The pedagogy of these science task cards
• Problem-based learning • Science as inquiry, argumentation and collaboration • ICT as tools for science learning • Science as a basis for learning in other areas These tasks are presented as ‘starting points’ for independent small group work that might be adapted to suit local circumstances. Teachers are encouraged to adapt these ideas.
By using driving or focusing questions, learners engage with questions to which they are asked to find their answer and justify it, engaging in argumentation in the way that scientists do.
Learners engage in the ways of working scientifically by suggesting investigations, either experimentation, digital investigations or collecting and synthesising information.
The task cards suggest purposeful tasks in which learners are called upon to collaborate and communicate in the ways of science and with a range of digital genres suggested. The tasks are examples of good practice and ICT use. Tasks are differentiated and the use of collaborative practices is encouraged.
In developing these activities, the authors have been mindful of the need to provide challenges for all students. To achieve this, they have where possible used the language of Bloom. The language of Bloom is shown in the bolded text of each task. This also serves as a focus for students to remember ‘what their task is’.
Embedding ICT is a strategy that purposefully engages learners in working scientifically (e.g. making observations, recording data, reporting), that is, mostly in the way that scientists work with ICT.
The tasks posed can readily be adapted to other learning situations e.g. literacy, SOSE or Mathematics.