Science
Updated: Feb 2000
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Case Studies - Swanbourne Senior High School
  Swanbourne Senior High School is a metropolitan high school on the western coastal strip in Perth Western Australia. The school has an Academic Talented Program (ATP) with a focus on Science and Mathematics which draws gifted students from a variety of backgrounds and from many areas in Perth. The Academic Talented Program comprises three classes, one in each of Years 8, 9 and 10. The three ATP classes attend separate Science, Mathematics and Technology lessons, however, over the past two years the teachers of these subjects have collaborated in order to synchronise and integrate the content and processes being taught in the three learning areas. The major ingredient of the integration has been technology-driven projects incorporating Science and Mathematics components.
The Academic Talented Program was introduced to the school in 1995 with a focus on Science and Mathematics. Prior to 1995 the school had an academic extension program. The schools involved in ATP in Western Australia were asked by the Education Department to integrate across the learning areas. In 1996, teachers were given 2 periods per week to develop the ATP program and a third period for the extension of the mainstream students in the school. An ATP co-ordinator also was appointed with an allocation of 6 periods per week to manage the ATP program.
During 1995 the technology and enterprise teacher of the ATP program at Swanbourne Senior High School, Rob Doherty, developed and taught a number of technology projects incorporating Science and Mathematics. At the end of 1995, Rob approached the ATP Mathematics and Science teachers, Stephen Spice and John Mirosovich to discuss the integrated program (Warwick Mathews later took over from John in Science). As a result, the teachers agreed to meet on a regular basis to facilitate the integration of Technology, Maths and Science. Early in 1996, the three teachers said they had difficulty trying to think of ways that they could integrate the subjects. They decided therefore, to write down what they were doing in each of the subjects on large sheets of butcher's paper. This continued throughout 1996. Initially, the teachers found that writing down what they were teaching simply raised the awareness between them of what the students were learning in each of the subject areas. The teachers commented that they were amazed at how limited their knowledge was of the activity and content in other subjects. Later, the teachers reported that they found links between the subjects, some small, some large and they built on these links with the students. This process also highlighted the contrasting terminology used in the different subjects for similar processes and concepts. One example of such a situation was discussion of direct and indirect relationships in Mathematics and Science that result from using Ohm's Law. Each involves a similar process, however, the different subject areas use different terminology. Links between the Technology, Science and Mathematics were subsequently drawn by the teachers and they began to reorganise units of work so that similar concepts could be taught at similar times. The first cross curricular project attempted by the group required the students to produce a poster on a famous person who had invented a technological product, process or material that impacts on modern day living. The students researched the person's life history, the invention, the social effects of the invention and identified the Mathematical, Scientific and Technological aspects of the development of the invention. At the end of 1996 the teachers had two days of professional development to reflect and plan for the integrated ATP program. They said little concrete material resulted from the two days, however, they found this time important for tossing around a lot of ideas. During 1997 the teachers were able to put together an integrated program of teaching including technology-driven project work where many of the topics taught in the Science and Mathematics classes were synchronised with concepts required for the technology project. The teachers continued with 40 minute meetings each week during 1997 and in these meetings they worked collaboratively to reflect, improve and plan their integrated program for the ATP students. The Mathematics teacher, Stephen Spice, saw his involvement in the testing of a solar boat project as the biggest jump for his involvement in integrating the three subjects. He had the students collect, analyse and graph the data from the tests of the solar boats. The practical and applied nature of the task and the students' interest convinced Stephen of the benefits of working in an integrated environment. In 1996 the school provided $15 000 to upgrade an old industrial arts building. A classroom connected to a workshop area was refurbished with carpet and white boards and storage areas for students' projects. A connected staff preparation area was also refurbished. A parent, teacher and student busy bee resulted in an outdoor area being brick paved. In 1997, all the ATP classes (Science, Mathematics and Technology) spent some time being taught in this centre, therefore when students completed their Mathematics and Science work they had access to their integrated Technology projects. The centre provided a friendly and collegial environment for the ATP students. The three teachers commented that the centre was a big motivating factor that got them involved and committed to the ATP program and the integrated curriculum. One down side of the ATP centre is that it does not have Science laboratory equipment and the Science teacher, Warwick Mathews, suggested that basic glassware and other equipment and access to gas and water for the students would be a great asset for the practical aspects of the Science course.
The Technology-driven Integrated Projects The students worked on their integrated technology projects in groups of two or three and were usually given between 10-12 weeks to complete the entire project including the technology, science and mathematics components. Students were allowed two periods per week in science and two periods per week in mathematics to work on the project. An example of one Year 9 project was the design and production of a hill climbing vehicle.
The students were provided with information and instructions from their technology teacher about specifications, producing concepts, choosing an idea, producing working drawings, mocking up the design, production, final orthogonal drawing of the finished vehicle and appraisal. In addition, the students were required to research components of the project for Technology, Mathematics and Science. C Click here to see a summary of the research components for each Learning Area.
Some of the learning outcomes of the integrated approach were noted by the teachers. These included the development of group work skills and team building abilities not only for the students, but also for the teachers. Teachers commented that the emphasis on team building in the ATP program was very powerful for the success of the students and helped to build friendships and bonds. This approach also made students feel proud when they achieved something of significance. The teachers felt their students were working as engineers when doing their project work. The students were working on real ideas and not just pulling things out of a book. This approach resulted in the students coming up with more of their own ideas for design and hence created an atmosphere where creativity was encouraged and enhanced. The teachers also felt the students had a much better understanding of the Mathematics, Science and design concepts that were utilised in the integrated projects and the Technology teacher pointed out that the quality of the products seemed to be better since the components had been integrated. The teachers pointed out that the ideas were applied to their Technology project work and this made the abstract concepts come alive for the students in a functional situation. The Mathematics and Science teachers commented that not only did students apply their knowledge, they also understood the worldly application of the concepts. The teachers found that the project work helped to develop the writing skills of the students. The teachers commented that the students liked the integration, that it cut down the barriers and helped them transfer knowledge that they had learnt in other subjects. The students observed their teachers communicating and working together on the integrated projects and this provided a role model for co-operative group work for their project work. A further learning outcome noted by the teachers was the mentoring between the students in Years 8, 9 and 10. The teachers commented that each year group saw what the older year group was doing and discussion of their respective projects was spontaneous. The older students gave advice and encouragement to the younger students and the younger students were interested and motivated by the older students' project work.
A problem that the teachers encountered during 1997 was the students' ability to manage and plan their own time so that all the components of the project work would be completed to a realistic schedule. The teachers addressed this problem by using material they had used with upper school students on critical path analysis. They found this helped the students to manage their time more effectively. However, there were ongoing concerns in this area with some students and the teachers are planning more strategies to help them, including a visit by a professional time scheduler and the possibility of breaking down the projects into smaller, more concrete and less demanding steps. The students in the ATP program came from a variety of backgrounds and many struggled to socialise and cooperate effectively in their new environment. Often the transition from primary school to secondary school results in the students' self esteem being dented on arrival in Year 8. The teachers of the ATP students found that they needed to spend a lot of time counselling and managing the students and building up their self-esteem and co-operative skills through camps, excursions, group work and an emphasis on team work. The teachers commented that over the first year in the ATP program the students' attitudes and self-esteem changed for the better and by their second year the group dynamics were very positive. A further problem the teachers noted was that a few students were not prepared to put in the large amount of work required to complete the project work. Other students simply found, after time in the ATP program, that they were not as interested in the work as they had initially thought. These students tended to drop out of the program. Better screening and communication about what the program involves are planned so that better decisions about the suitability of students can be made.
Several enabling factors for the development of an integrated program were mentioned by the teachers.
Qualities of People Who Get Things Done The teachers at Swanbourne Senior High School said that to enable an integrated system the teachers need to be committed and passionate. They also mentioned that it is not an easy path to take; often traditional methods and teaching practices after twenty years of experience in segregated departmental locations need to be changed. The teachers emphasised that that this teacher change is not a quick process, that developing and implementing an integrated program takes a long time and a lot of work and it may take some time before the commitment and passion develop.
One of the biggest obstacles the teachers faced was the frustration at the slow process that was required to initiate and implement an integrated curriculum. Part of this slow process was the trial and error nature of everything they did. Distractions for the teachers such as organising camps, developing the ATP centre, busy bees, getting parents involved in the program, as well as their regular teaching duties all served to eat up time and divert attention away from the integrated curriculum. A further obstacle to the development of the integrated ATP program of work was that the Year 9 Science and Mathematics teachers were given two periods per week to help develop the program, but the Year 8 and Year 10 Mathematics and Science teachers were not. This meant that the Year 8 and 10 Science and Mathematics teachers were not as involved in the integrated program because they did not have the time to commit to it. The Technology teacher commented that the Year 8, 9 and 10 ATP students all were taught by him and that instead of the same teacher for three years in a row, the students would probably benefit from a change of teacher at some stage during the course. A further problem was that the students were somewhat isolated from the mainstream school because, in the 1997 timetable, they were with the same ATP students throughout the day in all classes. In the following year, the teachers hoped to have the ATP students in their own group for Science, Mathematics and Technology and then combined with the mainstream classes for the other learning areas.
Cross curriculum portfolios designed as show portfolios were built-up over the three years the students were in the ATP program. There was a non-negotiable component of the portfolio and the students were encouraged to add their best work that demonstrated the learning they achieved. The portfolios were assessed by the ATP co-ordinator at the end of each year. By 1997, the school had not yet moved to outcome-based assessment so grades were still used to report to parents. The Technology teacher commented that these gifted students were accustomed to scoring well in Science and Mathematics tests and they found the multifaceted nature of portfolio assessment challenging and sometimes frustrating.
The teachers emphasised the importance of viewing the course as a holistic, three-year course. In this way, the teachers felt a balanced program of work could be developed for the students and an appropriate development of concepts from Year 8 to Year 10 could be planned. The Science teacher commented that he needed to develop the Year 8 students' skills in scientific measurement so that they would be competent by the time they started a project in Year 9 requiring such skills. The teachers also pointed out that a lot of the Mathematics and Science that was related to the technology only became apparent during or after the students worked on their projects. As the teachers gained more experience they gained a more in-depth understanding of the related concepts and processes.
On reflection the teachers felt that there was a bias towards the physical sciences in the projects they have taught. The students themselves suggested that a future project could be on the construction of an efficient compost and the social and environmental implications of recycling. In the future the team of teachers hope to incorporate more biological science into their program. There has been a high proportion of boys involved in the ATP course at Swanbourne Senior High School and the teachers have since taken action to attract and encourage more female students into the program. The main task for the future is to consolidate and improve the projects and the integrated approach. The teachers felt that more technology could be used in Science and Mathematics, especially now that the students see themselves as doers as well as knowers. The students want to work more like scientists and utilise technology within the Science classroom. Further to this, the Technology teacher suggested that Science or Mathematics driven projects that have a technology component may be another aspect of the course that could be developed in the future.
We would like to thank teachers Rob Doherty, Stephen Spice and Warwick Mathews for their time and commitment to the preparation of this case study.
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