S-TEAM: Collected papers no.4: Teacher Professional Development Programmes

8/8/2019 S-TEAM: Collected papers no.4: Teacher Professional Development Programmes

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S-TEAM

WP 6 Traini

Teacher ProfessioProgrammes

Report

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Preface

Thisdocumentsummarisestheteacherprofessionaldevelopmentpackageswhicharebeingdesignedand

testedinWorkPackage6oftheSTEAMproject.TheobjectiveofWP6istoincorporatestateoftheart

knowledgeaboutinquirybasedmethodsinscienceintoeffectiveteacherprofessionaldevelopment

programmes(TPDPs),withaviewtoimproveattitudes,motivationandcareerchoicedispositiontowards

scienceforpupilsinthepartnercountriesandelsewhere,withinthetheoreticalframeworkofIBST/E.

TheSTEAMprojecthasadoptedthefollowinginterpretationofinquirybasedscienceteachingand

learning.Inquirybasedscienceteachingandeducationengagesstudentsin:

authentic,problembasedlearningactivitieswheretheremaynotbeacorrectanswer

experimentalprocedures,

experiments

and

"hands

on"

activities,

including

searching

for

information

selfregulatedlearningsequenceswherestudentautonomyisemphasized

discursiveargumentationandcommunicationwithpeers("talkingscience")

PartnershavesituatedtheirTPDPswithinthisframeworkandthecurrentdocumentprovidesinstancesof

howtheirmaterialsidentifythedifferencesbetweenthisframeworkandconventionalteachingpractice.

OneTPDP (thedraftversionofProduct6.5/6.6)iscurrentlyonlyavailableinSwedish,buthasa

comprehensivesetoflinkstovideomaterial,whichprovidesasenseoftheteachingtechniquesbeingused.

Aswith

all

the

TPDPs

in

this

document,

piloting

is

in

progress.

The

results

of

these

pilot

trials

will

feed

into

theMonth24deliverablefromWP6.

SupportingdocumentsfromtheseTeacherProfessionalDevelopmentProgrammeshavebeen

madeavailableonUSBstickforreviewpurposesandwillalsobeavailablefromtheSTEAM

websiteatwww.ntnu.no/steam


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Tableofcontents

Universityof

Aarhus:

Motivating

to

learn

learning

to

motivate

................................

4

EuropeanUniversityCyprus(CYCO):Inquiryforkindergartenteachers.......................9

EuropeanUniversityCyprus(CYCO):inquiryforelementaryschoolscienceteachers14

EuropeanUniversityCyprus(CYCO):InquiryforPhysicssecondaryschoolteachers.19

GaziUniversity:Interactivecomputersimulations/animationsinIBST/E...................25

HelsinkiUniversity:

Motivation

for

Science

Teachers

.................................................

32

MlardalenUniversity:dialogicteachingforInquirybasedscienceteachingandlearning39

UniversityofCopenhagen(DepartmentofScienceEducation):Scientificliteracy....58

CurriculumforExcellenceintheSciences:Developinginquirybasedapproachestoteachingfor

scientificliteracy..........................................................................................................68

Workbook6.7toaccompanyUCPHProfessionalDevelopmentProgramme6.8.......70

Endofdocument..........................................................................................................78


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UniversityofAarhus:Motivatingtolearnlearningtomotivate

TeacherProfessionalDevelopmentProgramme

WorkPackage6f

September2010


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Rationale&Purpose

ThisTPDP

entitled

Motivating

to

learn

learning

to

motivate

is

intended

to

enhance

teachers

capacities

to

motivatestudents.Thisoverallaimisaccomplishedthroughintroducingteacherstorelevantcontemporary

motivationaltheoriesinworkshopsettings,andfacilitatingtheirtransformationintoteachingpractice

throughexercises, workshopsandtrialinginteachersownclassrooms,andsubsequentdiscussionsin

VideoClubsessions.

TheTPDPaimsatdevelopingparticipatingteachers:

Recognitionthatteacherscanactuallylearntomotivate

Awarenessof

individual

students

motivation

and

motivational

cues/aspects

within

the

science

classroom

Capacitiestoanalyzeanddiscussmotivationalissues,usingnotionsandperspectivesfrommotivational

theory

Repertoireofmotivationalstrategies,andtheirdeliberateuseoftheseinplanningandimplementing

teaching

Proposedduration

TheTPDPconsistsof5workshopsessions,eachof3hoursduration,andteachersindependentwork

(readingtheoreticalarticles,planning,trialinginterventions,action(micro)researching)inbetweenthe

workshops.Thetotalintendedworkloadforteachersis50hours.

Outlineofmeetings,activities&listofmaterials

MeetingNumber

Duration Topic Materialstobeused(PowerPoints,videos,

activitysheetsetc)OutlineofActivities

Preparation Teachers experience with

motivation in their own

classroom

Activity sheet:

Essay writing about

motivation in the classroom:

personal motivational

strategies and experiences

positive and negative case

Reflections in relation to a

student case Ks motivation

Reflections on cases ofmotivation in theclassroom


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MeetingNumber



for physics

1 3 hrs Introduction toMotivation in Practice

(MIP) and motivational

theory

Activity sheet:

How do classroomorganisation and interactioninfluence studentsmotivation?

PowerPoint:

IntroductionMotivational theory

Literature:

Skaalvik & Skaalvik (2007)Reeve (2006)

Exploring teachersmotivational strategiesand experiences

Presentation ofmotivational theory Selfdetermination theory(SDT)

Influence of organisationand interaction onstudents motivation interms of SDT?

Application &Preparation

Teaching practice in theperspective of

motivational theories

Activity sheet:

Motivational theory andyour teaching

Literature:

Brophy (2008)

Reflections on howmotivational theory can

shred light on existing

teaching practice

2 3 hrs Motivational theory and

awareness of students

motivation

Activity:

Goal orientation in practice

What kind of questions areuseful in an investigation ofstudents motivation?(Stipek inspired questions)

Teachers practice examples

discussed in a theoretical

perspective

Presentation of motivational

theory Selfefficacy, Goal

orientation theory,

Attributional theory

Teachers awareness of

students motivation

Qualifying questionnaire on

students motivation

Application &

Preparation

Investigation of students

motivation in teachers

classrooms

Activity sheets:

Inner motivation (IMI)Students motivation (self

report and teachersevaluation)

Investigation of students

inner motivation (IMI) in

own classroom

Investigation and evaluation

of students motivation

(Stipek) in own classroom

3 3 hrs Developing teaching

sequences based on

motivational theory

Activity sheet:

Motivational activity Modelling

Discussion of students

motivation and

correspondence between

teachers evaluation and

students selfreports

Planning a motivational

activity based on models


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MeetingNumber



and modelling

Introduction to videorecordings and video clubs

Application &

Preparation

Video recording of all

teachers practice

selected sessions

Activity sheet:

Video recording preparation and reflection

Video club preparationand reflection

Planning of teaching and

motivational focus

Selection of video excerpts

for videoclub

4 3 hrs Video based analysis and

reflections on students

motivation

Video club incl. formative

evaluation

Motivational theory: Catch &

Hold (Interest), Task value(Expectancy Value Theory)

Application &

Preparation

Video recording of all

teachers practice

selected sessions

Activity sheet:

Video recording preparation and reflection

Video club preparation

and reflection

Literature:

Pintrich & Schunk (2002)

Planning of session and

motivational focus

Selection of video excerpt for

videoclub

5 3 hrs Video based analysis and

reflections on students

motivation

Video club

Consolidation and teachers

future work on students

motivation

Evaluation of TPDP

NotesforteachereducatorsonhowtouseTPDPmaterials

SuchnoteswillbewrittenalongwiththerevisedTPDP.Thefirstversionhasbeendevelopedandtrialed

withtheAUparticipantsasteachereducators,andobviouslyusualteachereducatorswouldneedmore

elaboratedirections/suggestionsforuse.

Videosubmission

WewouldpreferthatourTPDPvideoclipsbemadeavailabletoteachersfromanURL,andweare

presentlyworkingtoestablishaplatformonhttp://cse.au.dk/?id=videoarkivandtransformourheavyHQ

filestoformatsthatmaintainqualityandcanstillbeplayedfromsuchaplatform.


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Tomakesurethatpartsofourvideomaterialareaccessiblefordocumentation,wewillshipdatafiles

(MPEG4,M4Vformats)onaCD/DVD.

NB:ThevideossubmittedforthedraftTPDParevideoclipsselectedbyparticipantteachersfordiscussion

intheVideoClubsessions.OurfinalTPDPwillcontainvideoclipsselectedbyusforusealsobeyondVideo

Clubsessions.Allvideoclipswilloriginatefromvideotakesofourparticipantteachersastheyweretrying

outdifferentpartsofthedraftTPDP. Herewehaveanestimated25hoursofhightechnicalqualityvideo

(halfofitwithtwocameras,allofitwith2externalmicrophonesandeditablesourcestrength). Inother

words:Thevideossubmittedforthisdraftisindicativeofthetechnicalqualityofourmaterial,butmost

probablywewillchangevideosforthefinalTPDP!Thefinalselectionofvideoclipswilladheretodifferent

functionalcriteria,andfurthermorewewilldevelopafruitfulframingofeachvideoorsequenceofvideos.

Onlyafewhandoutsummariestranscendedourpptpresentations.TheywillbeavailablefromtheS

TEAMwebsitewww.ntnu.no/steam.

Comprehensivelistofaccompanyingmaterials

Description Number

Advertising the TPDPs in local contexts 2

Powerpoint slides/presentations 1

Reflection prompts, activity sheets etc 13

Videos 9

Figures etc 3

Assessment/evaluation documents 2


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EuropeanUniversityCyprus(CYCO):Inquiryforkindergartenteachers

TeacherProfessionaldevelopmentProgramme

WorkPackage6.1a

September2010


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Thisdocumentcontainsabriefdescriptionofthescope,rationaleandpurposeoftheCYCOTPDPthatwill

bedeliveredtokindergartenteachersinCyprus(November2010May2011).Detailsabouttheduration,

anoutlineofthemeetingsandactivities,alistofrelatedmaterialsandhowtheyareusedandnotes(ifany)

toteacher

educators

that

might

be

using

these

TPDP

materials

are

also

included..

1.1.Rationale&purpose

ThisTPDP,whichCYCOhasdesignedforkindergartenteachers,willfocusonteacherresponsiveness.This

meanshelpingteachersdeveloptheirabilitiestoidentify,interpret,andappropriatelyrespondtotheirin

classstudents'scientificthinking.Inorderfortheseresponsestosupportchildrensinquiryandlearning,

teachersneedtopractice,developandhonetheirperceptionsthroughdeliberate,explicitreflectionon

theirteachingstrategies.TheTPDPoffersrepeatedopportunitiesforsuchstrategiestobeobserved,

discussedandpractised.Thisinturnwillhelpteacherstosupportstudentinquirybyreasoning

substantivelyabouttheirstudents'scientificideasandtoutliseproductiveideasfromstudents,which

reflectgoodunderstanding,evenwhentheseareperhapsexpressedinstudentsunconventionalways.

Furthermore,theTPDPwillfocusonthechallengesfacedintheparticipantsownclassroomsandwill

supporttheminfindingcontemporaryscienceteachingapproachesandinquirystrategiestocopewith

thesechallengeswhilstmaximisinglearning.

1.2

Proposed

Duration

(number

of

meetings

&

hours).

ThePDPconsistsoften2hourmeetingstwiceamonth.Takingintoconsiderationnationalholidaysand

academiccommitmentsthismeansthattheseminarswillrunfromNovember2010toMay2011.


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1.1. Outline of meetings

Meeting Duration TopicMaterials to

be usedOutline of Activities

1 2,5 hrs

Introductions

What is Science? What is ScientificKnowledge and how is thisconstructed?

Challenges faced in teaching sciencein Kindergarten

Phases of the moon I

2 2,5 hrs

Current trends in teaching andlearning in Science in Kindergarten

The national Science curriculum (the

development of scientific skills andbeyond)

Young childrens ideas concerningscience

Phases of the moon II

3 2,5 hrs

Inquiry as a process of teaching andlearning in science

Conceptual Understanding inScience: different perspectives

Epistemological competencePhases of the moon III

.

Christmas Holidays

4 2,5 hrs Present work on phases of themoon

5 2,5 hrsPrinciples of lesson plan design

for teaching science in KG

Preparation of re-designedlessons

6 2,5 hrs

The role of experiments inscience teaching and learning

The development of abilities foranalogical reasoning

The development of abilities for

Mechanistic reasoning

7 2,5 hrsVideo club/teachings reflections

and discussions I

Teaching Strategies I


and discussions II

Teaching Strategies II


and discussions III

Teaching Strategies III

10 2,5 hrsThe teachers role in the

classroom The overall picture

The development of abilities for


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the Scientific Method

1.2. Notes for teacher educators on how to use PDP materials

1.3. VideosSeven video excerpts are included in the TPDP which include subtitles accordingly

1.4. Comprehensive list of accompanying materials

Description Number

Advertising the TPDPs (brochure & application form) 2



Videos 7

Figures etc 0


1. Advertising the TPDPs

The attached brochure and application form were sent to all kindergarten schools, both private

and public, inviting participation to the TPD. The documents are attached as

2.1.CYCO.WP6.TDPD6.1.pdf

2.2.CYCO.WP6.TDPD6.1.doc

2. PowerPoint slides/presentations

The following 10 .ppt presentations accompany the 10 seminars which make up the TPDP

3.1.CYCO.WP6.TDPD6.1.ppt



3.4.CYCO.WP6.TDPD6.1.ppt3.5.CYCO.WP6.TDPD6.1.ppt






3. Reflection prompts, activity sheets etc


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The reflection sheets are used at pertinent points during the seminars to support reflection and

group discussion on a number of topics

4.1.CYCO.WP6.TDPD6.1.docx

4.2.CYCO.WP6.TDPD6.1. docx













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EuropeanUniversityCyprus(CYCO):inquiryforelementaryschoolscienceteachers

TeacherProfessionalDevelopmentProgramme:

WorkPackage6a

September2010


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ThisTPDPhasbeendesignedforelementaryschoolscienceteachersandfocusesonusingmodellingbased

approachestoteachingandlearninginscience.Themainideaisthatlearninginsciencecanbe

implementedthroughtheprocessofengagingstudentsinthepracticeofusingmodelsastoolsfor

exploration,synthesis,prediction,and,ultimately,knowledgeconstruction.Modelingbasedlearning(MbL)

insciencecanprovidethecontextinwhichtheconstructionandrefinementofmodelscanachievebetter

qualityoutcomesintermsofthefundamentalconceptualunderstandingofconcepts,operational

understandingofthenatureofscienceandhelpdeveloptheabilitytoemployproceduralandreasoning

skills,thancurrentlypossiblethroughalternativelearningenvironments/tools.Additionally,modelingcan

providestudentswithopportunitiestothinkandtalkscientificallyaboutphysicalphenomena,toshare,

discussandcritiquetheirideasandtoreflectupontheirownunderstanding.ThecurrentTPDPisdesigned

toprovideteacherswithopportunitiestolearnaboutcontemporarypedagogicalideasconcerningtheuse

ofInformation

Technology

to

support

teaching

and

learning

in

Science,

to

learn

about

approaches

of

using

modelsofnaturalphenomenaandtheprocessoftheirconstructioninsciencelessons,toplanscience

lessonswiththeseapproacheswithintheNationalCurriculum,tostudyanddiscussvideotapedexcerptsof

modelingbasedteachingandlearninglessonsandfinallytofamiliarisethemselveswithamodeling

softwareusedinpublicelementaryschoolsinCyprus.

1.2ProposedDuration(numberofmeetings&hours).

ThePDPconsistsofeight2hourmeetings.


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1.3.Outlineofmeetings

Meeting Duration Topic Materials tobe used

Outline of Activities

1 2,5 hrs

Introductions

Contemporary trends in Teachingand Learning Science

Becoming familiar with the softwareStagecast Creator I

2 2,5 hrsThe modeling approach as a learning

process in Science

Becoming familiar with the software

Stagecast Creator II

3 2,5 hrs Inquiry as a process of teaching and

learning in science

Becoming familiar with the softwareStagecast Creator III

.

Christmas Holidays

4 2,5 hrs

Pedagogical principles ofintegrating and utilisingInformation technology andCommunications in Sciencelessons

Becoming familiar with thesoftware Stagecast Creator IV

5 2,5 hrsPrinciples of lesson plan design

for teaching science

Preparation of re-designedlessons


and discussions I

Teaching strategies I


and discussions II

Teaching strategies II

8 2,5 hrs

Video club/teachings reflectionsand discussions III

Teaching strategies III


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1.4. Videos

Nine video excerpts are included in the TPDP which include subtitles accordingly


Description Number




Videos 9

Figures etc 0





2.1.CYCO.WP6.TDPD6.1b.pdf

2.2.CYCO.WP6.TDPD6.1b.doc


The following 10 ppt presentations accompany the 10 seminars which make up the TPDP

3.1.CYCO.WP6.TDPD6.1b.ppt










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14 ready-made simulations are included in this TPDP, to be used by teachers in order to

facilitate their learning of the software (Stagecast Creator) and its use as a tool in science

teaching and learning. These are included in a the following folders.

4.2.CYCO.WP6.TDPD6.1b.




7. Videos

5.1.CYCO.WP6.TDPD6.1b









8. Assessment/evaluation documents

7.1.CYCO.WP6.TDPD6.1b.docx


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EuropeanUniversityCyprus(CYCO):InquiryforPhysicssecondaryschoolteachers


WorkPackage6a

September2010


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Thisdocumentcontainsabriefdescriptionofthescope,rationaleandpurposeoftheCYCOTPDPthatwill

bedeliveredtoPhysicsteachersinCyprus(November2010May2011).Detailsabouttheduration,an

outlineofthemeetingsandactivities,alistofrelatedmaterialsandhowtheyareusedandnotes(ifany)to

teachereducators

that

might

be

using

these

TPDP

materials

are

also

included.


ThisTPDP,whichCYCOhasdesignedforPhysicssecondaryschoolteachers,willfocusonteacher

responsiveness,whichmeanshelpingteachersdeveloptheirabilitiestoidentify,interpret,and

appropriatelyrespondtotheirinclassstudents'scientificthinking.Inorderfortheseresponsestosupport

studentsinquiryandlearning,teachersneedtopractice,developandhonetheirperceptionsthrough

deliberate,explicitreflectionteachingstrategies.TheTPDPoffersrepeatedopportunitiesforsuch

strategiestobeobservedanddiscussedfrombothexemplaryvideosandtheparticipantsownvideosof

teachingPhysics.Thisinturnwillhelpteacherstoreasonsubstantivelyaboutthestudents'scientificideas

andhowtoutliseproductivlytheirideas,whichreflectgoodscienceunderstanding,evenif/whenthisis

perhapsexpressedinstudentsunconventionalways.

FurthermoretheTPDPwillfocusonthechallengesfacedintheparticipantsownclassroomsandwill

supporttheminfindingcontemporaryscienceteachingapproachesandinquirystrategiestocopewith

thesechallengeswhilstmaximisinglearning.

1.2.ProposedDuration(numberofmeetings&hours).

ThePDPconsistsoften2hourmeetingstwiceamonth.Takingintoconsiderationnationalholidaysand

academiccommitmentsthismeansthattheseminarswillrunfromNovember2010toMay2011.


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1.6. Outline of meetings

Meeting Duration Topic Materials to be used Outline of Activities

1 2,5 hrs Information about the seminar /introductions

Introduction: What is science, what isscientific knowledge, how is thisconstructed?

Challenges in teaching physics insecondary school

Phases of the moon I2 2,5 hrs Contemporary trends in teaching and

learning in Sciences

The science National Curriculum insecondary education

Students ideas in/about Science

Phases of the moon II3 2,5 hrs The Inquiry approach as a process for

teaching and learning in science

Developing conceptual understandingand scientific competence

Phases of the moon IIIChristmas Holidays

4 2,5 hrs Teaching approaches and theirconsequences in teaching and learningin science

5 2,5 hrs Principles of lesson planning in science

6 2,5 hrs Role of experiments in teaching and

learning in science. Managing uncertainty in measurements

in science7 2,5 hrs Reflection and discussion of video

lesson excerpts I

Teaching strategies I8 2,5 hrs Reflection and discussion of video

lesson excerpts II

Teaching strategies II9 2,5 hrs Reflection and discussion of video

lesson excerpts III

Teaching strategies IIIEaster Holidays

10 2,5 hrs The teachers role in the class duringscience lessons DevelopingMechanistic Reasoning

Developing the skills of MechanisticReasoning

Developing the skills of AnalogicalReasoning

National Workshop Presentations



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1.8. Video:17 video excerpts are included with subtitles where necessary


Description Number




Videos 17

Figures etc 0





2.1.CYCO.WP6.TDPD6.1c.pdf

2.2.CYCO.WP6.TDPD6.1c.doc


The following 10 ppt presentations accompany the 10 seminars which make up the TPDP

3.1.CYCO.WP6.TDPD6.1c.ppt











The reflection sheets are used at pertinent points during the seminars to support reflection and

group discussion on a number of topics

4.1.CYCO.WP6.TDPD6.1c.docx



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12. Videos

5.1.CYCO.WP6.TPDP.6.1c


















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7.1.CYCO.WP6.TDPD6.1c. docx

7.2.CYCO.WP6.TDPD6.1c. docx


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GaziUniversity:Interactivecomputersimulations/animationsinIBST/E


WorkPackage6k

September2010

Thisdocumentcontainsbriefinformationaboutthescope,rationaleandpurposeofourTeacher

ProfessionalDevelopmentProgram(TPDP)thatwillbedelivered,alongwithdetailsaboutitsduration,

outlineofmeetingsandactivities,alistofrelatedmaterialsandhowtheyareusedandnotestoteacher

educatorsthatmightbeusingtheseTPDPmaterials.



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GUwillproduceateacherdevelopmentmoduleontheuseofinteractivecomputersimulationsor

animations(ICA)inIBST/E.Thefunctionofthesesimulations/animationsistoclarifyunderlying

mechanismsofnaturalphenomena. Themodulewillbeavailableonlineaswellasinhardcopyworkbook

formatandcanalsobeusedasthebasisofteacherprofessionaldevelopmentworkshops.Itwillenable

teacherstodevelopcontentknowledgeaswellaspedagogicalapproachesandtoolsforteachingnatural

phenomena.

1.2.ProposedDuration(numberofmeetings&hours)

TheTeacherProfessionalDevelopmentProgram(TPDP)willtakeapproximately23hrstocompleteinthe

onlineandhardcopyversionsandwewillalsoprovidea3daysextendedworkshop.

OUTLINEOFMEETINGS,ACTIVITIES&LISTOFMATERIALS

MeetingNumber

Duration Topic Materialstobeused(powerponts,videos,activity

sheetsetc)

OutlineofActivities(Expectedoutcomes)


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1 3hrs InformationCommunicationTechnologiesinScienceEducationandComputerAssisted

ScienceTeaching

2powerpoints(ppt)

4assessmenttools(beforePDP)

Technology,educationtechnologyandthe

placeoftechnologyinteachingscience

Technologyenhancedscience

teaching

ComputerAssistedTeaching)

Effectiveuseofcomputersinscience

teaching

Theroleofteacherand

studentin ComputerAssistedScienceTeaching

2 3hrs Inquirybasedinteractivecomputeranimations

enhanced

sciencelessons

2ppt

Theroleofinteractiveanimationsinscience

Theroleofinquiryinscience

Doingsciencewithinquirybasedinteractive

computeranimations

3 4hrs 6thgradeForceand

MotionUnitandteachingitwithinquiry

basedinteractivecomputeranimations

(IBICA)

2animations

1lessonplan1sampleppt(forceand

motioncontentknowledge)

Subjects:Speedinour

lifeandmeasuringforces

Theimportanceofteachingthesesubjectsinscience

Discussionaboutteacheractionsinthesesubjects forfacilitatingstudentinquiry

Examininganimations,

samplepptandlessonplansforcreating

effectivetechnologyenhancedscience

environments

4 3 hrs 6thgradeForceandMotionUnitandteachingitwithinquirybasedinteractivecomputeranimations(IBICA)

2animations

1lessonplan1sampleppt(forceandmotioncontentknowledge)

Subjects:Balancedandunbalancedforces,

weightisaforce

Theimportanceofteachingthesesubjects

inscience


Examininganimations,samplepptandlesson

plansforcreatingeffectivetechnology

enhancedscience


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environment



basedinteractive

computeranimations(IBICA)

4 animations


motioncontent

knowledge)

Subjects:Examiningthespringsworkandenergy,kindsofenergy.


Discussionaboutteacheractionsinthesesubjectsforfacilitating

studentinquiry

Examininganimations,

sampepptandlessonplansforcreating

effectivetechnologyenhancedscienceenvironment

6 3hrs 7thgradeForceandMotionUnitandteachingitwithinquiry

basedinteractivecomputeranimations(IBICA)

4 animations1lessonplan1sampleppt(forceandmotioncontentknowledge)

Subjects: kindsofenergy,conversionofenergy,simplemachines,energyandfrictionforce


Discussionaboutteacheractionsinthese

subjectsfor

facilitating

studentinquiry

Examininganimations,samplepptandlessonplansforcreatingeffectivetechnologyenhancedscienceenvironment



basedinteractive

computeranimations

(IBICA)

4 animations


motioncontentknowledge)

Subjects: buoyancy

forceinliquids,whysomeobjectsfloat?

Theimportanceof

teachingthese

subjects

inscience


Examininganimations,samplepptandlessonplansforcreating


environment


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NotesforteachereducatorsonhowtousePDPmaterials

This module can be used in 6th, 7th and 8th grade Force and Motion units in order to clarify

underlying mechanisms of natural phenomena. The developed animations belong to the subject of

National Primary School Science Programme (NPSSP). There is at least one interactive computer

animation belonging to NPSSP. In order to enhance science lessons with ICA the samples of 6th,

7th and 8th grade Force and Motion units lesson plans, content knowledge power points will be

shared through the web site of PDP.

There are no videos in our PDP. We have 19 interactive computer animations.

Acomprehensivelistofaccompanyingmaterials:

Description Number

1. Advertising the TPDPs in local contexts 1

2. Animations 19

3. Powerpoint slides/presentations 9

4. Reflection prompts, activity sheets etc 6

5. Assessment/evaluation documents 7

2. Advertising the TPDPs in local contexts

2.1.GU.WP6.TPDP6.14.pub

3. Powerpoint slides/presentations

8 3hrs 8th gradeForceandMotionUnitandteachingitwithinquirybasedinteractivecomputeranimations

(IBICA)

3animations

1lessonplan Subjects: forcecauses

thepressure



Examininganimations,samplepptandlessonplansforcreating


environment

7 2hrs AssessingthePDPand

feedbacks

6assessmenttools(after

PDP)

Assessmenttools

HowtobeamemberofProfessional

developmentwebsite


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3.1.GU.WP6.TPDP6.14.ppt









4.Reflection prompts, activity sheets etc

4.1.GU.WP6.TPDP6.14.doc






5. Interactive Computer Animations

5.1.GU.WP6.TPDP6.14.fla

















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HelsinkiUniversity:MotivationforScienceTeachers

TeacherProfessional

Development

Programme

Workpackage6h

September2010


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Rationaleandpurpose

AccordingtotheOECDreport(OECD,2007),thegreatmajorityofsecondaryschoolstudentsparticipating

inthePISAsurveyconsidersciencetobeimportantforunderstandingthenaturalworldandthatitusually

improvespeopleslivingconditions.However,onlyhalfofthemconsidersciencetobeespeciallyrelevant

tothempersonally,andevenlesswouldlikeacareerinvolvingit.

Historically,studentsmotivationandinterestinscienceandtechnology(S&T)havebeenintensively

researchedsincethe1960s.Scienceingeneralisquiteinterestingforstudents,butmoststudents,

especiallygirls,donotfindschoolscienceorcareersandoccupationsinthosefieldsinteresting(Osborne,

Simon&Collins,2003).Furthermore,suchdichotomousmotivationandinterestinS&Tscienceis

important,butnotforstudentsthemselvesisthemostcriticalfactorthataccountsforstudentsbetter

understandinginscience(Kim&Song,2009).

InWP6,UniversityofHelsinki(HU)isengagingindesignbasedresearchaimingtoproduceaprofessional

developmentpackage,awebbasedteachermaterialforscienceteachers.Designisbasedontheirprevious

analysisofnationwidedatafromtheROSEprojectandfromthePISA2006ScientificLiteracyAssessment.

Theconceptmotivationinpreviousstudieshasbeenusedtodescribethefactorswithinanindividual

(includinginteractionswiththeenvironment),whicharouse,maintain,andchannelbehaviourtowardsthe

aimsofScienceandTechnology(S&T)teaching.SelfDeterminationTheory(SDT)hasconceptualised

motivationfromtheviewpointofstudentspsychologicalneedswhichareassumedtobebothinnateand

universal.Theseneedsconsistoftheneedforautonomy,theneedforcompetence,andtheneedfor

relatedness(needtobelongtoagroup)(Deci&Ryan,2004).

Inadditiontothesebasicpsychologicalneeds,motivationcouldoriginatefromtheinterestofthestudent

inalearningactivity.Interestasanoutcomeofinteractionsinthelearningenvironmentcanbeapproached

fromtwomajorpointsofview:personalorsituational.Situationalinterestisspontaneousanditexistsonly

foralimitedperiodoftime.Ifsituationalinterestismaintainedlongenough,usuallywithexternalsupport,

itmaydevelopintopersonalinterest,whichistopicspecific,persistsovertime,developsslowlyandtends

tohavelonglastingeffectsonapersonsknowledgeandvalues.Personalinterestisacontentspecific

conceptandafacilitatoroflearninganditconsistsoftwokindsofvalences:feelingrelatedandvalue

relatedvalences.Feelingrelatedvalencesarefeelingsthatareassociatedwithatopicoranobject,for

instance,feelingsofenjoymentandinvolvement.Valuerelatedvalencesrefertotheattributionofpersonal

significancetoanobject.(Krapp,2007).


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Consequently,wellorganizedlearningactivitiesandteacherinstructionscouldincreasethemotivationofa

learner.Thisisbecauseselfdeterminedlearningoccurswhenalearningactivityitselfsupportsfulfilmentof

basicpsychologicalneedsordevelopmentofinterest.Thepreviousstudies,mentionedabove,haveproved

thatstudent

motivation

could

be

increased

through

emphasizing

the

following

features

in

learning

activities:

1. Autonomysupportingactivitiesorsupportforchoices

a. ThestudentcentredlearningmethodsoruseofICT;

b. Coplanningofthelearningactivitiesorstudentshavechoicesofhowtostudy;

2. Supportforstudentsfeelingofcompetency

a. Choiceoftasks,whicharepossibleforthestudenttosolve;

b. Choiceand

use

of

constructive

evaluation

methods;

3. Supportforstudentssocialrelatedness

a. ChoiceofactivitiesandICTusewhichhelpstudentstofeelclosetopeers;

b. Thefeelingthatthestudentscantrusteachother;

4. Supportforinterest

a. Toawakenfeelingrelatedcomponentsofinterest(enjoyment);

b. Toawakenvaluerelatedcomponentsofinterest(usefulness);

c. Contentandcontext.

5. Supportforfeelingofrelevance

a. CelevanceofS&Tfromthepointofviewofpracticaleverydaylifeproblems

b. RelevanceofS&TfromthepointofviewofS&Tstudiesandcareers

Purpose

Theprofessionaldevelopmentpackageforscienceteachersinpre andinservicetrainingwillenablethem

tointegratemotivationalandinterestfeaturestoscienceactivitiesinordertoincreasestudents

motivation,throughsupportforstudentautonomy,competency,socialrelatedness,interest,andfeelingof

relevanceofsciencestudies.Intheinterdisciplinaryperspective,teacherswillobtainideasfordeveloping

studentawarenessofthenatureofcareersinScience,Technology,EngineeringandMathematics(STEM).

Participatingteachersfamiliarisethemselveswithinquirybasedscienceteachingfromvariousperspectives.

Inmoredetail,teachersgetacquaintedwithlearningsciencethroughreadingandwritingactivities,using

narrativesinsciencelearning,usinggraphicalnetworkpresentations(GNP)insciencelearning,conducting

scienceinquiryactivitiesintheclassroom,andconductingindustrysitevisitsasanoutofschoolinquiry

activity.Byobtainingamultifacetedviewoftheinquiryapproach,teachersaremorelikelytoadoptthis

studentactivatingwayoforganizingtheirteachingintotheirteachingprocedure.


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1.2 Proposedduration(Numberofmeetingsandhours)

TheHUTPDPconsistedofthreemeetings,eachofwhichlastedfortwodays(alwaysFridayandSaturday).

Fridaymeetingswerewholedaymeetings,startingat0900andendingat1600or1630.Saturdaymeetings

startedat0900aswellandendedat13001400.Sotheoveralltimespentwiththemeetingwas12,5h+12

h+11h=35,5h.Thedatesofthemeetingswere2627.11.2009,2223.1.2010and1213.3.2010

1.3. Outlineofmeetings,activities&listofmaterials

Meeting

Number

Duration Topic Materials to be used

(powerponts, videos,

activity sheets etc)


1, 26.27.11

12,5 hrs Introduction toinquiry approach in

teaching science

Powerpointpresentations

Overviewof

the

conventionalandIBST/Eapproachestoscienceteaching

Discussionaboutteacheractionsforfacilitatingstudent

inquiry

Overviewof

meaningfullearning

Overviewof

supportingstudents

motivationandinterest

Planningteachersownwayofapplyingthe

inquiryapproach

2, 22.23.1 12 hrs Many ways of

applying the inquiry

approach

Powerpoint

presentations, videos of

participating teachers

inquiry approach

experiments

Introducingteachersowninquiryexperimentsand

discussingthem

Overviewabout

narrativeapproachtoscienceteaching

Overviewofreadingandwriting

withintheinquiryapproach

Overviewoftheroleofinterestandmotivationinteachingscience

Planningteachers


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owninquiryteachingsequencesinsmallgroups

discussingteachers

plans

3, 12.13.3 11 hrs Teachers

experiences about

inquiry approach &

further ideas

Powerpoint

presentations Introducing

teachers secondexperiments anddiscussion aboutthese experiments

Overview of POEapproach ininquiry activities

Overview ofindustry site visitas a means ofinquiry

1.3 NotesforteachereducatorsonhowtouseTPDPmaterials

Therearefivedifferentperspectivesfromwhichtheideaofinquirybasedscienceteachingisapproachedin

theHUPDP,andbasedontheseapproaches,ateacherguidethatconsistsoffivemoduleshasbeen

developed.Eachmodulecontainssomevideoclipscapturedfromrealclassroomsituations(subtitledin

English),andguidingthemesfordiscussioninfacetofaceorvirtualteachertrainingsession.Thereisan

introductionandbackgroundinformationaswellasexamplesofrelevantlearningactivitiesineachmodule.

Finallyeach

module

has

some

tasks

for

teachers.

These

modules

will

be

evaluated

in

real

classroom

situations.Powerpointpresentationsrelatedtothesemodulesarelistedbelow.Themodulesofthe

professionaldevelopmentpackageforscienceteachersaredesignedasfollows:

Module1.Learningsciencethroughreadingandwritingactivities

Varioustypesoftexts,suchascoursebooks,encyclopaedias,commercialmaterials,brochures,and

websites,areusedassourcesofinformationinsciencelearningactivities.Readingrepresentsanactive

processinwhichstudentsacquirenewknowledgebyreconstructinggiventexts.Asapersonalprocessof

makingmeanings,readingmayfacilitatelearningbywritingexercisesanddiscussions.Thismoduleconsists

ofexercisesthatmotivatestudentssciencelearningasfollows:

Activatingstudentspreviousviewsandknowledge,

Comparingstudentspreviousconceptionswiththeinformationfeaturedinthegiventexts,

Dissectingtheviewpointspresentedinthetext,

Applyingthegeneralprinciplespresentedinthetexttoimaginary/practicalsettings,

Supportinglearninginsmallgroupsfordeepeneddiscussionandreflection,


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Voicingcriticalopinions,

Writingafinalsummary.

Aswithreading,ateachershouldconsiderthatwritingisawholeprocess,whichinvolvesstudentsin

synthesisingnewideasthroughreorganisingtheideasintosentencesandparagraphs.Studentswriting

shouldbeguidedsoastobeinlogicalorderbysettingoutparagraphswiththeirmainidea(s),andby

supportingtheirmainpointswithpiecesofevidence,bydrafting,andbyediting.

Module2.Narrativesinscience

Storytellinghaslongbeenaneffectiveteachingmethodatprimarylevel.Ithasbeenarguedthat,through

stories,growingchildrencreatemeaningfromschoolexperiencesthatcanrelatetotheirlives.The

hypothesisis

that,

by

increasing

the

use

of

narratives

and

stories

in

science

classroom,

students

will

be

shownthevalueofscience,andtherefore,theirinteresttowardssciencewillbeenhanced.Thestoriesare

fantasystories,biographiesofrenownedscientists,andanecdotesabouthowchallengeswereovercome

troughscientificknowledge.Narratorscouldbeguestspeakersfromoutofschool.Itisimportantto

highlighttwoofthemainsourcesofconfusion:animismsandradicalbehaviourism.Inanimism,physical

phenomenaareexplainedbytheintentionsofinanimateobjects.Incontrast,radicalbehaviourism

interpretshumanactionswithnaturallaws.

Module

3.

Use

of

graphical

network

presentations

(GNP)

in

science

learning

Inordertohelpthestudentstoformaholisticviewofsciencetopics,thegraphicalnetworkpresentation

(GNP)willlinkstudentstopracticalproblemsineverydaylifeandtoscienceinsociety.GNPconsistsoftwo

dimensionaldisplaysofconcepts(usuallyrepresentedwithinboxesorcircles),connectedbydirectedarcs

encodingbriefrelationships(linkingphrases)betweenpairsofconceptsformingpropositions.GNPhas

emergedasoneofthemosteffectivemethodsinrepresentingandcommunicatingknowledge.Thishelps

studentstoorganisetheirthinkingandtosummarisetheirobjectsofstudy.Ineducationalstudies,a

growing

body

of

research

indicates

that

the

use

of

GNP

can

facilitate

the

development

of

meaningfulness

in

studentslearningactivities.Thismethodhasalsobeenvaluableasatoolforknowledgeacquisitionduring

theconstructionofexpertsystemsandperformancesupportsystems,bycapturingandsharingadvanced

knowledge.

Module4.Scienceinquiryactivities


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Fromthepointofviewofstudentmotivation,inquirybasedactivitiescoulddemonstratetherelevanceof

scienceeducationiftheseactivitiesarelinkedtopracticaldaytodaylifeproblemsortoconstructionand

themanufacturingofproducts.Forexample,matterandmaterialsareeasilyconnectedtootherscience

issues.Inquiry

activities,

connected

to

matter

and

materials,

could,

for

example,

help

students

to

become

familiarwithpropertiesandbehaviourofcommonmaterials,theirusage,microscopicmodelsdescribing

theirpropertiesandbehaviour,andmoreover,theuseof(raw)materialsinconstructionsand

manufacturingproducts.PredictObserveExplain(POE)activitiescouldbeusedforthesepurposes.Theuse

ofPOErequiresstudentstointegratethemacroscopicandmicroscopicviews,andtoprovideaparticulate

andmolecularexplanationofstructure,properties,andbehaviourofmaterials.Thevalidityofmodelswill

beanalysedfromthepointofviewofthepropertiesofmaterials,theuseofmaterialsindailylife,andtheir

use

as

raw

ingredients

in

manufacturing.

Consequently,

this

module

aims

to

enhance

students

understandingofthenatureofmatter,andmicroscopicandsubmicroscopicmodels,aswellasthe

relationshipsamongthestructure,properties,andapplicationsofmaterials.

Module5.Industrysitevisitasanoutofschoolactivity

Industrysitevisitscanprovidestudentswithopportunitiestolearnindepthaboutcertainsciencetopic.

Beforethevisit,studentsarefamiliarisedwiththerelevantproducts,materialsandprocesses.Duringthe

visit,studentswilllearnabouttheuseofmaterialsasrawingredientsinmanufacturingandproducing

artefacts.In

addition,

the

students

will

become

familiar

with

careers

at

these

industrial

sites.

After

the

site

visit,teacherswillcontinuetheanalysisofpropertiesanduseofmaterialsinscienceclass.Consequently,

thismodulepresentsmaterialsnotonlyasabodyofscientificknowledge.Rather,scienceisintegratedand

studiedasasubjectwhichinfluencesthelivesofstudentsandtheirsociety.Lastly,thismodulewilloffer

possibilitiestomeetrolemodelsattheindustrysites.

1.4 comprehensive list of accompanied materials

Description Number

Advertising the TPDPs in local contexts 3



Videos on five dvds 5

Figures etc 0



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MlardalenUniversity:dialogicteachingforIBST/L

TeacherProfessional

Development

Programme

WorkPackage6c/d

September2010


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1.1 Syfteochupplgg

Dettafortbildningsmaterial

vnder

sig

till

alla

lrare

inaturvetenskap/teknik

oavsett

vilka

ldersgrupper

du

undervisari.Fortbildningengertillflletillreflektionkringdinegenochandrasundervisning.Detrallts

arbetetiklassrummetsomrifokus. Frattfiderochkanskenyatankarlserduocksendel

kurslitteraturochaktuellforskningsombeskriverbdefaktiskundervisningochdegrundlggandetankar

denvilarp.

Menhurskamankunnaanalyserasinegenochandrasundervisning?Vikommer attbehandlaolika

analysmetoder ochverktyg,somdusedanfranvndapraktiskt.Vikommervenattvisautdragur

videoclips

som

vi

diskuterar

och

analyserar

tillsammans.

Materialet

bestr

av

kurslitteratur,

lektionsmaterial,godaundervisningsexempelsamttipspanvndbaralnkar.Fortbildningsmaterialet

frdelasp6trffarenligtfljandeprogram:

Litteratursomfrvntaslsasmellantrffarnaterfinnsiseparatbilaga.

Frstatrffengerenverblickvervadsommenasmed1)inquirybasedscienceteachingandlearning,2)

lrareskommunikativafrhllningsstt3)skrivandeochsamtalidialogsamt4)lrandefrhllbar

utveckling.Hrpresenterasocksdelektionssekvenservikommerattanalyseraochtrnapunder

trffarna.En

frsta

planering

av

egna

enklare

klassrumsstudier

frbereds.

Ni

presenterar

ocks

vilken

undervisningnisjlvaarbetarmedjustnu,ochsomniskullekunnaarbetamedunderdennafortbildning.

Andratrffenpresenterarhurmankananalyseralektionsaktiviteter,ochgraenklaanalystabelleromman

sittermedenkollegafrattanalysera.Viddettatillfllesvarvipattanalyseraenlektionsomhandlar

omVattnetskretslopp.Deltagarnaanalyserarsedanvideoclipsmedavseendepfleraaktiviteteroch

innehll.Visummerarsedangruppernasanalyserochfrenhelhetsbildavvadsomfrsigr.Analyserav

samtalgenomfrspvideoAochB.

Tredjetrffen

handlar

om

Lrarens

kommunikativa

frhllningsstt

(Mortimer

&

Scott),

och

Dialogic

Inquiry

(Alexander,Robin,2008:Towardsdialogicteaching.Rethinkingclassroomtalk.Daidos.)Enmodellfrfyra

olikasttattkommuniceraihelklassinnehllerdetvdimensionernainteraktionochmonologdialog.

Samtaletskaraktrdiskuterasutifrndennamodell,ochgrupperssamtalsomsonderandeellerredigerade

(Barnes&Todd,1995)berrs.Hrbehandlaseleversfrgorsomutgngspunktfrexperimentochnya

underskningar.AnalyseravsamtalgenomfrspvideoAochB.

Fjrdetrffenhandlaromskrivandeochsamtalidialog,samtargumentationensbetydelse.Tv

huvudriktningariskrivforskningen

diskuteras:

1)

Writing

Across

the

Curriculum

(WAC)

Skrivande

i

alla


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mnenkananvndasoavsettmne.Spontanskrivandeochskrivafrattutforska hjlperelevernaatt

gramnettillsittegetsomiloggbckert.ex.2)WritingintheDisciplines(WID)skrivandeispecifika

mnenhrbetonasbegrepp,terminologiochspecifikagenredrag ivarjeenskiltskolmne,t.ex.kemi,

historia.Gruppvningar

frn

video

A

och

B

genomfrs.

FemtetrffengrensyntesavDialogisktochhllbartfrhllningssttfrInquirybasedscienceteaching/learningIBST/L ochdiskuterarlrandefrhllbarutvecklingsomenmodellattgenomfraendialogiskundervisningsomanvnderettunderskandeochprvandearbetsstt.Hrinitierasngrafrgor

attfunderakringidinegenundervisning:

6. Hurlterduelevernautvecklaettdemokratisktfrhllningsstt?

7. Hurlterduelevernautgifrnsinapersonligaerfarenheter?

8. Hurfrmjar

du

helhetssyn?

9. Hurlyfterduinolikaperspektivinoundervisningenssomhistoriskt,globalt,milj,lokalt,etisktoch

underifrnperspektiv?

10.Hurlterduelevernamtaolikalrorum?

Infrsistatrffenskadeltagarnafrberedasigfrattredovisasinaegnaklassrumsstudier.

1.2 Tidstgng

Materialet

rtnkt

att

anvndas

vid

6trffar

med

ett

visst

tidsintervall

emellan

d

man

hinner

att

bearbeta

ochprvanyatankarisinegenundervisning,samtlsarelevantlitteratur.

De6trffarnakanfrlggasunderenterminellerunderkortareellerlngretid.Varjetrffbrvaraca3h,

dvarjetrffinnehllerdelsenfrelsningochdelsenvningdvianalyserar lektionsavsnitt.

1.3 Innehll Ideolikatrffarna

Meetingnumber Duration Topic Materialstobeused OutlinesofActivities1 3h Trff 1. Presentation . IBST/L .Litteraturgenomgng och presentation.

versikt av videoclips att senarebearbeta. Lektionsinnehllet fr senareanalys. Planering av egnaklassrumsstudier.

Powerpoint1 Trff 1,+Litteratur.

versikt av videoclips:A Vattnets kretslopp TheWater Cycle Part 110,B Laddningsprovaren The Part 13,C Ficklampan TheElectric Torch Part 15

2 3h Trff2.Attanalyseralektionsinnehllmapaktiviteter.Kategorisering.

Powerpoint2 Trff2 ,+Analysschema1

GruppvisanalysavkortavideoclipsfrnvideoAPart

1 10

3 3h Trff3.Attblimedvetenomlrarenskommunikativa

frhllningsstt.

Skillnad

Power

point 3,

GruppvisanalysavvideoA,

B,C


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psamtaliklassochigrupp.

Mortimer&Scott(2003)Barnes&Todd,1995)

+Analysschema 2

4 3h Trff 4. Skrivande och dialog + vning (att analysera filmsekvenser i grupper )

Powerpoint 4+reflektionsuppgift

Videoclips A Part 110Att analyserafilmsekvenser i grupper

5 3h Trff5. Dialogisktlrandefrhllbarutveckling.

Powerpoint 5,Trff 5, +Sekvensgenomgng+

SekvensHanden+

SekvensLoggbok

Videoclips A Part 110Attanalyserafilmsekvenser

igrupper

6 3h

Trff 6. Redovisning av egnaanalyser.Utvrdering.Samtal.

Redovisningav

egna

klassrumsanalyser.

1.4Instruktionerfrfortbildningsledare

Fr att leda en fortbildningsaktivitet mste instruktren vara infrstdd med vad som menas med a)

Inquiry based science teaching and learning, b) kommunikativa frhllningsstt ( Mortimer &

Scott,2003) c) skrivande och samtal i dialog samt d) lrande fr hllbar utveckling .

1.5References

Alexander,Robin,(2008),Towardsdialogicteaching.Rethinkingclassroomtalk.Thirsk,N.Yorks,Dialogos.

Bakhtin,MikhailM.,(1997),Frganomtalgenrer.I:HttnerAurelius,E.&Gtselius,T.(red.),Genreteori.Lund,Studentlitteratur.S.pp.203239.

BalticUniversityProgramme,UppsalaUniversitywww.balticuniv.uu.se

Bjrneloo,I.(2007),Innebrderavhllbarutveckling.Enstudieavlraresutsagoromundervisning[MeaningsofSustainableDevelopment.Astudyofteachersstatementsontheireducation.]Doctoralthesis.GteborgsUniversitet,Gothenburg.

Brorsson,BirgittaNorberg(2007),Diskursivtskrivandeigrundskolan.I:Svensklraren.Tidskriftfrsvenskundervisningnr4/2007.

Danermark,Berth,Ekstrm,Mats,Jakobsen,Liselotte&Karlsson,JanCh.,(2003),Attfrklarasamhllet.

Lund:Studentlitteratur.

Dysthe,Olga, Tveiten,Sidsel(1996) Detflerstmmigaklassrummet.StudentlitteraturAB.

Gibbons,P.(2009) Strksprket,strklrandetHallgren&Fallgren.

Driver,R.,Newton,P.,&Osborne,P.(2000),Establishingthenormsofscientificargumentioninclassrooms.ScienceEducation,84/3,pp.287312.

Liepina,IInese&Jutvik,Gitte(2010) EducationForChange.EnHandledningFrUndervisningOchLrande

Fr

Hllbar

Utveckling

www.

wwf.se


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Marton,F.,&Pang,M.F.(2006).Onsomenecessaryconditionsoflearning,TheJournaloftheLearningSciences,15(2),pp.193220.

Mortimer,E.F.,&Scott,P.H.(2003),MeaningMakinginSecondaryScienceClassroomsBuckingham,UK:OpenUniversityPress.Cato,R.P.Bjrndal:Detvrderandegat.Liber

Nilsson,Wagner&Rydstav:Viljaochvga.Temaarbeteigrundskolanstidigarer.Lund:StudentlitteraturAB

Tang,Gloria(2001),KnowledgeFrameworkandclassroomaction:I:inB.Mohan,C.Leung&C.Davison(eds.):EnglishasaSecondLanguageintheMainstream.Teaching,LearningandIdentity.London,Longman.

Vygotsky,L(1978),MindinSociety:TheDevelopmentofHigherPsychologicalProcesses,Cambridge.Massachusetts,HarvardUniversityPress.

Wellington&Osborne(2001)LanguageandLiteracyinScienceEducation.MiltonKeynes,OpenUniversityPress.

1.6Lektionsbeskrivningarsomdiskuterasurdidaktiskaperspektiv

Version1

Undertrffarnakommer viattdiskuteradessalektionurdidaktiskaperspektivochsom inquiry

basedscienceteaching/learningpdialogiskgrund.

VattnetskretsloppDenna

lektion

genomfrdes

av

tv

lrare

som

tillsammans

utvecklat

sin

undervisning

isamarbetet

med

S

TEAM.Viharfljtdessalraremedfemtrffarunderettlsr,ochdehardeltagitilitteraturstudieroch

seminarier.DehadeingenutbildningiScienceEducation,menerfarenhetavundervisningsedanflerar.I

videosekvensernatergesdenandralrarenslektionsavsnitt.

Lektioneninnefattarfleraolikadelar.Efterenkortfattadinstruktion,pbrjasengenomgngav

begreppenenergi,avdunstningochkondensation. Varjebegreppnoterasptavlan,ochLraren

inbjudertilldiskussionochsamtalkringbegreppensinnebrd.


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Fleraeleverdeltarivrigtisamtalen,menlrarenfrgarocksandraeleveromderastankaroch

uppfattningarkringbegreppen.Nrsamtligabegreppmedfrklaringarfinnsnoteradeptavlan,uppmanas

elevernaattfunderaphurdeserpvattnetskretslopp.

Deskafrstenskiltnoteraisintankebok,somintetasinfrrttning,hurdefrestllersigvattnets

kretslopp.Deuppmanasattanvndabegreppenfrntavlan.Deskavidarediskuteraigruppervadde

kommitframtillochsenredovisagruppvis.Lraren grruntigruppernaochdiskuterarochhjlper

elevernaigng.

Elevernaredovisarsinatankar,ochberttaromhurvattnetavdunstarfrnhavet,stigerigasformmensen

kondenserartillvattendropparimolnenochfallertillbakatillhavetsomregn.venandrakretslopp,som

vattenfrnkranensomvidricker,kissarutochsomgrtillreningsverketochsenkanblidricksvattenigen

diskuteras.Lraren

ritar

in

p

tavlan

det

eleverna

kommer

fram

till.

Manvergrsentillattdiskuteradetfrskmanpbrjat.Vadtroreleverna?Vilketglasharminstvatten

kvarochvarfr?Lrarentarframglasenochklassenfrgframochtittaochdiskutera.Mankommerfram

tillslutsatser,ochlrsigvadsommenasmedordetslutsats.Deflestaelevernaharintesvenskasom

modersml,sallanyaordmstepresenterasmedeftertanke.Elevernakonstaterarattallaglasharlgre

vattenniv,mendesomstttvarmastharminstvattenkvar.Efterdengemensammadiskussionen,ska

elevernaskrivaochfrklarafrsketiettfrberettpapper,drdetvenfinnsplatsfrattritaomfrsket.


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k

Hrsamtalareleveromanledningartillattvattnetavdunstatolikamycket.Desammanfattarsedan

experimentetskrifligt.

Nstaaktivitetfrberedsgenomettsamtalomdetrmernppetvattensomkanavdunsta.Eleverna

freslrattvenavdunstningfrnandrakrlsomtexkastrullerfrekommer.Lrarenfrgarvidare,omdet

kanvaravenlevandevarelsersomavdunstarvatten,ocheleverfreslrdjur,texhundar.Tillslutkommer

manframtillattvenmnniskormstenogavdunsta.

Lrarendelarutplastpsar,ochelevernafrsittamanenahandeniplastpsen.Tillallasfrvning,fylls

psarna,ochsmdropparavkondensavsttspplasrtpsensinsida.Elevenarfascinerade.


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514min:GenomgngenomUppdrag6,grutpattfelevernaattfrsthuruppdragetskagenomfras.

Ledningsprovarenskaflampanattlysaommanstterinettledandematerialikretsen.

Frattkunnaidentifieravadpsenmedmaterialbitarinnehller,grTigenomdesomhonvetkommeratt

ledatillfrgorsenare.Trdspikochaluminiumspikserolikaut,menvilkenrvilken?

Mssingvilkenfrghardet? Vadharbronsfrfrg?Vadrdetsommaniblandkallarjungfruben?

Porslinskulanrisjlvaverketenglaskula.Undertidendelartutpsartillallagrupper

Elevernafrsamarbetaochdefrdiskutera,ochifrstafasenskadegissa,ochhrbehvermanintetycka

lika.


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48

Frstskadegissavilkamaterialsomlederstrm,ochkryssaidettaientabellsomTdelarut.

1420min:Tvillfuppmrksamhetinnanallabrjar,frattallaskavarapdetklaramedhurmanavgr

frganommaterialrledandeellerinte.Manmstetestaattdenfungerer,ochelevernasvararattd

mstelampanlysanrmanfrihopledningstrdarna.Ngraupptckerattdetgrintederas

ledningsprovare,och

Tfr

brja

rycka

in

och

felska

dessa.

2130min:Allagrupperarbetarintresseratochivrigt,ochlsersnabbtuppgiften.Vissaeleverdiskuterar

medvarandraochjmfrresultat.

3045min:Diskussionomresultaten.Tfrgarvilkamnensomlederstrm,ochvilkasomintegjortdet.

Eleverklistrarinsinaresultat,lmnartillTpapper.

1.5Omsamtaliklassrummet

Detnaturvetenskapligasamtalet

Attlra

sig

naturvetenskap,

innebr

att

lra

sig

tala

naturvetenskap,

och

det

innefattar

att

kunna

lsa

och

skrivatexterdrmananvnder begreppochresonemang,menocksattkunnalsaproblemochutfra

underskningar(Lemke,1995,p1).Lemkesbokfickstortinflytandepklassrumsforskningoch

analysmetoderavdetnaturvetenskapligasamtalet.Hanppekadehurbetoningenpelevdeltagandei

klassrumsdiskussionerhadelettframtill undervisningsmetoderdrlrarenintelngrefrelstesmycket,

menndbehllinitiativetgenomattanvndasigavmonologiskastrategier,s.k.triadiskadialoger.Ett

starktintressefrlingvistikochsprkvetenskapfrattanalyseradennaturvetenskapligadiskursenhar

efterdetta

vxt

fram.

Douglas

Barnes,

en

lingvistiker,

hade

redan

p

70

talet

analyserat

10

ringars


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gruppsamtal,ochfunnitattdepratadeisonderandesamtal(exploratorytalks)omdeficksamtalafritt,

medandegickvertillredigerattal(finaldrafttalk)sfortlrarenvndesigtilldem.Sonderandesamtal

knnsigenpattdiskursivasteg,drsamtaletinitieras,forsttergenomattngonuppmuntrarmed

fljdfrgoreller

motfrgor,

och

ssmningom

avsutas

genom

att

man

blir

verens

(Barnes,1973;

Barnes

&

Todd,1995).

MortimerochScott(2003,p.21)beskriverenundervisningsmodellsombyggerpenpostkonstruktivistisk

(sociokulturell)synplrande,baseradptexteravVygotsky,(1978),Bahtin(1981)ochWertsch(1991).

MortimerochScottppekarattvilketfrhllningssttmananvnderberoravsituationen,mendetr

viktigtattlrarermedvetnaomdeolikakommunikativafrhllningsstten,ochlrsigattanvndadem.

Lrarensuppgiftratt introduceravetenskapligabegreppfrstudenterna,ochattstttastudenternas

attdegradvisutvecklarfrstelsefrochgrdessabegreppmeningsfulla.Lrarenmsteocksge

mjlighetfrstudenternaattprovautochpraktiseradevetenskapligaidernasjlva;attdegrdessaider

tillsinaegna.

MortimerochScottutveckladeenmodellfrdetnaturvetenskaligasamtaletiklassrummet.Samtaletkan

studerasidimensionernainteraktion/ickeinteraktionsamtauktoritativ(monologisk)/dialogisk.(Ur

Enghag,M.(forthcoming))


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Lrareskommunikativafrhllningsstt

MortimerochScott(2003) ppekarattvilketkommunikativtfrhllningssttlrareanvnderberorav

situationen,men

det

r

viktigt

att

lrare

r

medvetna

om

olika

kommunikativa

frhllningsstt,

och

lr

sig

attanvndadem.

Lrarensuppgiftratt introduceravetenskapligabegreppfrstudenterna,ochattstttastudenternas

attdegradvisutvecklarfrstelsefrochgrdessabegreppmeningsfulla.Lrarenmsteocksge

mjlighetfrstudenternaattprovautochpraktiseradevetenskapligaidernasjlva;attdegrdessaider

tillsinaegna.

MortimerochScott(2003)utveckladeenmodellfrdetnaturvetenskaligasamtaletiklassrummetibokem

Meaningmaking

in

secondary

science

classrooms

Lrarensfrhllningsstttillsamtalkanstuderasidimensionernainteraktion/ickeinteraktionsamt

auktoritativ(monologisk)/dialogisk.

Meddennamodellkansamtaletanalyserasmedhjlpavhursamtalskedjornabyggsupp.Dettriadiska

samtaletIRE

(initiation

respons

evaluation),

som

r

typiskt

fr

monologiskt/interaktivt

samtal,

srskiljer

sig

INTERAKTION NONINTERAKTION

AUKTORITATIVT

(monologiskt)

Interaktion/Auktoritativt

Hr lotsar lraren studenterna

mot ett givet ml, genom att medfrgor och svar, n fram till ett

visst resultat.

Noninteraktion/ Auktoritativt

Hr r det lraren som str fr ett

visst pstende och argumenterarfr detta. Demonstrationsexperiment

kan ing. Frelsning, genomgng av

innehll.

DIALOG Interaktion/Dialogiskt

Nr samtalet r

interaktivt/dialogiskt, utvecklar

och utforskar lraren och

eleverna tillsammans iderskapar ny mening och bearbetar

olika stt att angripa en

frgestllning. Eleverna

uppmuntras att bertta om sina

tankar.

Noninteraktion/Dialogiskt

Hr r det lraren som sjlv utreder

olika stt att betrakta en situation,

t ex visar olika stt att lsa ett

problem. Kan vara en

sammanfattning av elevernas ider

som diskuterats under lektionen.


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frndetdialogiskainteraktivaIRFRF(initiationresponsfeedbackresponsfeedback),drstudentenfr

strreutrymme.Hrfrstudentenintebara svararttellerfel,utantilltsuttryckasinatankarilngre

kedjor.Detglleralltsatt medvetetvxlainomfyramoduleravsamtal.Lrarenplanerarocksfrtresteg

ien

lektionsserie:

1. Lrarenpresenterarnaturvetenskapligtstoff

2. Studenter/eleverinternaliserardettagenomsamtal,experiment,projekt

3. Lrarenverlmnaransvartillstudenter/eleversomtillmparsinakunskaperpproblemstllningar

(Mortimer&Scott,2003)

MeddialogicteachingtnkermannupRobertAlexander,ochgrundprincipernafrattundervisaiett

levandesamtalmedsinaelever.Alexander(2006)angerfljandegrundprinciperfrattgenomfraen

undervisningidialog:

Kollektivt:Lrareochbarntaitumeduppgiftertillsammans,antingensomgruppellerklass,istlletfr

ensamma

msesidigt:Lrareochbarnlyssnartillvarandra,delarider,ochbegrundaralternativasynpunkter

Stdjande:Barnen

uttrycker

sina

ider

fritt

utan

att

vara

rdda

fr

att

gra

bort

sig

eller

svara

fel:

de

hjlpervarandraattnfrstelse

Kumulativt:Lrareochbarn byggerpegnaider,ochinfogardemisammanhngadekedjoravtnkande

ochunderskande;

Mlinriktad:Lrarenplanerarochunderstdjerundervisningmotspecifikamlitanke

Ngrapraktiskatipsattfunderaverisinegenundervisningkanvara:

1. Vljfrgor

och

teman

som

fr

elever/studenter

att

tnka

till

och

ger

en

utmaning!

(Undvik

att

stllaja/nejfrgor,ellerfrgorsomgrutpattfyllaiettordsomdutnkerp)

2. Geeleven/studententidtilllngasvar,somkanvaraintressantafrallaatttadelav!(Omdufr

kortasvar,frskfeleven/studentenattberttameromsinatankargenomattgestdfrgorav

typen: Berttamer!Hurmenardu?Kandugeossngotexempelpurdumenar!Fortstt

bertta,detlterspnnande!)

3. Lteleven/studentenftidtnkaochformulerasig!(Dettartidatttnka,ochmanmstegetid

frtystnadochtankeverksamhet,venomdettaknnstlamodsprvandefrdigsomlrare!)

4. Lteleven/studentenftillgngtilldeordochbegreppsomkrvsfrattkunnafraettsamtal

skkrivdemptavlantex.(Dekanintegrnaformulerasigutanvokabulr)


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5. Lteleversittasdeservarandra,ochkanhravarandra.Vnjdemvidattpratatillvarandra,och

intebaratilldigsomlrare

6. Deltagidiskussionernaochutvidgasamtalet!(Stllintebaraja/nejfrgor,ellerenklafaktafrgor)

7. Villduattelever/studenterskasvaradirekt,sgedembesked.

(Tnk

p

att

handupprckning

frstter

dem

ien

konkurrenssituation.

Kanske

behver

de

tid

att

frberedaettlngreinlggIdiskussioneninnandesvarar?)

Vrderasamtaletsomettredskapfratttnkaochattlra.(Gemngatillfllentillsamtalistlletfratt

pratasjlvhelatiden!)

1.6Omskrivande

Tvdiskurser

Bakhtin(1997)behandlarisinforskningbegreppenprimrochsekundrdiskurs.Begreppetdiskurskanges

olikadefinitioner,menidettasammanhangkandetnrmastdefinierassomsprkianvndningelleren

formavsprksomfrvissasrdragberoendepivilkenkommunikationssituationdetanvnds.Medden

primradiskursenavsesdendiskurssomallabarnutananstrngninglrsigihemmet,detillgnarsigden.

Densekundraprglasihgregradavformalitetochabstraktionerochlrsfrmstiskolan,elevernamste

frvrvaden.

Dessa

tv

diskurser

motsvarar

Vygotskys

teorier

(1978)

om

barns

spontana,

vardagliga,

kontextbundnabegreppsommterskolansabstrakta,vetenskapliga,kontextobundna.Debarnsominte

vxeruppiexempelvisakademiskahemmiljerriskerarattstannakvarivadBachtinkallardenprimra

diskursenominteskolantaransvaretfrattfrainelevenidensekundradiskursen,ivilkenbl.a.olika

mnensbegreppingr.Frattkunnagradettakrvsattlrarenhargodkunskapomvadsom

karaktriserardensistnmndadiskursenochomhurundervisningenkanutformasfrattpbstastt

stdjaelevernaskunskapsutveckling.

Ltoss

tnka

oss

tv

fiktiva

elever,

A

och

B,

som

har

olika

sprkliga

utgngspunkter

fr

sitt

lrande.

Som

lraremstemanhaberedskapattmtadelselevAsomhartillgnatsigdenprimradiskursen,delselevB

somtillgnatsigsvlprimrdiskursensomenheldelavsekundrdiskursenbl.a.genomattdenanvndsi

hansomgivning,t.ex.ihemmet.ElevAharenbetydligtstrreuppgiftframfrsigdhanskafrvrva

sekundrdiskursennelevB.DetsprkelevBanvnderstmmeristrreutstrckningverensmedskolans

kodnelevA:s,ochdrmedunderlttashansstudier.Demlsomangesilroplanerochkursplanerrfr

bdaelevernadesamma,menvgenditkommerattkrvaolikastorainsatseravsvleleversomlrare.

Olika

grupper

[...]

har

skilda

frihetsgrader

och

de

str

infr

olika

hrda

begrnsningar

nr

de

frsker


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uppnsammaprojekt,skriverDanermarkm.fl.(2003:147).Attutformaenundervisningsatteleverinte

fastnaridenprimradiskursenrsledesenstordemokratiskuppgiftfrlraren.Slj(2000:102)skriver:

Utvecklandetavkunskaperrdrfrocksettdemokratisktproblemsomharattgramedsocialskiktning

ochmed

skapandet

av

bde

utanfr

och

innanfrskap.

Slj

menar

ocks

att

denna

maktaspekt

ilrandet

glmsbort.Istlletframstllsoftalrandetsomomdetgderumiettsocialtvakuum(ibid2000:103).

Eleversomkommerfrnsprkfattigamiljer,mensomharsvenskasommodersml,hardelvissamma

problemattervradensekundradiskursensomeleversomharannatfrstasprknsvenska.Den

sistnmndagruppenhardockoftaennnusvrareuppgiftddeskalrasigettheltnyttsprksamtidigt

somdeskainhmtamneskunskaper.

Iutvecklingenavdenvetenskapliga,sekundradiskursen,detsprksomanvndsiskolansmnen,r

skrivandetett

viktigt

redskap.

Tvtyperavskrivande

Detfinnstvtyperavskrivandesomkananvndassomredskapfratthjlpaelevernafrstochreflektera

vermnesinnehllet.PengelskarbenmningarnaochfrkortningarnaWritingAcrosstheCurriculum

(WAC)andWritingintheDisciplines(WID).PsvenskaskullevikunnaversttademmedSkrivafratt

lraiallamnenochSkrivandeispecifikamnen.

Skriva

fr

att

lra

(WAC)

OlikaskrivafrattlrastrategierfokuserasinomWAC.Dessakananvndasoavsettinomvilketmne

elevernaskriver. Spontanskrivandeochskrivafrattutforskaanvndsfratthjlpaelevernagra

mnet/innehllettillsittegetsomiloggbckerochandrakortatextergenomvilkaelevernablirmedvetna

omvaddekanocheventuelltintekan.Idennatypavskrivandekommunicerarelevernairegelinteett

budskaptillngonannanlsarendesjlvaochdrfrbehverdeintetnkapstavning,bra

formuleringaretc.Detrjubaradesjlvasomskafrst,omintelrarenvillhadennatypavskrivande

somutgngspunktfrlektionsplaneringochgenomgng. Frslagpvningargesibilaga1.

Skrivandeispecifikamnen(WID)

Iskrivandeinomspecifikamnen,ssomteknik,matematiketc.,betonasmnetsspecifikabegrepp,

terminologiochdespecifikagenredragsomvarjemnehar.Enargumenterandetextiteknikskrivsintep

sammasttsominommnethistoriaexempelvis. Iundervisningenrdetviktigtattbehandla

argumentation,informationochinstruktionetc.ochlraelevernadetsprkochsttattskrivasomr

typisktfrmnet.Dettafrutstterattvenlrareit.ex.naturvetenskapharkunskapomdetegnamnets

genrerp

ett

sdant

stt

att

de

kan

explicit

undervisa

om

de

specifika

drag

en

viss

text

har.

Ofta

har

lrare


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kunskapomolikagenrersattdesjlvakanskrivaidem,menromedvetnaomvaddefaktisktgrnrde

skriver.Entypiskgenreinaturvetenskapligamnenrlaborationsrapporten,somkanutfraspolikastt.

Dengerjuexempelvistillflletillargumentation.

1.7OmLrandefrhllbarutveckling

LrandefrHllbarutveckling

EttlrandefrhllbarutvecklingbeskrivsirapportenEducationforchange,enprojektrapport2009som

beskriverresultatetavettmngrigtEUprojektblandannatmedsyftetattsammanfattartiondenav

forskningomundervisningfrhllbarutveckling.LrandefrhllbarutvecklingLHU,kansammanfattas

enligtfljande

(Liepin

&

Jutvik,

2009;

Sellberg,

2007

):

Utgrettfrhllningssttettundervisningsperspektiv

Utgngspunktenrattallakan,allaskavaramed!

Syftesdrivenochholistisk,anvnderdetmnesinnehllsomkrvsfrattlsaaktuellafrgor

Arbetarmedverkligauppgifter

Livslngtlrandesompgrinomsamhlletsalladelar

Kunskaperochallmnnademokratiskafrmgor.

Sjlvstndigtkritiskt

tnkande

Processorienteradundervisning

Lrarenenexpertsomvgarlraidialog

Tvivel,oskerhetfrndringenresursfrundervisning

Arbetslagetenfrutsttning

Enundervisningenmedsyfteattgeettlrandefrhllbarutvecklingkanmedanledningavovaninnebra

attelevernagesmjlighetattberttaomsinapersonligaerfarenheterochsinakunskaperomvaldateman

ochfrgestllningar.

Viktigt

r

att

utg

ifrn

varje

elevs

egna

frkunskaper

och

lta

dessa

uttryckas

fr

att

elevenskakunnagenomgenutvecklingsprocess.Undervisningenbromfattasamtalmedelevernaom

temanochfrgestllningarfrattdrigenomfrmjahelhetssyn.Detrlmpligtattinledamedsamtalom

deramarsomekologinstter(olikakretslopp,energiflden,olikasamspelinaturenetc.).frattsedan

berramnskligabehov,olikakulturer,etiskafrgorochvilkatekniskastrategierochlsningarsombehvs

frattlsaframtidensproblem. Detrvsentligtattltaelevernatrnapatttahnsyntillochlyssnap

andrasamtuttryckaegnatankar,utvecklaettdemokratisktfrhllningssttsamtattelevernavarpatt

samarbeta

och

ta

ansvar

samt

p

att

reflektera,

argumentera

och

vara

delaktiga.

Undervisningen

br

ven


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belysaolikaperspektivvarfrdetrviktigtattvljatemanochfrgestllningarochltelevernabehandla

demfrnhistorisktperspektiv,globalt,milj,lokalt etiskt ochunderifrnperspektiv.Detrvenviktigt

attelevernagesmjlighetattbelysafrgorurettframtidsperspektiv,seframtidateknikutvecklingetc.En

ytterligareaspekt

r

vikten

av

att

lta

eleverna

mta

olika

lrorum.

Beroende

p

frn

vilket

perspektiv

frgestllningarbehandlasrdetviktigtattlmnaklassrummenfrmtenmedomgivandesamhlleoch

naturfrattstimuleratillaktivtdeltagandeisamhllsfrgorochfrattfrstmnniskansutveckling(Liepin

&Jutvik,2009;Sellberg,2007).

1.7Attanvndavideoinspelatmaterial

Devideoclipssomanvndsianalyserna,finnstillggligasomstreamadvideoviaYouTubestjnstfrolistad

video.Dettainnebrattfilmernakansesavdensomvetlnkentillfilmen,menfilmenkaninteladdasner,

ochinteskasframpYouTube.Drmedhindrasmissbrukochdeetiskariktlinjersomgllerfr

forskningsmaterialupprtthlls.

VIDEOA:TheteachingsequenceTheWaterCycleTheWaterCyclePart1Penny.wmv

http://www.youtube.com/watch?v=c6VjFh2gO1Q

TheWaterCycle Part2 Penny.avi

http://www.youtube.com/watch?v=MnPuhC76jz4

TheWaterCyclePart3Penny.wmv

http://www.youtube.com/watch?v=lqSVNpTjlSo

TheWaterCycle Part4 Penny.avihttp://www.youtube.com/watch?v=Zqie8fK303I

The

Water

Cycle

Part

5

Penny.avi

http://www.youtube.com/watch?v=rNr2vYwc180


http://www.youtube.com/watch?v=PTSZIvVDbXY


http://www.youtube.com/watch?v=HBw0HN12MpM

TheWater

Cycle

Part

8

Penny.avi


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http://www.youtube.com/watch?v=gxhc5oAE3a4


http://www.youtube.com/watch?v=rtUm6oDi3IY


http://www.youtube.com/watch?v=uXfByf2DzlM

VIDEOB:TheteachingsequenceTheChargingIndicatorThechargingindicator Part1.avi

http://www.youtube.com/watch?v=cujgPoS7IUc

Thecharging

indicator

Part

2.avi

http://www.youtube.com/watch?v=m62W6D28aCU

Thechargingindicator Part3.avi

http://www.youtube.com/watch?v=S0G8bdxfFwc

VIDEOC:TheteachingsequenceTheElectricTorchTheElectricTorchPart1

http://www.youtube.com/watch?v=BxJiQTzgNpY

TheElectricTorchPart2

http://www.youtube.com/watch?v=dp4Zyx3dqc


http://www.youtube.com/watch?v=fPzKmCY2v7Y

TheElectric

Torch

Part

4

http://www.youtube.com/watch?v=0Uw_sN6c7Q



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1.6Ettantalbilderfrnfilmernagrstillgngligaipptmaterialetfrattanvndasvid

reflektionsuppgifterna.

BildernaisompresenterassomillustrationfrintespridasvidarepgaetiskariktlinjeriSverige.

1.7Beskrivningavmaterial:version1

Beskrivning AntalAdvertising the TPDPs in local kontext Powerpointpresentations 1(includes5separateMeetings)

Reflectionprompts,activitysheets 7

Videos 18

Figures Includedintheppts

Assessment/evaluationdocuments


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UniversityofCopenhagen(DepartmentofScienceEducation):Scientificliteracy


Workpackage6e

September2010


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Rationale&purpose

TheoverallgoalofWP8istoprovidespecialistinputinthefieldofscientificliteracy,producingpackages

designedtostimulateteacherselfefficacyandtheuseofscientificliteracyasamotivatingconcept.Partof

theUniversityofCopenhagens(UCPH)contributiontothisgoalinWP6istoincorporateresearchand

practicebasedmethodologiesforachievingscientificliteracyteachingcompetenciesintoatrainingpackage

forteachereducators.Thispackagewillincludevariousnationalexamplesintheformofvideosofteaching

forscientificliteracy.Itwillbedesignedtobeuseableinseveralways,includingworkshops,shortcourses

andonline.Throughthisprofessionaldevelopmentprogram(PDP),WP8willkeepscientificliteracyand

student/teacherengagementatthecentreofSTEAM,relatingthesetowiderissuesofteacher

competenceand

student

motivation.

ProposedDuration

ThebasicPDPwilltaketwodaysconsistingoffivehoursofmeetingeachday,onehourforlunchandtwo

breaksof20minuteseach.Theoptionalfollowupworkshoponeweektotwomonthslaterwilltakeone

halfofadayconsistingofthreehoursofmeetingandone20minutebreak.

Outlineofmeetings,activities&listofmaterials

Meeting

Num

ber

Duration Topic Materialstobeused(PowerPoints,videos,activity

sheetsetc)


First Day

5 hours +

breaks

and

lunch

1a 20

minutes

Elicitation of

conceptions

about IBST

and

scientific

literacy

Selfefficacyinstrument

Preconceptionsquestionnaire

Completetheselfefficacyinstrumentwithnamesorselfidentifyingsymbols

Writtenpreconceptionsquestionnaires

1b 75

minutes

Clarification

of concept

of Inquiry

Based

KomodoDragonPowerPoint

KomodoDragon

transparency

Transparency

A. Experience a 30 minute science

inquiry lesson

Thislessonwillfollowa6Eslearning

cycleapproach

to

inquiry

teaching

and


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Science

teaching

through

experience

anddiscussion

markerpens

Handoutsof

S-TEAM: Collected papers no.4: Teacher Professional Development Programmes

Documents

Transcript of S-TEAM: Collected papers no.4: Teacher Professional Development Programmes