Innovations in science teaching - Faradale Media-M … · Innovations in Science Teaching Gerrit J. Kuik Vrije Universiteit –CETAR De Boelelaan 1105, ... Elementary school Age 4

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: [email protected]



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


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


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


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.


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%


Inspectorate of education

Results of

monitoring of

primary schools

available through

the inspectorate

website



Summaries are

presented in tables

Detailed reports

available as pdf-files



Secondary school quality card


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.


The Dublin descriptors


Predict – Observe – Explain: the tea bag


Teacher training

HAVO5 years

Age 12-174 years

Age 16-20


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


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!!


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!!!


New science & math curricula


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.


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.


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


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


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


Cycle of scientific development of knowledge

prediction

design

analysis

recognitionknowledge

experience

observation, experiment

hypothesis, theory, model

abstraction


Kobs’ learning model with contexts/concepts added

active

experimentation

reflective

observationknowledge

context

concrete experience

abstract conceptualization

concept


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


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.


Developments in the UK and Germany


POE: steel balls rolling towards a magnet


N

NN

S

SS

Why the steel balls stop …


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


Selamat!

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Innovations in science teaching - Faradale Media-M … · Innovations in Science Teaching Gerrit J. Kuik Vrije Universiteit –CETAR De Boelelaan 1105, ... Elementary school Age 4