Science education: innovation in rural and remote Queensland schools |
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Authors: | David Lake |
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Institution: | (1) School of Education, James Cook University, Townsville, Australia |
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Abstract: | Outside its heavily-populated south-eastern corner, Queensland is a huge administrative area with many small, remote communities
that can be separated by hundreds of kilometres of dirt road, or, in other areas, not accessible by road. In this study, parents,
students and teachers in nine schools from rural and regional Queensland were interviewed about their perceptions of school
science. Teachers, parents and students defined remoteness by reference to their social ties, as well as the social capital
and resources they drew on to teach science meaning that not only did different groups differ in their interpretations of
remoteness; different teachers in similar circumstances also responded differently. Science teachers’ responses to remoteness
were related to their perceptions of school-community communication and their perceptions of their freedom to innovate. Teachers
who felt that remoteness gave them more freedom and recognised opportunities to utilise their environment created innovative
and relevant science programmes. Teachers who felt their remoteness gave them less freedom felt isolated from the community
were less likely to innovate. |
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Keywords: | Science education Rural and remote Innovation Indigenous |
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