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A critical realist framework developed by two Avondale College alumni to evaluate science curriculums in Australia has impressed delegates at a national conference for teachers.

Clinton Jackson and Dr John Watts co-authored and presented a paper called "Stratified reality as foundation to a rich experiential learning sequence in the science curriculum: a tentative first step" at the 57th National Conference of the Australian Science Teachers Association on the Gold Coast, July 6-9. The paper suggests the stratified nature of knowledge provides a promising basis for the interpretation, understanding and application of science in the classroom. Of particular interest to the authors is the sequencing of the school science content, topics and experiences in the curriculum.

Several of the 480 delegates at the conference, including a well-known textbook author and curriculum writers, commented positively on the ideas presented. "We were pleasantly surprised by the number of people in prominent state curriculum positions who encouraged us to keep developing our ideas, since it gave them more confidence in doing their work," says Clinton, a physics teacher at Brisbane Adventist College.

Keynote speakers at the conference included: the executive director of the National Science Resources Center (Smithsonian Institution/National Academies); Dr Peter Fensham (emeritus professor of science education, Monash University); Dr Robin Miller (University of York); and Leslie Roche (United Space Alliance, Houston, Texas, USA).

"This conference provided rich and rewarding professional development," says John, a senior lecturer and coordinator of the Honours and Master of Education (Research) programs at Avondale. "I hope more Seventh-day Adventist scientists, science educators and teachers might participate in the future."