This is the topic Engagement is a prerequisite for effective science education. Explain with reference to theliterature and using the context of a topic from the Australian Curriculum Science 7/8...

ENGAGEMENT IN SCIENCE EDUCATION
Table of Contents
Introduction    3
Importance of Engaging Students with Science    3
Conclusion    6
References    7
Introduction
Unlike the Humanities or Language group subject learning, where memorising the details and information is sufficient and proper understanding is required at a later and higher stage, science subjects require proper understanding and active student engagement. The science subjects are deeply ingrained in daily application in practical life circumstances; therefore, considering the engagement of the learners is important. In relevant literatures such as the one composed by Venville and Dawson as well as the Australian Curriculum, students’ engagement in science considered as the mode of practical experience catering and way of understanding complex scientific aspects with self-participation. The current essay aims to explore the literary perspectives proposed as means of students’ participation in science education and learning in the context of the 8 Years Student.
Importance of Engaging Students with Science
Considering the contents of the Australian Science Curriculum meant for 8 years learners, the teaching of the Newton’s Laws is one of the most significant yet difficult to understand chapters. In order to teach the students about the Laws along with their implied meaning in universe, practical experience and engagement of the students are necessary. The 8-year-old learners, being new to Newton’s laws would be taught using the theory of experimental and behaviourism strategy of learning (Australian Curriculum, 2019).
The experimental theory of learning, as mentioned by Gerstner et al. (2018), proposes the idea that in experiments, the stated facts of scientific theories are proven with tangible objects and in front of learners, which makes their interest gradually increase and they give more attention to the learning process, developing a direct engagement with the experiments. As supported by Shorey et al. (2018), the experimental theory of learning also caters the interest of the learners very easily, as it not only proves the proposed theory right but also beings forward practical examples of arguments arising in the mind of the students. However, it has to be mentioned that the complexity of the experiments must be kept aligned with the age group of the learners. As in the given case the students of 8 years, learning the Newton’s Laws, which only highlight the basic and visually tangible aspects so that the understanding process can be simple to comprehend given the targeted age group of learners.
The behavioural theory of learning suggest that similar action leads to similar outcomes in the context of learning and therefore, designing a learning method that has the traits if attracting the interest of the students would make the engaged to the study. As affirmed by Illeris (2018), the inclusion of traits that make students get interested as the ability of touching the objects of experiment or staying in front of the experiment spot gives them the urge to engage with the learning process more organically. In the given scenario, where the 8 years students are to learn about the Newton’s Laws, the scope of bringing students into the laboratory, asking the students to help in bringing and positioning the experimental objects and shown the theories in front of the students make them engaged.
In order to engage the students the strategy of experiment and literature will be conducted as the two chosen types of strategies. The First Law of Newton, as described by Lee et al. (2018), states that an object always remains stationary and a moving object remains in...