ARTICLES
Challenges for a Rural Science Teacher (continued)
time and knowledge; there are very many who are keen to help,
especially because like everyone else, they are keen to intake
as many undergraduates into STEM-based subjects as possible.
It is of note that the number and value of prizes from sponsorships
for the Young Scientist Competition have been growing every year.
Rowe Scientific and The Sapphire Foundation have specifically
sponsored Rural entrants, focusing on encouraging quality
submissions from rural students. Their aim is to promote science
excellence and equity in rural areas. Our school benefitted
from prizes being given directly to high-achieving students and
I was fortunate to be the recipient of the first Rural Chaperone
Award sponsored by the Sapphire Foundation. This was an all-
expenses trip to chaperone the rural winners from the Young
Scientist Competition to attend the Intel International Science
and Engineering Fair (ISEF) in Pittsburgh, Pennsylvania. To have
my eyes opened to the international stage of high school science
was life changing, inspiring me to encourage my students to
aim higher and pursue science with the end goal of helping to
change the world. I strongly recommend any eligible teacher to
work towards submitting an application for this Award.
The Facebook sites described earlier are also marvellous sources
to gather ideas, information and resources! This is possibly the
most important reason for their existence! The resources people
share aid everyone’s understanding, and every teacher learns
both by inquiry and also by answering queries from others!
There is always something new and interesting to learn, different
ways to explain concepts, carry out practical work – even places
to find or buy the material or equipment required. Improving
teacher capacity by raising our level of knowledge is something
that will help rural schools in significant ways. Recognising the
pivotal role of each teacher in helping the student outcomes
overall is implicit in raising the standard of the education results
of Australian students.
Teachers should also seek out state competitions for their
students to become involved with. Students, especially those
in Stage-6, would probably enjoy, and certainly gain value
from competing in the Australian Schools Science competition
and Australian National Chemistry Quiz. However, the annual
STANSW Young Scientist Competition is by far the cream of the
crop when it comes to increasing potential, interest and ability
in STEM students. It opens students’ eyes to their own ideas,
interests and possible future vocations. It promotes genuine
scientific inquiry that transitions perfectly to tertiary studies,
and fits perfectly with the new Extension Science course. The
marking rubrics are already available for teachers to access so
they can easily be integrated into students’ research projects,
meaning it doesn’t become an extra-curricular activity, but rather
an integrated part of pedagogy to teach skills and content.
The victorious Australian ISEF team began as winners of Young
Scientist awards in 2017.
By observing what previous students in the state have achieved in
Young Scientist Projects also helps break down barriers in terms
of differences in levels of student expectations. There is a Young
Scientist YouTube Channel displaying multiple projects, so when
student access to this channel is made available, many students
recognise that they can do similar things. This communal source
of motivation driven by the work of peers is highly powerful, and if
used well, can motivate our students to reach heights previously
unrealised.
I am grateful to be a rural teacher. The lifestyle and opportunities
that I gain from working and living in a regional town should not
be underestimated. The challenges are real, but I encourage
all teachers to tap into the strategies I have described, and
any others, to reduce the apparent isolation and limitations of
teaching in rural communities.
And I look forward to communicating with you in the cyber world!
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SCIENCE EDUCATIONAL NEWS VOL 67 NO 4