Issues Magazine

Articles about Education

Animal Welfare and Education

By Compiled by Sally Meakin

Our affinity for animals is undeniable, but welfare education continues to be important in shaping behaviour towards them.

Can you imagine a world without animals? I can’t, and I don’t want to. Our daily lives are filled with them, and raising awareness about their welfare has been a component of social change movements and ethical development for students of all ages for decades.

Science and Spirituality in Education

By Beverley Jane

Considered as an entity, “science and spirituality” in education has the potential to increase student motivation to study science by challenging students’ stereotypical views of scientists and science.

Statistics show that in Australia most young people are disinterested in pursuing careers in fields related to science. Such a negative trend is of considerable concern given that Australia is a developed country whose population values scientific breakthroughs and embraces the latest technological products.

Improving Animal Welfare in Indigenous Communities

By Ian Rodger

The “Smiling Animals in the Dreamtime” project is improving the health and well-being of animals and community members by improving how children care for pets.

The “Smiling Animals in the Dreamtime” project, developed by the Queensland Department of Agriculture, Fisheries and Forestry, is supporting communities and changing the behaviour of primary school children by building knowledge, awareness and understanding of the needs of animals.

The two-year project was funded by the Australian Government through the Australian Animal Welfare Strategy (AAWS; see box, p.48) to improve animal welfare in Queensland’s indigenous communities.

Curriculum Management: Connecting the Whole Person

By Michael T. Buchanan

Faculty leaders in schools who encourage opportunities for teachers to engage in curriculum change also create experiences of connectedness that have the potential to enable teachers to explore and/or nurture their own spiritual dimension.

The demand for qualified teachers of science often exceeds supply, and many teachers with limited science knowledge and expertise have been called upon to teach science. For such teachers, engaging in curriculum development and change can make them feel vulnerable and disconnected.

The insights gained from my study of curriculum management suggested that faculty leaders can promote a teacher’s experiences of “connectedness” to the curriculum process by:

  • providing time for teachers to reflect on the change and its implications;

Journalism teaches the public about science, but who's teaching the journalists?

By Kayt Davies

Kayt Davies looks at the connection between respecting science and good science communication.

What happens in the field of scientific endeavour is pipetted to us by the media. But from lab to media outlet, the formula is a tricky one. Journalists' skill, the knowledge of their audience and the complexity of the science all go into the mix.

The end product ultimately affects how the public sees science, and that includes students in schools and universities.

Engaging the unengaged in science? Try a little harder

By Craig Cormick

According to research conducted by the Victorian Department of Business and Innovation, as many as 30% of the Victorian population are unengaged when it comes to science.

Like many Australians, you may have recoiled in horror or laughed heartily when the results of the Australian Academy of Science’s science literacy survey surfaced last month.