comprehensive support for contemporary developments in science education
comprehensive support for contemporary developments in science education Workshop Bangkok 13th 15th March 2013 Introductions Introduce yourselves to your group
Your name Where you work What you do Why you are attending the workshop What you want to achieve from the workshop List the things you want to achieve on a sheet of flip chart paper One member of each group introduce the participants in the group What are the contemporary developments in Science Education?
Context-based teaching and learning Inquiry-based teaching and learning Student-centred teaching and learning Constructivism
Scientific enquiry Nature of science Development of personal capabilities and key skills Development of critical and creative thinking ICT The teaching of science through the medium of English What are the challenges? As an individual brainstorm a list of the challenges teachers have in implementing these developments (5 minutes)
barriers problems needs issues Share your list with your group Compile a group list (10 minutes) Objectives At the end of the workshop, participants will be able to Adopt context-based approaches
Implement the 5E learning cycle Use inquiry-based approaches to develop critical and creative thinking Integrate and support scientific enquiry Take away comprehensive resources that put all the philosophies effectively into practice Contribute to discussions about how the model could be adapted to meet the needs of science education in Myanmar and Cambodia Programme 13th March 2013 Introduction to Inspiring Science philosophies and comprehensive support for teachers and educators
Context-based student-centred teaching and learning 5E learning cycle and inquiry-based learning 14th March 2013 Integrating scientific enquiry Facilitating and supporting the development of students scientific enquiry capability 15th March 2013 Integrating all the philosophies into a learning experience and programme How was Inspiring Science introduced, developed, and implemented in Thailand How could the Inspiring Science model be adapted and
developed to meet needs and support science education developments in Myanmar and Cambodia Next steps Key components Sustainable support for science teaching and learning Capacity Building Curriculum
Development Inspiring Science Aims Develop a core group of science teachers, educators and Science Institute staff as expert curriculum developers Develop inspiring, high quality teaching resources and a website in Thai and English to support the teaching and learning of the Science curriculum at M13 level Disseminate and embed the teaching resources across the country through professional development Develop the scientific capability, team
working, problem solving, communication, leadership, ICT and thinking skills of students across the country the workforce of the future. Supporting science education developments
Context-based teaching and learning Inquiry-based teaching and learning Student-centred teaching and learning 5E learning cycle Scientific enquiry Nature of science Development of key skills Development of critical and creative thinking ICT The teaching of science through the medium of English
Website and resources modelled on science upd8 Website 51,000 science teachers registered Upd8 Wikid largest selling KS3 course
Contemporary science activities PowerPoint and teachers notes Key characteristics and approach Capacity Building Develop a core group of 40 master science teachers and Science Institute staff as expert curriculum developers able to develop context-based curriculum materials that adopt the following principles:
backwards design context-based relevant themes inquiry-based active teaching and learning scientific enquiry performance-based authentic assessment Key skills/personal capabilities critical and creative thinking constructivism through a 5E Learning cycle 3 Writing workshops per year Step by step approach Over the three years develop as sustainable group
The teaching resources high quality teaching resources to support the teaching and learning of the M1-3 Science curriculum, including teacher PowerPoints to lead the students through the context-based learning episodes that adopt the 5E learning cycle integrated video clips student support sheets detailed teachers guides that support the teachers through the 5E learning cycle and have reference to video clips to use in the classroom reference to websites preparation guidance scientific enquiries authentic assessment guidance and
summative assessment Unit Covers a distinct part of the curriculum 4 context-based learning episodes (one of which is a scientific enquiry) The resources include Teacher PowerPoints Video clips Unit and EpisodeTeachers Guides Student Support Sheets Student homework activity End of unit quiz
CPD video Website Home page Teacher and student areas Strand Unit Episode Gallery Forum Dissemination training Supported by high quality training materials with CPD video clips
Train the trainers workshops for 2 teachers/supervisors from 225 education areas Introduction to the pedagogical models Introduction to the teaching resources and the website Training in coaching and mentoring strategies, reflective partners and action research communities Roles and responsibilities Workshops run by trainers for teachers from at least 10 schools in their education areas Through Teachers TV Through the resources and the website Support for implementation and
embedding Supervisors/trainers will mentor and support through Email and telephone every month One visit per semester One cluster meeting per semester Responding to questions on the website Posting education area reports and school reports on website In-school support to include Action plan and preparation in teams Reflective Partners One coaching/mentoring session per month
Action Research Communities Report to supervisor monthly Evaluation Baseline research Writing workshops Trialling of resources
Train the trainers and Dissemination training Implementation and embedding All will influence the continued development of the project Set in context use appropriate real-life contexts introduce science concepts in ways relevant to students allow conceptual interconnections to be formed context integral part of the learning experience, rather than used only for illustrative purposes or for sparking interest
In-Context Concepts embedded in the context to make them more meaningful and ensure the construction of more coherent mental maps relevant, authentic contexts stimulate dialogue, develop and use the language of science and foster curiosity and inquiry Further learning the context as well as the relevant science concepts need to be carefully selected and (as with all effective
teaching practice) appropriate attention accorded to the intended learning outcomes and assessment tasks specific science concepts and/or skills are still needed in order for students to adequately explore selected contexts the scientific knowledge may also need to be re-worked and re-organised and it is this process that potentially makes the learning more meaningful Why use active teaching and learning?
Students are central to the learning experience Develop greater conceptual understanding Full range of learning styles stimulated Develop personal capabilities and key skills Increased motivation and engagement Accelerated learning Characteristics of active teaching and learning
group work an accent on cooperation resource-based learning
students taking responsibility for learning the teacher as a guide or facilitator student ownership of ideas and work process skills being valued self-discipline students seen as a source of knowledge and ideas students involved in organising learning students actively involved in learning wide range of learning styles employed Wide range of Active Teaching and Learning Approaches
Active reading Active writing Group discussion Simulation Models Investigation Experiment
ICT Exemplar Thai Soda Episode 1: Market survey Reflection Discuss the following questions What was the context? What role did the students have in the context? Was the context real and relevant? How was the science integrated into context? What active teaching and learning approaches were applied?
What knowledge, understanding and skills did the students develop? How could you use it in your own teaching programmes? How may you adapt it? Prepare to feedback Inquiry-based teaching and learning students develop understanding through using mental and physical skills to gather evidence about the natural and made world Inquiry is a multifaceted activity that involves making observations posing questions examining books and other sources of information to see what is
already known planning investigations reviewing what is already known in light of experimental evidence using tools to gather, analyze, and interpret data proposing answers, explanations, predictions communicating the results Inquiry requires identification of assumptions use of critical and logical thinking, consideration of alternative explanations Inquiry embedded in 5E
Guided inquiry embedded within a serial constructivist model, the 5E learning cycle Engage Explore Explain Elaborate Evaluate The E learning cycle in action Watch the video clip of the teacher using the E learning cycle in the Classroom Discuss the following questions
How does the teacher 'engage' the students? How does the teacher 'elicit' the ideas of the students? How do the students 'explore' lung function? How does the teacher help the students to 'explain' the outcomes of their exploration? How does the teacher 'elaborate' and 'extend' the students' ideas? How does the teacher 'evaluate' the students' learning?
Engage introduces the context sets the scene for the learning episode gives the learning relevance develops curiosity in the Big idea elicit students' pre ideas helps find out what the students already know and any
misconceptions tells you where you need to start in building their understanding Explore probably most important E students build conceptual understanding based on first-hand experience starting to answer the essential question, for example gaining a feel for a new concept devising experiments to investigate a mysterious phenomena discovering a pattern devising ways to solve a problem not saying students have to discover everything themselves. They can
be guided given important information and techniques to facilitate learning most importantly they have significant ownership they should be able to build from their existing ideas Explain this stage involves teacher input, once students have constructed as much understanding of a concept as they can, it involves formalisation of Terminology Definitions
Models Analogies the teacher should involve students in devising explanations and further construction of ideas through reflection on what they discovered in the Explore stage through carefully constructed questions if necessary, you can keep adding new ideas by looping through these stages: Explore Explain Explore Explain. Elaborate deepens and extends conceptual understanding through practice in applying it students are given problems so they can grasp the Big Idea in practice
this makes it easier to recognise how to apply the Big Idea Evaluate assessment should be done at the end of every E to check students development of understanding - ie formative assessment when done at the end of the unit its purpose is usually summative - to measure students performance Exemplars Cell Expo Episode 1: Cell models Episode 2: Cell posters
Reflection Discuss the following questions in your group How did the learning episode engage the students elicit their ideas develop their ideas and understanding apply their understanding evaluate their learning? What knowledge, understanding and skills would the students develop How could you use it in your teaching programmes? How may you adapt it? Prepare to feedback
Exemplar Chiang Mai Rally Episode 3: Velocity Reflection What inquiry-based approaches were used?
What inquiry processes were the students involved in? What understanding did the students develop? What explanations and ideas did they develop or apply? How could you use it in your own teaching programmes? How would you adapt it? Prepare to feedback Scientific Enquiry Process
Questioning Identifying variables Identify the independent variable Hypothesising Planning Carrying out
Measuring Recording data Analysing and Interpreting evidence Making inferences Evaluating evidence Communicating Supported Scientific Enquiry One whole scientific enquiry per unit Enabling questions Scaffolds Planning sheets Varied starting points
Additional advice in Teachers Guides Tips for success develop the process skills and then implement them in a scientific enquiry use more closed investigations to start with by providing the answers to many of the enabling questions to start with, and progressively make the investigation more and more open initially concentrate on the idea of a Fair Test, i.e., you change one thing (independent variable), keep everything else the same (control variables) and measure something (dependent variable) encourage students to develop a scientific attitude, i.e., they
measurably change the independent variable and measurably control the control variables encourage planning for accuracy and reliability Exemplar Cell Expo Episode 4: Osmosis Enquiry Chiang Mai Rally Episode 2: Speed Developing key skills
Team work Problem Solving Leadership Communication Critical and creative thinking ICT Preparing to use a Unit Select a unit on the website
Read the summary of the unit and then the summary of each of the episodes Download and print the Unit Guide, Teachers Guide, PowerPoint, Student Sheets, and video clips for Episode 1 Watch the CPD video clip of the teacher using the episode in the classroom Read the introduction to the Teachers Guide Read the curriculum guidance Go through the guidance for each E stage of the episode, referring to and reading each PowerPoint slide as instructed, watching each video clip when instructed and use each Student Support Sheet when instructed Carry out the activities as and when instructed
Think about any additional questions you may want to ask students where and when Think about any additional support or help you may need to give students Think about how you will manage the time Think about whether you will use homework time for certain tasks, in addition to the Homework Activity Integrating all the philosophies: Thai Soda Episode 2 In your group go through the Preparing to use a unit process for Thai Soda Episode 2 and then discuss the following questions: What is the context for the episode?
What happens at each stage in the 5E learning cycle? What active teaching and learning approaches are used? What inquiry-based approaches are used? How would it support the development of scientific enquiry capability? What personal skills and capabilities would be developed? How does it develop critical and creative thinking? How does it introduce the nature of science? What ICT skills are applied? How could it support the teaching of science through the medium of English? Inspiring Science: the Thailand Experience
How could Inspiring Science be adapted to support developments in Myanmar and Cambodia? In your group discuss the following questions What do you think about the Inspiring Science model and teaching resources presented on the workshop? What are the current and future needs in your countries? What current and future needs could the Inspiring Science model support? What other needs could it be further developed to address? How would it need to be adapted and developed? What phases of education should it focus on? How could it be initiated, developed and implemented? Who should be the partners involved?
What roles would they play? How would it be delivered? What should be the next steps? Contact details: Mark Windale The Centre for Science Education Sheffield Hallam University City Campus Owen Building Floor 9 Howard Street Sheffield S1 1WB. UK Tel: +44 114 225 4870
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