Claus Michelsen, Center for Science and Mathematics Education

Niels Kring, Faculty of Science

http://www.namadi.sdu.dk

PARSEL Lisboa 2006

UNIVERSITY OF SOUTHERN DENMARK

Main campus in Odense. Campuses in Kolding, Esbjerg and Sønderborg. Joint programs with University of Flensburg and University of Kiel 5 different faculties - Humanities, Science, Engineering, Social Sciences, and Health Sciences 1.100 researchers 15.000 students

Odense – the birthplace of the world known fairytale writer

Hans Christian Andersen (1805-1875)

RESEARCH 3 Associate Professors 1 Assistant Professor 3 Ph.D.-students 3 Research assistants

Relations between mathematics and science in secondary education

Development of children and young people’s interests in mathematics and science

New forms of presentations in mathematics and science – interactivity, media and drama

Communication of current research in math and science – communicating a proper image of state of the art of the scientific enterprise

The learning of mathematics and science in formal and informal learning settings

OUR FRAMEWORKSvein Sjøberg’s 3 dimensions for science and mathematics education

(i) The products of science

(ii) The processes of science

(iii)The role of science in society

Svein Sjøberg’s 4 arguments for science and mathematics education

(i) Usefulness

(ii) Economic

(iii)Democracy

(iv)Culture

SOME RESEARCH PROJECTS

Science teachers of the future

Lab to school

IFUN – Interests and interdisciplinary teaching in scince and mathematics

SCIENCE TEACHERS OF THE FUTUREThe aim of the project is to develop and implement a master degree programme in mathematics and science education for in-service lower secondary teachers.

The project is funded by The european Social Fund

PARTNERS: University of Southern Denmark CVU Sønderjylland and CVU Jelling (teacher colleges) Danfoss Universe (Science Park) Municipalities of Odense, Kolding, Svendborg and Sønderborg

Pilotstudy 2006-2007: 24 lower secondary science and mathematics teachers

Educational design andin-service teacher

training

CONTENT KNOWLEDGE

DIDACTICAL TOOLS

LOCAL

INTERVENTION PROGRAMS

NETWORK

REPORTING

DISSEMATION

RADIATION –FRIEND OR ENEMY

An example of a instructional sequence for grade 9 including the subjects of mathematics, physics/mathematics, biology og social sciences. The sequence is based on four narratives (fortælling) about radiation.

1. Fortælling:Marie Curie

http://www.aip.org/history/curie/

http://www.mariecurie.org/

Hvad ved jeg om stråling?

Værk: Elevernes fortælling om Becqurel, Marie Curie: Poster, drama, ...

2. Fortælling: Henfaldsprocessen

Simulation af henfaldsprocessen Stokastisk proces – tilfældighed (fra 1. fortælling) Matematisk model - sammenhæng mellem varierende størrelser, grafisk repræsentation Eksponentiel vækst – fremskrivning

Værk: Repræsentationsformer og matematiske modeller

t 1 2 3 4 *** N ΔN

0 30 30 30 30

1

2

***

3. Fortælling: Ulykken på Dovrefjeldet, www.viten.no

Atomkernen og kernepartikler Atomets opbygning Radioaktive omdannelser – eksperimentelt arbejde Ioniserende stråling – hvor kommer den fra (røgalarm?)

Værk: Avisartikel

4. Stråling i medicinens tjeneste

Stråling og stof: Eksperimentelt arbejde, matematisk model sammenligning med model for henfaldsprocessen Stråleskader i celler Radioterapi

Værk: Hvad laver en radiograf?

Opfølgning - Jordens ressourcer

Matematik: Matematiske modeller, tolkning af grafer

Geografi og fysik/kemi: Miljø og ressourcer, fremtidens energiforsyning

LAB TO SCHOOLThe project Lab to School is funded by the EU program Interreg IIIa in Sønderjylland/Schleswig

Secondary school students visits to student laboratories at University of Southern Denmark and University of Applied Science, Flensburg

The aim is to develop and implement instructional sequences for upper secondary school which present a proper image of modern science in the Region of Southern Denmark exemplified by biotechnology and biophysics.

Development of teaching material including career perspectives and the societal role of science

Relations between formal teaching at school and out-of-school actvities

IFUN Interesse og fagoverskridende undervisning i naturvidenskab

Interesse und fächerübergreifender Unterricht in den Naturwissenschaften

PARTNERS: IPN – Institute for science

education University of Southern Denmark CVU Sønderjylland (teacher

college) 6 upper secondary schools in the

Region of Southern Denmark and Schleswig-Holstein in Germany

Companies

Sønderjyllands Amt - Schleswig

SCIENCE EDUCATION IN DENMAK

Folkeskolen (basic school), grade 0 – 9/10 Science and technology, mathematics (primary school) Biology, physics/chemistry, geography, mathematics

(lower secondary school) Gymnasium (upper secondary school), grade 10-12

General gymnasium Technical gymnasium

College, University Basic school teacher education, Teacher college Gymnasium teacher education, University

DOCUMENTS FROM THE MINISTRY

OF EDUCATION

Science education in the future

Science as a central element in “Bildung” (scientific literacy?)

Science for all

Strengthening of science education Strengthening of teacher competencies in science Criterion of success: An increasing science interest

among children and youngsters

Competences

Foundation for educational reforms in Denmark: Describing the curricula by competences What it means to master a subject A framework for a subject independent of specific topics and specific levels Competence is someone’s insightful readiness to act in a way to meet the challenges of a given situation (Niss & Jensen 2002)

Competences -Mathematics and Science

MATHEMATICS

(1) Mathematical thinking

(2) Problem solving

(3) Modelling

(4) Reasoning

(5) Representation

(6) Symbolizing and formalizing

(7) Communication

(8) Auxiliary tools

SCIENCE(1) Empiric (2) Perspective (3) Modelling (4) Representation

Interdisciplinary competences –a useful framework for the development of a shared pedagogy for mathematics and science

education

Modelling competence Representation competence

Interdisciplinary competences build “links” between mathematics and subjects of natural sciences and serve as a basis on which we can

1. develop and implement a shared pedagogy for mathematics and the subjects of natural sciences and

2. rethink the curriculum of mathematics and the subjects of natural sciences in the reformed Danish upper secondary school

The 2 cycle iterative didactical model

Horizontal linking - the process of modelling across mathematics and subjects of the natural sciences

Vertical structuring – the process of conceptual anchoring in the relevant subjects

INTERDISCIPLINARY CONTEXT – PHENOMENA, SITUATION

SUBJECT a

SUBJECT b

INTERDISCIPLINARY CONTEXT – PHENOMENOM, SITUATION

INTERDISCIPLINARY CONTEXT – PHENOMENOM, SITUATION SUBJECT

b

Ian StewartPhysics and mathematics have also

changed beyond recognition, becoming more powerful, more general, more flexible, and a lot closer to intricacies of life. These advances offer radical new opportunities for uniting the biological and mathematical worldviews, at a time when there is a renewed and urgent need for just such a unification. New mathematical ideas will interact with the biological sciences in totally new ways. Where physics and mathematics cease and biology takes over will be a matter of taste.

T- L materialsMostly written by teachers to fulfill the national standard.

There are a few examples of T-L material developed by science researchers which present the modern science enterprise and touch the career perspective.

Material including the societal aspect is missing.

Development of teaching materials in accordance with the model of Sjøberg is part of the profile of Center for Science and Mathematics Education