Jari Lavonen, [email protected] READING AND WRITING IN SCHOOL SCIENCE European Science...
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Transcript of Jari Lavonen, [email protected] READING AND WRITING IN SCHOOL SCIENCE European Science...
Jari Lavonen, [email protected]
READING AND WRITING IN SCHOOL SCIENCE
European Science Teachers: Scientific Knowledge, Linguistic Skills and Digital Media (PEC)
COMENIUS 2.1 Action, financed by Socrates project, 226641-CP-1-2005-1-ES-COMENIUS-C21
Goals for design activities in Finland within PEC -project
Our aim in Finland has been to design activities to
school Science emphasizing reading and writing, facilitating use of Information and Communication
Technologies (ICT), helping teachers to emphasize constructive,
contextual and collaborative learning, helping teachers to use versatile evaluation
methods, minimizing moral and ethical problems, like
copying.
Finnish designer group consisted of
3 researchers and 3 (+21) active science teachers
Learning by reading and writing: Analysis of a video created during PEC
Learning is more than just transferring information from a source into a student’s memory –
Learning is each learner’s own personal knowledge
construction process which can be facilitated through
collaboration and choose of an appropriate context, …
What kind of pedagogy1 the teacher is using in the video when she is guiding her students in the
reading and writing activities?
1 Pedagogy (pɛdəgɒdʒi)
refers to
strategies of instruction, or
a style of instruction
Based on our theoretical problem analysis reading and writing activities in science should support aspects which are collaborative, constructive, reflective and contextual
Meaningful learning …
Activity and intentionality … students take responsibility over
their own learning (students set their learning goals, plan, self-
evaluate) Communality, interactivity, collaboration … students actively take
part in group activities and support each other by discussing and
sharing knowledge (+ teacher – student interaction!) Constructivity … students combine their earlier knowledge with
the new topics to be learnt and tailor information structures that
they can comprehend Contextuality … learning takes place in situations simulating real-
life situations (write to prospective readers other than the teacher) Reflective … students examine their own learning and develop
metacognitive skills
Learning by reading
Several types of texts can be used as sources of information,
such as, course books, encyclopaedias and web-based texts … Active and passive reader (look in the paper) Activities supporting active reading can include for example:
activating students previous views and knowledge comparing students previous views and knowledge with the
information featured in the text discussing the views
presented in the text applying the general principles
presented in the text to
imaginary practical settings voicing critical opinions writing a summary,
a concept map, a frame, …
Learning by reading: Analysis of one example in small groups
Read independently an example on page 2 and 3
5 min Each member of the group creates a short outline on the
basis of the text and then explains the rest of the group
this outline (the main points of the text).
5 min The whole group make a summary about two issues:
- How the example support
meaningful learning?
- What features of meaningful
learning are missing?
Learning by reading: Reciprocal reading in groups
Each member of the group creates an outline on the basis of the read text and then explains the rest of the group this outline (the main points of the text).
Each member of the group creates a mindmap on the read text and presents it to the rest of the group. The created mindmaps are studied and the aim is to find the essential points in each one.
Each member of the group generates questions on the basis of the read text and asks the rest of the group these questions.
Reciprocal reading aims at activating students to read and study in groups. Students are instructed to form pairs or small groups. After independently reading for a short while (for instance, one page), the following activities can be carried out:
Learning by reading: Supporting independent reading
When students read independently, they can be asked to write down key expressions and pose questions that come to mind when reading a given text. These questions voice points that students have not understood.
The questions can be collected on a white board or on a transparency for everybody to reflect.
While reading, students can create a mind map on the basis of the text. This mind map serves as a visual representation on the ideas generated by the reading process and the connections between these ideas.
Learning by writing
Writing serves a natural way of creating meanings and
viewing the world However, writing tasks at school rarely motivate
students.
- “How many pages?”,
- “Do I have to use full sentences?”,
- “Are bulleted lists allowed?”. Linna (1994, 16-19) lists tools that help transforming
writing tasks at school into
pleasant experiences
(List in the paper) Active and passive writer
(in the paper)
Learning by writing: Analysis of one example in small groups
Read independently an example on page 1 (Process
writing) 5 min Each member of the group generates one question
dealing with the meaningful learning on the basis of the
text and asks the rest of the group this questions Make a summary about two issues:
- How the example support
meaningful learning?
- What features of meaningful
learning are missing?
Learning by writing: Process writing
Brainstorming and choosing the topic Familiarising oneself with the topic (generating and
choosing ideas, facts, views, goals, and visions) Outlining the topic (analytic questions, mindmaps) and
sketching the structure for the text Writing the first draft Feedback (one’s own views, peer feedback and teacher
feedback) Editing the text and thus creating the second draft Creating the final publication version
(double-checking language points
and headings) Publishing.
Learning by writing: Drawing instructions
Create the written instructions for sketching a chart visualising the operating of a hydroelectric power plant. Read these instructions then to your partner and ask him or her to sketch a detailed drawing on the basis of the instructions, not on the basis of previous knowledge. Compare the drawing to a model found in a course book or some other source. Improve the drawing to eliminate possible shortcomings. Which essential elements were missing from the drawing? Which essential points were not mentioned when giving the instructions? What should have been rephrased?
Learning by writing: The exercises using prewritten texts Manuals and Booklets
Create an updated and localised booklet, a basic guide for dealing with radiation at home. First, jointly discuss which issues need to be covered in the booklet.
After this is done, divide the students into groups and allocate each group an area of responsibility.
Before you create the booklet, take a look at a booklet published by authorities. Pay careful attention to the booklet’s structure, foreword, headings, contents, visualisations and layout.
Evaluations of 24 science teachers :Strengths in Learning by Reading and Writing
Student skills may be developed Information retrieval, processing and presentation
skills co-operation skills ICT skills (word processing, information search,
publishing, …) science language skills
Motivating students feeling autonomy, social relatedness and
competency curiosity (Internet, …)
Learning contents chemistry and physics integrating themes: sustainable development, …
Output from the evaluation of activities: A. Process writing
At least 70% of teachers had used process writing
approaches during science lessons Students were most active: ”Students were more
enthusiastic than before.” Process writing helped students to find the key issues in
various literary sources. All students are not alike: ”All students do not like the
others to read their writings.” Process writing takes time
Output from the evaluation of activities:B. Short texts like essays, poems, etc.
All teachers had guided their students to write short texts. Teachers’ opinion was that students were motivated and it
was valuable preparation for further studies. The experience on poems was that they were nice but not
to be used too often and with all students.
Output from the evaluation of activities:C. Writing for concrete outcomes
About 30% of teachers had guided their students to write
for concrete outcomes like user instructions, drawing
guides etc., :
”Students looked for appletts etc. in the Internet and wrote
in small groups user guides in their native language for the
best ones.”
These tiny projects activated students in discussing and goal-oriented work in teams.
Output from the evaluation of activities: D. Reading
All teachers had used formal methods like concept
mapping to promote efficient reading.
Pedagogical approaches like active reading and reciprocal
reading facilitated discussions during and after reading.
Four teacher reports indicated worries for low level of
comprehension of texts.
Output from the evaluation of activities: E. The exercises using prewritten texts
Altogether 10 teachers organised teaching experiments in
which students in small groups used prewritten texts, then
drafted revised, edited, and published a paper together.
Output from the evaluation of activities: F. Miscellaneous observations
The activities emphasized contextual, constructive and
collaborative learning These pedagogical approaches scaffolded students in not
copying mechanically (cut-and-paste). It is important that students do not write to their teacher, but
they have some other audience and clear-cut goals. Teachers need time and perseverance when planning
these activities. Evaluation of student performance and outcomes is time
consuming. ”The best in learning these new pedagogical approaches is
that I have been able to activate versatile methods in
science teaching.”
Summary
Modern pedagogical approaches based on reading and
writing activities implement numerous different learning
activities emphasized contextual, constructive and
collaborative learning. Student-centered activities, both autonomous and team
work, are in the focus of learning. Students should find an audience other than their teacher,
they should have a clear-cut purpose and uncompelled
intention for writing. Different variants of reading and writing processes can be
implemented in various contexts like laboratory work, site
visits, publishing school bulletins, etc. Careful planning of the activities is most important.