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8/8/2019 S-TEAM: Collected papers no.5: Teacher Professional Development in Scientific Literacy, Drama and Student Interests
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S-TEAM
WP 8 Traini
Drama, Scientific
October 2010Report
Deliverable 8b
dfundingfrom
[FP7/2007-
234870.
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thasreceive
Com
munity's
ewor
kProgramm
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TheS-Teamp
theEuropean
SeventhFram
2013]under
g materials Part 1
iteracy and Student Interest
8/8/2019 S-TEAM: Collected papers no.5: Teacher Professional Development in Scientific Literacy, Drama and Student Interests
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8/8/2019 S-TEAM: Collected papers no.5: Teacher Professional Development in Scientific Literacy, Drama and Student Interests
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S-TEAM deliverable 8b: Drama, Scientific Literacy and Student Interest
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S-TEAMdeliverable8b:WP8TrainingmaterialsPart1:Drama,ScientificLiteracyandStudentInterest
Tableofcontents
Preface............................................................................................................................................ 2S-TEAMProduct8.2:ProfessionalDevelopmentProgrammeinScientificLiteracy........................... 4S-TEAMProduct8.3:TeacherProfessionalDevelopmentProgrammeontheUseofStudents'
QuestionstomaximiseStudentInterestinBiology ......................................................................... 19S-TEAMProduct8.4:TeacherProfessionalDevelopmentProgrammeonDramaandScientific
Literacy .............................................................................................................................................27References................................................................................................................................ 46
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Preface
Thisdocumentcombinesthetrainingmaterialsofthreeseparatesub-projectswithinWorkpackage8,
whichdealswithScientificLiteracyinrelationtoinquiry-basedscienceteachingandlearning(IBST/L)
Workpackage8a(product8.2)
WP8a(UniversityofCopenhagen)incorporatesresearchandpracticebasedmethodologiesforachieving
scientificliteracyteachingcompetenciesintoatrainingpackageforteachereducators.Thispackagewill
includeannotatedvideosequencesofteachingforscientificliteracy.Itwillbedesignedtobeuseablein
severalways,includingworkshops,shortcoursesandon-line.
Workpackage8b(product8.3)
WP8b(IsraelInstituteofTechnology-Technion)isdevelopingteachingmethodsforscientificliteracyusing
student-interest-focusedbiologylearningmaterialsandteachingstrategies.
Manystudentsfindstandardsciencecurriculalargelyoutoftouchwiththeirpersonalinterests.Thisfactor
contributestothedecliningnumberofstudentswhochoosetopursuescientificstudiesandcareers.Inthis
workshopteacherswilldevelop,enactandevaluateteachingmaterials,whicharebasedonstudents'
genuineinterests,asreflectedbytheirquestions.Acomparisonofthemesemergingfromstudents'
questionswiththecontentdictatedbythesyllabusisusedtoidentifyoverlapsbetweenthesyllabus
requirementsandgenuinestudents'interests,aswellasmissingthemes,whicharenotaddressedbythe
formalsyllabus.Thisway,teacherswillbeabletoharnesstheindividualinterestsoftheirstudents'to
createsituationalinterestintheirbiologyteaching.
Workpackage8c(product8.4)
Dramaandscientificliteracy
WP8c(IITincollaborationwithNTNU)hasproducedatrainingpackageontheuseofdramatoenhance
motivationandcognitiveprocessesinrelationtoscientificliteracy.(NTNU'scontributionwillcomefrom
thefourstorylinesonwaterdevelopedinWP8d,dueinMonth24,April2011)Theaimofthistraining
packageistoconstructaworkshopenrichingtheteacherwithtoolsadaptedfromtheatreanddrama,with
theintentionofachievinghigherstudentengagementinscience.Theprojectwillfocusontwomainpoints.
(1)Providingtheteacherwithpresentationaltools.Theroleoftheteacherhasoftenbeencomparedto
thatofanactor,andindeedthereisanoverlapofmanyskillssuchaspresentation,presence,theabilityto
tellastory,etc.Sharpeningthesetoolsusingtechniquesdrawnfromtheatrecanhelpteacherswhen
presentingtotheclass.Thefirstpartoftheplannedworkshopwillfocusontheteacher.
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(2)Providingtheteacherwiththeatricaltoolstobeusedbythestudents.Theatricaltools,suchasrole-play
maybeusedtodepictscientificconceptsmakingthelessonmoreexcitingandlively.Othertoolssuchas
forumtheatrecanbeusedtoraisemoralandethicalissuesinvolvingscienceinanengagingmanner.The
abilitytoconductsuchdiscussionsisatthefoundationofscientificliteracy.Thesecondpartofthe
workshopwillprovidetheteacherwithdifferentmethodsofplay/dramathatcanbeusedaslearningactivitiestogetherwiththestudents.
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S-TEAMProduct8.2:ProfessionalDevelopmentProgrammeinScientific
Literacy
RobertEvans,DepartmentofScienceEducation,UniversityofCopenhagen
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Rationale&purpose
TheoverallgoalofWP8istoprovidespecialistinputinthefieldofscientificliteracy,producingpackages
designedtostimulateteacherself-efficacyandtheuseofscientificliteracyasamotivatingconcept.Partof
theUniversityofCopenhagens(UCPH)contributiontothisgoalistoincorporateresearchandpractice
basedmethodologiesforachievingscientificliteracyteachingcompetenciesintoatrainingpackagefor
teachereducators.Thispackagewillincludevariousnationalexamplesintheformofvideosofteachingfor
scientificliteracy.Itwillbedesignedtobeuseableinseveralways,includingworkshops,shortcoursesand
on-line.Throughthisprofessionaldevelopmentprogram(PDP),WP8willkeepscientificliteracyand
student/teacherengagementatthecentreofS-TEAM,relatingthesetowiderissuesofteacher
competenceandstudentmotivation.
Differentiationbetween8.2andteachereducatorprofessionaldevelopmentpackages6.7and
6.8developedforWP6
Theworkbook(6.7)andprofessionaldevelopmentpackage(6.8)developedbyWP8forWP6weredesigned
tointroduceteachereducatorstoatwo-dayteacherdevelopmentworkshopwhichtheycouldthen
replicateintheirownin-serviceandpre-servicemethodsinstructionforprimaryandsecondaryscience
teachers.Thisprofessionaldevelopmentpackage(8.2)isbroaderandmoreflexibleinscopeinthatwhile
alsodesignedforteachereducators,itpresentsanarrayofdevelopmentactivitiesthatcanbeconfigured
inavarietyofwaysincludingasaone-meetingworkshop,sequentialworkshops,shortcourse,andon-line
courses.
Arrayofelevendevelopmentactivities
Self-efficacy
Goal:Developteacherself-efficacywithIBSTtoincreasethelikelihoodthattheywilluseinquiryintheir
teachingandtomeasureandtracktheeffectoftheIBST-unitsinincreasingIBSTrelevantself-efficacy.
Method:Measureself-efficacybeforethefirstIBST-unitandperiodicallyafterwards,includingwhen
teachersreturntotheirclassrooms.Consciouslyusefourmethodsforincreasingself-efficaciesamong
participants:enactivemasteryexperiences,vicariousexperiences,verbalpersuasionandphysiologicaland
affectivestates.
Activity Duration Topic Materialstobeused OutlineofActivities
Self-
efficacy
10
minutes
Pre-activity
self-efficacy
Self-efficacyinstrument* Completetheself-efficacy
instrumentwithnamesorself-
identifyingsymbols
Usefourmethodstoincrease
self-efficacyduringTPD
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Conceptionsaboutinquiryteaching
Goal:ElicitconceptionsaboutIBSTandscientificliteracytodiscoverjustwhereparticipantsstandintheir
basicunderstandingoftheseconcepts.Suchperceptionsareusefulbothformakingteachingdecisionsand
assessingmoduleeffectiveness
Method:Useopen-endedquestionnairetoassessconceptionsbeforemajormethodsteachingsequences
andattheconclusionofdevelopmentprogrammes
Activity Duratio
n
Topic Materialstobeused OutlineofActivities
Conceptions
about
inquiry
teaching
10minutes
Elicitationofconceptions
aboutIBST
andscientific
literacy
Pre-conceptionsquestionnaire*
Writtenpre-conceptionsquestionnaires
Sharinganexperiencewithscienceinquiry
Goal:Togiveallparticipantsanauthenticexperiencewithinquiryatalevelthatisbothfreshand
challengingtothem.Theanalysisanddiscussionoftheactivitycanstimulaterenewedunderstandingand
motivationtoemulateinquiryteachingstrategies.
Method:Teachthelessontotheparticipants(about40minutes)andsharereflectionsaboutthe
experienceafterwards.
Activity Duration Topic Materialstobeused OutlineofActivities
Sharing
an
experie
nce
with
science
inquiry
45
minutes
Clarification
ofconceptof
InquiryBased
Science
teaching
through
experience
KomodoDragon
PowerPoint*
KomodoDragon
transparency*
Transparencymarkerpens
Hand-outsofDNA
sequencesforKomodo
Dragon*
A.Experiencea30minute
scienceinquirylesson
Thislessonwillfollowa6Es
learningcycleapproachto
inquiryteachingandbe
specificallylinkedtoscientific
literacyobjectives(seeFigure1
forthemodel)
Shortmodelbasedexplanation
ofwhatwemeanbyInquiry
BasedScienceTeaching
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Inquiringintoinquiry
Goal:Discovertheelementsofinquirythroughreflectionanddiscussion.
Method:FacilitateparticipantconstructionoftheconceptofIBSTbyanalyzingagiveninquirylessonto
discoveritsfundamentalsequencesandelements.Introduceanomenclatureforthediscoveredelements
ofinquiry(e.g.engage,explore,explain,extend,evaluate).
Activity Duratio
n
Topic Materialstobeused OutlineofActivities
Inquiring
into
inquiry
30
minutes
Clarification
ofconceptof
InquiryBased
Science
teaching
through
discussion
Figure1:6Es* Groupdiscussionofexperience
withinquirylesson
Usetheirobservationsof
lessontoclarifyinquiry
teaching
Togetheridentifyelementsof
lessontowardsdevelopmentofalearningcyclemodelof
inquiryinstructionand
evolutionofmodel(Figure1)to
beusedfortherestofthe
workshop
Shortmodelbasedexplanation
ofwhatwemeanbyInquiry
BasedScienceTeaching
Exploreinquiryteachingvideos
Goal:Discoverbothgoodanddeficientexamplesofteachersusinginquiryteachingmethods.
Method:WatchshortsegmentsofscienceteachersusingIBSTmethodstoidentifywhichoftheteaching
actsresultininquiryamongstudentsandwhichdonot.
Activity Duratio
n
Topic Materialstobeused OutlineofActivities
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Explore
inquiry
teaching
videos
75
minutes
Exploring
videosof
teachingfor
inquiry
methodsand
scientific
literacy
Videoexamplesat:http://www1.ind.ku.dk/mtg/wp3/sci
entificliteracy/videos
VideosonS-TeamUSB
drives
S-Teamearphones
Participantlaptopcomputers
A.UseUSBstoredvideos(or
theWebsite)toexploreshort
teachingvideosofscience
teachersusinginquirytoteach
forscientificliteracy.
Groupsofteachers(same
contentareas)together
exploreanddiscussvideosof
inquiryscienceteachinglinked
toscientificliteracygoalsin
theircontentarea.Several
videosineachcontentareaare
analyzedbyparticipants.
Thegoalistoobserveandnote
whatmakesaspecificaspectof
ateachingvideoanexampleof
inquiryteachingbasedonthemodelinFigure1.Participants
willdiscoverwhatpartsare
goodandnot-as-good
examplesofinquiryteaching.
Heretheyarebothapplying
theirevolvingunderstandingof
IBSTandexploringnew
examplesofitsuse.
B.Wholegroupsharingof
whichelementsofthevideosareexamplesofinquiry
teachingandwhicharecontra-
examples
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ExplorationofmeaningofScientificLiteracy
Goal:Discoverthemeaningofscientificliteracyinbothnationalandinternationalcontexts.
Method:Useinquirymethodstocompareandcontrastconceptmapsofwhatscientificliteracymeansin
differentcountries.Discusssimilaritiesanddifferences.
Activity Durati
on
Topic Materialstobeused OutlineofActivities
Exploratio
nof
meaning
of
Scientific
Literacy
90
mins
Explorationof
what
Scientific
Literacy
meansin
severalEU
countriesandPISA
PowerPointaboutusingSL
mapstounderstandSLin
differentcountries*
Mapexamplesat:http://www1.ind.ku.dk/mtg/wp3/sci
entificliteracy/maps
MapsonS-TeamUSBdrives
A.Exploretheconceptof
scientificliteracyinPISAand
severalEUcountries
SituateconceptmapsofSL.
Verybrieflyshow,viappt,how
conceptmapsofscientific
literacyaremadesothatallcanunderstandhowtoread
themapsnotenoughdetail
toactuallyevermakethem
Useconceptmapdatastored
onUSBdrives(ortheWebsite)
toexploretheconceptmapsof
scientificliteracyasdefinedin
PISAandseveralother
countries.
Preparetoanswerthesequestions:
Whatsimilaritiesand
differencescanyouidentify
amongthesedefinitions?
Usingthecomparativecluster
maps,whatarethelarge
generalissuesofscientific
literacycommonlyaddressedin
thesedefinitions?
HowdotheseotherdefinitionsofSLcomparetoyourown
countrysdefinition?
B.Wholegroupsharingofthe
mapexplorationswiththegoal
ofconstructingbothgeneralEU
andnationalperspectiveson
scientificliteracygoals.
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Discoverandprepareforcross-disciplinaryopportunitiesforteachingscientificliteracy
Goal:Discoversynergiesamongdifferentdisciplineswhichprovideopportunitiesforcross-disciplinary
teachingofscientificliteracy.
Method:Comparingandcontrastingvariousnationalscientificliteracyconceptmapsprovidesuggestions
andevenobligationsfornon-scientificconceptswhichrelatetoscientificliteracytobetaughtinscience
classrooms.Then,anexampleofaninterdisciplinaryapproachtoteachingaboutclimatechangeisshared
withtheparticipants.
Activity Durati
on
Topic Materialstobeused OutlineofActivities
Discover
and
prepare
forcross-disciplinar
y
opportunit
iesfor
teaching
scientific
literacy
90
mins
Findinginthe
existing
national
statementsofscientific
literacy,ideas
forcross-
disciplinary
teaching
Mapexamplesat:http://www1.ind.ku.dk/mtg/wp3/sci
entificliteracy/maps
MapsonS-TeamUSBdrives
Theoreticalbasisandexampleofcross-
disciplinaryteachingabout
climatechangeppt*
A.Exploretheconceptof
scientificliteracyinPISAand
severalEUcountries
UseconceptmapdatastoredonUSBdrives(ortheWebsite)
tofindcallsforusingboth
scienceandotherdisciplinesto
achievescientificliteracy
Preparetoshare:
-Whatandwherearethese
synergiesfound?
-Anoutline,followingthe6E
model)ofalessonusing
interdisciplinaryobjectivesand
methodstomeetascientific
literacyobjective
B.Wholegroupsharingand
discussionofthesesynergies
andlessonoutlines
C.Consideranexampleof
lessonsaboutclimatechange
usinginterdisciplinary
approaches
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Creatingandteachingshortinvitationstoinquiry
Goal:Applyunderstandingaboutinquirybycreatinganinvitationtoinquiryforstudentsintheircontent
area.
Method:Insmallgroups,participantscreatefiveminuteinvitationstoinquirywhichcouldbeusedtoset-
upaninquirylessonwithaclass.Thegroupactuallyteachesthisinvitationtotheworkshopparticipants.
Alldiscusseachlessonlookingforgoodelementsofinquiryteaching.
Activity Duration Topic Materialstobeused OutlineofActivities
Creating
short
invitation
sto
inquiry
30
minutes
Continued
overnight
untilthe
nextdaytofinish
creating
thegroup
lessons.
Creating
short(five
minute)
invitation
sto
inquiryinsmall
groupsto
exemplify
the
teachers
partin
initiating
aninquiry
lesson
linkedto
one
national
scientific
literacy
goal
Templateswiththe6Esto
draftinquirylessons*A.Eachmemberofeachgroup
ofthreeselectsonescientific
literacygoalfromtheirnational
mapanddecideshowateacher
couldinitiateaninquirylesson
toteachforthatgoal.Usingthetemplate,each
teacherdecidesonaninquiry
teachingapproachandwhat
theteachersrolewouldbein
settingupthelesson.The
groupsthencarefullyreview,
discussandanalyzethethree
groupmemberlessonsand
planhowtheycouldleada
scienceclasstheycurrently
teachtoachievethatscientific
literacygoal,usingsomeofthe
ideasfromthevideos.
B.Eachgroupchoosesoneof
thethreelessonsandcreatesa
teachinglessonfromit
ThelessonwillNOTbetelling
whattheywoulddo,but
ACTUALLYTEACHINGitasthey
wouldtoaclass(recognizingof
course,thatsuchaset-upin
theirownclasseswouldtake
longer).Theycaninteractwith
theotherparticipantsasthe
studentsiftheywish,intheir
roleasteachers
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Activity Duration Topic Materialstobeused OutlineofActivities
Teaching
short
invitation
sto
inquiry
150
minutes
Group
teaching
and
sharing
A.Thegroupswillallteach
theirchosenlessontothe
wholegroupforappreciation
andcomment
Thegroupwillnotidentifythe
scientificliteracygoal
addressedbytheirteaching,so
thatafterwardstheother
participantscantryto
determinefromtheteaching
itself,whichscientificliteracy
goalwasaddressed.
Thegoalwillbeto
acknowledgegoodexamplesof
inquirybasedscienceteaching
aswellasalignmenttoscientificliteracygoals
B.Discussionofresulting
teachingandthechallengesof
inquirybasedscienceteaching
ApplicationofIBSTtotraditionalteachingmaterials
Goal:UseunderstandingofIBSTtoexaminetypicalgoodscienceteachingactivitiesandsuggestrevisions,whichwouldmakethemmoreinquiryorientedforstudents.
Method:Participantswillasawholegroupreviseatraditionalscienceactivity,applyingthetenetslearned
inotherIBST-units.Then,inpairstheteacherswillsimilarlyreviseplansintheirowncontentareaandat
theirteachingleveltomakethemmoreinquiryoriented,usingthetenetsofIBST.Eachpairwillsharetheir
ideaswiththeentiregroup.
Activity Duration Topic Materialstobeused OutlineofActivities
ApplicationofIBST
to
traditional
teaching
materials
105minutes
ApplicationofIBST
andSLto
given
traditional
teaching
materials
Copiesofpopularscienceteachingactivitiesnot
framedforIBSTnor
scientificliteracy*
Teachersarechallengedthroughgivenstandardscience
lessonsintheirowncontent
areaandattheirteachinglevel,
torevisethemjustenoughto
convertthemtoIBSTlessons
forscientificliteracy
Resultsoftheseconversions
aresharedanddiscussedand
digitalcopiesofallofthe
revisionsaretakenhomebyallparticipants
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ClassroomtryoutsofIBSTinashortterm
Goal:ParticipantswillevaluatetheirgrowingunderstandingofIBSTbyteachingsuchalessontoschool
students.
Method:EachparticipantwilldesignanIBSTlesson,basedonthetenetsdevelopedfromotherIBST-units
andtryitwithschoolpupils.Theywillrecordthelessonandwritereflectionsabouttheresults.Theywill
thensharefromfivetoeightsalientminutesofthelessonwitheitherIBSTparticipatingteachersfromtheir
ownschoolorviateachingsharingWebplacessuchasYouTube.Inallcasestheywillreflectupontheir
lessonwithcolleagues.
Activity Duration Topic Materialstobeused OutlineofActivities
Classroom
tryoutsof
IBSTina
short-term
Varies Follow-up Availabilityofvideo
recordingequipment(fx:a
smartmobilephone)
AccesstotheInternet
Self-efficacyinstrument*
Participantstaketheirideas
backtotheirownclassrooms
toincorporateagoalofinquiry
basedscientificliteracy
education,basedonideas,
perhapsfromanotherEU
country,intotheirrepertoire.
Participantsshareafiveminute
videofromtheirownclass
showinganinvitationto
inquiryonYouTubebysending
theURLlinktotherestofthe
participants
Completetheself-efficacy
instrumentwithnamesorself-
identifyingsymbols
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ClassroomtryoutsofIBSTinthelongterm
Goal:ParticipantswillevaluatetheirgrowingunderstandingofIBSTbyteachingsuchalessontoschool
students.
Method:EachparticipantwilldesignanIBSTlesson,basedonthetenetsdevelopedfromotherIBST-units
andtryitwithschoolpupils.Theywillrecordthelessonandwritereflectionsabouttheresults.Theywill
thensharefromfivetoeightsalientminutesofthelessonwithworkshopparticipantsatasucceeding
meeting.Inallcasestheywillreflectupontheirlessonwithcolleagues.
Activity Duration Topic Materialstobeused OutlineofActivities
Long-term
follow-up
150
minutes
Long-term
follow-up
(one-week
totwo
monthsafter
workshop)
Variousapparatustoplaya
varietyofvideoformats
Self-efficacyinstrument*
Anoptionalfollow-up
workshopforhalfadaywillbe
heldwhereteachersbringten-
minutevideosoftheirown
invitationstoinquirytosharewiththegroupforfeedback
andappreciation
Analternativeincertain
circumstanceswouldbefor
PDPleaderstovisitthe
classroomsoftheparticipating
teacherstowitnessaliveuse
oftheworkshopscontent.
Completetheself-efficacy
instrumentwithnamesorself-identifyingsymbols
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Possible configurations of development activities
One-meetingworkshop
Whenusedatonetimeforteachereducatordevelopment,thedevelopmentactivitiesof8.2arebestused
overtwofulldayswitheithertheshort-termorlong-termfollow-upactivity.Thesequenceforthis
workshopwouldbe:
Self-efficacy
Conceptionsaboutinquiryteaching
Sharinganexperiencewithscienceinquiry
Inquiringintoinquiry
Exploreinquiryteachingvideos
ExplorationofmeaningofScientificLiteracy
Discoverandprepareforcross-disciplinaryopportunitiesforteachingscientificliteracy
Creatingandteachingshortinvitationstoinquiry
ApplicationofIBSTtotraditionalteachingmaterials
ClassroomtryoutsofIBSTinashorttermAND/ORClassroomtryoutsofIBSTinalongterm
Conceptionsaboutinquiryteaching
Self-efficacy
SeriesofworkshopsWhenusedasaseriesofteachereducatorworkshops,thedevelopmentactivitiesmightbestbe
dividedintofivesequentialsessionsasfollows:
SessionOne(threehours)
Self-efficacy
Conceptionsaboutinquiryteaching
Sharinganexperiencewithscienceinquiry
Inquiringintoinquiry
Exploreinquiryteachingvideos
SessionTwo(threehours)
ExplorationofmeaningofScientificLiteracy
Discoverandprepareforcross-disciplinaryopportunitiesforteachingscientificliteracy
SessionThree(threehours)
Creatingandteachingshortinvitationstoinquiry
SessionFour(twohours)
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ApplicationofIBSTtotraditionalteachingmaterials
SessionFive(timevaries)
ClassroomtryoutsofIBSTinashorttermAND/ORClassroomtryoutsofIBSTinalongterm
Conceptionsaboutinquiryteaching
Self-efficacy
Shortcourse
Whenexperiencedasashortcourse,theteachereducatordevelopmentactivitiescanbeconfiguredinto
thesamesessionsasabove,intothegiventimedimensionsoftheshortcourse.
On-linecourses
Allofthedevelopmentactivities,includingtheteachingvideosandscientificconceptmapswillbe
accessibleontheunderdevelopmentS-TeamWP8Websitesothatallcanbeconfiguredandcoordinated
accordingtothevariousneedsoftheteacherandparticipants.
Notes for teacher educators on how to use PDP development activities
Thesesamedevelopmentactivitiesarealsodesignedtobeusedwithteachersinthesamemanner
asforteachereducators.Throughout,thePDPadherestothesamemodelofInquiryBasedScience
TeachingwhichitadvocatesintheFigure1model(below):
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Thismeansthattheworkshopforbothteachereducatorsaswellasforpre-andin-serviceteachersdoes
nottransmitmaterial,butinsteadassistsparticipantsintheconstructionoftheirownunderstandingof
IBSTforscientificliteracy.So,forexample,aftercommunicatingtheir pre-conceptionsofthePDPcontent,
participantsareengagedtoexploreIBST/SLthroughanillustrativelessontheyexperience.Theythenuse
theirexperienceasagrouptoconstructand explainthemodelgiveninFigure1beforeextendingthisunderstandingtotheanalysisofteachervideostoidentifyinstancesofIBST/SL.Becausetheyareactively
engagedinconstructingandtryingouttheirgrowingunderstandingastheyproceedthroughthePDP,they
areabletocontinuouslyevaluatetheirprogress.Cyclesofthisinquirymethodcontinuethroughoutthe
PDPincludingtheconcludingteachingepisodeswhicharebothfurtherexplorationsofIBST/SLaswellas
extensionsandapplicationsofwhattheyhavelearned.
Pre-testingofthisPDPhasshownthattherelativelylongtimesdevotedtoeachactivityare
necessaryforfullconstructionbytheparticipants.Theamountoftimenecessaryforinquirylearningis
normallylongerthanthatfortraditionalmethodsandsincethisPDPmodelsIBST,thelengthofthelesson
isbothanauthenticexampleofthisvariableandanopportunitytoraisethisrelevantissueanddiscussit
withteachers.
Eithertheshort-termorlong-termfollow-up,whereteachersbringvideosofanapplicationof
IBST/SLintheirownclassroomsforappreciationandreinforcementislikelytosignificantlyenhancethe
long-termimpactofthisPDP.AnalternativeincertaincircumstanceswouldbeforPDPleaderstovisitthe
classroomsoftheparticipatingteacherstowitnessaliveuseoftheworkshopscontent.
Comprehensivelistofaccompanyingmaterials
TeachingVideos
ThevideosaretemporarilyavailableatthefollowingURL:
http://www1.ind.ku.dk/mtg/wp3/scientificliteracy/videos
Theirdescendants(selected,refined,re-edited)willbemovedtoadedicatedUCPHWP8Website.The
videosmadebyteachersbackintheirownclassroomsandeitheruploadedto YouTubeorbroughttoa
one-halfofadayfollow-upworkshop,willbeavailableonlytoparticipants.
ScientificLiteracyMaps
ThescientificliteracyconceptmapsaretemporarilyavailableatthefollowingURL:
http://www1.ind.ku.dk/mtg/wp3/scientificliteracy/maps
Theirdescendants(selected,refined,re-edited)willbemovedtoadedicatedUCPHWP8Website.
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PowerPointslides/presentations(note:forreviewpurposestheseareavailableontheS-TEAM
memorystickprovided,orfromtheS-TEAMwebsite:www.ntnu.no/s-team
ThefirstsetofPowerPointslidesarefortheSharinganexperiencewithscienceinquiryactivity
foruseduringthesampleIBSTlesson.Thesetisavailableasas:
8.2ExplorationofmeaningofScientificLiteracy
ThesecondsetofPowerPointslidesarefortheSharinganexperiencewithscienceinquiryactivityforuseduringtheconceptmapexploration.Thesetisavailableas:
8.2Sharinganexperiencewithscienceinquiry
ThethirdsetofPowerPointslidesaretogiveanexampleofusingcross-disciplinaryteaching
methodstoteachaboutclimatechange.Thesetisavailableasapdffile:
8.2Theoreticalbasisandexampleofcross-disciplinaryteachingaboutclimatechange
Activitysheets
Thefirstactivitysheetisahand-outofDNAsequencesforKomodoDragons,tofacilitateteacher
hypothesisformationintheinquiryactivity.Itisavailableas:
8.2Sharinganexperiencewithscientificinquiryhandout
ThesecondactivitysheetisatemplatetofacilitateteachercreationofIBSTforSLlessons.Itis
availableas:
8.2Creatingandteachingshortinvitationstoinquiry
Thethirdactivitysheetisasetoftraditionalscienceactivitylessonswhichteacherswill
transformintoIBST/SLlessonswiththefewestchangesnecessary.Theyareavailableas:
8.2ApplicationofIBSTtotraditionalteachingmaterials
Figureandtransparencymaster
OnefigurewillbeusedthroughouttheTPDP.ItistitledFigure1andisattachedasfollows:
8.26EFigure(seeFig.1above)
Onetransparencywillbeusedwithenoughcopiesforeachparticipantgroupof3.Itisavailable
as:
8.2Inquiringintoinquiry
Assessment/evaluationdocuments
WP8.2willusetwoassessment/evaluationinstrumentsduringtheTPDP.Eachisavailableas
follows:
ModifiedversionofSTEBI1Self-efficacyInstrumentWP8S-Team
8.2Self-efficacy
ConceptionsQuestionnaire
8.2Conceptionsaboutinquiryteaching
1
Modified from Enochs, L., & Riggs, I. (1990)
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S-TEAMProduct8.3:TeacherProfessionalDevelopmentProgrammeon
theUseofStudents'QuestionstomaximiseStudentInterestinBiology
RanPeleg
Technion-IsraelInstituteofTechnology
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Rationale&purpose
Theneedtocreateascientificallyliteratecitizenryisawidelyacceptededucationalgoal.Manyinteracting
factorsinfluencestudentsachievementsandengagementwithscienceeducation,andbyextensionthe
likelihoodthattheywillbecomescientificliteratepeopleandmakesciencerelatedcareerchoices.
Decliningenrolmentsinscienceandtechnologyareveryoftenattributedtotheuninterestinganddifficultcontentofsciencecourses.Ourapproachfocusesontheimportanceofcoursecontentanditsrelevanceto
studentsinterests.Weattempttoprovidescienceteacherswiththemeanstoconfrontthegapbetween
studentsinterestsinscienceandthecurriculatheyarerequiredtolearninschoolscience.
Inresearchconductedwithhighschoolstudents,wefoundthatthereisalargegapbetweentheinterests
ofstudentsasreflectedintheirself-generatedquestionsandcurriculumacrossthreetopicstaughtinthe
biologyclassroom.Furtherresearchshowedthatmanytopics,suggestedbystudents,areaddressedby
teachersintheclassroom,although,accordingtothecurriculum,thereisnoneedtoteachthem.
Academicliteraturehasshownthatmoreinterestedstudentswilllearnbetterandbebetterachievers.Pre-
collectionofstudentsself-generatedquestions,andinstructionwhichseriouslyrelatestothesequestions
andintegratesthemintheproperchronologicalpositionintheteaching,shouldincreaseinterestand
motivationtolearnscienceamongsthighschoolstudents.
ThepurposeoftheTPDPistotrainhighschoolscienceteacherstoidentifytheirstudents'interestintheir
appropriatefieldandintegratetheseintotheirteaching.
TheTPDPaddressestheappropriatetheoreticalbackgroundrelatingtothe"student'svoice".Relevant
researchresultsarepresentedandinterestbasedteachingispracticed.Asystemisintroducedwhichmay
helpteachersidentifytheirstudents'interestandintegratethemintotheirteachinginaccordancewiththe
officialcurriculum.
TheTPDPstressedtheimportanceofpracticalapplicationofthemateriallearned.Itisthereforea
requirementoftheprogramthatparticipantscollectinformationandapplythelearnedsystemintheir
teaching.Itisalsohopedthatitwouldgiveteachersmoreconfidencewhenteachingscience,thus
increasingtheirself-efficacy.
ProposedDuration
Theworkshopconsistsof14three-hoursessions.Forsomeofthesessionsparticipantsarerequestedto
bringmaterialscollectedintheclassestheyteach.Inaddition,oneofthesessionsisconductedindividually
byeachparticipantintheclass.Onemeetingisconductedonline.
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Outlineofmeetings,activities&listofmaterials
Meet-
ing
No.
Duratio
n
Topic Materialstobeused
(PowerPoints,videos,
activitysheetsetc)
OutlineofActivities
1a Self-efficacy
questionnaire
Self-efficacyquestionnaire-
4.9.IIT.WP8.TPDP8.3.doc
Beforetheworkshop,
participantsareaskedtofillintheself-efficacyquestionnaire.
Theyareaskedtoputan
identifyingsymbolastoleave
thequestionnaireanonymous.
1 1.5
hours
Motivationand
interestin
scienceteaching
andthegap
between
students'interestsand
topicsthat
appearinthe
curriculum
IntroductoryPowerpoint
presentation
(3.1.IIT.WP8.TPDP8.3)
Lectureanddiscussiononthe
topicofinterestand
motivation.Participantsare
requestedtocollectstudents'
questionsonsubjectstaughtin
theclassroomforthenextsession.
2 1hour Methodsto
identifyand
locateareasof
interestof
students.
Powerpointpresentation
onmethodsofidentifying
students'interests
(3.2.IIT.WP8.TPDP8.3).
Questionscollectedbyparticipantssincelast
session.
Sampleofquestions
collectedonthetopicof
theexcretorysystem
(4.1.IIT.WP8.TPDP8.3).
Lectureanddiscussionto
familiarizeparticipantswith
methodsofidentifyingareasof
interestusingthe
questionnairescollectedby
participants.
3 1hours Locating
interestsof
children
throughonline
sites
Powerpointpresentation
onidentifyingchildren's
interestsfromon-line
internetsites
(3.3.IIT.WP8.TPDP8.3)
Lecturethatdiscusseshowto
students'interestsmaybe
collectedthroughonline
knowledgesitesonthe
Internet.
4 1hours Familiaritywith
thebiology
curriculum.
Powerpointpresentation
onthebiologycurriculum
(3.4.IIT.WP8.TPDP8.3).
Lectureanddiscussiononthe
developmentofcurriculum
throughouthistoryand
acquaintancewiththetwo
mainapproachesofcurriculum
development.
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Meet-
ing
No.
Duratio
n
Topic Materialstobeused
(PowerPoints,videos,
activitysheetsetc)
OutlineofActivities
5a 1hours
Students
questions.
Powerpointpresentation
onstudents'question
(3.5.IIT.WP8.TPDP8.3).
Lectureanddiscussionon
studentsquestions.
5b 1hour The
psychological
contributionof
teaching
relevantand
interesting
issuesto
adolescents.
Guestlecturebyachild
psychologist.
6 1hour Comparisonofstudent
questionsand
thebiology
curriculum.
Excelsheetcomparingstudents'questionsandthe
curriculum
(4.2.IIT.WP8.TPDP8.3).
Thecomparisontothebiologycurriculumisdonewith
referenceto564questions
collectedinscience
classrooms.
Thismeetingisconducted
online.
7 1hours I ntegrating
students'
interestsintothecurriculum
part1.
Powerpointpresentation
onIntegratingstudents'
interestsintothecurriculum
(3.6.IIT.WP8.TPDP8.3).
Participantsexperiencein
integratinginterestreflected
fromstudents'questionsintothecurriculuminthetopicsof
geneticsandcirculation.
Thisisfollowedbyadiscussion
whetherteachersshould
explicitlymentionsthetopic
beingtaughtorimplicitlyteach
withoutmentioningthetopic
inadvanced.
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Meet-
ing
No.
Duratio
n
Topic Materialstobeused
(PowerPoints,videos,
activitysheetsetc)
OutlineofActivities
8 3hours I ntegrating
students'
interestsintothecurriculum
part2.
Presentationonresearch
resultsinidentifying
students'interestsandtheirintegrationinthe
classroom
(3.7.IIT.WP8.TPDP8.3).
Samplelessonplan
(4.3.IIT.WP8.TPDP8.3).
Worksheetdescribing
assignmentfornextsession
(4.4.IIT.WP8.TPDP8.3).
Lectureonaresearchwhich
identifiedstudents'interests
andtheirintegrationintheclassroom.
Asamplelessonconductedby
theTPDPteacherwhichwas
constructedwiththeaimof
integratingstudents'questions
intothecurriculum(inthe
topicofgenetics).
Assignmentfornextsession:
Preparationand
implementationnofalesson
whichintegratesstudents'
questionintothecurriculum.
9 1.5
hours
Reportand
reflectionon
the
implementation
oftheinterest-
based
instruction
model.
Exampleofsamplelessons
andreports
(4.5.IIT.WP8.TPDP8.3&
4.6.IIT.WP8.TPDP8.3)
Participantsareaskedto
reportbackonthelessonthey
plannedandimplemented.At
theendofeachreport
feedbackwillbegivenbythe
otherparticipants.
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Meet-
ing
No.
Duratio
n
Topic Materialstobeused
(PowerPoints,videos,
activitysheetsetc)
OutlineofActivities
10 1hours Summaryofthe
courseand
feedback.
Feedbackquestionnaire
(7.1.IIT.WP8.TPDP8.3).
Self-efficacyquestionnaire-
4.9.IIT.WP8.TPDP8.3.doc
Requirementsforthefinal
assignment
(4.7.IIT.WP8.TPDP8.3).
Participantswillfillafeedback
questionnaireonthe
workshop.Themodelweproposewillbe
checkedAccordingto
observationscarriedoutby
participants.
Participantsaregiventheir
initialself-efficacy
questionnairesback.Theyare
askediftheywouldliketo
changeanyoftheirrepliesasa
resultoftheworkshop.
Thefinalassignmentfor
submissioninvolvespreparing
anactivityforhighschool
biologyteachingthat
integratesthestudents'
interestsandcurriculum
requirements.
11** 1hours Biology
teachers'
conference
Conferenceschedule-
4.10.IIT.WP8TPDP83
Theconferenceisanoptional
continuationofthis
professionaldevelopment.
** Notanintegralpartofthecourse
NotesforteachereducatorsonhowtousePDPmaterials
FortheTPDPtobemosteffectiveitmustincludepracticalapplicationofthemateriallearned.Itis
thereforecriticalthatparticipantsapplythemateriallearntinclassintheirteachingduringtheprogram.It
alsoimportantthatparticipantsbeactiveteachersorhaveaccesstoanongoingclass.
Timesaboveareestimatesandiflivelydiscussionsstart-uptheyshouldbeencouraged.
Comprehensivelistofaccompanyingmaterials
Description Number
AdvertisingtheTPDPsinlocalcontexts 1Powerpointslides/presentations 7
Reflectionprompts,activitysheetsetc 10
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Videos 0
Figuresetc 0
Assessment/evaluationdocuments 1
PowerPointslides/presentations
Presentationtobeusedasanintroductioninthefirstmeetingisgivenin3.1.IIT.WP8.TPDP8.3.ppt
Apowerpointpresentationonmethodsofidentifyingstudents'interestsisgivenin
3.2.IIT.WP8.TPDP8.3.ppt
Powerpointpresentationonidentifyingchildren'sinterestsfromon-lineinternetsites
3.3.IIT.WP8.TPDP8.3.ppt
Powerpointpresentationonthebiologycurriculumisgivenin3.4.IIT.WP8.TPDP8.3.ppt
Powerpointpresentationonstudents'questionisgivenin3.5.IIT.WP8.TPDP8.3.ppt
PowerpointpresentationonIntegratingstudents'interestsintothecurriculumisgivenin
3.6.IIT.WP8.TPDP8.3.ppt
Presentationonresearchresultsinidentifyingstudents'interestsandtheirintegrationintheclassroomis
givenin3.7.IIT.WP8.TPDP8.3.ppt
Reflectionprompts,activitysheetsetc
Sampleofquestionscollectedonthetopicoftheexcretorysystemareshownin4.1.IIT.WP8.TPDP8.3.doc
Excelsheetcomparingstudents'questionsandthecurriculumisgivenin4.2.IIT.WP8.TPDP8.3.xls.
Asamplelessonplanisgivenin4.3.IIT.WP8.TPDP8.3.doc
Aworksheetdescribingassignmentfornextsessionisgivenin4.4.IIT.WP8.TPDP8.3.doc
Exampleofsamplelessonsandreportsareshownin4.5.IIT.WP8.TPDP8.3.doc
Requirementsforthefinalassignmentaredetailedin4.6.IIT.WP8.TPDP8.3.doc
Requirementsforthefinalassignmentaredetailedin4.7.IIT.WP8.TPDP8.3.doc
Activitiesconductedwithintheframeworkofdeliverable8.3aredetailedin 4.8.IIT.WP8.TPDP8.3.doc
AselfefficacyquestionnaireadaptedforthedramaTPDPisprovidedin4.9.IIT.WP8.TPDP8.3.doc.
Biologyteachers'conferenceschedule-4.10.IIT.WP8TPDP83.
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Assessment/evaluationdocuments
TheWP9S-teamWorkshopQuestionnaireisin7.1.IIT.WP8.TPDP8.3.doc
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S-TEAMProduct8.4:TeacherProfessionalDevelopmentProgrammeon
DramaandScientificLiteracy
RanPeleg
Technion-IsraelInstituteofTechnology
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Rationale&purpose:
WorkpackageWP8c,dramaandscientificliteracy,aimstoincreaseteacherself-efficacyintwo
maindomains:
Providingteacherswithdramaactivitiesandtoolsthatcanbeusedbytheteachersasinquirybased
activitiesintheclassroomtostudyscientifictopicsaswellastodiscusssocio-scientificissues.
Providingteacherswithtoolsadoptedandadaptedfromdramaandtheatre,whichcanbeusedto
improvetheirteaching.Thesetoolswereconstructedbycomparingtheroleoftheteachertothatof
theactor.Thesetoolsallowteacherstoincreasetheirpresentationalskillswhenteaching.
Theworkpackageaimsatmakingscienceteachingmorelivelyandpersonal,andallowsforinquirybased
scienceteachingusingdramaactivities.Itishopedthatthiswouldleadtoimprovedunderstandingof
scientificphenomena,morepositiveattitudestowardsscienceandabetterunderstandingoftheimpactof
scienceandtechnologyonsociety,allofwhichareimportantcomponentsinthedevelopmentsof
studentsscientificliteracy.Itisalsohopedthatitwouldgiveteachersmoreconfidencewhenteaching
science,thusincreasingtheirself-efficacy.
ProposedDuration
ThisdocumentdescribesathreemeetingTPDworkshopfornewteacherswithanoptionalfourthmeeting
onthetopicofsocio-scientificissuesanddrama.AswasdoneinseveralpilottrialsoftheTPD,itmayeasily
beadaptedforshorterorlongerworkshopsaswellasforin-serviceteachers(afulllistofpilottrialsmaybe
foundin4.7.IIT.WP8.TPDP8.4.doc).
Eachofthefirstthreemeetingsisduetolastfourhours.Theoptionalfourthmeetingisthreehourslong.
Thefirstdayconcentratesonbasicdramaactivitiesandactingskillsaimedatintroducingparticipantsto
theatreandacting.Whilstonlyasmallamountofsciencewillbediscussedonthefirstday,linksbetween
teachingandactingwillbestressed.Theseconddayintroducessciencedramaactivities,i.e.activitiesthat
canbeusedtoteachscienceinclass.Thisisdonebymeansofanalogies.Forthethirdmeetingteachersare
requiredtoconstructadramaactivityand(ifpossible)testitwithstudents.Thethirdmeetingconcentrates
ontheactivitiestheteachersconstructedandadiscussionoftheirexperiences.
Itisbesttospaceoutthethreemeetingsinordertoleavetimeforexperiencestosinkinandleavetimefor
theteacherstocreateandtryouttheirdramaactivities.Arecommendedarrangementistoholdweekly
meetingsonthesameweekday.
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Anadditionaloptionalthree-hourmeetingisalsodetailedonthetopicofdramaandsocio-scientificissues.
Thisissuggestedforparticipantswhohavepreviousknowledgeinsocio-scientificissuesandwouldbe
expectedtoteachthem.
Outlineofmeetings,activities&listofmaterials
Meeting
Number
Duration Topic Materialstobeused
(PowerPoints,videos,
activitysheetsetc)
OutlineofActivities
Firstday
4hours+
20minute
break
1a Self-efficacy
questionna
ire
Self-efficacyquestionnaire-4.8.IIT.WP8.TPDP8.4.doc
Beforetheworkshop,participantsareaskedtofillin
theself-efficacyquestionnaire.
Theyareaskedtoputan
identifyingsymbolastoleavethe
questionnaireanonymous.
1b 20
minutes
Differences
and
similarities
between
thearts
andthe
sciences
Ashortdiscussionofdifferences
andsimilaritiesbetweenthearts
andthesciences.Howdifferent
aretheyreallyandhowmay
scienceeducationbenefitfrom
art?
Participantsareaskedtowrite
downtheiropinionsonpaper.
Selectedanswersarepresented
inclasstoraiseadiscussion.
Referencewillbemadeto
Ashkenazi(2006).
1c 40
minutes
Introductio
ntothe
workshop
IntroductoryPowerPoint
presentation-
3.1.IIT.WP8.TPDP8.4.pptx
Topicsdiscussed:
Workshoprationaleandaims
Advantagesofusingdramaand
theatreinscienceeducation
Humanisticscienceeducation
Whereandhowdoesdrama
meetsscience
Detailsoftheworkshopstructure
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Meeting
Number
Duration Topic Materialstobeused
(PowerPoints,videos,
activitysheetsetc)
OutlineofActivities
1d 40
minutes
Warmup
and
participationcontract
Warmupandice-breaker
activities-
4.1.IIT.WP8.TPDP8.4.docxdVideosofpossiblewarmup
exercises-
5.1.IIT.WP8.TPDP8.4.avi
5.2.IIT.WP8.TPDP8.4.avi
Participantsareaskedtostandup
andpushchairsandtablesback
tofreeenoughworkingspace.
Warmupactivitiesareconducted
assuggestedintheworksheet.
Notalloftheactivitiesneedtobe
conductedonthefirstdayand
theworkshopleadershould
choosethemostappropriatefor
thegroup.
Afterthefirstwarm-upactivity,
theparticipantsareaskedtotake
astepforwardinagreementto
participateintheworkshop,
respecttheotherparticipants
andtokeepasafeand
comfortableenvironmentinthe
workshop.
Mostoftheactivitiescanbe
easilyadaptedforclassroomuse.
1e 120
minutes
(a20
minute
breakmay
interrupt
this
sessionas
needed)
Elements
ofacting
Thedramaexercisesare
detailedin
4.2.IIT.WP8.TPDP8.4.docx
Avideoofanexerciseon
subtextandpresence-
5.3.IIT.WP8.TPDP8.4.avi
Dramaexercisesthatintroduce
thefollowingbasicelementsin
acting:
Presence
Subtext
Useofbodylanguage
Takingonacharacter
Alloftheseelementsarelinked
toexamplesthatoccurinthe
classroomandhowtheymay
assisttheteacher.
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Meeting
Number
Duration Topic Materialstobeused
(PowerPoints,videos,
activitysheetsetc)
OutlineofActivities
1f 20
minutes
Summary
offirstday
Detailsofthehomework
assignmentmaybefoundat
theendof4.2.IIT.WP8.TPDP8.4.docx
Reflectiononthefirstdayofthe
workshop.Pointstoberaisedin
thediscussion:Teachersfeelingsinactingand
standinginfrontofanaudience
Links,similaritiesanddifferences
totheirfeelingswhenthey
teaching
Asahomeassignmentteachers
areaskedtobeawareand
attentiveintheirteachingandin
theireverydaylifetothe
elementsdiscussedinthe
workshop.Forexample:
Cantheyspotsubtextoftheir
students,colleagues,peopleina
shop?
Cantheyspotdifferentbodily
postureofpeople?Whatdotheir
studentslooklikewhentheyare
attentive,bored,etc.?Howdoes
theirownbodychangewhen
feelingconfidentorunconfident
inclass?
Dotheyfeelprojectdifferent
presenceinclassondifferent
days/hours/lessons?
Second
day
4hours+
20minute
break
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Meeting
Number
Duration Topic Materialstobeused
(PowerPoints,videos,
activitysheetsetc)
OutlineofActivities
2a Collection
oftopics
recentlylearnedin
the
teachers
training
Asparticipantsentertheroom
theyareaskedtowriteatopic
theyhaverecentlydiscussedintheirteachertrainingclassesona
smallpieceofpaper.Thiscan
eitherbeatopicintheirsubject
matter(inbiologythismightbe
DNAtranscription,
photosynthesis,etc.).oratopic
fromtheireducationstudies
(learningbyinquiry,informal
education,etc.).
Thenotesmaybesortedoutand
thebestscientific/educational
topicsareputintoahatforlater
use.
2b 25
minutes
Introductio
ntoday
twoand
discussion
of
teachersexperience
softhe
pastweek
Anexplanationofthesecond
daysprogrammeisgiven.
Ashortreminderoftheprinciples
introducedinthefirstsessionis
given.Teachersareinvitedtodiscusstheirhomeassignment
(i.e.whetherandwheretheymet
theseelementsinreallife).
Teachersarealsoaskedto
mentionwayswheretheyhave
useddramaintheirteachingboth
beforeandafterthefirstmeeting
(iftheyhaveenoughteaching
experience)?
2c 35
minutes
Discussion
of
analogies
AnalogiesandSimulations
inscienceeducationfrom
McSharryandJones(2000)
isfoundintheintroductory
presentation-
3.1.IIT.WP8.TPDP8.4.pptx
(slide7).
Analogiesasamethodof
depictingascientificphenomena
followingMcSharryandJones
(2000).
Discussionoftheadvantagesand
limitationsofusinganalogies.
Discussionoftheadvantagesand
limitationsofmodelsingeneral.
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Meeting
Number
Duration Topic Materialstobeused
(PowerPoints,videos,
activitysheetsetc)
OutlineofActivities
2f 40
minutes
Demonstra
tionof
morecomplex
analogies
Activityonparticlesinthe
threestatesofmatter
activityisdetailedin3.2.IIT.WP8.TPDP8.4
Neuro-transmitteractivityis
presentedin
4.3.IIT.WP8.TPDP8.4.doc
Videosontheneuro-
transmitteractivity
conductedinclasswith
studentscanbeseenin
5.4.IIT.WP8.TPDP8.4.avi
5.5.IIT.WP8.TPDP8.4.avi
Twoanalogiesarepresented
togetherwithexplanationson
howtheycanbeusedinclasstoenhancetheteachingandhow
theycanbeusedtoraise
discussiononthescientifictopic.
Thefirstisonparticlesinthe
threestatesofmatter.Eachchild
representsaparticle.Theteacher
givesinstructiontoheatup,
disperse,etc.Allowingforthe
investigationofthethreestates
ofmatter.
Thesecondisanactivity
constructedbyaparticipantin
oneoftheworkshopson
propagationofnerveimpulses
andneurotransmitters.This
allowsforaninvestigationon
howneuro-transmittersworkand
howdifferentdrugseffectthem.
20minute
break
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Meeting
Number
Duration Topic Materialstobeused
(PowerPoints,videos,
activitysheetsetc)
OutlineofActivities
2g 15
minutes
Explanatio
nofhome
assignment
Descriptionofthehome
assignmentispresentedin
3.3.IIT.WP8.TPDP8.4
Articleondramainscience
educationbyPelegand
Baram-Tsabari(2009)is
providedin
4.6.IIT.WP8.TPDP8.4.pdf
Thehomeassignmentinvolves
creatingalessonplanthat
involvesadramaticenactmentofananalogy.
Theactivityshouldbetestedwith
realstudentsinclassforthenext
meeting.Iftheparticipantsdo
notteachatthispointoftheir
teachertrainingtheycantrytest
theactivitywiththeother
participantsactingasstudentsin
thenextmeeting.
Participantsmayseekhelpfor
theassignmentinanarticle
writtenwithintheframeworkof
thisworkshop(Peleg&Baram-
Tsabari,2009)
2h 35
minutes
Group
work
constructin
gadramaactivity
Ingroupsof3-4,participants
shouldbrainstorm,consulteach
otherandstartconstructingthe
dramaactivitiestheywilldofortheirassignment.
2i 20
minutes
Group
discussion
onthe
homework
assignment
Followingthebrainstorming
session,questionsmayarise.
Thesecanberaisedinthegroup
forum.
Thisdiscussionshouldalsoraise
practicalquestionsonhowto
conducttheactivityinclass.
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Meeting
Number
Duration Topic Materialstobeused
(PowerPoints,videos,
activitysheetsetc)
OutlineofActivities
2j 15
minutes
Short
lectureon
informaleducation
Listofaimsofinformal
education-
3.4.IIT.WP8.TPDP8.4.Samplelecture/discussion
ondramainscience
educationandinformal
education
5.6.IIT.WP8.TPDP8.4.avi
Asasummarytothesecond
meeting,ashortlectureisgiven
ontheaimsofinformaleducation.
Participantsareaskedtostate
theirviewofwhatinformal
educationmightbe.Theteacher
thensuggestsdefinitionsfoundin
theliteratureandashort
discussionfollowsontheaimsof
informaleducation.Severalaims
arelistedinthepresentation.
Participantsusuallyprovidemore
inthediscussion.
Finallytheteachershouldwrap
upthediscussionbyshowing
howandwheredramainscience
educationfitsinwiththeaimsof
informaleducation.Thisshould
provideastronglinkbetween
whathasbeentaughtinthe
workshopandtheteaching
practice.
Thirdday
4hours+
20minute
break
3a 20
minutes
Short
Warmup
andagreement
to
participate
Warmupandice-breaker
activities-
4.1.IIT.WP8.TPDP8.4.docx
Asimilarwarm-uptodayonewill
beconducted.Differentwarmup
activitiesmaybechosenfromtheworksheet.
Teachersareinvitedtoprovide
anactivityforthewarmup
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37
Meeting
Number
Duration Topic Materialstobeused
(PowerPoints,videos,
activitysheetsetc)
OutlineofActivities
3b 150
minutes
(20minutebreaks
may
interrupt
this
sessionas
needed)
Presentatio
nof
participantshome
assignment
Samplepresentations
participantsprojectsmay
beseenin5.7.IIT.WP8.TPDP8.4.aviand
5.8.IIT.WP8.TPDP8.4.avi
Eachparticipantshouldpresent
his/herlessonplansanddrama
activities.Thisshouldincludeenactmentof
theactivityinclass(theother
participantscouldplaythe
students)andareflectiononhow
theactivitywasacceptedbythe
students.
Aftereachpresentationashort
discussionisrelatetothe
followingconceptsdiscussed
earlierintheworkshop:
Analogiesandmodels
Informaleducation
Dramaactivities
Difficultiesofenactmentinclass
3c 40
minutes
Putting
concepts
intouse.
Discussionofhowtobestenact
thedramaactivityinclass.
Followingquestionsshouldbe
relatedto:
Howcanstudentsreluctancebe
overcome?Shouldsuchsuch
activitiesbeassessedandhow?
Whatistheroleoftheteacher
shouldhe/sheleadthedramaor
shouldheletthestudentscreate
thedramaindependently?What
istheroleofresearchandinquiry
inthedramaactivity?
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38
Meeting
Number
Duration Topic Materialstobeused
(PowerPoints,videos,
activitysheetsetc)
OutlineofActivities
3d 30
mintues
Summary
of
workshop
Self-efficacyquestionnaire-
4.8.IIT.WP8.TPDP8.4.doc
Summarypresentation
3.5.IIT.WP8.TPDP8.4.pptx.
Sampleofasummary
discussionmaybeseenin-
5.9.IIT.WP8.TPDP8.4.avi
Sampleassignmentsarein
4.4.IIT.WP8.TPDP8.4.doc
and
4.5.IIT.WP8.TPDP8.4.doc
Participantsaregiventheirinitial
self-efficacyquestionnairesback.
Theyareaskediftheywouldliketochangeanyoftheirrepliesasa
resultoftheworkshop.This
servesasapreparationforthe
summarydiscussion.The
questionnairesarecollectedat
theendoftheworkshop.If
conditionspermit,thesame
questionnaireissentto
participantsseveralmonthsafter
theworkshopasafollow-up.
Summaryoftheideaslearned
anddiscussed.
Furtherideasofusingdramain
scienceeducationarediscussed
usingexamplesinthe
presentation:
DSPDramaticScienceProjectin
Denmark
Endofyearproject
Professionaltheatreinscience
education
Thehomeassignmentspresented
intheclassshouldbewrittenup
andhandedin.Conclusionsmay
andshouldbedrawnfromthe
trialsdoneintheclassroomand
intheworkshop.Thewritten
assignmentshouldincludethefollowingelements:
Therational
Detailsofthedramaactivityas
presentedorally
Reflectionontheenactmentin
classandsuggestionsfor
improvements.
Requirementsandthegrading
schemefortheassignmentarein
thepresentation(slides6-7).Gradeisgivenaccordingtothe
breakdowninthesyllabus.
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Meeting
Number
Duration Topic Materialstobeused
(PowerPoints,videos,
activitysheetsetc)
OutlineofActivities
Fourthday
(optional
meeting)3hours+
20minute
break
4a 20
minutes
Short
Warmup
and
agreement
to
participate
Ashortwarmupasdoneinthe
previousmeetings.
4b 40minutes
Introductiontosocio-
scientific
issuesand
simulations
AnalogiesandSimulationsinscienceeducationfrom
McSharryandJones(2000)-
3.6.IIT.WP8.TPDP8.4.pptx
(slide2).
Thetopicofsocio-scientificissuesshouldbeintroducesandtheir
importanceindeveloping
scientificliteracy.Participantsare
expectedtohavesomeprior
knowledgeonthetopic.
Thedifferencebetweenanalogies
andsimulationsarediscussed
withreferencetoMcSharryand
Jones(2000).
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S-TEAM deliverable 8b: Drama, Scientific Literacy and Student Interest
40
Meeting
Number
Duration Topic Materialstobeused
(PowerPoints,videos,
activitysheetsetc)
OutlineofActivities
4c 30minute Sample
simulations
onsocio-scientific
issues
InformationonMysisters
keepercanbefoundon
3.6.IIT.WP8.TPDP8.4.pptx(slide3)oronhttp://en.wikipedia.org/wiki/My_Sist
er%27s_Keeper
Theclonedchicken
simulationisdetailedin
3.6.IIT.WP8.TPDP8.4.pptx
(slide4).
Twosimulationsare
demonstratedwhichraisesocio-
scientificissues.Theaddedvalueofsuchsimulationstothe
normalteachingisinthe
firsthandexperienceofthe
students.Studentscan
experienceastakeholder
speakinginthefirstpersonabout
histhoughtsandfeelings.
ThefirstsimulationisaTV-style
hostshowfollowingthefictional
storyofMysisterskeeperby
JodiPicoult
Thefollowingcharactersare
castforthesimulation:
Thehost(couldbetheteacher)
Themother
Thedaughterwhoissuingher
parents
Abriefreviewofthestoryand
thecharactersisgiveninthe
presentation.Thesimulationis
thenallowedtorun.Afterafew
minutes,theaudiencemay
interruptandaddquestionsof
theirown.
Followingpointsshouldberaised
afterthesimulation:
Thesimulationallowsboththe
participantswhoactinthedramaandthosewatchingtoexperience
thesocialimplicationofa
scientificissuefirsthandafirst
personexperience.
Whilstthehostshowscenario
allowsforfirsthandexperience,it
doesnotrequireextraordinary
actingskills.
Thesocialandscientificissues
raisedshouldbewrittenontheboard.Thesecanbefurther
investigatedashomeworkorin
class(Whatisleukaemia?What
arethelegalissuesinvolved?
Havesuchcasesreally
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41
Meeting
Number
Duration Topic Materialstobeused
(PowerPoints,videos,
activitysheetsetc)
OutlineofActivities
4d 60
minutes
Participant
sself
createdsimulations
Presentationofpossible
scenesforthesimulation,
possibletopicsanddetailsoftheassignmentarein
3.6.IIT.WP8.TPDP8.4.pptx
(slide5-7).
Participantsareaskedtocreate
theirownsimulationingroupsof
3-4.
Thegroupsmustchoosetheir
socio-scientificissue.Alistof
possiblescenariosisgiven.
Participantsmaychosefromthe
listorcreatetheirownscenario.
Thegroupsaregivensome15
minutestocreatethepieceand
thenareaskedtopresentitto
theclass.
Inthepresentationthemembers
ofthegroupmayenactthe
simulationthemselvesorask
participantsfromtherestofthe
classtoparticipate.
Aftereachpresentationashort
discussionshouldreflectonthe
followingpoints:
Emotionintheenactment
Easeordifficultyofactinga
certaincharacter
Difficultiestheparticipantsfaced
4e 30
mintues
Summary Summaryofthemainconcepts
discussedinthethirdmeeting.
Advantagesanddisadvantagesof
usingdramainsocio-scientific
issuesshouldbediscussedaswell
asfurtherelaborationonhow
suchsimulationsmaybe
effectivelyusedinclass.
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NotesforteachereducatorsonhowtousePDPmaterials
ThePDPhastwomaingoals:
Toprovideteacherswithdramaactivitiesthatcanbeusedintheclassroomtoenhancetheirscience
teaching.
Toprovideteacherswithtoolsadaptedfromdramaforimprovementoftheirteachingskills.
Thesetwogoalsareaddressedareinterlinked.Itisthereforeimportantthattheteachereducatorhighlight
thesetwogoalsineachactivity.Forexamplewhenparticipantspresentadramaactivityonscientific
phenomena,theteachereducatorshouldfeelfreetogentlycommentontheactingand/orthedirecting
andhowtheymaybeimproved.Whendoingapuredramaexerciselinksshouldberaisedbytheteacher
educatortotheclassroomcontext(whendoweencountersub-textinclassforexample).
Whilstitisimportantthattheteachersareencouragedtoactivelyparticipateinallactivities,itisimportant
tostressthatatnopointaretheyexpectedtobecomeprofessionalactorsorshowanyactingskillsor
talents.Thegoaloftheworkshopistoprovidetheteacherswithtoolsasteacher.Itiscrucialthata
comfortableandencouragingatmospherebecreatedtosupportssuchends.
Duringtheworkshopitisvitalthatpracticaltipsaregivenastohowthedramaactivitiesmaybe
implementedinclass.
Additionalmaterialsforteacherseducatorsareavailableforthisdeliverable:
ThePowerPointpresentationofalectureondramainscienceeducationinIsraelgivenattheannualASE
conferenceinNottingham(Peleg,2010)maybefoundin 3.7.IIT.WP8.TPDP8.4.ppt
Anarticlewritteninthecontextofthisdeliverableonthetopicofdramainscienceeducation(Peleg&
Baram-Tsabari,2009)ispresentedin 4.6.IIT.WP8.TPDP8.4.pdf
Activitiesconductedwithintheframeworkofdeliverable8.4aredetailedin 4.7.IIT.WP8.TPDP8.4.doc
Comprehensivelistofaccompanyingmaterials
FileNumber Description Number
2.1.IIT.WP8.TPDP8.4.doc
2.2.IIT.WP8.TPDP8.4.doc
2.3.IIT.TPDP8.4.docx
2.4.IIT.TPDP8.4.doc
2.5.IIT.TPDP8.4.doc
AdvertisingtheTPDPsin
localcontexts
5
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3.1.IIT.WP8.TPDP8.4.pptx
3.2.IIT.WP8.TPDP8.4.pptx
3.3.IIT.WP8.TPDP8.4.pptx
3.4.IIT.WP8.TPDP8.4.pptx
3.5.IIT.WP8.TPDP8.4.pptx
3.6.IIT.WP8.TPDP8.4.pptx
3.7.IIT.WP8.TPDP8.4.ppt
PowerPoint
slides/presentations
7
4.1.IIT.WP8.TPDP8.4.docx
4.2.IIT.WP8.TPDP8.4.docx
4.3.IIT.WP8.TPDP8.4.doc
4.4.IIT.WP8.TPDP8.4.doc
4.5.IIT.WP8.TPDP8.4.doc
4.6.IIT.WP8.TPDP8.4.pdf
4.7.IIT.WP8.TPDP8.4.doc
4.8.IIT.WP8.TPDP8.4.doc
Activitysheets,etc. 8
5.1.IIT.WP8.TPDP8.4.avi
5.2.IIT.WP8.TPDP8.4.avi
5.3.IIT.WP8.TPDP8.4.avi
5.4.IIT.WP8.TPDP8.4.avi
5.5.IIT.WP8.TPDP8.4.avi
5.6.IIT.WP8.TPDP8.4.avi
5.7.IIT.WP8.TPDP8.4.avi
5.8.IIT.WP8.TPDP8.4.avi
5.9.IIT.WP8.TPDP8.4.avi
Videos 9
7.1.IIT.WP8.TPDP8.4.doc
7.2.IIT.WP8.TPDP8.4.xlsx
7.3.IIT.WP8.TPDP8.4.docx
Assessment/evaluation
documents
3
Additionaldocuments
ThefollowingareadvertisementsofTPDPswhichwereusedaspilots:
Thesyllabusofacompulsorytwo-dayworkshopofaTPDPwhichwasgivenintheteachereducation
programmeofSafedCollegeinMay-June2010isdetailedin 2.1.IIT.WP8.TPDP8.4.doc.Thiswasthefinal
pilotconductedandisalmostidenticaltotheTPDPdetailedinthisdocument.
2.2.IIT.WP8.TPDP8.4.docisaninvitationforaworkshopforin-serviceteacherswhichconsistedofseven
threehourmeetingsgivenatIIT.ThiswasthefirstmajorpilotoftheTPDP.
2.3.IIT.TPDP8.4.docxisaproposalforahalf-dayworkshopforbothpre-serviceandin-serviceteachers
withintheframeworkofaTPDPfornewteachertoMUTAV(ascienceforallprogrammeinIsrael)givenat
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IIT.Theworkshopdiscussedtheuseofdramawithsocio-scientificissuesandissimilartothefourth
optionalmeetingdetailedinthisdocument.
2.4.IIT.TPDP8.4.docisaninvitationforavoluntarytwodayworkshopforpre-serviceteacherattheendof
theirteachertrainingatIIT.
2.5.IIT.TPDP8.4.docdetailstwomeetingsondramainscienceeducationgivenwithinabiologyteaching
courseinIIT.
PowerPointslides/presentations
Presentationtobeusedasanintroductioninthefirstmeeting- 3.1.IIT.WP8.TPDP8.4.pptx
Theparticlesinthethreestatesofmatteractivityisdetailedin 3.2.IIT.WP8.TPDP8.4.pptx
Explanationofthehomeassignmentforthethirdmeetingisin 3.3.IIT.WP8.TPDP8.4.pptx
Alistofaimsofinformaleducationisgivenin 3.4.IIT.WP8.TPDP8.4.pptx
Thesummarypresentation fortheendofthethirdmeetingis 3.5.IIT.WP8.TPDP8.4.pptx
Presentationondramaasatooltoteachsocio-scientificissuesisin 3.6.IIT.WP8.TPDP8.4.pptx
ThePowerPointpresentationofalectureondramainscienceeducationinIsraelgivenattheannualASE
conferenceinNottingham(Peleg,2010)maybefoundin 3.7.IIT.WP8.TPDP8.4.ppt
Activitysheetsetc
Somepossiblewarmupandice-breakerexercisesareprovidedin 4.1.IIT.WP8.TPDP8.4.docx
Thedramaexercisesforthefirstlessonandhomeworkassignmentaredetailedin
4.2.IIT.WP8.TPDP8.4.docx
Anactivitysheetonneuro-transmitterswrittenbyaparticipantofoneofthepilotworkshopsisin
4.3.IIT.WP8.TPDP8.4.doc
Samplewrittenassignmentsarein4.4.IIT.WP8.TPDP8.4.docand4.5.IIT.WP8.TPDP8.4.doc
Anarticlewritteninthecontextofthisdeliverableonthetopicofdramainscienceeducation(Peleg&
Baram-Tsabari,2009)ispresentedin 4.6.IIT.WP8.TPDP8.4.pdf
Activitiesconductedwithintheframeworkofdeliverable8.4aredetailedin 4.7.IIT.WP8.TPDP8.4.doc
AselfefficacyquestionnaireadaptedforthedramaTPDPisprovidedin 4.8.IIT.WP8.TPDP8.4.doc .
Videos
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Videosofpossiblewarmupexercises:
5.1.IIT.WP8.TPDP8.4.avi
5.2.IIT.WP8.TPDP8.4.avi
Videosofanexerciseonsubtextandpresence:
5.3.IIT.WP8.TPDP8.4.avi
Videosontheneuro-transmitteractivityconductedinclasswith:
5.4.IIT.WP8.TPDP8.4.avi
5.5.IIT.WP8.TPDP8.4.avi
Samplelecture/discussionondramainscienceeducationandinformaleducation:
5.6.IIT.WP8.TPDP8.4.avi
Samplepresentationsofparticipants'projects
5.7.IIT.WP8.TPDP8.4.avi
5.8.IIT.WP8.TPDP8.4.avi
Sampleofasummarydiscussion:
5.9.IIT.WP8.TPDP8.4.avi
Assessment/evaluationdocuments
AshortenedtranslationoftheWP9questionnairemaybefoundin 7.1.IIT.WP8.TPDP8.4.doc .The
questionnairewasshortenedassomeofthequestionsdidnotapplytotheparticipants.
Summaryoftheresultsofthefilled-inWP9questionnairearefoundin 7.2.IIT.WP8.TPDP8.4.xlsx.
Severalreflectionsofparticipantsintheworkshopsispresentedin 7.3.IIT.WP8.TPDP8.4.docx
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References
Ashkenazi,G.(2006),Metaphorsinscienceandart:Enhancinghumanawarenessandperception. Electronic
JournalofScienceEducation,11/1).
McSharry,G.,&Jones,S.(2000),Role-playinscienceteachingandlearning, SchoolScienceReview,82/298,
pp.73-82.Peleg,R.(2010),Dramainscienceeducation(inIsrael),LecturegivenattheASEannualconference
Nottingham,UK.
Peleg,R.,&Baram-Tsabari,A.(2009),Dramaunderthemicroscope:Theatreinscienceeducation, MUTAV
now,4.(inHebrew),Availableonline http://www.mutav.org.il/info.php?id=223 .
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S-TEAM Par
- - -
Czech R. Uni
Denmark Uni
Aa
Estonia Uni
Finland Ab
Hel
Uni
France Ce
Sci
Uni Uni
Germany Fri
Lei
a
Tec
Israel Tec
Lithuania Ka
Vil
Norway No
Te
Uni
Spain Uni
Ml
Turkey Ha
Ga
UK Uni
n
Uni
ners
*
versity of South Bohemia *
versity of Copenhagen *
hus Universitet
versity of Tallinn *
Akademi University
sinki University *
versity of Jyvskyl
tre National de la Recherche
entifi ue
versit Pierre Mendes-France *versit Rennes 2 Haute Bretagne
drich Schiller University of Jena (1)
niz Institute for Science Education
e n vers y o e
hnical University Munich (2)
hnion Israel Institute of Technology *
nas University of Technology *
ius Pedagogical University
wegian University of Science and
hnology (coordinator)
versity of Oslo *
versidade de Santiago de Compostela *
*
ardalen University
ettepe University *
i University
versity of Bristol *
vers ty o ee s
versity of Strathclyde *
* National Liaison Partner