Animation and Development of Science Education
How animation can be used as a didactic tool in Science !
The target group and its needs Persona of the main target group Approach and structure Suggestions to subjects
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Didactical and Science EducationDidactical "The word (didactical) is often used to refer to
texts that are overburdened with instructive or factual matter to the exclusion of graceful and pleasing detail so that they are pompously dull and erudite". (Enc.Brit)
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Didactical and Science Education
Valuations tied to reasons, selections, organizing and preparing the syllabus
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Key questions
What ?
Why ?
How ?
Who is the pupil ?
Svein Sjøberg
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The Danish Curriculum in Science
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The Danish Curriculum in Science The close by surrounding worldThe teaching shall leed the pupils towards acquiring knowledge and skills that enable them to
undersøge hverdagsfænomener, herunder farver, lys og tyngdekraft beskrive dele af lokalområdet for andre sortere materialer og stoffer efter egne kriterier og enkle givne kriterier demonstrere ændringer af stoffer og materialer, bl.a. smeltning og opløsning beskrive udvalgte dyr og planter kende de naturområder, hvor navngivne planter og dyr lever kende menneskets sanser undersøge enkle kropsfunktioner, herunder bevægeapparatet give eksempler på forhold, der har betydning for deres egen sundhed, herunder søvn, mad
og trivsel anvende vigtige regler for god hygiejne undersøge enkle forhold vedrørende vejret kende forhold, der karakteriserer de forskellige årstider
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Skills and competences
Typology of developing expertise (5 steps) Dreyfus & Dreyfus
Developing competences
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Skills and competences
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Novice Advanced Beginner Competent Proficient Expert
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Dreyfus & Dreyfustypology of developing expertise (5 steps)
Dreyfus & Dreyfustypology of developing expertise (5 steps)
Novice Rigid adherence to taught rules or plans Little situational perception No discretionary judgment
Advanced Beginner Guidelines for action based on attributes or
aspects. Situational perception still limited All attributes and aspects are treated
separately and given equal importance tirsdag 11. april 2023 Center for Anvendt Naturfagsdidaktik 11
Dreyfus & Dreyfus
Competent Coping with "crowdedness" Now sees actions at least partly in terms of
longer-term goals Conscious deliberate planning Standardized procedures and procedures by
routine
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Proficient Sees situations holistically rather than in terms
of aspects Sees what is most important in a situation Perceives deviations from the normal pattern Decision-making less laboured Uses maxims for guidance, whose meaning
varies according to the situation
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Dreyfus & Dreyfus
Expert No longer relies on rules, guidelines or
maxims Intuitive grasp of situations based on deep
tacit understanding Analytic approaches used only in novel
situations or when problems occur Vision of what is possible
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Dreyfus & Dreyfus
A definition Competences in Science is defined as having
knowledge of, understanding, practising and being able to take a critical point of view towards natur, science, natural science and technologi in a diversity of connections in wich they do form parts or will be forming parts of
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Competences in Science
Competences
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A room for learning
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Camilla, 0.b, The Dragonfly
Room for learning
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Devino, 0.b, concept formation
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Keld Fredens
Biking French fries Slug, the gastropod mullusk
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The stoat
Teaching for Quality LearningJohn Biggs
Cognitive level of learning activities Reflect Apply: far problems Hypothesize Relate to principle Apply : near problems Explain Argue Relate comprehend : main ideas Describe Enumerate Paraphrase Comprehend sentence Identify Name Memorize
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Teaching for Quality LearningJohn Biggs 1
Cognitive level of learning activities Reflect Apply: far problems Hypothesize Relate to principle Apply : near problems Explain Argue Relate Comprehend : main ideas Describe11. april 2023 National Centre for Development of Science Education 22
Extended Abstract thinking
Relationalthinking
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Teaching for Quality LearningJohn Biggs 2
Cognitive level of learning activities Describe Enumerate Paraphrase Comprehend sentence Identify Name Memorize
Multistructuralthinking
Unistructuralthinking
Extended abstract
Relationel
Multistructural
Unistructural
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Teaching for Quality LearningJohn Biggs
●●●
●●●
R
R1
R2
R3
and Poul V. Thomsen, University of Aarhus
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Where are the pupils_- CSMS-survey: 14.000 pupils – England 1978
5th%ile
10th%ile
25th%ile
75th%ile
90th%ile
95th percentile PIAGETIAN(BIGGS) LEVEL
1A
1B
2A
2A/2B
2B
2B*
3A
3A/3B
3B
6 7 8 9 10 11 12 13 14 15 16 17 18 19
AGE (years)
Fo
rma
l o
pe
rati
on
al
Co
nc
rete
op
era
tio
na
l
Average
Extended abstract thinking
Relational thinking
Multistructural thinking
Unistructural thinking
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kendebeskriveredegøre
forklare analysereanvendeformulere
anvende ’fjernt’hypotesereplanlæggevurdere
Undervisning/ Mål Evaluering materialer
Mono/multi-strukturel
Relationel
Udvidet abstrakt
Huske-baseretFacts-baseret
Diskurs-baseret
Projekt-baseret
Diskurs-baseret
Projekt-baseret
Samme SOLOniveau
Alignment a la Biggs (- og sund fornuft)
Poul V. Thomsen, University of Aarhus
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Poul V. Thomsen, University of Aarhus
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