Science – Relationships with other domains

Introduction

This advice identifies some of the ways student learning in Science and other areas of the curriculum complement each other and how concepts and skills from domains in the Interdisciplinary and Physical, Personal and Social strands are an integral part of Science learning. It provides a starting point for teachers to consider opportunities for developing student activities to support deeper understanding of essential knowledge and skills.

The Arts

There is a strong relationship between the development of observational skills, imaginative speculation and encouragement of curiosity and questioning in scientific and artistic explorations of the world. The Arts provide opportunities for students to explore and communicate scientific ideas and to develop and practise technical skills: botanical and anatomical life drawing supports the understanding of how systems in plants and animals work together; the materials, techniques and processes of photography enable students to investigate light and the properties of matter in a practical context; music, drama and dance can be utilised to challenge thinking about scientific issues which affect society; graphic design can be employed when developing new products or solutions to problems. In the early years, students in Science use their senses of sight and hearing to explore the world around them and they can interpret and express their observations through skills developed in the Arts. In later years, the ability to make accurate observations becomes increasingly important in Science, as it does in the Arts. The experiential nature of both Science and the Arts can provide complementary learning opportunities for students to consolidate knowledge and skills in both domains.

Civics and Citizenship

In Science, students engage in debate and decision making about current and future issues associated with science and its applications, from an informed position. Students use the relevant science concepts and processes to support their judgments in evaluating the merits and problems of contentious and ethically based science-related issues of broad community concern. Many of these issues are influenced by social values, and include sustainability, the impact of humans on the natural environment and ethical and responsible conduct in scientific and technological research. In the Civics and Citizenship domain students learn about their rights and responsibilities as citizens and gain an appreciation of Australia’s role in the global community. The standards in both Science and Civics and Citizenship support active participation in local and global citizenship projects of particular interest to students. Through studying the work of significant Australian scientists within their local and global communities, students are provided with models of how individuals can contribute to society.

Communication

Contemporary learning in Science requires students to be able to interpret and use multimodal texts to make and communicate meaning. In Science, students need to understand the forms, language and conventions of Science and other areas of the curriculum to be able to communicate effectively within scientific and non-scientific communities at local, national and global levels. Skills developed through the Communication domain enable students to consider their scientific work from the perspectives of Listening, viewing and responding with respect to content and context, and Presenting with respect to communicating information and learning to audiences in formats that suit the audience and purpose. Students:

• describe their scientific activities and observations in both general and science-specific language; they use diagrams, symbols, tables, graphs and digital images to communicate the procedures and findings of investigations
• identify examples where scientific language has been misused in common communication formats and distinguish between their skewed meaning in non-scientific contexts and the correct meaning of such terms
• select and use appropriate structure, organisation and media to convey clear messages and relevant scientific information for particular audiences and purposes; for example, when presenting and debating the merits and problems of contentious and/or ethically based issues of broad community concern, when making reports of investigations or when preparing media articles.

Design, Creativity and Technology

Providing solutions to existing or predicted problems is an important aspect of Science. Solutions to these problems may incorporate many aspects of the Design, Creativity and Technology (DCT) domain, where knowledge and skills related to the design, development, production and evaluation of a product or system can be developed. In order for students to construct physical solutions to problems they require an understanding of the properties and behaviour of materials, an appreciation of the operation of everyday devices and the application of scientific principles such as forces and energy transformations in everyday situations. Students should also consider the economic, scientific and social implications of their design solutions in terms of sustainability. The development of Science knowledge, understanding and skills is supported by DCT when students address design briefs, create and develop ideas that have a sound scientific basis of operation and consider sustainability issues, test models, produce the final product or system with a focus on safe handling of materials and tools, and evaluate the final product or system.

English

A major goal of Science education is to develop citizens who are capable of engaging in informed community debate about science and its applications. The Reading, Writing, and Speaking and listening dimensions of the English domain are of critical importance in achieving this goal, as capability in the Science domain includes reasoning, critical thinking and clear expression of ideas.

Science is dynamic and progressive. Our society is being continually confronted, challenged and redirected by ideas borne from people’s curiosity, imagination and dreams about what is possible. The skills taught in the English domain enable students to consider and debate these ideas in a systematic and sensitive manner. For example, English teaches active listening strategies; involves the development of effective reading skills and teaches strategies for writing and the conventions of Standard Australian English – all necessary in the development of citizens who are capable of informed debate about science and its applications. Students would be able to debate such contentious issues confronting them as global warming or the ethics of human cloning, given the combination of skills encouraged in the Science and English domains.

Health and Physical Education

The human body is a common focus of both Science and Health and Physical Education (HPE). In Science, students study the human body from the cellular to the systems level, with a focus on relating structure to function. In HPE, learning is focused on the requirements for good health and the promotion of a healthy lifestyle. Students gain an understanding of the role of physical activity in ensuring good health and can link the functioning of the musculoskeletal, digestive, endocrine and nervous systems, studied in Science, to the promotion of the physical, social, mental and emotional health of individuals within a society, studied in HPE. Students consider their personal responsibilities in health issues, both in relation to their own safety and wellbeing, as well as to the safety and wellbeing of others. Further, a range of contexts within which scientific concepts associated with movement can be explored in a practical way, including the body’s responses to physical activity in terms of pulse and respiration rates, and the changes in direction, acceleration and force involved in playing different sports. Opportunities to investigate health issues related to nutrition, growth and lifestyles can also be explored, including eating disorders and the impact on the human body, impacts of technology on food production and the spread and control of disease. Some students may ultimately pursue a career in sports/health science practicum or research, but all students benefit from appreciating the significance of science for the long-term health and wellbeing of people in our society.

The Humanities – Economics

There are strong links between Science and Economics. For example, scientific/technological advances need to be evaluated in terms of costs and benefits to the individual and society. Markets are influenced by developments in science and technology, by impacting on conditions of demand or supply. In Science, students analyse what is needed for living things to survive, thrive or adapt, now and in the future, and explain the relationships between systems in the environment. This is supported through the Economics domain where students could consider how the classification, use and management of resources by different societies are linked to the sustainability of human and physical environments. Students evaluate the impact of economic decision making by governments, businesses and other groups, and form and express justified opinions on public policy issues. Research and development in scientifically-based industries such as engineering, pharmaceuticals, chemicals, biotechnology, mining, medical technology, renewable energy technologies, waste reduction and disposal, and emerging information and communications technology, have economic implications.

Students consider informed, responsible consumerism by distinguishing between needs and wants, and look at how these issues can be applied in their own lives. Additionally, cost-benefit analysis enables students to assess the impact of scientific and technological developments in terms of energy, resource usage and economic advantages to society. In their study of markets, students can research or predict the influences of scientific developments on demand and supply, for example, the impact of MP3 listening devices on the market for music.

The Humanities – Geography

In Science and Geography, observations are made of the natural and built environments through experiments and fieldwork. Students collect and present data appropriately, make predictions, identify patterns and explain their findings. They explore the relationships that exist between systems in the environment and the impact of human activities on the environment, including global warming, deforestation, pollution and resource depletion. Students examine the policies for managing these issues to ensure sustainability, and consider how they can contribute to these decision-making processes. Geological processes such as erosion and volcanic activity, and natural disasters such as tsunamis and floods, are modelled and considered in terms of their occurrence, management and impact on living and non-living things. Students develop a respect for the environment whilst gaining an appreciation of the different environmental and sustainability issues that confront people within different societies, considering their cultural values and beliefs.

The Humanities – History

In Science and History, students investigate the past to inform the future, with a practical focus on evidence collection, validation of data and extrapolation. History is the study of the past: cultures, ideas and values important to societies as well as continuity and change over time. Scientific knowledge and the ways that humans have attempted to appreciate, understand, control and manage our world forms part of the cultural heritage of societies. Through historical research, students gain an understanding of the human process of science over time; the endeavours of scientists who challenged accepted opinions about gravity, motion, medicine and nuclear energy. Both Science and History use disciplined inquiry and research processes to investigate problems, issues and the past. Students develop skills in developing research questions and hypotheses, collecting and evaluating evidence and providing possible explanations which can inform the present and future.

Information and Communications Technology

Within and beyond the classroom, the Information and Communications Technology (ICT) dimensions of Visualising thinking, Creating and Communicating are integral to effective study in Science. The ICT domain provides opportunities for the development of rich and effective learning environments in which new ways of thinking, accessing, processing and presenting data and information and developing understandings in Science are possible.

ICT facilitates visual thinking through the use of tools such as simulation software and graphic organisers. These can assist in interpreting and explaining scientific observations. For example, simulations can be created of population dynamics, which allow data to be extrapolated and predictions to be made of the effect of changes in an ecosystem.

Data can be captured using data loggers and projects can be managed using softwares such as spreadsheets and word processing which allow the recording, sequencing and monitoring of tasks. Project management tools also assist in organising personal learning goals.

Spreadsheets, image editing, multimedia and web authoring software are examples of ICT which can assist students in the interpretation, explanation and presentation of scientific findings. Familiarity with appropriate designs of information products and protocols for communicating and collaborating with peers and scientific colleagues is essential for students to work effectively and respectfully in a global environment. ICT supports collaborative learning in ways not previously thought possible.

Interpersonal Development

In Science, students engage in a variety of tasks that promote the development of Interpersonal Development domain skills such as working with others collaboratively and cooperatively, developing a sense of self and a respect for the views and values of others to build positive social relationships. In Science, the collaborative planning, designing, conducting and reporting of experiments, and making of models, encourages students to explain their own ideas, consider the ideas of others and make agreed decisions. Students gain experience in task allocation, meeting deadlines, following ethical and safety procedures, resolving conflicts, problem solving, providing peer feedback and supporting each other’s work whilst undertaking group activities. The Interpersonal Development domain skills drawn on in Science extend beyond the classroom to the realms of work and leisure.

Language Other Than English (LOTE)

Intercultural knowledge, language awareness and the conventions of communicating in languages other than English help students to understand how different cultural perspectives affect people’s approaches to interpreting the world around them and to problem solving. Intercultural knowledge and language awareness helps students gain an understanding of the diverse views held by individuals and communities and the reasons for their beliefs. In Science, students can consider how views may be affected by values held by different communities including Indigenous Australians; for example views relating to priorities in addressing environmental sustainability, the nuclear energy debate and bioethical issues.

Students develop an understanding of cultural diversity and the contributions people from different cultures have made to our scientific knowledge and heritage. Studies of language and culture through LOTE provide students with greater insight as to the approaches taken by scientists from diverse cultures in developing conceptual knowledge in science.

Students’ use of English and scientific language are also enhanced through LOTE studies where they explore:

• the origin of scientific language and conventions; for example, the Arabic, Greek and Latin base of many scientific terms, the origin of the names of many chemical elements and protocols for naming newly discovered objects
• the links between science and culture; for example the relationship between lunar and solar cycles and local festivals, celebrations and agricultural practices.

Such understanding may increase their ability to communicate appropriately, in the language of science, with diverse audiences. Opportunities exist for students to work on web-based international collaborative projects gaining insight into how scientists work.

Mathematics

The knowledge and skills students engage with in the various dimensions of Mathematics support students in their studies of all aspects of Science. In Science, students use measurement and number concepts, particularly in data collection, estimation of error, analysis and modes of reporting. The Mathematics domain supports students in developing number handling skills.

In Science, students observe, describe and measure aspects of the world around them, using more sophisticated and accurate measuring tools and instruments as they progress through their schooling. They collect, record, interpret and display data appropriately, looking for patterns, drawing conclusions and making generalisations. Students justify their choice of instruments and the accuracy of their measurements, commenting on the reliability of the procedures, the measurements used, and the conclusions drawn against the hypothesis being tested. Predictions for further investigations, extrapolations and interpolations may be made from their own experimental results or from reliable second-hand data. The understandings, tools and techniques of Mathematics help students to understand measurement and magnitude; to process and analyse data collected in their own experimental investigations and those of others.

Mathematical conventions used in graphing, conversions of units, calculations and manipulation of formulae, the use of spreadsheets to facilitate computations and generation of graphs, the use of scientific calculator functions, the manipulation of very small and very large numbers, direct and indirect variation and the implication of limitations in instrumental measurement are essential in conducting and reporting on scientific investigations. Mathematical modelling is used extensively in the natural sciences, physics and in bioinformatics, and by computer scientists.

Personal Learning

In Science, a broad range of set tasks, discussions, evaluation and assessment techniques (diagnostic, formative and summative) enable students to develop and refine the strategies identified in the Personal Learning domain. Independent research and experimental investigations enable students to make individual decisions about how they will undertake learning tasks and reflect on their responses to tasks.

Collaborative experimental investigations provide opportunities for students to listen to different points of view, learn from their peers, obtain and act on feedback, decide on strategies needed to complete tasks, try out new ways of doing things and contribute to group and class discussion.

Extended tasks give students the opportunity to become autonomous learners; to set goals for their learning, establish task timeframes and develop the organisational and self-management skills needed to complete tasks. Becoming an autonomous learner is an important lifelong skill for all students. As they progress through school, they are helped to take greater responsibility for their own learning and to recognise and enact appropriate values within and beyond the classroom. Students develop resilience through working with a positive attitude in exploring emerging options.

Thinking Processes

In all aspects of their work in Science students are expected to reflect on the thinking and processing strategies they employ. Science draws on the strategies of the Thinking Processes domain to assist students in developing skills supporting inquiry, information processing, reasoning, problem solving, evaluation and reflection.

Students begin their investigations through inquiry, which leads to making simple observations where they collect, categorise, compare, map, visualise and speculate. As they begin to develop ideas of fair testing and to consider scientific methods, they formulate hypotheses and design experiments to test their validity through representation, induction, deduction and evaluation.

They are able to consider and evaluate different points of view and can transfer knowledge from familiar to unfamiliar situations. Their practical investigations are underpinned by the development of a deep understanding of the fundamental concepts of science related to matter, energy, time and space.

Further development of thinking skills enable students to become more effective in critiquing their experimental design and methodology, including their analysis of error. Increasingly, students will rely on applying investigative, problem solving, experimental and inventive techniques to create solutions to problems, requiring the application of critical and creative thinking skills. Based on a careful consideration of evidence collected from various sources, students will feel confident to debate the merits and problems of contentious and/or ethically based issues of broad community concern.