LIA presentation X-IOSTE Brasil

LIA

Dep. of Teacher Education and School Development

LIA

LIBERAL EDUCATION,

INFORMATION

ASSESSMENT AND

ARGUMENTATION IN

SCIENCE

http://www.uio.no/english/map/blindernnavn_stor.html

http://www.ils.uio.no/studier/naturfag/ppu/Dia/LIA-paper-X-IOSTE_Brasil_2002.htm

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LIA Presentation

Andreas Quale

Terje Kristensen

Ketil Mathiassen

Anders Isnes

Department of Teacher Education

and School Development

University of Oslo

http://www.uio.no/english/map/blindernnavn_stor.html

http://www.ils.uio.no/

http://www.ils.uio.no/

http://www.uio.no/english/

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The Project

Research project, addressing pre-service

teacher education:

– teacher trainees with B.Sc. or M.Sc. in

physics/chemistry/biology

– funded by the Norwegian Ministry of

Education

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Participating researcher groups

University of Bergen University of Oslo

Stein Dankert Kolstø Andreas Quale

Marit Ulvik Anders Isnes

Erik Arnesen Terje Kristensen

Anne Sissel Tonning Ketil Mathiassen

Idar Mestad

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Assessment of scientific information

• Important part of general education: – genetic engineering

– chemical pollution

– benefits / risks of nuclear power

– exploitation of (renewable or not) natural resources

– etc.

• Neglected in the teaching of science in our schools..?

• General public invited to: – participate in media discourse

– vote for policies / courses of action

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Learning goals • experience in planning/implementing open experiments

using ICT tools for gathering/processing of data and presentation of results

• ability to assess methods for communicating the nature of science to the students

• use communication tools for distributed discussions, to promote learning

• understand the concept of a liberal education, as related to educational policies

• develop consciousness of the interplay of observation and argumentation, in the production of scientific knowledge

• ability to assess contentious scientific propositions: conceptual basis, scientific validity, logical argumentation, use of established/not-established science knowledge

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Terminology

Two meanings of education (in English): – broad knowledge (of many subjects) - “he is an educated person"

– a specialized subject training - "…his education is in physics"

In German: – Bildung (broad general knowledge)

vs. – Ausbildung (specific subject training)

“Liberal education“ = Bildung (broad and general) ↓

ability to cope with a variety of societal issues, without expert knowledge/training

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Primary research question

Argumentation in science

(connection?)

Assessment of scientific

information

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Theoretical framework

A constructivist approach to learning:

– an individual process: interaction between

preconceptions and environment

– and a social process: learners construct mental

representations in a dialogue

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Teaching – two meanings (Bakhtin):

• Persuading – using rhetoric and manipulation

• Convincing – conveying insight and understanding

• Reality – a process, not a result (Wittgenstein):

– we can influence the world, not just be governed by it

• Not part of traditional school education:

– passes on the established truths of society, to the next generation

– a teacher-learner dialogue becomes illusory

– the learner learns to answer what the teacher wants to hear..!

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Culturedness vs adaptation

• The adapted person

– accepts external constraints without question

– settles well in a world defined/organized by others

• The cultured person

– can think critically, ask fundamental question

– trusts in his own rationality

• A liberal education (Hellesnes)

– encourages critical thinking in the learners

– a prerequisite for democracy

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Argumentation in science

Traditionally, science teaching has paid little attention to argument and controversy. This has given the false impression of science as the unproblematic collection of facts about the world (Driver et al.)…

• Core science: – established / agreed-on knowledge, taught in school

• Frontier science:

– research-driven, little or no consensus

– encountered in media, as contentious issues

• LIA: – exposes the teacher trainees to such issues to incorporate them into

science teaching

– learners get a more realistic picture of science

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LIA - organization

60 teacher trainees (universities of Oslo/Bergen)

Two investigative modules:

M1: Trainees plan and perform open experiments, argue the

chosen strategies and conclusions. (Started second half

of 2001. Reported here.)

M2: Trainees study controversial societal/scientific issues,

as presented in the media. (Started first half of 2002.)

LIA: expected to conclude by the end of 2003

http://www.ils.uio.no/studier/naturfag/ppu/Dia/Case for DIA.htm

http://www.skoleavisa.no/ipp/

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LIA-M1: organization

• Charting trainees' preconceptions

• Open experiment:

– goals / methods ill defined at the outset

• Lab reports of the experiment, with discussion: results, scientific knowledge gained

Goal:

to understand the role of argumentation in

justifying scientific claims

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Analysis

Based on three sets of data:

• questionnaires, given to trainees before experiment

• lab reports of experiment

• discussions in groups, after experiment

To explore:

• preconceptions about culturedness

• its relevance for school science

• trainees’ ability to plan, perform and discuss strategies and results of open experiments

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Some preconceptions

( percentages: approximate, not statistical..!)

• What is a "liberal" education?

– 80 %: must cover a wide variety of subjects

– 50 %: must provide knowledge of philosophy/arts,

and promote tolerance/democracy

– 40 %: must be achievable for everybody,

irrespective of intellectual abilities/preferences

• Is this notion relevant for school science?

– > 90 %: declined to answer!

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Goals for school science,

to promote a liberal education? 50 %:

– an understanding of how the laws of nature function

– training in assessing information systematically

– become curious about natural phenomena

20 %:

– ability to argue logically should be strengthened

– learn how science has developed, up to present stage

5 %:

– learn to work independently

– become interested in societal issues

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Comparison with

non-science trainees The same question (as to whether the propositions

in the list represent reliable knowledge)

Teacher trainees, in the teaching of foreign languages: – a markedly higher trust in all these propositions

– except “biodynamic vegetables” equal scores

Encouraging: – science-trained students more critical / sceptical than

students trained in non-scientific fields (..??)

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Scientific reliability of

media claims Most (> 50 %) deemed as unreliable knowledge:

– nuclear energy causes less environmental problems than fossil energy

– one glass of red wine per day is good for your health

– genetic technology will give us more healthy domestic animals

A large majority (> 75 %) deemed as reliable knowledge: – a reduction of the ozone layer leads to increased risk of skin cancer.

Evenly divided (50 - 50): – the cause of climate problem: increased release of greenhouse gases

– radiation from high-voltage power lines constitutes a health hazard

– irradiation of food products can harm the consumer

– biodynamic vegetables are more nutritious than traditionally cultivated

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The open experiment case

At a party there will be served hot and cold drinks.

Question: What kind of drinking cup is best suited, for keeping the content beverage at a desirable temperature?

The cups provided for consideration: made of cardboard, plastic or polystyrene, both with and without a lid.

Need to design a strategy (no predefined "correct way ")

– specify what is sought, and decide what to measure

– formulate hypotheses about relevant variables

– choose experimental set-up, and make observations

– use the observed data to test hypotheses

– formulate conclusions, and argue validity of the results

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On open experiments

Rarely given as assignments in our science classes

More common are closed experiments:

– method and expected results are dictated by the

teacher or textbook (the pendulum exp.)

Goal of LIA, for the trainees – to achieve:

– experience with planning and implementing open

experiments

– awareness of interplay between observational data and

argumentation, in producing scientific knowledge

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Planning the experiment

• The problem - identifying what is to be done: – …we will try to find out …

• Hypotheses - formulated and argued in group: – …we think … may happen (will

be observed), because…

• Procedure - identifying relevant variables: – …the presence/absence of a lid

– …the material of the cup

– …the volume of content

– …etc…

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Variables

• Which variables to be kept constant? And why?

• Which are most influential in determining observed results? Why?

– …we expect X to have a large influence, because…

– …the influence of Y will probably be negligible, because…

• The plan is argued, in the group:

– …our plan is a good one, because…

– …our results will be valid, because…

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Performance

• Data logging equipment used to monitor temperatures: – some compared cardboard cups

with/without a lid

– some compared materials (cardboard vs. plastic).

• Temperature – starting value and range: – chosen by each group

• Group report, documenting: – experimental set-up

– observed data

– arguments and conclusions

http://www.ils.uio.no/studier/naturfag/ppu/Dia/Kommentar_rapporter.htm

http://www.ils.uio.no/studier/naturfag/ppu/Dia/Gruppe_3_rapport.htm

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Performance, observed

• None tried to ascertain usual serving temperature for

coffee/tea, and how it varies during consumption

↓

choices of starting temperature and range rather arbitrary

• Very few used terms from physics, in their

communication: – heat loss, energy transfer, ... not natural in their vocabulary

• Practical implementations were various:

– some made creative choices of materials and strategies;

– others chose just the simplest solution

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Reports: categories of analysis

Exploring the ability of the trainees to:

• formulate problem and hypotheses

– experience-driven / theory-driven

• plan an open experiment:

– identify relevant variables, and assess their influence

– identify variables unlikely to influence results

– identify variables that cannot be held constant

– vary one variable at a time, and observe effect

– reflect on methodical problems / uncertainties in measurements

• use scientific knowledge to interpret observations:

– use scientific terms in planning and discussing results

– present results in a clear and convincing way

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Hypotheses and problem description:

Using imprecise formulations from "everyday life", rarely based on scientific theory/concepts:

– …keeping the warmth (or cold)...

– …conserving the temperature…

– …exchange of temperature…

– …spreading of cold…

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Identifying and assessing variables

Could identify the most important variables – mostly without scientific grounds:

• None reflected over initial "direction of temp. change"

– sensors at higher/lower temperature than liquid beverage

• Some reflected on placement of sensors, and on stirring the liquid,

– without scientific argumentation:

• (effect of stirring on heat loss is not considered)

• Many discussed shape and material of cup, but with no mention of

relevant concepts:

– heat capacity

– evaporation heat

– heat loss through conduction / convection

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• Measured values given as temperature differences:

– (not as changes of temperature with time)

– (sometimes even as percentage change of temperature!)

• Imprecise statements:

– …temperature exchanges are faster,

when temperature differences are larger..!

• Comments/criticisms often vague / blandly favourable:

– …’nice report', … ‘the layout looks good', etc.

• Not addressed:

– imprecise use of concepts / argumentation

– incorrect statements (confusing heat and temperature)

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Some preliminary conclusions

Teacher trainees:

• need to develop a conscious attitude toward using open

experiments in their science teaching

Open experiments:

• stimulate language precision, correct use of terminology

• gives opportunity to address hypotheses / argumentation

• stimulate understanding of the dynamic nature of science

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URL

• http://www.ils.uio.no/studier/naturfag/ppu/

Dia/LIA-pres_ver_final.htm

http://www.ils.uio.no/studier/naturfag/ppu/Dia/LIA-pres_ver_final.htm


