Grammar Gazette- Issue 1, 2003

Mrs Ruth Lang, Dean of Curriculum & teacher of Biology with Ms Elizabeth Jameson, Board of Trustees.

The nature of science is such that multi-media facilities are playing an increasingly important role in the education of science. Science teachers magnify computer screens, microscopic specimens, transparencies, opaque text materials, and regalia (e.g. rocks), and it is imperative that they are able to do so easily. Our old laboratories had been in service for well over thirty years before being refurbished. While it is difficult to gauge how science education will progress for even the next ten years, it is obvious that we needed to incorporate flexibility into the new design to allow teachers to continue to administer quality education in the future. Technology will play an increasingly important role in future initiatives in science education. The Science Faculty strives to offer a challenging and relevant curriculum that is structured to embrace new technologies as they become available because we want our students to gain some insight into what it means to be a member of the culture of professional scientists. During the design phase we were mindful of where current trends in the use of both general and scientific technology might lead us. Looking to the future of science education, we needed also to remain cognisant of the trends in workplace health and safety. Over the years, science teachers have faced increasing restrictions on the sorts of activities that can be performed in the laboratory.

It is expected that this trend will continue; consequently, science teachers are going to have to rely more heavily on demonstrations and simulations, and will need to engage students in visualisation using advanced AV equipment. Our new facilities have been designed to accommodate developments in AV technology. In response to the latest theories about education in general and science education in particular, the teaching staff and laboratory assistants have tried to create a supportive and challenging learning environment that involves organising appropriate group structures, managing In these types of environments, staff can interact with students using a range of interactive techniques. Tasks should be meaningful activities that form part of a coherent approach to the topic being studied and, now that we have increased access to essential resources, we find it easier to adhere to the developmental sequence of our courses. This is certainly beneficial for those students who find it difficult to make the necessary links when they are forced, through the unavailability of resources, to skip or delay one or more of the important steps in the developmental process. The Science Faculty believes that a learning environment that values student diversity and offers flexible study options, provides for the integration of computer-based and other technologies into the curriculum, access to resources, and integrating computer-based and other activities.

and addresses equity issues, all while being safe and

stimulating, can be facilitated by the features found in our new laboratories. We appreciate the efforts of all those who worked towards providing Brisbane Girls Grammar School with these fantastic facilities.

Prepared by Dr Sally Stephens on behalf of the Faculty of Science

Dr Ian Brown and Paula McKella