I am driven to teach secondary school science the same way I have practised science for the past 20 years. This requires that I use scientific method to inform my teaching. But what does this actually mean? In the context of the classroom environment, it might mean teaching content via problem-based, hypothesis-driven projects. Scientific method should also inform my choice of teaching strategies and programs. I want to implement evidence-based approaches and be prepared to test and prove the efficacy of any novel approaches I use. This is easier said than done. Measuring outcomes in the physical, chemical and biological sciences is relatively straightforward compared with teaching.

At CONASTA65 I hope to learn more about the current evidence-based teaching approaches; meet teaching novices (like me!), as well as experts, who I can collaborate with now and into the future; and also discover platforms for sharing ideas, knowledge and for generating and communicating new data. I am especially keen to learn ways that primary and secondary school teachers might work together to improve student preparedness and enthusiasm for science in the real world. I also want to see how teachers, scientists and academics collaborate to trial and implement novel teaching strategies that improve student engagement and outcomes. With these goals in mind, I am particularly interested in the workshops about teaching atomic theory to primary school children, innovative methods and contexts used to impart science content in the classroom, publishing in Teaching Science, as well as the various platforms for teacher communication, such as TeachConnect and STEM Connectors.

Renée Stirling Richards, PhD

Queensland University of Technology

I graduated with a B. Biomed. Sc. in 1997 and have worked in scientific research ever since. During these years, I have also been a part-time laboratory technician, tutor and lecturer. One of my favourite jobs was designing and teaching under-graduate laboratory practical classes, in collaboration with an inspiring university educator, who was my champion and mentor.  I love both university teaching and research, and now that I have had some experience in secondary school classrooms too, I cannot wait to finish my degree and start this new journey.

Why change from university to school teaching? Scientific literacy is the cornerstone of an innovative, enlightened and ultimately peaceful civilization. It enables citizens to make informed decisions about what they consume, what they believe and how they participate in society. I want to be a part of a cohort of teachers who engage young people in science by exposing them to its exciting, ever-evolving nature. I want to empower school students to use imaginative, creative and critical thinking skills in class and to develop a deep understanding of scientific process. In this way, I hope to nurture and guide the next generation of not only professional scientists, but also citizen scientists.