Searching for scientific Mozarts: get em' while they're young

Donovan, Jennifer and Haeusler, Carole and Stewart, Ian (2013) Searching for scientific Mozarts: get em' while they're young. The Conversation, 18 June 2013. pp. 1-4.

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Abstract

To make a better society and economy, Australia needs a scientifically literate populace capable of making informed decisions. But traditionally, teaching the 'big ideas' in science only appears in the later years of high school. In the new Australian Curriculum: Science, the first mention of 'atoms' is in Year 9, when most students are already 14 years old. Is it possible that primary children, thought to be only concrete thinkers, can engage with abstract concepts such as atomic-molecular theory?


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: No
Item Status: Live Archive
Additional Information: Copyright © 2010–2013, The Conversation Media Group. Articles in The Conversation are free to share or republish under Creative Commons. You must credit the publisher, and you can't edit our material or sell it separately.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 29 Jul 2014 23:52
Last Modified: 29 Sep 2016 01:42
Uncontrolled Keywords: primary children; atomic-molecular theory; scientific literacy; big ideas of science
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
13 Education > 1301 Education Systems > 130105 Primary Education (excl. Maori)
17 Psychology and Cognitive Sciences > 1702 Cognitive Sciences > 170299 Cognitive Science not elsewhere classified
Socio-Economic Objective: C Society > 93 Education and Training > 9303 Curriculum > 930301 Assessment and Evaluation of Curriculum
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes
URI: http://eprints.usq.edu.au/id/eprint/25631

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