s-team: collected papers no.4: teacher professional development programmes
TRANSCRIPT
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S-TEAM
WP 6 Traini
Teacher ProfessioProgrammes
Report
Deliverable 6b
dfundingfrom
[FP7/2007-
234870.
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thasreceive
Com
munity's
ewor
kProgramm
rant
agreementn
TheS-Teamp
theEuropean
SeventhFram
2013]under
g materials Part 2
nal Development
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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
Duration Topic Materialstobeused(PowerPoints,videos,
activitysheetsetc)OutlineofActivities
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
Duration Topic Materialstobeused(PowerPoints,videos,
activitysheetsetc)OutlineofActivities
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
8 2,5 hrsVideo club/teachings reflections
and discussions II
Teaching Strategies II
9 2,5 hrsVideo club/teachings reflections
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
Powerpoint slides/presentations 10
Reflection prompts, activity sheets etc 15
Videos 7
Figures etc 0
Assessment/evaluation documents 1
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
3.2.CYCO.WP6.TDPD6.1.ppt
3.3.CYCO.WP6.TDPD6.1.ppt
3.4.CYCO.WP6.TDPD6.1.ppt3.5.CYCO.WP6.TDPD6.1.ppt
3.6.CYCO.WP6.TDPD6.1.ppt
3.7.CYCO.WP6.TDPD6.1.ppt
3.8.CYCO.WP6.TDPD6.1.ppt
3.9.CYCO.WP6.TDPD6.1.ppt
3.10.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
4.3.CYCO.WP6.TDPD6.1. docx
4.4.CYCO.WP6.TDPD6.1. docx
4.5.CYCO.WP6.TDPD6.1. docx
4.6.CYCO.WP6.TDPD6.1. docx
4.7.CYCO.WP6.TDPD6.1. docx
4.8.CYCO.WP6.TDPD6.1. docx
4.9.CYCO.WP6.TDPD6.1. docx
4.10.CYCO.WP6.TDPD6.1. docx
4.11.CYCO.WP6.TDPD6.1. docx
4.12.CYCO.WP6.TDPD6.1. docx
4.13.CYCO.WP6.TDPD6.1. docx
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EuropeanUniversityCyprus(CYCO):inquiryforelementaryschoolscienceteachers
TeacherProfessionalDevelopmentProgramme:
WorkPackage6a
September2010
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1.1.Rationale&purpose
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
6 2,5 hrsVideo club/teachings reflections
and discussions I
Teaching strategies I
7 2,5 hrsVideo club/teachings reflections
and discussions II
Teaching strategies II
8 2,5 hrs
Video club/teachings reflectionsand discussions III
Teaching strategies III
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1.3. Notes for teacher educators on how to use PDP materials
1.4. Videos
Nine video excerpts are included in the TPDP which include subtitles accordingly
1.5. Comprehensive list of accompanying materials
Description Number
Advertising the TPDPs (brochure & application form) 2
Powerpoint slides/presentations 8
Reflection prompts, activity sheets etc 5
Videos 9
Figures etc 0
Assessment/evaluation documents 1
4. 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.TDPD6.1b.pdf
2.2.CYCO.WP6.TDPD6.1b.doc
5. PowerPoint slides/presentations
The following 10 ppt presentations accompany the 10 seminars which make up the TPDP
3.1.CYCO.WP6.TDPD6.1b.ppt
3.2.CYCO.WP6.TDPD6.1b.ppt
3.3.CYCO.WP6.TDPD6.1b.ppt
3.4.CYCO.WP6.TDPD6.1b.ppt
3.5.CYCO.WP6.TDPD6.1b.ppt
3.6.CYCO.WP6.TDPD6.1b.ppt
3.7.CYCO.WP6.TDPD6.1b.ppt
3.8.CYCO.WP6.TDPD6.1b.ppt
6. Reflection prompts, activity sheets etc
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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.
4.3.CYCO.WP6.TDPD6.1b.
4.4.CYCO.WP6.TDPD6.1b.
4.5.CYCO.WP6.TDPD6.1b.
7. Videos
5.1.CYCO.WP6.TDPD6.1b
5.2.CYCO.WP6.TDPD6.1b
5.3.CYCO.WP6.TDPD6.1b
5.4.CYCO.WP6.TDPD6.1b
5.5.CYCO.WP6.TDPD6.1b
5.6.CYCO.WP6.TDPD6.1b
5.7.CYCO.WP6.TDPD6.1b
5.8.CYCO.WP6.TDPD6.1b
5.9.CYCO.WP6.TDPD6.1b
8. Assessment/evaluation documents
7.1.CYCO.WP6.TDPD6.1b.docx
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EuropeanUniversityCyprus(CYCO):InquiryforPhysicssecondaryschoolteachers
TeacherProfessionalDevelopmentProgramme
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.
1.1.Rationale&purpose
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
1.7. Notes for teacher educators on how to use PDP materials
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1.8. Video:17 video excerpts are included with subtitles where necessary
1.9. Comprehensive list of accompanying materials
Description Number
Advertising the TPDPs (brochure & application form) 2
Powerpoint slides/presentations 10
Reflection prompts, activity sheets etc 15
Videos 17
Figures etc 0
Assessment/evaluation documents 2
9. 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.TDPD6.1c.pdf
2.2.CYCO.WP6.TDPD6.1c.doc
10. PowerPoint slides/presentations
The following 10 ppt presentations accompany the 10 seminars which make up the TPDP
3.1.CYCO.WP6.TDPD6.1c.ppt
3.2.CYCO.WP6.TDPD6.1c.ppt
3.3.CYCO.WP6.TDPD6.1c.ppt
3.4.CYCO.WP6.TDPD6.1c.ppt
3.5.CYCO.WP6.TDPD6.1c.ppt
3.6.CYCO.WP6.TDPD6.1c.ppt
3.7.CYCO.WP6.TDPD6.1c.ppt
3.8.CYCO.WP6.TDPD6.1c.ppt
3.9.CYCO.WP6.TDPD6.1c.ppt
3.10.CYCO.WP6.TDPD6.1c.ppt
11. Reflection prompts, activity sheets etc
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
4.2.CYCO.WP6.TDPD6.1c.docx
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4.3.CYCO.WP6.TDPD6.1c.docx
4.4.CYCO.WP6.TDPD6.1c.docx
4.5.CYCO.WP6.TDPD6.1c.docx
4.6.CYCO.WP6.TDPD6.1c.docx
4.7.CYCO.WP6.TDPD6.1c.docx
4.8.CYCO.WP6.TDPD6.1c.docx
4.9.CYCO.WP6.TDPD6.1c.docx
4.10.CYCO.WP6.TDPD6.1c.docx
4.11.CYCO.WP6.TDPD6.1c.docx
4.12.CYCO.WP6.TDPD6.1c.docx
4.13.CYCO.WP6.TDPD6.1c.docx
4.14.CYCO.WP6.TDPD6.1c.docx
4.15.CYCO.WP6.TDPD6.1c.docx
12. Videos
5.1.CYCO.WP6.TPDP.6.1c
5.2.CYCO.WP6.TPDP.6.1c
5.3.CYCO.WP6.TPDP.6.1c
5.4.CYCO.WP6.TPDP.6.1c
5.5.CYCO.WP6.TPDP.6.1c
5.6.CYCO.WP6.TPDP.6.1c
5.7.CYCO.WP6.TPDP.6.1c
5.8.CYCO.WP6.TPDP.6.1c
5.9.CYCO.WP6.TPDP.6.1c
5.10.CYCO.WP6.TPDP.6.1c
5.11.CYCO.WP6.TPDP.6.1c
5.12.CYCO.WP6.TPDP.6.1c
5.13.CYCO.WP6.TPDP.6.1c
5.14.CYCO.WP6.TPDP.6.1c
5.14.CYCO.WP6.TPDP.6.1c
5.15.CYCO.WP6.TPDP.6.1c
5.16.CYCO.WP6.TPDP.6.1c
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5.17.CYCO.WP6.TPDP.6.1c
13. Assessment/evaluation documents
7.1.CYCO.WP6.TDPD6.1c. docx
7.2.CYCO.WP6.TDPD6.1c. docx
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GaziUniversity:Interactivecomputersimulations/animationsinIBST/E
TeacherProfessionalDevelopmentProgramme
WorkPackage6k
September2010
Thisdocumentcontainsbriefinformationaboutthescope,rationaleandpurposeofourTeacher
ProfessionalDevelopmentProgram(TPDP)thatwillbedelivered,alongwithdetailsaboutitsduration,
outlineofmeetingsandactivities,alistofrelatedmaterialsandhowtheyareusedandnotestoteacher
educatorsthatmightbeusingtheseTPDPmaterials.
1.1.Rationale&purpose
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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
Discussionaboutteacheractionsinthesesubjects forfacilitatingstudentinquiry
Examininganimations,samplepptandlesson
plansforcreatingeffectivetechnology
enhancedscience
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environment
5 4hrs 7thgradeForceand
MotionUnitandteachingitwithinquiry
basedinteractive
computeranimations(IBICA)
4 animations
1lessonplan1sampleppt(forceand
motioncontent
knowledge)
Subjects:Examiningthespringsworkandenergy,kindsofenergy.
Theimportanceofteachingthesesubjectsinscience
Discussionaboutteacheractionsinthesesubjectsforfacilitating
studentinquiry
Examininganimations,
sampepptandlessonplansforcreating
effectivetechnologyenhancedscienceenvironment
6 3hrs 7thgradeForceandMotionUnitandteachingitwithinquiry
basedinteractivecomputeranimations(IBICA)
4 animations1lessonplan1sampleppt(forceandmotioncontentknowledge)
Subjects: kindsofenergy,conversionofenergy,simplemachines,energyandfrictionforce
Theimportanceofteachingthesesubjectsinscience
Discussionaboutteacheractionsinthese
subjectsfor
facilitating
studentinquiry
Examininganimations,samplepptandlessonplansforcreatingeffectivetechnologyenhancedscienceenvironment
7 4hrs 8thgradeForceand
MotionUnitandteachingitwithinquiry
basedinteractive
computeranimations
(IBICA)
4 animations
1lessonplan1sampleppt(forceand
motioncontentknowledge)
Subjects: buoyancy
forceinliquids,whysomeobjectsfloat?
Theimportanceof
teachingthese
subjects
inscience
Discussionaboutteacheractionsinthesesubjects forfacilitatingstudentinquiry
Examininganimations,samplepptandlessonplansforcreating
effectivetechnologyenhancedscience
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
Theimportanceofteachingthesesubjectsinscience
Discussionaboutteacheractionsinthesesubjects forfacilitatingstudentinquiry
Examininganimations,samplepptandlessonplansforcreating
effectivetechnologyenhancedscience
environment
7 2hrs AssessingthePDPand
feedbacks
6assessmenttools(after
PDP)
Assessmenttools
HowtobeamemberofProfessional
developmentwebsite
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3.1.GU.WP6.TPDP6.14.ppt
3.2.GU.WP6.TPDP6.14.ppt
3.3.GU.WP6.TPDP6.14.ppt
3.4.GU.WP6.TPDP6.14.ppt
3.5.GU.WP6.TPDP6.14.ppt
3.6.GU.WP6.TPDP6.14.ppt
3.7.GU.WP6.TPDP6.14.ppt
3.8.GU.WP6.TPDP6.14.ppt
3.9.GU.WP6.TPDP6.14.ppt
4.Reflection prompts, activity sheets etc
4.1.GU.WP6.TPDP6.14.doc
4.2.GU.WP6.TPDP6.14.doc
4.3.GU.WP6.TPDP6.14.doc
4.4.GU.WP6.TPDP6.14.doc
4.5.GU.WP6.TPDP6.14.doc
4.6.GU.WP6.TPDP6.14.doc
5. Interactive Computer Animations
5.1.GU.WP6.TPDP6.14.fla
5.2.GU.WP6.TPDP6.14.fla
5.3.GU.WP6.TPDP6.14.fla
5.4.GU.WP6.TPDP6.14.fla
5.5.GU.WP6.TPDP6.14.fla
5.6.GU.WP6.TPDP6.14.fla
5.7.GU.WP6.TPDP6.14.fla
5.8.GU.WP6.TPDP6.14.fla
5.9.GU.WP6.TPDP6.14.fla
5.10.GU.WP6.TPDP6.14.fla
5.11.GU.WP6.TPDP6.14.fla
5.12.GU.WP6.TPDP6.14.fla
5.13.GU.WP6.TPDP6.14.fla
5.14.GU.WP6.TPDP6.14.fla
5.15.GU.WP6.TPDP6.14.fla
5.16.GU.WP6.TPDP6.14.fla
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5.17.GU.WP6.TPDP6.14.fla
5.18.GU.WP6.TPDP6.14.fla
5.19.GU.WP6.TPDP6.14.fla
7. Assessment/evaluation documents
7.1.GU.WP6.TPDP6.14.doc
7.2.GU.WP6.TPDP6.14.doc
7.3.GU.WP6.TPDP6.14.doc
7.4.GU.WP6.TPDP6.14.doc
7.5.GU.WP6.TPDP6.14.doc
7.6.GU.WP6.TPDP6.14.doc
7.7.GU.WP6.TPDP6.14.doc
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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)
Outline of Activities
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
Powerpoint slides/presentations 9
Reflection prompts, activity sheets etc 0
Videos on five dvds 5
Figures etc 0
Assessment/evaluation documents 1
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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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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
TheWaterCycle Part6 Penny.avi
http://www.youtube.com/watch?v=PTSZIvVDbXY
TheWaterCycle Part7 Penny.avi
http://www.youtube.com/watch?v=HBw0HN12MpM
TheWater
Cycle
Part
8
Penny.avi
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http://www.youtube.com/watch?v=gxhc5oAE3a4
TheWaterCycle Part9 Penny.avi
http://www.youtube.com/watch?v=rtUm6oDi3IY
TheWaterCycle Part10 Penny.avi
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
TheElectricTorchPart3
http://www.youtube.com/watch?v=fPzKmCY2v7Y
TheElectric
Torch
Part
4
http://www.youtube.com/watch?v=0Uw_sN6c7Q
TheElectricTorchPart5
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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
TeacherProfessionalDevelopmentProgramme
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)
Outline of Activities
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