ASE: Teching and Learning Science for a Better Future

lørdag 10 januar 2009, kl. 14:05 | Publisert i Konferanser og kurs | Legg igjen en kommentar
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What’s wrong with Science Education?

For mye tester og eksamener, for lite motivasjon, for få kompetente lærere

Hva er bra?: Deling? Ny læreplan. Sterkt ASE som påvirker nasjonale politikere. Science learning centres. Globale.


What is good science education?

Tre bokser I pyramide:

Curriculum pedagogy, assessment and content.

The curriculum becomes very important in this perspective. No big ideas without big ideas in the curriculum.

Aims of good education: what we want them to learn, and why?

  • grasp of the big ideas
    • why?
    • Want the individuals to be stimulated, and help then in personal choices – environment, health, careers in future
    • Benefit society when individuals can make informed choices for themselves and the environment
  • basic understanding of what science is
    • why?
    • Evidence is important to scientific activity
    • Duschl et al 2006, National Sceince Foundation – testable
  • ability to continue learning
    • quote from OECD 1999 – schools cannot learn in school everything they need to learn, so they need to organize their own learning strategies


Scientific literacy = Comfortable and content with broad scientific ideas. Or something.


Pedagogy – how we teach

1)      Constructivism (individual and social)

a.       Piaget, Driver (1983), Osborne and Freyberg (1985) and SPACE (1990-98)

b.      Children work thing out for themselves in early age

c.       Arrive to ideas that are not identical to scientific answers because they are young and lack knowledge

d.      Barnas forestillinger sitter fast lenge fordi de har funnet det ut selv.

e.       Reproduksjonen blir ofte feil.

f.        De kan få andre ideer ved å snakke med andre barn. Den sosiale konstruktivismen – deling gjennom samtale, forsvare egne ideer gjennom samtale og refleksjon og utvikler ideene videre – dette skjer gjennom språk og dialog

2)      Discussion, dialogue and argumentation

a.       Dialogic teaching (Robin Alexander 2004) – interactive teaching.

b.      Scientific argumentation to promote understanding, sharing and learning (it’s more than discussion) (Michaels et al 2008:89) – not about winning the argument

3)      Inquiry

a.       Process of developing big ideas

b.      Also happens within the children

c.       When pupils observe, they always see the things that confirm their own view à must think of this process

d.      Learners buikd their understanding of fundamental scientific ideas though direct experiences with materials, by consulting books, other resources, and experts and through argument and debate amond themselves

e.       The role: through this we get development of greater ideas

f.        Developing and testing models, using inquiry skills by

                                                               i.      Using suggested explanations to make predictions

                                                             ii.      Gathering, analysing, interpreting, communicating

                                                            iii.      Refining ideas

                                                           iv.      Moving towards bigger ideas

g.       Not all learning in science involves inquiry – some things must be just taught (use of instruments etc), but ALL the includes understanding MUST be inquired

h.       Not all inquiry in science is scientific inquiry

i.         “The scientific method” – Windschitl et al 2008:942

                                                               i.      Man følger en oppskrift på forsøk, men det er ikke virkelig naturvitenskaplig av den grunn.

4)      Formative assessment

a.       Syklisk prosess – kontinuerlig

b.      Involves collection of evidence anout learning as it takes place

c.       Helps to ensure progression in learning

d.      Teachers: clear about the goals of their work and the criteria of quality to be used in judging

e.       Communicate these goals to pupils

f.        Observe and question pupils and criteria

g.       Interpret this information, identify progress

h.       Give feedback to pupils

i.         Involve pupils in self- and peer-assessment

Combination is maybe the best?


A combined pedagogy:

Constructivism emphasises the development of ideas but says little about gathering evidence, the nature of progression and the role of self and peer assessment

Dialog og argument: utvklile ideer, ingen bevis

Inquiry: uvikling av fortåelse


Pupils reveal to themselves, their peers and their teacher their stating ideas through discussion, test them against evidence gathered though inquiry and argumentation, participate in assessing their progress and reflect on their learning processes and outcomes.

A pedagogy for a better future


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