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1 / 29Centre for Educational Training, Assessment and Research (CETAR)
Innovations in Science Teaching
Gerrit J. Kuik
Vrije Universiteit – CETAR
De Boelelaan 1105, 1081 HV Amsterdam, The Netherlands
E: g.kuik@ond.vu.nl
3 / 29Centre for Educational Training, Assessment and Research (CETAR)
Outline of presentation
• The Dutch Educational System
• Quality control in the Dutch Educational System
• Predict – Observe – Explain: the tea bag
• Teacher training
• New science & math curricula
• POE: steel balls rolling towards a magnet
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The Dutch Educational System
Elementary school8 years
Age 4-12
HAVO5 years
Age 12-17
4 years
Age 16-20
High-level vocational
training (prof. bachelor)
2 years
Age 20-22
High-level vocational
training (prof. master)
VWO6 years
Age 12-18
University (BS)
3 years
Age 16-19
University (MS)
2 years
Age 19-21
University (Ph.D.)
4 years
Age 21-25
University (PGDE)
1 year
Age 21-60
VMBOAge 12-16
Mid-level vocational
trainingAge 16-18 to 20
2-4 years
4 yearsSecondary
education
Tertiary
education
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Four profiles in High School
• Culture and Society (CS)
• Economics and Society (ES)
• Science and Health (SH)
• Science and Technology (ST)
Compulsory part:
Dutch language, English language, physical
education, arts, religious education, general science,
German or French language.
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Quality Control in the Dutch Educational System
Inspectorate of Education
Primary
education7000/33%
Special
education~200/50%
Secondary
education750/75%
Vocational
& adult
education120/50%
NOA (Dutch Education
Accreditation)
Higher
education~50/25%
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Inspectorate of education
Results of
monitoring of
primary schools
available through
the inspectorate
website
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Inspectorate of education
Summaries are
presented in tables
Detailed reports
available as pdf-files
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Inspectorate of education
Secondary school quality card
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NOA (Dutch Education Accreditation)
Higher education institutions are accredited every 4 years by
an accreditation board composed of national and international
specialists selected by NOA.
Institutions provide data including a self-study before the
monitoring visit.
During the monitoring visits (2-day event) interviews are
conducted with staff and students.
European standards are followed based on Dublin descriptors.
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Predict – Observe – Explain: the tea bag
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Teacher training
HAVO5 years
Age 12-174 years
Age 16-20
High-level vocational
training (prof. bachelor)
4 yearsVMBOAge 12-16
4 years8 years
Elementary schoolAge 4-12
VWO6 years
Age 12-18
University (BS)
3 years
Age 16-20
University (MS)
2 years
Age 20-22
University (Ph.D.)
4 years
Age 21-25
HAVO5 years
Age 12-17
VWO6 years
Age 12-18
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Elementary teachers
• Students enroll from Culture & Society or Culture & Economy high school profiles → weak in mathematics.
• New compulsory math test → 30% drop in students!
• Salaries low as compared to other professions requiring similar level of education.
Shortage of teachers!!
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High school teachers
• Enrollment in science subjects low at universities → only very few students trained to become teachers.
• Salaries low as compared to other professions requiring similar level of education → 25 to 35% lower depending on age.
Shortage of teachers!
75% of teachers will retire within 7 years!!!
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New science & math curricula
17 / 29Centre for Educational Training, Assessment and Research (CETAR)
From didactical research it is known that…
• learning is enhanced when students are confronted with
a variety of authentic experiences rich in content that
match their interests;
• learning is enhanced when students can find a personal
challenge in the content and learning activities offered;
• comprehension is enhanced by active student activities;
• detailed analysis of an authentic problem approached
from various angles enhances the mastering of new
information.
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Key features
• Main objectives science and math programs should
meet.
• Contexts chosen relevant for key aspects of science
and math programs in high school.
• Student activities typical for scientists and
mathematicians.
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Physics/chemistry/biology as a subject
preparing for further studies
1. show the experimental and quantifying character resulting
in the formalization of theories in science, and demonstrate
its connection to mathematics;
2. offer content relevant to students in preparation of further
studies;
3. connect the content, methodology and applications of the
subject with other science disciplines;
4. include technical design skills as a student activity;
5. will inspire students from junior high school;
6. will continue to renew itself and will provide room to
incorporate new developments in science and technology.
The programs Main Objective
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Physics/chemistry/biology/math
contributing to personal development
The programs
1. stimulate teaching in a (technological) modern
learning environment;
2. leave room for implementations for students with
different interests; make it more interesting
particularly for female students;
3. offer the possibility to develop skills in the fields of
research, modeling, design and independent
learning;
4. illustrate typical professions of scientists and
mathematicians.
Main Objective
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Physics/chemistry/biology/math
as part of culture
The programs
1. expose students to discoveries in science and associated
cultural and technological developments;
2. illustrate the use and importance of science and
mathematics for a number of scientific and social
problems;
3. contribute to an appreciation of science in general, and in
particular for the subject taught.
Main Objective
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Cycle of scientific development of knowledge
prediction
design
analysis
recognitionknowledge
experience
observation, experiment
hypothesis, theory, model
abstraction
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Kobs’ learning model with contexts/concepts added
active
experimentation
reflective
observationknowledge
context
concrete experience
abstract conceptualization
concept
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Context-concept approach
context
activity
CONCEPT
orientation
processing
anchoring
An educational
model with key
feature that students
learn concepts
though contexts and
student activities,
providing them a
content-based motive
for development of
conceptual
knowledge
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Development and implementation
• Project groups and national examination board have defined the
new syllabi (after several rounds of consultations with teachers).
• Teachers (deloaded) develop educational modules under the
supervision of teacher trainers with support from experts.
• Educational modules are tested out in selected schools (including
experimental exam program).
• In a cyclic structure modules are revised. Revised materials
undergo a second cycle of revision.
• Implementation is monitored and researched by Ph.D. students.
• In 2010 new programs will be implemented nationwide.
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Developments in the UK and Germany
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POE: steel balls rolling towards a magnet
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N
NN
S
SS
Why the steel balls stop …
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Workshop on teachers’ training
in science education programs
Interested in looking at newly developed module?
Attend the workshop on Wednesday and learn more about
science teaching!
Medical imaging