STAT - Tasmanian Science Talent Search - 2008 Judges Comments

(Please first re-read the Judges’ Comments from 2006 and 2007, as all those are still very relevant!)

The main issue I wish to stress again is the need for teachers (especially non-specialist teachers of science) to first gain a comfortable level of understanding of the science concepts behind the Technology Challenge. Early each year, we give teachers the opportunity to gain some necessary background through a Technology Challenge workshop at the annual state conference of science teachers (CONSTAT), as well as through a newsletter on the website, advertised through Infostream and SciNet. In addition, worthwhile websites are listed in the TSTS booklet to give starting suggestions.

In preparation, it is well worth spending an hour or so browsing these websites, or www.howstuffworks.com, or the Science Background CD found in every copy of the Primary Connections units, or on the web e.g. via www.climatechangematters.net.au/LOTS/nationalindex.htm. If you’re still not sure, please contact me for further help; stsearch@bigpond.net.au.

Teachers often ask me how much assistance they can give their students in TSTS.
TSTS is simply another avenue for teachers to give their students creative opportunities to learn. Any form of teaching, whether skills based or content based, involves teachers assisting their students to further their understanding. It is expected that teachers will work with their students, guiding their investigations, answering questions, and directing them to suitable resources or references to find their answers. Unless you simply give it as a homework task, to be completed at home, you can’t help but be involved. After all, you are their teacher!

This year the number of entries in the Technology Challenge was very disappointing. Many possible reasons have been given: including the Olympics clashing at the same time as well as new and greater reporting responsibilities for teachers early in Term 2 . Also, some teachers felt it was perhaps not as exciting an activity as some previous ones.

With respect to the reporting requirements, some teachers actually use the TSTS Technology activity with it’s emphasis on “Design, Make and Evaluate” as an assessment task in itself, with many criteria being directly relevant for the reports.

It was pleasing to see much more pride, effort and energy put into the work journal. Again, this aspect can assist in assessment for students in reports.

With next years theme based on Astronomy, no doubt the Technology Challenge will be some form of simple rocket. So stay tuned for “Blast off”!

Margaret Hosford
Director TSTS