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Empowerment and learning results with talented pre-university science
students in an enriched learning environment
Ton van der Valk & Albert PilotE-mail to a.e.vandervalk@uu.nl
21st Symposium on Chemistry and Science Education, Dortmund, May 17 – 19, 2012
Main points
• JCU students programme: a working place for improvement of upper secondary science education
• Research project: characteristics of a learning environment adapted to talented students
• Consequence: towards differentiated lessons in secondary schools: the JCU teacher professionalisation programme
JCU: three programmes
• Cooperation: – Utrecht University– 28 schools from Utrecht region
• Three programmes– Students programme (since 2004)– Teachers programme (since 2005)– Programme for school development (since 2011): U-
Talent
• Financed by– The partner schools– Utrecht University– Governmental organisations
JCU student programme
• 2 years of ‘enriched’ science education • 100 grade 11- and 12-students from partner schools• Lessons on Monday and Tuesday• By university and secondary school teachers • Math, physics, chemistry, biology, NLT• JCU characteristics Student results • 6 cohorts (260 students) have passed national
examinations since 2004• >80% opt for science study• 40% opt for Utrecht University
Selection of JCU students
Selection in three steps• Self-selection• Selection by their home schools• Selection by JCU (motivation letter; interview)
Criteria:
– Motivated for science– High grades in all subjects– Have room for ‘enrichment’– Capable of independent learning
The issue: empowering talented students
• Talented secondary students should be empowered by science education
• Regular education does not offer them enough challenge
• Tailor learning environment to talented science students
Which specific characteristics of an enriched learning environment contribute to empowerment of talented science students?
Theoretical framework: LEAT characteristics
Characteristics of Learning Environment Adapted to Talented students (LEAT):
1. School culture of excellence2. Teaching approach geared to talented students3. Talented students meet talented students4. Compact curriculum; accelerated pace5. Enrichment: topics beyond syllabuses6. Open assignments and investigations
Heller e.a. (2002) Internat. Handbook of Giftedness an Talent
Theoretical framework: empowerment
• Empowerment: students feel challenged and competent to accomplish their tasks and feel their effort really matters
• Three dimensions:– Meaningfulness– Competence– Impact(Frymier et al. 1996; Thomas and Velthouse 1990)
Research design
Quantitative:• Student empowerment + dimensions• Students’ perception of the effect of the
characteristics on empowermentQualitative:
• Students’ views on (dis)advantages JCU
Research methods
• Learner empowerment measure (n=75)– Digital questionnaire (26 items; alpha .86)
based on Frymier e.a. 1996
• Effect of curriculum characteristics (n=75)– Digital questionnaire relating 3 dimensions to 6
characteristics (18 items; alpha .90)
• Interpretation with qualitative data (n=97)– Q: (dis)advantages in participating in JCU?
Results 1 Empowerment
Mean scores ± s.d. (n = 75)empowerment 3.85 ± .40
competence 3.91 ± .62meaningfulness 3.88 ± .51impact 3.70 ± .51
• No significant differences between grade 11 and 12• Competence: girls< boys• But no significant differences in marks boys and girls
JCU students felt empowered in all 3 dimensions girls felt less empowered in competence, but were not less
competent
Results 2: effects characteristics on
empowermentEffect of characteristics on
empowerment
1. JCU atmosphere 4.05*2. Enrichment 3. Teaching approach 4. Research orientation5. Talent meet talent 6. Accelerated 3.46*Combined characteristics have lower effect on
Impact dimension of empowerment
Interpretation using qualitative data - 1
• Accelerated curriculum
• Talent meets talent
+ Students appreciate acceleration and meeting talented peers
– But the pace and expectations are (too) high– New working attitude and habits have to be
developed
Interpretation using qualitative data - 2
• Research oriented • Teaching approach• Enrichment
+ Students appreciate these characteristics
+ Students experience freedom, challenge, respect for their contributions in and out classes
- But ask for more freedom for making choices, making more contributions
• JCU atmosphereVery positive inside and outside the classroom
Conclusion
Students feel empowered by the JCU setting as a whole. All characteristics add to empowerment, but the Impact dimension can be reinforced.
Even a selected group of gifted students needs differentiated learning environment
Add a characteristic
A seventh LEAT characteristic has to be added:
• possibilities for choices and student contributions
Adaptations in the JCU-curriculum since
2008• Better balance between acceleration and
enrichment• Students can choose between
enrichment modules• Introduction of a differentiation period in
the time schedule• See: optional assignments on
www.betadifferentiatie.nl
The JCU teacher Programme
Three step development and dissemination model1. JCU has developed 15 enrichment modules; taught in
JCU by university teachers2. Teachers from partner schools have tested the modules
in their regular classes adaptation3. Certification for a new science subject: NLT nation-
wide available
• 2 modules have been translated:– The Dynamic Earth– The Molecules of LifeDownloadable: www.uu.nl/jcu --> english
Since 2011: JCU school development programme
• Ministry of Education policy: promote ‘science excellence’ in secondary schools
• 2011/12: pilot project• 2012/16: U-Talent: talent development
programmes in 25 JCU partner schools, aiming at differentiation within schools– U-Talent programmes grade 7 – 12– Including student activities in university– A student U-Talent certificate enabling entrance to honours
programmes in university– Teacher professionalisation course ‘promoting excellence’
Implications for science education research &
development• How can ‘science excellent’ programmes in
JCU-schools meet the seven ‘LEAT characteristics’?
• How can these programmes contribute to an overall change in learning atmosphere in the schools?
• Implementation of differentiated lessons nationwide?
• Will this result in improvement of students results (e.g. PISA scores; more science students)?
Thank you for your attention
QUESTIONS?