+ Big Ideas Great STEM Workshop 23/4
Workshop outline • Active: Elektricity example: focus on core ideas and cross cutting concepts • Passive: 3D Didactics framework • Active: Evaluating some instruments
• The atlas of core concepts • Some lesson plans
• Active: Extra examples: focus on 3D Didactics • Active: Feedback
Elektricity 1
• Why is this important? • Form groups
• Physics teachers just observe
• Design 2 working and 2 non working circuits
• Draw a sketch and test them • Formulate a pattern for each group
Elektricity 2
• What are the causes of electrical current?
• If X • Then there is an electrical current
•
Look to the flow of energy
•
Look to the flow of matter
Elektricity 3
• Refining the model
• Draw the charges in the wires?
• Cause and effect are simultaneous …
Resources
• H.R. Quinn, A FRAMEWORK FOR K-12 SCIENCE EDUCATION: Practices, Crosscutting Concepts, and Core Ideas, The national academic press, Washington, 2012.
• D. Bell et all, Principles and big ideas
in science education., The Association for Science Education., 2010.
• http://8plus1science.org/ • T. Grotzer, Learning Causality in a
Complex World: Understandings of Consequence, Rowman & Littlefield Education, 2012
Physical world
Ideas Crosscutting concepts
Systems
Patterns
Causes
Stability and change
Practices
Scale and ratio Ask questions, define problems
Create and use models
Plan and carry out investigations
Analyze and interprete data
Flows, cycles and conservation
Models
Structure and function
Use mathematics Construct explanations and Argue from design solutions and ICT evidence
Obtain information, evaluate and communicate
+ 3D didactics
Focus on secondary education (Natural) science
Differences with the general framework
• Secondary education • Ideas are concretized into key ideas • 3D didactics: each didactical process contains 3 dimensions • Core ideas • Crosscutting concepts • Practices
Core ideas
Physical world
Matter consists of particles
Denk- en werkwijzen Radiation is everywhere
Kernideeën
Living organisms are composed of cells with a similar structure For each process, energy is transformed from one form into another Change of motion requires interaction with another object Organisms adapt by inheritance, variation and selections of features Organisms compete for materials and energy Organisms affect the envirmenment and vice versa
Practices
Crosscutting concepts
Systems
Patterns
Causes
Stability and change
Scale and ratio Ask questions, define problems
Create and use models
Plan and carry out investigations
Analyze and interprete data
Flows, cycles and conservation
Models
Structure and function
Use mathematics Construct explanations and Argue from design solutions and ICT evidence
Obtain information, evaluate and communicate
The physical world?
• The physical world contains the living and non-living nature and all technical realisations. • Directly experienced by (human) senses • Or indirectly using technical instruments.
Ideas? Denk- en werkwijzen • Everyone/anyone has ideas about het physical world.
• These ideas can be very different • Alternative pupil concepts
• During the process of learning different ideas are confronted with each other
• Broadening the conceptual framework • Who learns from who?
Core ideas? en werkwijzen • TheDenkcore ideas are the ‘Big Ideas’ of natural science • Catch the essence in powerful ideas • Create coherence • ‘Less is more’: more time for inquiry based learning
• Natural science is summarized in eight core ideas •
General reference frame
• Deepening understanding using maps of core ideas
Materie bestaat uit deeltjes
Denk- en werkwijzen
Leerlijnen
Straling is overal
Levende wezens bestaan uit cellen met een gelijkaardige structuur
Bij elk proces wordt energie omgezet van één vorm in een andere
Wijziging van beweging vereist interactie met een ander object
Organismen passen zich aan door overerving, variatie en selectie van kenmerken
Organismen concurreren om materie en energie
Organismen beïnvloeden de omgeving en vice versa
Materie bestaat uit deeltjes
werkwijzen • HetDenkbegripen ‘deeltjes’ wordt afhankelijk van de context verschillend ingevuld
• moleculen • atomen • ionen • elektronen, protonen, neutronen • …
• De eigenschappen van de deeltjes
bepalen de eigenschappen van de materie als geheel • Aanverwante leerlingendenkbeelden
• Leerlingen zien de materie als continu,
deeltjes worden niet als bouwstenen gezien maar als kleine stukjes van de continue materie. • Leerlingen hebben geen besef van de grootte en de massa van de gebruikte deeltjes.
Leerlijnen
• Leerlijnen 4D Atomen en moleculen • 4D Behoud van de materie • 4D Aggregatietoestanden van de materie • 4D Chemische reacties
Maps of core ideas? Denk- en werkwijzen • strandmaps.dls.ucar.edu • NGSS selection of core ideas within the concept of ‘science for all’
• Only partial correspondence with the official curricula
• Select what is essential for everyone and what is not
• Open for discussion
• Lessons ‘Science for the scientist’ can extend these core ideas in depth
• Learning direction in different levels
• 1 (elementary) tot 4 (high) • Visualize the connection/relationship between the concepts
Leerlijnen
Instrument 1: Explore core ideas Denk• 8 Big ideasen werkwijzen
• Find a subject that doesn’t fit
• Maps
• Story and pupil ideas at the left side • Find some content of the Flemish curriculum that is not present
• Discussion
Leerlijnen
+ Studie van een leerplan Licht en straling Tweede graad Leerplan Tweede graad Fysica, A stroom, Wetenschappelijke richtingen, leerplan vrij onderwijs 2012-009
Licht en straling, tweede graad
Kernideeën
Denk- en werkwijzen
• Straling is overal • NB1: B7, B8, V9, B10, B11, B12,
Leerlijn 4G
B13, V13, B14, B15, B16, V16, B17, B18, V18, B19, B20, B21, B22, B23, B24 • 4F/M2: B6 • 4F/M1 en 4F/M5: V19
Leerlijnen
Kernideeën
Leerplandoelen •
B6-B24, V9,V13, V19
Kernideeën
Denk- en werkwijzen
Straling is overal
Leerpad 4F Golven
• • •
Perspectieven
Patronen Oorzaken
4F/M2 NB1 4F/M1 en 4F/M5
Denk- en werkwijzen
Modellen maken en gebruiken
Data analyseren en interpreteren
Argumenteren op basis van data
Modellen
Crosscutting concepts • Kernideeën Points of view to investigate the physical world • A thinking tool that generates pertinent questions:
• What are the boundaries of a phenomenon? • Can you find a pattern? • What is essential, what is redundant? • Are there obvious causes? • How is the flow of energy and mater in the system? • Can the behavior be explained by splitting the • • •
system into smaller parts? Has structure an impact on the behavior? When is a system stable and when is there change? …
• Meta ‘big ideas’: interdisciplinary
Crosscutting concepts in 3D didactics
• Kernideeën Thinking frame for deep understanding of the physical world
• Perspectives • Explicite attention in the classroom.
• There is a close interaction between patterns and
models • these two perspectives are nearly always present.
Practices
Denk- en werkwijzen
• Descibe how a scientist/engineer explores the physical world
• What is he/she doing? • How does he/she think?
• Tools for inquiry • Is not a fixed roadmap … • … but stimulates • the enthousiasm for inquiry • to be critical
Practices
Denk- en werkwijzen
Examples of lesson plans • Evaluate the lesson plans and give feedback • Clarity of the 3D didactics • Relevance?
Example : models
• What is your model for the floating of the plastic pieces?
• What are your predictions based on your model?
• When do we doubt a model? • How can we be sure of a model?
Example : Gel balls
• ‘Flipped classroom’ materiaal • Log in als student in Edpuzzle (www.edpuzzle.com) • Join new class with code egQym6 • Start de assignment : BI Gelballetjes1
‘Big ideas’ of the workshop
• General framework
• Can be used in an more open or a more closed approach • Applicable in
• science for all • science for the scientist • STEM
• Less is more
• Focus on the essence • Create time for inquiry and ‘deep understanding’
• More coherence
• In the content • Using crosscutting concepts and practices
And now?
• Devoloping workshops about the concept
• Students are testing out our materials during the next
two weeks • They will develop their own materials • Searching for tryout schools during the week of the 11th of May
• 2 Science hours
• Teacher training seminar • 27 Augustus
• Public discussion about the curricula
