Is Online on Target?: Successful Science Education in Soil and Water Health

Abstract

Implementing online technologies in our teaching units provides greater flexibility for learners, particularly those studying at a distance. However, structuring a science unit that is totally online and does not involve residential schools or faceto- face contact requires consideration of teaching strategies and learning opportunities in conjunction with appropriate instructional design principles. In this paper, we discuss Teaching Environmental Health in Water and Soil Ecosystems that was developed as part of the Masters of Science Education program with four other Australian universities. The target group for the unit is secondary science teachers seeking professional development of their scientific content knowledge and pedagogical practice. The topic was selected based on Australia's current environmental priorities of water and soil health and their inclusion in junior and senior science syllabi throughout Australia. The theoretical framework for the unit is constructivism and the notion that students deconstruct, construct and reconstruct their understandings based on their prior conceptions (Driver & Bell 1986). Supporting this is the notion of constructive alignment (Biggs 1999) and the importance of assessment being linked intrinsically to subject content knowledge and teaching practices. In this manner, the unit provides a template for practicing teachers by demonstrating the value of context and relevance, and the necessity for carefully considering assessment tasks that link to their teaching objectives.