Australia’s science educators have assembled to gaze into the future
Science teachers, lab technicians and education innovators are giving up their school holidays to explore the future of science education. They’re gathering in Perth for ConASTA, the annual conference of the Australian Science Teachers Association.
Conference participants have their “Eyes to the Future”. It’s a fitting theme for the event, as cutting-edge tech is giving education a makeover, right across the globe.
The keynote panel, “Eyes to the Future Learning,” explored everything from the teacher as a “catalyst of curiosity”, to rethinking digital resources and the challenges of assessment in an era of artificial intelligence.
All agreed that education must be led by people and for people, especially when supporting a generation that will increasingly collaborate with AI and automation.
Meet the panel:
- Chair, Professor Lyn Beazley AO FAA FTSE (Patron of the Science Teachers Association of Western Australia and former Chief Scientist of WA)
- Dr Alan Finkel (Chair of Stile Education and former Chief Scientist of Australia)
- Tom Hall (General Manager of LEGO Education International)
- Dr Lauren Fell (Director of Lunaria One)
- Sarah Chapman (Fellow of the Royal Australian Chemical Institute and Founder of STEM Changemakers)
The teacher as a “catalyst of curiosity”
Despite rapid advances in AI and digital tools, the message was clear: nothing replaces the human connection of a teacher.
“You can’t replace the connection to science that a teacher brings. The teacher is the catalyst of curiosity,” says Sarah.
Technology, with the help of a teacher, can be enabling for disadvantaged kids. Sarah is passionate about closing equity gaps, such as for Aboriginal communities and regional girls in STEM.
“[Using] artificial intelligence in an intelligent way – not losing your brain, using it in an intelligent way – levels the playing field for those kids that need that extra assistance. We can see a bright future for every child,” says Sarah.
Ultimately technology should be a tool for the greater good. Alan emphasises, “As teachers, you remain in charge. You should be the ones who choose how technology is used in our classrooms.”
Developing digital literacy
It follows that helping students develop digital literacy is a crucial piece of the educational puzzle. As AI becomes embedded in education, the panel warns against assuming students are automatically digitally literate.
“I worked a little bit with the European Commission in Brussels, and there is a huge awareness in Europe right now that there’s a huge digital illiteracy in teens in schools,” says Tom. Over 40% of teenagers in Europe are considered digitally illiterate, he says.
Teachers are already guiding safe, ethical and effective digital engagement, and are expected to continue to do so.
The textbook is dead
Digital technologies in the classroom are certainly outpacing and replacing textbooks.
“I detest textbooks,” says Sarah, acknowledging they’re out of date as soon as they’re printed.
“You can’t bring science alive on that dimension. I think they’re a reference point and a revision point, but I am very much a fan of hands-on learning, getting in and seeing real science,” Sarah says. Instead, she wants kids to feel the “messiness” of science.
Alan Finkel echoes the sentiment, but advocates for a balanced approach. We’re encouraging teachers to come to a 50/50 balance, 50% of the time devices closed and thinking differently.” But not with a textbook, but a workbook. A tactile experience of pen and paper.
AI is anticipated to bring a “whole soup” of terrible material. That means expertly created learning resources will always be required, according to Tom. Trusted materials will need to be built on. Future business models will need to recognise expert creators.
In the meantime, Alan reminds us: “Let’s not burn the libraries!” It seems there’s still a place for books, including printed materials.
AI in assessment
The use of AI in student work – including throwing assessments into ChatGPT – was a hot topic.
Lauren, who teaches at university level, says there was a massive initial failure rate when GPT tools first emerged.
“This is something we’ve battled with from the start, when GPTs became popular,” Lauren explains. The uni teams were really thinking about their intentions when setting the assessment to make sure they weren’t easily answered by a GPT.
Lauren says they were asking themselves, “What are our intentions in assessment? Are we ticking a box, or are we really using it as a learning tool for students to discover what they know?” That said, she acknowledges that the GPTs are improving and teachers must stay a step ahead.
Lauren’s teaching currently encourages students to use AI, but in a guided way. “Unless you’re at a one-on-one oral exam, it’s very, very difficult to fully extract it from the equation.”
The humans behind the tech
Throughout, the panel focused on the humans behind the technologies. Developing “soft” skills is something that the machines can’t currently do for us. Like, how do we develop trust, communication and judgement? Lauren acknowledges it begins at a young age, but has the potential to be disrupted by technology.
Lauren spent two weeks living in what is called an analogue space habitat. It’s a space habitat equivalent on Earth, but eating powdered food and working with a team – in this case on top of a volcano! It taught her a lot about these human skills that are in high demand.
“Australia has a really burgeoning space industry that is taking off. Kids of today really have the possibility of staying in Australia and working in space, in very cool areas. They don’t have to be American to do it,” says Lauren.
She’s stoked to be working with Lunaria One and Stile to get students sending plants to the Moon. Australian teachers can sign up their students to be part of this project. It’s the perfect next step for students developing these future-focused skills: working with each other, and with technology.
What’s next?
Stay tuned for our follow-up article on the conference’s wrap-up panel: “Eyes to a future workforce”.
