Sustainable Living by the Bay: Improving student engagement in the science classroom for the twenty-first century

Book chapter


Carter, Lyn and Dediwalage, Ranjith. (2010). Sustainable Living by the Bay: Improving student engagement in the science classroom for the twenty-first century. In In Joseph Zajda (Ed.). pp. 157 - 167 Springer. https://doi.org/10.1007/978-90-481-3617-9_10
AuthorsCarter, Lyn and Dediwalage, Ranjith
EditorsJoseph Zajda
Abstract

Inspiring students to be self-motivated and engaged is a challenge for all school-based curriculum reformers. A cluster of schools in the Melbourne Bayside area took up this challenge during the Australian Schools Innovations in Science, Technology and Mathematics (ASISTM)-funded initiative entitled Sustainable Living by the Bay. In this chapter, we will be sharing our experience of the project with particular reference to the two major strategies that underpinned it. The first strategy drew from Jurgen Habermas’ three knowledge generative interests, namely, technical, practical/communicative and emancipatory/critical, to provide a theoretical framework for the project. Secondly, the project adopted a pedagogical approach from the critical constructivist paradigm, which enabled a shared control of the learning process, empowering students to have a critical voice in questioning the teachers’ actions. Our experience within Sustainable Living by the Bay has been positive in improving student engagement and motivation in learning science.

Keywordsscience curriculum; shared control; technical interest; student voice; critical voice
Page range157 - 167
Year2010
PublisherSpringer
Place of publicationThe Netherlands
ISBN9789048136162
Digital Object Identifier (DOI)https://doi.org/10.1007/978-90-481-3617-9_10
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
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