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Some Guiding Thoughts on Science Education
Christie Brown, [email protected]
IEEE Region 7 MeetingMontreal, Quebec
May 16, 2009
Objectives
• To provide an overview the science and technology curriculum in Quebec.
• To share some of the challenges that schools currently face and how IEEE can help.
• To provide some suggestions on best practices and opportunities for working with teachers.
Council of Ministers of Education, Canada
• A vision for scientific literacy in Canada: Scientific literacy is an evolving combination of the science-related attitudes, skills, and knowledge students need to develop inquiry, problem-solving, and decision-making abilities, to become lifelong learners, and to maintain a sense of wonder about the world around them.
• Source: CMEC. Common framework of science learning outcomes: Pan-Canadian protocol for collaboration on school curriculum, 1997. p. 4
Council of Ministers of Education, Canada
• Diverse learning experiences based on the framework will provide students with many opportunities to explore, analyse, evaluate, synthesize, appreciate, and understand interrelationships among science, technology, society, and the environment that will affect their personal lives, their careers and their future.
• Source: CMEC. Common framework of science learning outcomes: Pan-Canadian protocol for collaboration on school curriculum, 1997. p. 4
Council of Ministers of Education, Canada
• Students learn most effectively when their study of science is rooted in concrete learning experiences, related to a particular context or situation, and applied to the world where appropriate.
• Learning is enhanced when students identify and solve problems.
• Source: CMEC. Common framework of science learning outcomes: Pan-Canadian protocol for collaboration on school curriculum, 1997. p. 7
From Engagement to Empowerment:Reflections on Science Education for Ontario
• Science through “doing” provides students with opportunities to develop, reinforce and extend their understandings of conceptual knowledge and procedural knowledge.
• Students need access to materials, tools, and equipment necessary to develop and practice skills of science.
• Students need opportunities to engage in a variety of activities that foster the (development) of a broad range of skills.
• Source: Little, C. & Erminia Pedretti. From engagement to empowerment: Reflections on Science Education for Ontario. Pearson, 2008. p. 34
7
Context of Quebec Schools
• 69 Francophone school boards• 9 Anglophone school boards • 1 Aboriginal school board• Private schools:
• French (FEEP)• English (QAIS/AJDS)• Non-affiliated
• CEGEP (equivalent to Grade 12 and First Year University)
8
Context in Quebec Schools
• New curriculum, based on competencies, currently undergoing implementation.
• Teachers who were familiar with teaching specific content are now asked to reach outside of their comfort zone. (solution: Training Teams across the province)
• Appropriate resources are not always easy to find (solution: Renovations of labs and workshops; partnerships created with organizations such as IEEE).
9
How is a competency defined in Quebec?
• A competency is defined as the ability to act effectively by mobilizing (using) a range of resources.
• MELS, p. 17, 2006
10MELS, QEP, 2007. p.25
11
12
Source: MELS, QEP, 2007
Competency
Key Features
Manifestations“Observable Stuff”
How competent we want kids to be
when they leave school
Developing competency
16
Earth & Material Space World
Living Technological
World World
(Ecology)
Year 2 – General Path
Biogeochem
ical
cyclesClim
ate
Zone
Lithosphere
Hydrosphere
Phy
sica
l P
rope
rtie
s of
so
lutio
ns
Che
mic
al
Cha
nges
Organiza
tion
of Matte
r
Electricity and
Electromagnetism
Transformation ofEnergy
Dyn
amic
s of
Eco
syst
ems:
Electrical Engineering
Mechanical Engineering
Materials
Carbon cycle
Nitrogen C
ycle
Factors that influence the
distribution of biomes
Marine B
iomes
Terrestrial biom
es
Minerals
Soil profile
Permafrost
Energy resources
Catchment area; Oceanic Circulation
Glacier and ice floe; Salinity
Energy resources
Density, biological cycles
Troph
ic re
latio
nshi
ps;
Prim
ary
prod
uctiv
ity;
Mat
erial
and
Ene
rgy
flow;
Chem
ical r
ecyc
ling
Power supply; Conduction, insulation,
and protection.ControlTransformation of energy
(electricity and light, heat, vibration, magnetism)
Characteristics of linking of mechanical parts
Guiding controls
Construction and characteristics of motion
Transmission systems (friction gears; pulleys
And belt; gear assembly; sprocket wheels and chain;
wheel and Worm gear) Speed Changes
Construction and characteristics of transformation systems
(screw gear system, connecting rods, cranks, slides, rotating
Slider crank mechanism, rack and pinion drive, cams
Constraints
(deflection, shearing)
Characteristics of m
echanical
Properties;
Types of properties (plastics,
Thermoplastics,
thermosetting plastics
Ceram
ics, composites
Modification of properties
Degradation, protection
Law of conservation of energyEnergy efficiency
Distinction between heat and energy
Electricity: (Electrical charge; static electricity
Ohm’s law; Electrical circuits
Relation ship between power and
electrical energy)
Electromagnetism: (forces of attraction and
Repulsion; Magnetic field of a live wire)
Rutherford-B
ohr Model
Lewis Notatio
n
Combu
stio
n, p
hoto
synt
hesis
and
resp
iratio
n
Acid-b
ase
neut
raliz
atio
n re
actio
n;
Balan
cing
simpl
e ch
emica
l equ
atio
ns
Law o
f con
serv
atio
n of
mas
s
Con
cent
ratio
n (p
pm)
Ele
ctro
lyte
s; p
H s
cale
; E
lect
roly
tic d
isso
ciat
ion
Ions
; E
lect
rical
con
duct
ivity
Study of Populations
Dynamics of
Communities
Biodiversity
Disturbances
Atmosphere
Greenhouse Effect; Atmospheric circulation
Air mass; Cyclone and anticyclone
Energy resources
Space
Solar energy flowEarth-Moon system(Gravitational effect) Climate Change; Deforestation
Drinking Water; Energy Challenge
17
Earth & Material Space World
Technological
World
Year 2 – Applied Path
Lithosphere
Hydrosphere
For
ce a
nd m
otio
n
Chemical
Changes
Electrici
ty
Electromagnetism
Transformation ofEnergy
Manufacturing
Electrical Engineering
Materials
Mechanical Engineering
Minerals
Energy resources
Catchm
ent area;
Energy resources
DisturbancesTrophic RelationshipsPrimary ProductivityMaterial and energy flowChemical RecyclingFactors that influence the Distribution of biomesEcosystems
Power supply; Conduction, insulation,
and protection (resistance and coding,
Printed circuit).
Typical Controls (unipolar, bipolar, unidirectional
Bidirectional)
Transformation of energy
(electricity and light, heat, vibration, magnetism)
Other functions (condenser, diode, transistor,
Solid state relay
Constraints (deflection, shearing)
Characteristics of mechanical properties
Heat treatments
Types and properties:
Plastics (thermoplastics, therm
osetting, plastics)
Ceramics
Composites
Modification of properties (degradation,
protection)
Adhesion and friction of partsLinking of mechanical parts (freedom of movement)
Guiding controlsConstruction and characteristics of motion,
Transmission systems (friction gears, pulleys and belt,Gear assembly, sprocket wheels and chain,
wheel and worm gear)Speed changes, resisting torque, engine torqueConstruction and characteristics of motion:
Transformation systems (screw gear system, connecting rodsCranks, slides, rotating slider crank mechanism,
Rack and pinion drive, cams, eccentrics)
Law of conservation of energyEnergy efficiency
Distinction between heat and energy
Electromagnetism: (forces of attraction and
Repulsion; Magnetic field of a live wire)
Magnetic field of a solenoid
Electromagnetic induction
Electricity
: (Electric
al charge; s
tatic electric
ity
Ohm’s law; E
lectrica
l circ
uits
Relation ship betw
een power and
electrical e
nergy)Com
busti
on, o
xidat
ion
For
ce;
Typ
es o
f fo
rces
Equ
ilibr
ium
of
two
forc
esR
elat
ions
hip
betw
een
cons
tant
sp
eed,
dis
tanc
e an
d tim
eM
ass
and
Wei
ght
Dynamics ofEcosystems
Atm
osphere
Air m
ass; Cyclone and anticyclone
Energy resources
Space
Solar energy flow
Earth-Moon system
(Gravitational effect)
LivingWorld
Flui
ds
Arc
him
edes
Prin
cipl
eP
asca
l’s L
awB
erno
ulli’
s P
rinci
ple
GraphicalLanguage:
Multiview orthogonal projection(general drawing)
Functional dimensioningDevelopments (prism, cylinder, pyramid, cone)
Standards and representations(diagrams and symbols)
Manufacturing:
Characteristics of drilling, tapping, threading,
And bending
Measurement and Inspection:
Direct measurement (vernier calliper)
Control, shape, and position (plane
Section, angle)
Technologies: Medical, Information, Agricultural,
Automotive
18
Food Production
Residual Materials
Approved Version
19
Food Production
Residual Materials
Approved
Version
20
General Education Path and Applied Education
Path
OPTION 2555-3066 credits
(150 hours)
555-4044 credits(100 hrs)
557-3066 credits
(150 hours)
557-4066 credits(150 hrs)
558-4044 credits(100 hrs)OPTION
558-4022 cr
(50 hrs)OPT
Cycle One Secondary III Secondary IV Secondary V
Physics4 credits(100 hrs)
Chemistry4 credits(100 hrs)
SCIENCE & TECHNOLOGY (S&T) OPTION
OPTION 1
APPLIED SCIENCE AND TECHNOLOGY (AST)
BRIDGE
Same for all
students
Documents available in Spring 2009
Minimum to Graduate
Required to enter Pre-U SCIENCES
in CEGEP
21
Competency 1
This competency is identical in both paths.
This competency is developed through activities which require students to use either the scientific method or the design process.
Seeks answers or solutions to scientific or technological problems
22
23
Competency 2Makes the most of his/her knowledge of science and technology
General Path: Grade 10
-Focuses on ISSUES analysis
Issues:- Climate Change- Deforestation- Energy Challenge- Drinking Water- Waste Management (Opt.)- Food Production (Opt.)
MELS. General QEP, 2007. p. 46-53
Applied Path: Grade 10
-Focuses on the analysis of technical applications.
Examples of Technologies:- Medical- Transportation- Agricultural- Information and Communication
MELS. Applied QEP, 2007. p. 24
Note: The forms of analysis are the same 10 ways seen in Cycle 1.
24
Technology Oriented
GENERAL PATH
25
APPLIED PATH
Technology Oriented
26
Competency 3Communicates in the languages used in science and technology
This competency is identical in both paths.
In order to know whether the student has understood something - be it a concept, a skill, or a method – they must communicate this to us in an observable way…
27
28
Questions to be answered:
1) What is your intention with a given activity?
• Targeted Competencies• Targeted Content
2) What do your students already know?
3) How will you evaluate them?• During the activities?• At the end?
Challenges and Opportunities
• Some challenges:• Degree of comfort level for teachers with the technology
component.
• The availability of good resources is not always obvious.
• “Time”
• The Opportunities: • Teachers are strongly encouraged to use community
expertise to bring the “real world” into the classroom.
• Exploration of engineering in general with the students
• Conventions and conferences
• Invitation to a Science Symposium next year (09-10)…!
How to establish contact?
• School board consultants have direct access and are most often open to encouraging community support.
• Ministries will generally have their curricula on their website (http://www.mels.gouv.qc.ca)
• You need to make it relevant:• How does it connect to the level being taught?• How will this help my students to learn and develop
competency?
Questions or Comments?
Christie BrownMath, Science and Technology
Services à la communauté anglophone
Ministère de l’éducation, de loisir et du sport
514-873-3339, 5277
Best way to reach me: