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SCOTLANDSCIENCETECHNOLOGYENGINEERINGMATHEMATICS
TEACHEREDUCATIONIN
SOUTH-EASTASIAINTERNATIONALSCIENCETEACHEREDUCATIONMEETING3-7JUNE,2019UNIVERSITYOFDUNDEE,UNITEDKINGDOM
SCOTLAND2015PISA RANKFORSICENCE
POP.TOTAL5,438,100
1524POP.CHILDREN0-15YEARS919,502 ScotlandUK
THESCIENCECURRICULMAGES13-15YEARS
THECURRICULUMFOREXCELLENCE• Ages3-18• Aprocessofeducationreformstartingin2002andimplemented
officiallyin2010• Aim:tohelpchildrenandyoungpeoplegaintheknowledge,skillsand
attributesneededforlifeinthe21stcentury,includingskillsforlearning,lifeandwork.
• Purpose:helpchildrenandyoungpeoplebecomesuccessfullearners,confidentindividuals,responsiblecitizensandeffectivecontributors.
• Flexibilityforschoolsandsettingstoplanlearningsuitablefortheirowncontext.Theschoolcommunityandpartnersshouldbeinvolvedindecidinghowtousethisflexibility.
• Eightcurriculumareas:Expressivearts,Healthandwellbeing,Languages,Mathematics,Religiousandmoraleducation,Sciences,Socialstudies,Technologies.
IMPLEMENTATION• EducationauthoritiesandschoolsareresponsibleforimplementationunderguidancefromtheScottishGovernmentandEducationScotland.
• Educationauthoritiesareexpectedtoissueclearpolicystatementstoindividualschoolsonhowthecurriculumistobedelivered.
• Headteachersareresponsiblefordaytodayimplementation.• AnationalCfE ManagementBoardhasoverallstrategicmanagement,supportedbyaCfE ImplementationGroupchairedbyEducationScotland.
• ItisforschoolsandeducationauthoritiestoshowhowtheirdifferentcurricularstructuresmeettherequirementsofthenationalCfE guidance.
FRAMINGOFSCIENCE
Scienceandtheapplicationofsciencearecentraltooureconomicfutureandtoourhealthandwellbeingasindividualsandasasociety.
“
” CfE Briefing:SciencesforAlll(2013)
Themostimportantgoalforscienceeducationistostimulate,nurtureandsustainthecuriosity,wonderandquestioningofchildrenandyoungpeople.
“
”ScottishExecutive(2006)ACurriculumforExcellence:BuildingtheCurriculum1,theContributionofCurriculumAreas
ThepotentialofsciencesandSTEMcareerstosupporteconomicregenerationandboostpositivedestinationsforlearnersissignificant.
“
”CurriculumforExcellence,Sciences,ExperiencesandOutcomes
• developacuriosityandunderstandingoftheirenvironmentandtheirplaceintheliving,materialandphysicalworld
• demonstrateasecureknowledgeandunderstandingofthebigideasandconceptsofthesciences
• developskillsforlearning,lifeandwork
• developskillsofscientificinquiryandinvestigationusingpracticaltechniques
• developskillsintheaccurateuseofscientificlanguage,formulaeandequations
• recognisetheroleofcreativityandinventivenessinthedevelopmentofthesciences
• applysafetymeasuresandtakenecessaryactionstocontrolriskandhazards
• recognisetheimpactthesciencesmakeontheirlives,thelivesofothers,theenvironmentandonsociety
• developanunderstandingoftheEarth’sresourcesandtheneedforresponsibleuse
• expressopinionsandmakedecisionsonsocial,moral,ethical,economicandenvironmentalissuesbaseduponsoundunderstanding
• developasscientificallyliteratecitizenswithalifelonginterestinthesciences
• establishthefoundationformoreadvancedlearningandfuturecareersinthesciencesandthetechnologies.
WHYSTUDYSCIENCE?
CurriculumforExcellence,Sciences,PrinciplesandPractice
• interdisciplinarylearning• activelearning• developmentofproblemsolvingskillsandanalyticalthinkingskills• developmentofscientificpracticalinvestigationandinquiry• useofrelevantcontexts,familiartoyoungpeople’sexperiences• appropriateandeffectiveuseoftechnology,realmaterialsandlivingthings• collaborativelearningandindependentthinking• emphasisonchildrenexplainingtheirunderstandingofconcepts,informeddiscussionandcommunication.
APPROACHESTOTEACHING
CurriculumforExcellence,Sciences,PrinciplesandPractice
1. Inquiryandinvestigativeskills2. Scientificanalyticalthinkingskills3. Skillsandattributesofascientificallyliteratecitizen4. Developmentofarangeofskillsforlifeandskillsforwork,includingliteracy,
numeracyandskillsininformationandcommunicationstechnology(ICT).
LEARNINGOUTCOMESINTHESCIENCES
CurriculumforExcellence,Sciences,PrinciplesandPractice
TheCfE’s experiencesandoutcomesareasetofstatementsaboutchildren'slearningandprogressionineachcurriculumareaandforeachlevelofeducation.Theyareusedtohelpplanlearningandtoassessprogress.IntheSciences,therearespecificEs+Os for:• PlanetEarth• Forces,electricityandwaves• Biologicalsystems• Materials• Topicalscience
EXPERIENCES&OUTCOMES
CurriculumforExcellence,Sciences,ExperiencesandOutcomes
BIODIVERSITY ANDINTERDEPENDENCELearnersexploretherichandchangingdiversityoflivingthingsanddeveloptheirunderstandingofhoworganismsareinterrelatedatlocalandgloballevels.Byexploringinteractionsandenergyflowbetweenplantsandanimals(includinghumans)learnersdeveloptheirunderstandingofhowspeciesdependononeanotherandontheenvironmentforsurvival.Learnersinvestigatethefactorsaffectingplantgrowthanddeveloptheirunderstandingofthepositiveandnegativeimpactofthehumanpopulationontheenvironment.
Icansampleandidentifylivingthingsfromdifferenthabitatstocomparetheirbiodiversityandcansuggestreasonsfortheirdistribution. SCN3-01a
IhavecollaboratedoninvestigationsintotheprocessofphotosynthesisandIcandemonstratemyunderstandingofwhyplantsarevitaltosustaininglifeonEarth. SCN3-02a
Throughinvestigationsandbasedonexperimentalevidence,Icanexplaintheuseofdifferenttypesofchemicalsinagricultureandtheiralternativesandcanevaluatetheirpotentialimpactontheworld’sfoodproduction. SCN3-03a
ENERGYSOURCESANDSUSTAINABILITYLearnersexploretypes,sourcesandusesofenergyanddeveloptheirunderstandingofhowenergyistransferredandconserved.Theyconsidertherelevanceoftheseconceptstoeverydaylife.Theyexplorethenatureandsustainabilityofenergysourcesanddiscussbenefitsandassesspossibleriskstoformaninformedviewofresponsibleenergyuse.
Icanusemyknowledgeofthedifferentwaysinwhichheatistransferredbetweenhotandcoldobjectsandthethermalconductivityofmaterialstoimproveenergyefficiencyinbuildingsorothersystems. SCN3-04a
Byinvestigatingrenewableenergysourcesandtakingpartinpracticalactivitiestoharnessthem,Icandiscusstheirbenefitsandpotentialproblems. SCN3-04b
PROCESSESOFTHEPLANETLearnersexplorethechangingstatesofmatterandthephysicalandchemicalprocesseswhichinfluenceEarth’satmosphereandoceans.Theylearnaboutclimatechangeasanaturalprocessintimeaswellastheresultofhumanactivity.Throughconnectionswithcollaborativestudiesoflandscape,weatherandclimateinsocialstudiestheybuildupanintegratedpictureofthedynamicnatureofEarth.
Bycontributingtoexperimentsandinvestigations,Icandevelopmyunderstandingofmodelsofmatterandcanapplythistochangesofstateandtheenergyinvolvedastheyoccurinnature.SCN3-05a
Icanexplainsomeoftheprocesseswhichcontributetoclimatechangeanddiscussthepossibleimpactofatmosphericchangeonthesurvivaloflivingthings. SCN3-05b
SPACELearnersdeveloptheirunderstandingoftheEarth’spositionwithintheuniversewhiledevelopingasenseoftimeandscale.TheydeveloptheirunderstandingofhowourknowledgeoftheuniversehaschangedovertimeandexploreideasoffuturespaceexplorationandthelikelihoodoflifebeyondplanetEarth.
Byusingmyknowledgeofoursolarsystemandthebasicneedsoflivingthings,Icanproduceareasonedargumentonthelikelihoodoflifeexistingelsewhereintheuniverse.SCN3-06a
Es+Os:PLANETEARTH,THIRDLEVEL(AGES13-15)
TEACHERRESOURCESFORASSESSMENTKEYDOCUMENTS• CurriculumforExcellence,Sciences,ExperiencesandOutcomes(20pages)
• GuidanceonUsingBenchmarksforAssessment:Sciences(2017)(46pages)
• BuildingtheCurriculum5:AFrameworkforAssessment(2011)(63page)
SCIENTIFICPRACTICESINTHECURRICULM1. Inquiryandinvestigativeskills
• Plansanddesignsscientificinvestigationsandenquiries• Carriesoutpracticalactivitieswithinavarietyoflearningenvironments• Analyses,interpretsandevaluatesscientificfindings• Presentsscientificfindings
2. Scientificanalyticalthinkingskills• e.g.demonstratesfurtherdevelopmentofcreativethinkingincludingthroughtheengineeringprocessesofdesign,construction,testingandmodification
3. Skillsandattributesofscientificallyliteratecitizens• e.g.Demonstratesfurtherdevelopmentofcreativethinkingincludingthroughtheengineeringprocessesofdesign,construction,testingandmodification
Education Scotland, Guidance on using Benchmarks for Assessment , March 2017
STEM/SCIENCETEACHEREDUCATION
• 11yearsofeducationbeforeUniversity(canjoinuniversityafter16yearsofage)• Secondary-levelMaths andEnglish,plusoneof:
a) A4-yearcombineddegreeineducationandthesciencesubjectb) Anundergraduatedegreeinthesubjectplusa1-year(36weeks)
ProfessionalGraduateDiplomainEducation(PGDE)• ToteachinScottishsecondaryschools,youmustbefullyregisteredwiththeGeneralTeachingCouncilforScotland(GTCS). TheTeacherInductionSchemeisa1-yearprobationaryteachingpostwhichwhencompletedmeetstheStandardforFullRegistration.
BECOMINGASCIENCETEACHER
4or5yearsstudyplusoneyearprobation
AlternativeroutesforsecondaryteachersinSTEMsubjectsofMathematics,Physics,Chemistry,HomeEconomics,orComputingStudies• Increaseflexibility inordertobringgreaterdiversity intotheprofession,
includingthosewithpreviousexperienceinindustry• Tackleshortagesandunder-recruitmentintheseSTEMteachingareas
NEWROUTESINTOSTEMTEACHEREDUCATION
PGDEPOSTGRADUATEDIPLOMAINSECONDARYEDUCATION- PARTNERSHIPINDUCTIONMODEL(PIM)UNIVERSITYOFDUNDEE• 18months• Probationaryteachersalarypaidbylocal
authority• Placementsinrural,highdeprivationareas
identifiedbythelocalauthoritypartners• Moretimeinschoolscomparedto
traditionalPGDE• MeetsGTCSStandardforFullRegistration
PGCESECONDARYEDUCATIONWITHSUPPORTEDINDUCTIONROUTE(SIR)UNIVERSITYOFDUNDEE• 52weeksover1year• £22,500 financialsupport• 37-weekschoolexperience
placementwithamentor/supporter• MeetsGTCSStandardforFull
Registration
STANDARDPGDESECONDARYEDUCATION• 36weeksover1year• Possiblesupportof£20,000• 2on-campusmodules(14weeks
intotal)and3schoolplacements(3x6weekplacements).
• Mustbefollowedbythe1-yearTeacherInductionSchemetomeetStandardforFullRegistrationwithGTCS
GOVERNMENTPROMOTIONOFSTEM
ScienceandinnovationareembeddedinScotland’sheritageandculture.Theywillplayanever-increasingroleinScotland’sfuturewithintheglobaleconomy.
“
”
Weaspiretobetheinventorandmanufactureroftheinnovations thatwillshapethefuture…TheScottishGovernmentiscommittedtoensuringwehaveahighlyeducatedandskilledpopulationequippedwiththeSTEMskills,knowledgeandcapabilityrequiredtoadaptandthriveinthefast-pacedchangingworldandeconomyaroundus…Wemustcontinuetowelcomeandembraceinnovationbut,moreover,wemuststrivetoleadthatinnovationintheworld.
“
” STEMTrainingandEducationStrategyforScotland(2017)
Shirley-AnneSomervilleMSPMinisterforFurtherEducation,HigherEducationandScience
ProfessorSheilaRowanMBEChiefScientificAdviserforScotland
STEMEDUCATIONANDTRAININGSTRATEGY• Five-yearstrategyforScotlandpublishedOctober2017
• Asetofkeyperformanceindicatorstomeasureandmonitorprogress
• ASTEMStrategyImplementationGroupandAnnualReportprovidedtoParliament(firstAnnualReportin2019)
STEMEDUCATIONANDTRAININGSTRATEGY
VISIONOurvisionisofaScotlandwhereeveryoneisencouragedandsupportedtodeveloptheirSTEMskillsthroughouttheirlives,enablingthemtobeinquiring,productiveandinnovative,inordertogrowSTEMliteracyinsocietyanddriveinclusiveeconomicgrowth.
INITIATIVES• Workingtobringthenumberoffull-timecollegeplacesinSTEMsubjectsinlinewithregionalemploymentneeds.
• NewroutestoSTEMteachereducationbackedbymorethan£1millionfromtheScottishGovernmentAttainmentScotlandFund.
• In2018-19,107bursariesof£20,000wereawardedtocareerchangerstobecometeachersinSTEM subjects(total£2.08million)
• FundingtotheScottishSchoolsEducationResearchCentreforteachingandlearningsupportforsecondarySTEMeducation
• CollationonSTEMlearningresourcesonEducationScotland’sNationalImprovementHubwebsite
• PeermentoringthroughYoungSTEMLeadersprogramme launchingin2019
• Investmentinnationalschool-basedscienceengagementinitiatives,suchas:• GenerationScience• YoungEngineersandScienceClubs• BritishScienceWeek• GeoBus