the portfolio of anne bell · 2016-06-14 · developed by: sabine streller, claudia benedict, claus...

Developed by: Sabine Streller, Claudia Benedict, Claus Bolte (2007) Institution: Department of Chemistry Education, Freie Universität Berlin – Germany Homepage: www.chemie.fu-berlin.de/didaktik - Mail: [email protected]

Adapted by: -PROFILES Working Group (2011) www.profiles-projects.eu Overview – 1/19

THE PORTFOLIO OF ANNE BELL



Portfolio 2: Anne Bell The portfolio is an evidence of the professional development of Anne Bell

(pseudonym employed). The portfolio includes different tasks that teachers

were asked to present/design/write at different stages of the CPD workshop.

Contents

1. About myself: Description of the teacher.

2. About my class: Description of the school and class.

3. Reflection after the implementation of the module.

4. Reflection at the end of the CPD workshop.

5. Evaluation (by the CPD providers).

Appendix

The module (all parts)



About my self: Description of the teacher

My name is Anne Bell and I am a chemistry teacher in secondary education. I

hold a degree in Chemistry from the University of Athens as well as a post

graduate degree in Public and Private Management. I worked for many years

in the private domain. More specifically, I worked as a chemist at the

laboratories of several food and medicine companies.

I completed my pre-service training during 2009-10, where I was a chairman

of the Council Assembly of Τeachers. During the last four years I teach

chemistry at two different lyceums to 10th and 11th graders.

I decided to participate in the PROFILES European project in order to learn

more about inquiry as an approach of teaching and learning science.

About my class: Description of the school and class.

I have decided to implement the inquiry-based module "Natural Gas: A curse

or a blessing?" at the end of the school year (2012), only at one of the two

lyceums that I teach. Despite my wish to implement the inquiry-based module

in both of the lyceums that I teach, while the headmaster of the first lyceum

embraced the PROFILES project, my other headmaster was not really

supportive towards the PROFILES idea.

In the lyceum in which I will teach the module, there are six 11th grade classes

who study chemistry as one of their non major lessons. I will implement the

module in three out of the six 11th grade classes which are populated with

students of mixed abilities, aiming to motivate my students in learning

chemistry.



Reflection after the implementation of the module.

Scenario

I have started the lesson today trying to make the scenario regarding the

discovery of natural gas in Cyprus even more alive. More specifically, I

mentioned to the students that during the morning I had read in the

newspapers a new article regarding the discovery of natural gas and its

consequences for the island. After that, I introduced my students to the

scenario, explaining that there will be a conference on our island regarding

the consequences from the discovery of natural gas. In this context, students

should make an investigation in order to take an evidence-based stance in the

frame of the conference, supporting whether natural gas is a curse or a

blessing for our island.

Students were really motivated by the guiding question, which were asked to

investigate and I was really happy when I noticed that my students’ interest

had quickly increased.

Inquiry

During the first lesson, I spent much time to support my students in getting

familiarized with the STOCHASMOS web-based platform as well as with its

affordances. This point was really difficult for me since I had to support my

students in order to cope successfully with the technical aspects of the

platform as well as with the learning content.

During the next lessons, I felt that my students could work more

autonomously and this was very important for me. In addition, I was really

excited since I noticed that students, who were completely disengaged during



previous lessons, now they were deeply engaged and involved throughout the

inquiry-based process. My role was supportive. What I really wanted was to

promote a learning culture according which my students would interrogate the

sources provided, would think more critically and would develop evidence-

based arguments.

Decision-making

Watching my students working on their arguments I could even say that in

some cases, the participation rate in my class reached the 100%. I had never

expected that my students would work so passionately in order to reach an

evidence-based decision. By the end of the lesson, students were involved in

a hot debate, exchanging their views and discussing several aspects

regarding the consequences derived from the discovery of natural gas at our

island. In this context, I was really satisfied since I was a simple observer and

not a leader, as I used to be in my classroom. Therefore, the lesson was

much more improved when compared with traditional lessons in chemistry,

since my students could work more autonomously.



Reflection at the end of the CPD workshop

Before participating in PROFILES, I used to teach chemistry using more

traditional approaches. Despite the fact that I was often presenting the lesson

using audiovisual material (e.g. presentations, simulations, videos), my

students were always passive observers. I had never employed the inquiry

approach before, although I had heard during my pre-service studies that

inquiry is a promising venue to teach science. In addition, I used to start my

lessons with a short question rather that with a problem-based scenario

asking from students’ to take an evidence-based stance.

Participating in PROFILES I had the opportunity to learn more about the

inquiry approach as well as to develop and to implement an inquiry-based

module in my chemistry classes. In this context, what I found really impressive

is that when you employ inquiry, students are not passive observers anymore.

Instead students work as true scientists. They investigate, they interpret and

evaluate new information, and they draw conclusions. To sup up, students

become critical thinkers in their effort to reach in evidence-based decisions.

I have also enjoyed my collaboration with the other colleagues in the frame of

the participatory design approach, during the development of our module.

Despite the fact that in some cases the process was very time-consuming and

resulted in many disagreements between us, we had the opportunity to

interact between us and to exchange expertise and useful ideas. Through

this process we resulted in a final module, which was very well-informed given

that it was designed by a group of teachers rather from an individual.



Evaluation (by the CPD providers)

Anne Bell (a pseudonym) was an ordinary chemistry teacher, teaching

secondary school chemistry for 4 consecutive years. When she heard about

the PROFILES “call for participation” she was teaching at two different public

schools to 10th and 11th graders, using mostly teacher-centered and traditional

approaches such as lectures or demonstrations. As she reported: “The lesson

was usually presented employing a projector. Students were just discussing

the new information that was presented to them… Scientific knowledge was

provided to the students, just like pre-prepared food in a plate”.

Before participating in PROFILES, as Anne mentioned, she heard some

things about inquiry, but she never had the chance to design an inquiry-based

module or to teach employing the inquiry approach. Thus, Anne entered the

first teachers’ network of PROFILES Cyprus with the willingness to learn more

about inquiry-based science education.

Anne was one of the most active teachers during the PROFILES 2011-12.

She attended almost all of the PROFILES workshops provided during the

CPD and thus, she enriched her pedagogical content knowledge regarding

issues related to what inquiry is, the role of teachers and students in an

inquiry-based learning environment or how new technologies could support

inquiry-based learning. In addition, Anne was always present in the web-

based meetings of the PROFILES chemistry group and had a great

contribution for the development of the inquiry-based module “Natural gas: A

curse or a blessing?” More specifically, reflecting on the process of

participatory design, she mentioned that: “”Despite the fact that in some cases

the process was very time-consuming and resulted in many disagreements



between us, we had the opportunity to interact between us and to exchange

expertise and ideas.”

When the participatory design process was completed and the inquiry-based

module was ready for implementing, Anne expressed the desire to try out the

PROFILES approach with as many of her students as possible. In this

context, she expressed that she was willing to implement the inquiry-based

module in both of the schools that she was teaching. Unfortunately, while the

headmaster of the first lyceum embraced the PROFILES philosophy and

encouraged her, the headmaster of the second lyceum took a negative stance

towards the project. As a result, Anne implemented the inquiry-based module

in four different classes that she was teaching in the first lyceum.

Anne, reflecting on her implementations, contrasted her inquiry-based lessons

with her teacher-centered approach that she used to employ before

PROFILES. Focusing on the inquiry-based intervention she highlighted how

her students were transformed in active thinkers than passive listeners and

she also emphasized how students that used to be really disengaged,

presented an increased interest. As she reported: “Kids that were not really

interested in chemistry due to the approach that I used to employ, now seem

to be more interested and motivated to work”. In addition, Anne expressed her

enthusiasm since as she explained inquiry was not only about motivating the

students, but as she observed students could understand much better the

scientific concepts underlying their investigation. Therefore, is not a surprise

that after the end of the intervention, Anne mentioned that inquiry had been

integrated in her teaching repertoire, explaining that she would continue

teaching chemistry through inquiry.



PROFILES IBSE Teaching/Learning Materials – Overview Compiled by the PROFILES Working Group of the Cyprus University of Technology

A module for Science Instruction (Chemistry)

for Grade 10

Developed by PROFILES Chemistry Group (2011): Yianna Symeonidou (Coordinator), Eva Giamoumi-Hadjithekli, Paraskevoulla Fotiou-Michael, Giorgos Miliotis, Maria Tsierkezou-Georgiou, Eleni Dieronitou, Andreas Hadjistyllis, Tasoulla Moullotou, Marina Koutsou.

CUT PROFILES team members who have worked on this document:

Dr. Eleni A. Kyza, Yiannis Georgiou.

Abstract This set of activities allows students to work collaboratively in a guided inquiry

approach to provide an evidence-based answer to the question: “Natural gas: A

curse or a blessing?” based on the data they will gather through their investigation.

The activities will also allow students to acquire a basic understanding of the science

related to natural gas and to consider several aspects regarding the advantages and

disadvantages of the natural gas.



Subject: Chemistry/Natural Sciences

Grade Level: 10th grade

Curriculum content:

Fossil fuels (Natural Gas)

Kind of activity: Web-based inquiry environment, computer-based activities, group discussions and discussions, whole-class discussions, debates.

Anticipated time: 5 lessons x 40 min

Overall Objectives/

Competencies:

Basic scientific knowledge about natural gas, reflective scientific inquiry, evidence-based reasoning, decision-making skills, communication and working in groups, ICT skills.

Related Sections

1. Students’ activities Describes the scenario in more detail and

the tasks the students should perform

p. 3

2. Teacher’s guide Suggests a teaching approach p. 7



PROFILES IBSE Students’ Activities

Outline In this PROFILES module “Natural gas: A curse or a blessing”, you are invited to

formulate assumptions, to raise questions and to investigate several sources related with

the issue trying to find some answers for the initial question posed. During this process

you will acquire a basic understanding of the science related to fossil fuels and more

specifically to natural gas and you will realize that our decisions should take into account

several aspects of an energy resource – in our case the advantages and disadvantages

of natural gas both for the environment and our daily lives. At the same time, you will

experience how scientists usually work, as scientific work does not only include

conducting experiments but also includes looking for information and working with

sources.

Scenario During the past months, several investigations have taken place in our island regarding

the detection and mining of natural gas – a very important issue for Cyprus and its

citizens. Within this framework, a conference will be held aiming to inform the citizens of

the island about several environmental issues that may emerge from mining the natural

gas. You will participate in the Conference as a team of scientists that will present and

explain this new environmental condition using as much evidence as you can. Your aim

is to provide an answer to the question: "Natural gas: A curse or a blessing?" To

accomplish your mission, you will have to explore several sources about the natural gas,

its relation with the environment and its use as an energy resource.

Figure 1: The scenario



Inquiry Environment

A. Visit the “Library” – Read and investigate the sources that you will find there in order to obtain basic scientific knowledge about natural gas (what is it, its characteristics, its uses, its detection-mining-transportation process).

Figure 2: Library

B. Visit the “Advocators” field – If you belong into one of the advocators’ group

then visit the “Advocators” field in order to get informed about the advantages of

natural gas

Figure 3: Advocators



C. Visit the “Prosecutors” field – If you belong into one of the prosecutors’ group

then visit the “Prosecutors” field in order to get informed about the disadvantages

of natural gas

Figure 4: Prosecutors

D. Visit the “Debate” field – Read the guidelines given and prepare according to

your role about the debate between the advocators and the prosecutors.

Figure 5: Debate



STOCHASMOS Reflective Workspace

Activity 1: This template will help you to record the scientific information that you gathered about the natural gas as an energy resource (what is it, its characteristics, its uses, its detection-mining-transportation process).

Figure 6: Basic scientific information

Activity 2: This template will help you to record the information that you gathered about the advantages of natural gas.

Figure 7: Advantages



Activity 3: This template will help you to record the information that you gathered about the disadvantages of natural gas.

Figure 8: Disadvantages



PROFILES IBSE Teacher’s Guide Module Content In the PROFILES module “Natural gas: A curse or a blessing?” the students will have the

opportunity to acquire a basic understanding of the science related to natural gas and

that our decisions should take into account several aspects of an energy resource – in

our case the advantages and disadvantages of natural gas both for the environment and

our daily lives. At the same time one central aim of this module is that children will

experience how scientists usually work, as scientific work does not only include

conducting experiments but also includes searching for data and evaluating sources.

This, in turn, calls for questions to be raised and assumptions to be formulated regarding

the investigation of several sources related with the advantages and disadvantages of

natural gas, trying to find some answers for the initial question posed. This module,

hosted in STOCHASMOS platform, will help you in doing exactly that. We want to

achieve an awareness for socio-scientific questions in the students, thereby offering them

the opportunity to partake in a decision-making process, as during this module students

according the scenario are asked to take a stance to the socio-scientific question “Natural

gas: A curse or a blessing?”. In order to do so, in this module students will have to be

engaged in processes of evaluating data so as to act effectively. In this way we would

like our students to adopt a more inclusive view of science and to realize that science is

not only about experimental setups.

Introduction The teaching module described in the following pages runs on the STOCHASMOS web-

based teaching and learning platform (Kyza & Constantinou, 2007), accessible at

http://www.stochasmos.org.

Figure 9: The STOCHASMOS web-based platform

http://www.stochasmos.org/



To preview the web-based learning environment visit the webpage

www.stochasmos.org/students and enter the following login details:

Username: CGE1

Password: NGE1

Please note that, in order to use this environment with your students, you would need to

create a copy of this environment, using your STOCHASMOS authoring account.

Overall Objectives/Competencies This project enables students to:

a. Learn about basic concepts, such as heating, insulation, heating transmission.

b. Provide an evidence-based answer to how they should insulate their classroom.

c. Realize both the importance of natural gas use in comparison to the other fossil fuels

and the possible dangers may derive from its use for the natural environment

d. Develop ICT skills and work effectively in groups.

Learning Outcomes by Lesson At the end of lesson1, students are expected to:

State the scenario/mission of the learning environment in their own words.

Obtain basic scientific knowledge about natural gas (what is it, its characteristics,

its uses, its detection-mining-transportation process).

Work effectively in groups of two or three.

At the end of lesson 2, students are expected to be able to:

Investigate and to realize the advantages and disadvantages of the natural gas,

according to their role (advocators or prosecutors) and to take a positive or a

negative stance towards natural gas.

Work effectively in groups of two or three.


Summarize the advantages or disadvantages of the natural gas, according to

their role, and to document their position.

Develop an evidence-based presentation, by composing all the data they

gathered.


Provide an evidence-based answer to the guiding question “Natural gas” A curse or

a blessing?”

Present their decision through a debate.

http://www.stochasmos.org/students



Suggested Teaching Strategy

1. In order to teach this module, students should have already been taught about fossil

fuels (coal, petroleum) and combustion.

2. This project requires familiarization with the STOCHASMOS platform hosting the

web-based learning environment. The STOCHASMOS platform (Kyza &

Constantinou, 2007) is the web-based learning and teaching platform, which

was used to support the development and hosting of various learning environments

for inquiry-based teaching and learning (for more details visit:

http://www.coreflect.org/nqcontent.cfm?a_id=4460&tt=coreflect&lang=en).

3. The learning environment comprises of a) the Inquiry Environment which provides

information on insulating materials and students’ mission inside the learning

environment, and b) the Workspace which consists of different templates created by

the teacher in order to support students’ evidence-based argumentation on how to

insulate their classroom.

4. For the purposes of this project four templates have been created:

Basic information – it supports students to record the basic information they gathered about the natural gas (what is it, its characteristics, its uses, its detection-mining-transportation process).

Advantages – it supports students to record the information they gathered about the advantages of natural gas.

Disadvantages – it supports students to record the information they gathered about the disadvantages of natural gas.

Students can access the templates from the STOCHASMOS WorkSpace.

5. In lesson 1, the students are introduced to the topic of the project and the socio-

scientific scenario about the natural gas. When students are informed about their

mission, they proceed to the first section of their investigation according which they

obtain several scientific information about natural gas, through several sources in

“Library”. Within this lesson students complete the “Basic information” template in

the workspace. The teacher supports the students through group or whole-class

http://www.coreflect.org/nqcontent.cfm?a_id=4460&tt=coreflect&lang=en



discussions and asks students to gather evidence in order to support their

answers.

6. In lesson 2, the students are divided in two groups, the advocators and the

prosecutors. The advocators investigate information regarding the advantages of

natural gas, they capture relevant evidence and they complete the “Advocators”

template in the workspace. Following the same reasoning, the prosecutors

investigate information regarding the disadvantages of natural gas, they capture

relevant evidence and they complete the “Prosecutors” template in the workspace.

The teacher supports the students through group or whole-class discussions and

asks students to gather evidence in order to support their answers.

7. In lesson 3, the groups of advocators and the groups of the prosecutors prepare an

evidence-based presentation, in order to present their stance, positive or negative

about the natural gas, based on their investigation. The teacher supports the

students through group or whole-class discussions and provides feedback.

8. During the last lesson, the groups of the advocators and the prosecutors, are

involved into a debate and each group takes a stance for or against the natural

gas. Within this process teacher takes the role of the coordinator, orchestrating

the debate, provoking students to present their evidence and asking both groups

to document and to explain their reasoning.

the portfolio of anne bell · 2016-06-14 · developed by: sabine streller, claudia benedict, claus...

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