ARTICLES
Getting Social with Science – How Social Media can Enhance
Collaboration and Leverage your Valuable Time
By Dr Col Harrison and Jason Varoxis
Dr Harrison is Head of Grammar (Boys) at The Pittwater House School
Jason Varoxis is a Sports Dietitian, and a Master of Education Student at Curtin University
Abstract
and they have certainly achieved the first of these promises. As
the implementation of new curricula approached, major media
outlets reported a “renewed focus on “rigour, thoroughness and
depth” in classic learning areas, and major changes in year 12
science and history teaching” (ABC News, 2017). Experienced
Chemistry teachers tired of discussing the ‘old news’ about CFCs
and the ozone layer and the importance of locating an industry
such as a Solvay plant (the last Australian example of which
ceased operations in 2004), would have welcomed the renewed
rigour. They may also welcome the return to mathematical-laced
Chemistry and even enjoy not having to look up new or long-
forgotten terminology (any Biologists remember first reading
enantiostasis and allelopathy as required concepts?) although,
as most teachers may still be programming for the new HSC
Courses, the jury may still be out on this one. Either way, Science
teachers around the state have taken collective deep breaths,
then plunged into these new offerings, seeking ways to add
Learning Across the Curriculum elements, work scientifically,
teach with quality elements and focus on inquiry. To support all
this learning, new or adapted pedagogies, including blended and
flipped learning, empirical studies, depth studies, peer-teaching
and a host of ICT-integration strategies are being adopted to
build strong foundations and inspire students to delve deeply
into higher levels of Science knowledge.
The challenges associated with teaching are numerous, no
matter how many the years of experience. Despite this, some of
the solutions to the problems that face Science teachers seeking
to implement new curricula to Stage 6 students may be relatively
common. In seeking to solve the riddle of increased rigour and
get some balance to the allotment of time for programming,
resourcing, marking and just living, many teachers at all stages
of their career are increasingly turning to the power of social
media and collaborative groups to increase professional-based
social capital. It may be the case that using technology to
connect teachers may be even more critical to student success
than connecting the students. Two teachers at different stages in
their careers explore the advantages of social media groups and
the impact on their own experience in the context of the progress
of the first HSC group to sit these new Science courses in 2019.
Introduction
The new Stage 6 Science courses are now over a year in
implementation and, many teachers, particularly those without
access to local networks, are struggling to keep up with the
additional demands of inquiry-based, open curricula. One
of the major challenges is the depth of coverage. It is implied
that Stage 6 Science is about structuring the syllabus around
student experience and application; where ‘for example’ and
‘including but not limited to’ are the new catchphrases. There
are several approaches currently being used, but until the first
HSC papers are sat much of what is being taught remains up for
discussion, and a lively discussion is taking place. This is where
social media can be a teacher’s most valuable resource. Baker-
Doyle and Yoon (2011) define “practitioner‐based social capital
as the knowledge and resources for teaching practice that are
accessible through a social network” (Baker-Doyle & Yoon, 2011,
p. 75). As the time between now and the first HSC Examinations
of the new Science courses contracts, the need for practitioner-
based social capital has never been greater. Two teachers at
different stages in their career share their experiences of the
growing networks of practitioner-based social capital.
Although many teachers may not yet produce their own materials
to engage in approaches such as flipped learning, an increasing
number are becoming privy to the benefits, and are utilising
resources developed by colleagues. For example, as a pre-
service teacher, one of the authors can recount experiences
where students have approached him to provide them with
additional assistance to understand HSC Chemistry content.
He can vouch for the value and effectiveness of being able to
refer students to a high-quality flipped learning database such
as the one produced by the other author of this article. Not only
did the referral to these resources achieve the primary goal of
assisting the students to understand the key concepts they were
being troubled with, it saved the teacher valuable time in having
to deliver the additional educational support, not to mention the
frantic scramble to brush up on the Stage 6 content!
Approaching the new Stage 6 Science courses
NESA (NSW Educational Standards Authority) promised to add
greater rigour and increased flexibility to their Science curricula,
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SCIENCE EDUCATIONAL NEWS VOL 68 NO 1