Technology and science are two interrelated subject fields both constantly experiencing new developments, discoveries, and challenges. The two subject areas work hand-in-hand together to provide adequate solutions and advancements to meet the needs of our ever-changing society. In a 1998 world conference, UNESCO (United Nations Educational, Scientific and Cultural Organization) discussed the growing influence science had on society, analysing the considerable measures of public mistrust of science and fear of technology that existed within (UNESCO, 1998). Whilst such concern of mistrust and fear would appear to no longer exist due to the growth and willingness society now display in the use and development of science and technology, there is
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When the teachers’ own knowledge and understanding is poor it is, therefore, nontransferable to its students and therefore the conclusion can be made that quality basic science requires quality resources both for teachers and for students (UNESCO, 2010). The impact teachers own knowledge and confidence has on students is great, and it is this concern that has led to resources and frameworks for teaching specific science content being developed nationwide. Such resources and frameworks provide teachers with the tools and confidence they need to deliver rich and engaging science topic lessons. An example of this is the development of primary Connections made by the Australian Academy of Science. Primary Connections is a science knowledge resource supported by the Australian Curriculum aimed to enhance the learning outcomes in science and the literacies of science (Hackling, Peers & Prain, 2007) across Australian primary schools. This resource is available to both teachers already teaching as well as pre-service teachers and teacher education institutes, providing a competent teaching and learning approach, appropriate assessments, and encompassing all skills sets students need to become engaged and informed science citizens (Hackling et al., 2007). It is with the development of such rich resources and frameworks that improvements of teacher’s confidence, self-efficacy and
When the teachers’ own knowledge and understanding is poor it is, therefore, nontransferable to its students and therefore the conclusion can be made that quality basic science requires quality resources both for teachers and for students (UNESCO, 2010). The impact teachers own knowledge and confidence has on students is great, and it is this concern that has led to resources and frameworks for teaching specific science content being developed nationwide. Such resources and frameworks provide teachers with the tools and confidence they need to deliver rich and engaging science topic lessons. An example of this is the development of primary Connections made by the Australian Academy of Science. Primary Connections is a science knowledge resource supported by the Australian Curriculum aimed to enhance the learning outcomes in science and the literacies of science (Hackling, Peers & Prain, 2007) across Australian primary schools. This resource is available to both teachers already teaching as well as pre-service teachers and teacher education institutes, providing a competent teaching and learning approach, appropriate assessments, and encompassing all skills sets students need to become engaged and informed science citizens (Hackling et al., 2007). It is with the development of such rich resources and frameworks that improvements of teacher’s confidence, self-efficacy and