Science and Technology for All Kerstin Rejmstad
[email protected] International Relations Officer, Senior Advisor -NTA Ulrika Johansson
[email protected] Manager of The NTA-programme
www.linkoping.se
www.nta.kva.se Rejmstad/Johansson 1
Un gran agradecimiento de la Alcaldia de Linköping por la invitación a participar en ésta conferencia. Es un gran honor para nosotros. Hemos intercambiado experiencias con ustedes sobre cómo desarrollar la enseñanza en las ciencias naturales, lo cual ha sido muy valorado en Suecia y especialmente en Linköping. Esperamos poder continuar los contactos. Queremos aprovechar la oportunidad para invitarlos a Linköping, a nombre de nuestra Alcaldia, que vean ver en el lugar cómo es que trabajamos. Son ustedes muy bienvenidos!
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The presentation The NTA- programme - A short background What are the components of the NTA programme? Why is the NTA programme a success in Linköping? Challenges Assessment of students´learning Keeping the students´ interest in science in Middle School Presentation of a new NTA-unit adressing these challenges
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Linköping – where ideas come to life Linköping, Sweden
Världskarta
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The NTA Programme The Royal Swedish Academy of Sciences and The Royal Swedish Academy of Engineering Sciences in collaboration with cities/municipalities. The programme started in 1997.
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NTA - municipalities 1997: 1 municipality - Linköping, the first NTA- city 60 teachers, 1,200 students 2011: 104 municipalities 7,300 teachers, 114, 000 students Linköping 2011: 500 teachers 7,000 students
In Linköping- all schools Rejmstad/Johansson 6
The aim of the NTA programme is to support teachers in their effort to stimulate students´ curiosity, interests and knowledge in Science and Technology
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NTA in Sweden is organized around a number of components that are based and inspired by the NSRC (National Science Resources Center) Adapting and developing curriculum units Establishing material support systems Designing professional development Building administrative and community support Systemic assessment of student´s learning
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NTA-units School year K-9, Natural Sciences and Technology
Preschool Air
Comparing and Measuring *(K-1)
Chemical Tests(4-5)
Ground breaking technique(6-8)
Water
Solids and Liquids * (K-2)
Motion and Design 4-6)
Properties of Matter (7-9)
Changes(K2)
Measuring Time(5-6)
Energy and sustainable development (7-9)
Balancing and Weighing (1-2)
Food Chemistry(5-7)
Soils (1-3)
Floating and Sinking(5-7)
The Life Cycles of Butterflies (2-3)
The Technology of Paper (57)
Plant Growth and Development (3-5)
Electric Circuits(3-5)
Magnets and Motors(6-7)
Mathematics Patterns and algebra (4-6)
* Science and Technology Concept Elementary Units, STC- programme Rejmstad/Johansson 9
Why is the NTA programme a success in Linköping? • ”The timing” • Very valuable support from NSRC - STC units, The reform model • The role of the academies • Support and engagment from business and industry -Scania, SAAB, Ericsson, Stora Enso… • Collaborations with higher education e g Linköping University
•Interest and engagement from teachers, principles, school administrators, politicians and parents
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Why is the NTA programme a success in Linköping? Continiued •The students and the teachers learn science …students develop skills and competences needed for the future, teachers improve their teaching in science.
Challenges:
Improve methods to assess the students´learning Keeping the students´ interest in science in Middle School…
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What is NTA striving for? A student active, investigative approach which begins with the students thoughts, experiences and knowledge.
Curiosity
Take a stand
See the pattern and structure
Testing hypothesis
Solve problems
Observe
Argue Innovation
See the connection
The joy of discovery Go from practice to theoreticall models Rejmstad/Johansson 12
NTA-units are very well aligned with the Swedish standards, Lgr 11 Teaching science should give pupils the opportunities to develop their ability to:
• use knowledge to examine information, communicate and take a view on questions concerning energy, health, natural resource use and ecological sustainability, technology, the environment and society, • carry out systematic studies in science and • use concepts of science, its models and theories to describe and explain Rejmstad/Johansson 13
Knowledge requirements
1
2
3
Analysis
Analysis
Analysis
Understanding
Understanding
Understanding
Facts
Facts
Facts
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Diagnoser i NO
[email protected] [email protected]
Britt Lindahl 15
Professional development
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Competence profile
The ability to ask good questions The ability to observe
The ability to form hypothesis
The ability to evaluate an inquiry
The ability to plan an inquiry
The ability to communicate results
The ability to gather data
The ability to interpret results and make conclusions 17
MATRIX The assessment refers to:
Stop 1
In the scientific approach
Stop 2
Stop 3
Ability to ask questions This aspect is about asking questions that can be examined scientifically.
Ability to formulate hypotheses This aspect is to gather information and ideas on an issue, so that a hypothesis can be formulated.
Pupils can set a variety of Pupils can be supported to Pupils can support and be issues, but can not process their own or on your own ask questions distinguish between those others' questions so that that can be explored in a matters which are subject they would allow to systematic way to examination and those investigate. who are not.
The student can formulate The student can formulate The student can formulate a prediction about what a prediction about what a prediction about what will happen, but can not will happen, and give an will happen, and give a provide an explanation as explanation based on reasoned scientific to why. personal experience or explanation. anecdotal evidence.
MATRIX The assessment refers to:
Stop 1
In the scientific approach
Stop 2
Stop 3
Ability to ask questions This aspect is about asking questions that can be examined scientifically. You are here
Ability to formulate hypotheses This aspect is to gather information and ideas on an issue, so that a hypothesis can be formulated.
Pupils can set a variety of Pupils can be supported to Pupils can support and be issues, but can not process their own or on your own ask questions distinguish between those others' questions so that that can be explored in a matters which are subject they would allow to systematic way to examination and those investigate. who are not. You’re going here
The student can formulate TheShowing student can what formulate The student can formulate Describes a prediction a prediction about what a prediction about what whatabout the what the student will happen, but can not will happen, and give an will happen, and give a can do better student can provide an explanation as explanation based on reasoned scientific to why. personal experience or explanation. anecdotal evidence.
MATRIX The assessment refers to:
Stop 1
In the scientific approach
Stop 2
Stop 3
Ability to ask questions This aspect is about asking questions that can be examined scientifically.
Pupils can set a variety of Pupils can be supported to Pupils can support and be issues, but can not process their own or on your own ask questions distinguish between those others' questions so that that can be explored in a matters which are subject they would allow to systematic way to examination and those investigate. who are not.
The difference in quality – not quantity
Ability to formulate hypotheses This aspect is to gather information and ideas on an issue, so that a hypothesis can be formulated.
The student can formulate The student can formulate The student can formulate a prediction about what a prediction about what a prediction about what will happen, but can not will happen, and give an will happen, and give a provide an explanation as explanation based on reasoned scientific to why. personal experience or explanation. anecdotal evidence.
The figure shows how the students perceptions change from grade 7 to school year 9 Interest Girls
Natural scince: Students feel that they are not good and they don’t have the interest!
Social science
value ”how good they think they are
Från avhandlingen ”Lust att lära naturvetenskap och teknik?” av Britt Lindahl, universitetslektor i ämnesdidaktik på Högskolan Kristianstad. 21
Boys
Mean value interest
Mean value how good they think they are
Chemistry
Från avhandlingen ”Lust att lära naturvetenskap och teknik?” av Britt Lindahl, universitetslektor i ämnesdidaktik på Högskolan Kristianstad. 22
Are our students interested in science?
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The answer is…
YES! But…
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R
SE
- Sweden
the Relevance Of Science Education © Prof. Svein Sjøberg, Universitetet i Oslo
Anders Jidesjö Linköpings universitet
Magnus Oscarsson Mittuniversitetet
Anders Jidesjö
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Europe, June 2005 Austria Denmark Czech Republic England Estonia Finland Collected Germany data Greece Not finished Iceland Ireland Israel Latvia Northern Ireland Norway Poland Portugal Russia (Karelia) Slovakia Spain (Baleares) Sweden Turkey
Mål: • • •
• • • • • • •
Att få våra barn och ungdomar att se de möjligheter med den samhällsomställning Att utveckla metoder som stärker elevers förmåga till kritisk granskning av fakta och förhållanden och att de därmed kan inse konsekvenserna av olika handlingsalternativ Att utveckla ett lärande där elever kan tillägna sig ett personligt förhållningssätt till övergripande och globala resursfördelningsfrågor Att förmedla vilka möjligheter ny teknik kan skapa för en hållbar och rättvis samhällsutveckling Att utveckla metoder och verktyg som stimulerar elevers nyfikenhet, självförtroende samt innovativa och entreprenöriella förmågor Att utveckla och sprida goda exempel på ämnesövergripande lärandemetoder Att öka samverkan mellan utbildningsväsendet och näringslivet Att bilda och/eller stärka regionala och nationella nätverk som verkar för ett lärande för hållbar utveckling Att genom aktuell forskning om lärande, kunskapsbildning, utbildning och undervisning, bidra till ny kunskap samt kvalitetssäkra projektets metoder och arbetssätt Att öka rekryteringen till tekniska och naturvetenskapliga utbildningar
Anders Jidesjö
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Anders Jidesjö
Från ROSE, Svein Sjöberg 29
Från ROSE, Svein Sjöberg 30
Från ROSE: Anders Jidesjö 31
Från ROSE: Anders Jidesjö 32
Från ROSE: Anders Jidesjö 33
What is NTA striving for? A student active, investigative approach which begins with the students thoughts, experiences and knowledge.
Curiosity
Take a stand
See the pattern and structure
Testing hypothesis
Solve problems
Observe
Argue Innovation
See the connection
The joy of discovery From practice to theoreticall models Rejmstad/Johansson 34
How do we make the teaching and learning meaningful and relevant for our children to meet the future? Rejmstad/Johansson 35
NTA-units Child Day Care
School year K-9, Natural Sciences and Technique
Air
Comparing and Measuring *(K-1)
Chemical Tests(4-5)
Ground breaking technique(6-8)
Water
Solids and Liquids * (K-2)
Motion and Design 4-6)
Properties of Matter (7-9)
Changes(K2)
Measuring Time(5-6)
Energy and sustainable development (7-9)
Balancing and Weighing (1-2)
Food Chemistry(5-7)
Soils (1-3)
Floating and Sinking(57)
The Life Cycles of Butterflies (2-3)
The Technology of Paper (5-7)
Plant Growth and Development (3-5)
Magnets and Motors(67)
Mathematics Patterna and algebra (4-6)
* Science and Technology Concept Elementary Units, Rejmstad/Johansson STC- programme 36
Energy and Sustainable Development •
work with real (complex) issues.
•
have the opportunity to clarify the conflicts of interest are linked to sustainable development issues.
•
opportunity to see "behind", and norm critically examine the content and underlying structures.
•
ability to make emotional and value statements to the content.
•
opportunity to discuss, make choices and to act.
•
show respect, listen and take into account each other's opinions.
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Is NTA good?
One unique evaluation just started of the NTA's impact on Swedish student achievement in science, compulsary school and high school.
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Thank you for your attention!
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PPT 1 Barn i arbete.wmv
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