Student voice is something that I really value. In the perfect world students would have a complete say in what they learn and how they learn. But in the meantime the confines of syllabuses I still like to give my students a say in the learning that’s happening in the classroom. What things do they like learning about? How do they like to learn? Is what they are learning too difficult or too easy? What parts of the classroom learning design do they think needs improvement? What can I do as their teacher to make learning better for them?
My Year 8 class gave their feedback on their learning this week as Term 2 in NSW, Australia drew to a close. Here’s what they thought:
The main topic we studied in Term 2 was called Water Water Everywhere, which is essentially using the particle model to explain the properties of solids, liquids and gases and why one state of matter changes to another when energy is added or removed from the system. This topic is probably one of the most difficult and often disengaging topic for students because it involves an abstract concept. The particle model lends itself to a lot of student misconceptions and is generally something students find difficult to understand, which I have discussed in a previous post. To overcome this the learning was designed so to involve lots of interesting hands-on experiences such as making quicksand and using technology for students to increase their conceptual understanding and allow their misconceptions to be picked more and addressed more frequently.
From the students’ feedback, scientific metalanguage was emphasised as an area they thought needed improvement, so next topic there will be more activities that emphasise the use of scientific metalanguage.
What I also find interesting is students’ decisions on whether they will continue with Science in the post-compulsory years of schooling. What I find particularly interesting is that quite a few students who consistently say they find the learning in Year 8 science fun, interesting and related to the real world, do not want to study science in Year 11 & 12 because their chosen career does not need science. There seems to be a perception with my Year 8s that science in Year 11 and 12 are for people who want to be scientists. This perception is also found in evaluations completed by Year 9 and 10 students.
So one of my challenges for the rest of the year is how am I going to design the learning for these students value science and view it as important to learn, even though they aren’t going to pursue a career in science.
Wonderful to read your post, Alice. We’re taking the same approach with senior primaries. Hopefully, the building of reflective practice will continue to grow. I feel what you are doing tunes the students into the value of learning and maybe they will begin to make better choices in future…such as that all education expands our horizons and is not only valuable because it could mean dollars in a future life. Good luck with the journey.
Particle theory is way to difficult for yr 8’s it’s an abstract concept, better to do in yr11
Particle theory is in the Year 7 and 8 science syllabus. They are tested on it in ESSA and they need to understand it before they move to atomic theory in Year 9 and 10.