Abstracts - Earli

Cultural scripts for action: Understanding the relationship between subject cultures andpedagogies surrounding mathematics and scienceLinda Darby, Deakin University, AustraliaThis research investigates the cultural traditions and norms surrounding the teaching ofmathematics and science at junior secondary school level. Relationships between subject culturesand pedagogies surrounding school mathematics and science bear exploration because in manyAustralian schools the there is a common expectation that teachers trained in one subject will teachin both areas. Through classroom observation and videoing, and interviews with 6 teachers ofmaths and/or science, the research has isolated elements of the subject cultures that provide fruitfulcomparison across mathematics and science, and that highlight the interaction between the subjectcultures and pedagogies. This presentation maps out an argument for viewing these elements interms of a "cultural script for action." This type of explication of the nature of different elementsof the subject culture can inform teachers as they move between subjects and develop a sense ofagency and identity in relation to the subject.Student attitudes and perceptions and the change processAnnette Gough, RMIT University, AustraliaThis presentation explores student learning characteristics (particularly their affectivecharacteristics) as factors that potentially affect the quality of the change process for teaching andlearning in the middle years. No matter how sound or innovative the model or strategy, foreffective teaching and learning to occur, the instructional procedures need to be matched to thelearner characteristics (achievement, cognitive styles, conceptual levels, personality characteristicsand affective characteristics). It focuses on what the research literature says about students’affective characteristics and then discusses these in relation to the findings from student surveys onattitudes and learning preferences from IMYMS, across mathematics and science, and on a seriesof in depth interviews of primary students concerning their perceptions of science and how theylearn it. Students’ motivations and attitudes are relevant for the achievement of the widely heldgoal of science education: to develop a numerate and scientifically literate society. Concerns aboutsecondary school students’ attitudes to science are shared throughout the Western and non-Western world, and researchers have studied students’ attitudes and motivation in science from anumber of different perspectives. By studying students’ attitudes and learning preferences theIMYMS research offers possible explanations for the persisting problem of the apparent alienationof young people from science and mathematics. Student responses on attitude scales showinteresting variation across mathematics and science, and across primary and secondary schools.Such attitude research is intended to provide a sound basis on which to make informed decisionsabout aspects of classroom practice which enhance the experiences of young people in theirscience lessons. The research findings supports the importance of engaging students’ attitudes,interests and motivation in science if they are to increase their achievement in science andmathematics and the paper discusses the ramifications of the survey findings for future classroompractices.– 816 –