. Rightly interpreted and understood, it must be consistent with ultimate truth which is embodied in God, who is as yet only glimpsed by man.

• A set of processes which facilitates the systematic acquisition and refinement of data. These processes enable us to generalise and predict.

• A way of viewing life. It involves attitudes and values and is a way of thinking about our interaction with our environment and with God.

A PHILOSOPHY OF SCIENCE

God is the source of ultimate truth. Science is the continuing search for understanding about ourselves and our changing physical and biological environment. Therefore, rightly interpreted and understood, it must be consistent with ultimate truth, which is embodied in God and glimpsed by man.

Science provides the student with an opportunity to explore and attempt to comprehend the order and perfection of the original creation. Although creation is marred by sin, men may possess a closer relationship with the Creator as they seek to understand His creation.

God created man as an intelligent being with a capacity for logical thought and creativity. Science provides scope for the utilisation of these capacities in investigating God's creation and the laws by which it is governed and maintained.

REASONS FOR TEACHING SCIENCE

We teach science for a number of reasons. Some of the most important of these are grouped in five categories below:

Search for Understanding:

Science is more than just a body of organised facts. It also represents a way of organising knowledge about our physical and biological environment. Since knowledge is continually changing, science becomes man's attempt to correctly represent knowledge. Truth can only be found in a knowledge of God, since He is the source of ultimate truth.

Development of processes:

Scientists use many different processes — ways of doing and thinking — to investigate and generate ideas.

These processes include: observing; classifying; measuring; guessing; hypothesising; predicting; testing; experimenting; describing; communicating; interpreting data; brainstorming; inferring from data; and identifying and controlling variables. All of these are ways of exploring and discovering, and are transferable to many aspects of life.

Development of creativity:

When students understand scientific processes they also develop imagination and creative thinking. God Himself has shown a great deal of imagination through His acts of creation. A student's creativity to ask questions, generate possible explanations, and test ideas is central to science.

Some important abilities include: visualising, combining objects and ideas in new ways; producing alternate or unusual uses for objects; solving problems and puzzles; fantasising; pretending; dreaming; designing; producing unusual and new ideas; identifying; isolating; merging; diverging; converging.

Development of positive attitudes:

Students bring to class a set of pre-determined attitudes to God, to themselves, to other people, and to their environment. Science teaching, especially in a Christian context, tries to address human feelings, values and decision-making skills, and to direct them along positive lines.

Examples of positive attitudes that could be developed are: willingness to explore human emotions; sensitivity to, and respect for the feelings of other people; expression of personal feelings in a positive way; making well-informed decisions about personal values and social and environmental issues; open-mindedness; curiosity; a sense of responsibility; and a willingness to test ideas and explore arguments on either side of an issue.

Personal relevance:

Science needs to be relevant to the world of the student. Students experience science in a number of different contexts as it relates to: self, home, leisure, work, and the environment. Science includes a lot of information, and numbers of skills and attitudes that can be used in everyday life. Hopefully studying science will enable students to understand and use technology, and create new applications for technology.

SCIENCE OBJECTIVES

Science Education should provide opportunities for students to:

Attitudes

1. Recognise the value, legitimate roles and limitations of scientific and technological knowledge, and their subordination to the knowledge revealed through Divine inspiration.

2. Appreciate and respect the handiwork of the Creator, demonstrated by a respect for others, themselves and the environment.

3. Value honesty and integrity and while striving for accuracy, recognise that all observations are subject to uncertainties.

4. Recognise through the study of nature the evidence for the existence of an intelligent, powerful and orderly Creator who established natural laws through which He sustains the universe.

5. Develop attitudes of inquiry, open-mindedness and interest in current scientific issues.

6. Develop an attitude of curiosity toward the natural world and experience the excitement of discovery.

7. Utilise scientific knowledge and skills to glorify God and benefit mankind.

8. Develop responsible attitudes towards the environment and natural resources.

9. Develop confidence in using problem solving skills.

Knowledge

1. Develop and maintain an awareness of safety procedures and learn to follow safety practices.

2. Acquire scientific knowledge appropriate to the interest, needs and aspirations of the student.

3. Be informed about the impact of science and technology on society, and explore courses of action regarding science-related issues in society.

4. Learn and apply basic scientific terminology, literacy skills, and numeracy skills.

5. Understand that a large amount of scientific knowledge is theoretical and subject to change, and is therefore the best available at the present time only.

Processes

1. Design, implement and report the results of scientific investigation.

2. Recognise and use appropriate problem solving skills.

3. Develop a creative approach to formulating and testing hypotheses, planning investigations, and presenting data.

4. Develop and express powers of critical thought, recognise the need to possess evidence before making judgements, and develop the capacity to honestly evaluate evidence that may contradict current beliefs.

5. Acquire and develop manipulative skills in using apparatus (both field and laboratory), and make measurements.

6. Develop the ability to locate, retrieve, organise, interpret and evaluate stored information.

7. Develop concepts and models that help students comprehend the natural and technological world.

8. Develop skills in social interaction by communicating, cooperating, organizing and respecting other viewpoints.

Skills

1. Manipulate laboratory and field equipment.

2. Make accurate and consistent measurements.

3. Accurately observe and describe properties and changes.

4. Accurately record results.

SECTION 2

The Planning Process

INDEX

How to Plan a Unit . . . . . . . 12

Building the Summary .. . . . . . . 15

HOW TO PLAN A UNIT

This section of the framework explains the steps you may go through to bring important ideas, values, issues, thinking and other skills into unit and topic planning. Assuming that you have decided the approximate content area you want covered, there are eight steps you can follow, not necessarily in any particular order. They are:

1 Select the outcomes

2 Select the important ideas

3 Select the values

4 Select the issues

5 Select the value teaching activities

6 Select the inclusion of key competencies and other skills

7 Select the types and levels of thinking

8 Select the assessment tasks

These steps are now explained in reference to planning a topic on CELLS. Some of the examples in each step refer to numbers which correspond with particular values, issues, teaching strategies, ideas and competencies in the lists of unit planning elements in Section 4 of this framework. Some teachers may wish to use these numbers to abbreviate the write up of their planning.

STEP 1 SELECT THE OBJECTIVES AND OUTCOMES

Having chosen your content area, use your state syllabus or curriculum profile and this framework to choose and list your objectives and outcomes. The objectives of the framework are on page 8.

Example The Topic "Cells"

• Appreciate and respect the handiwork of the Creator, demonstrated by a respect for others, themselves and the environment. (Attitudes Objective 2 p 8)

• Recognise through the study of nature the evidence for the existence of an intelligent, powerful and orderly creator. (Attitudes Objective 4 p 8)

• Investigate the genetic basis of variation in living things. (NSW Draft Consultation Science K-10 Objective 6.5)

STEP 2 SELECT THE IMPORTANT IDEAS

Think of the important ideas that may influence your topic. The Christian world view and definition of science in this framework are based on a number of such ideas about what is real, true, and good. Some of these ideas are categorised under headings such as "creation", "environment" and "ethics" on pages 24-25 in Section 4 of this framework.

Example The Topic "Cells"

• Man was created with the capacity and desire to inquire and expand knowledge (Idea 1e p 24)

• All life is a sacred gift from God (Idea 11a p 26)

STEP 3 SELECT THE VALUES

Every science topic makes reference to values. Think of some of the values that you may include or emphasise in your topic. You may briefly mention some and treat others in depth. These values can be categorised in different ways — for example aesthetic, ecological, ethical etc. See pages 25-27 for a starter list of values.

Example The Topic "Cells"

• Appreciation of nature (Value A 1 p 25)

• Awareness of detail in nature (Value A 2 p 25)

• Appreciation of design (A3 p 25)

• Following directions explicitly and willingly (Value Q 6 p 26)

• Intellectual curiosity (Value R 3 p 27)

• Cooperation with others (Value S 4 p 27)

STEP 4 SELECT THE ISSUES

Think of issues the topic may suggest. Issues are a good way of raising awareness of values because they often centre on points of tension between opposing views. Some of the most common issues relating to scientific study are listed in Section 4 pages 30-34 of the framework. Examples of this range of issues are "animal rights", "ozone layer" and "pollution".

Example The Topic "Cells"

• Destroying animals to get tissue (Issue 5 p 30)

STEP 5 SELECT THE VALUE TEACHING ACTIVITIES

It is suggested that you start to think about five aspects of teaching the valuing process — identifying values, clarifying values, making value judgments, making decisions or acting out judgments, and matching the valuing process with learning experiences.

You will also need to make decisions about what types of learning activities can allow you to pursue the valuing process. For example you might explain, draw an analogy, compare, debate an issue, role play etc. See pages 35-37 of the framework for ideas.

Example The Topic "Cells"

• Analogy — likening a model of a cell to a model of a city (Strategy 1 p 35)