Transcript Advanced Science, Mathematics and Technology (aSMaT)

Advanced Science,
Mathematics and Technology
(aSMaT)
The interactive development of a
new interdisciplinary science
curriculum in the Netherlands for
16+ students
Authors
• Ms. J.H.J. (Jenneke) Krüger, MSc.
– secretary of the aSMaT Steering Committee
– project manager aSMat
• Ms. B.I. (Berenice) Michels, MSc.
– aSMat National Development Committee
SLO: Netherlands Institute for Curriculum
Development
aSMat in a nutshell
• New elective subject for 16+
• Integration of biology, chemistry,
geofyisics, mathematics and physics
• Development: 2006 – 2010
• Implementation: starting aug. 2007
Content: integration of
Sciences, Technology
and Mathematics
at A-level
Aim: to increase number
of science students
why
Curriculum & syllabus:
context-led, no central
examination, modular
Implementation: teamteaching,
out-of-school learning
aSMaT
at
ESERA?
Development:
cooperative, prototyping,
short time
Evaluation: quality checks and
formative research till 2010
Content
• Aim(s) and background
• Examination requirements
• Development of content
• Implementation
• Design Research activities
Background and aims
Why aSMat?
Netherlands:
educational system
Final (central) exam
Final (central) exam
Final (central) exam
Lower vocational
education
Age: 13 - 16
Upper secondary
Upper secondary
Pre-university
Pre-college
Age: 16-18
Age: 16-17
Lower secondary
Age: 13-15
Primary education:
Age 4 - 12
Upper secondary
• Basic subjects (dutch, english, social
science, etc.)
• Core: ‘profile’:
–
–
–
–
Economic
Cultural
Science & Health
Science & Technology
• 1 or 2 elective subjects
A-level pre-college boys
combi
Sci&Tech
Sci&Health
Economy
Culture
A-level pre-university boys
combi
Sci&Tech
3%
Sci&Health
6%
Economy
Culture
5%
20%Sci&Tech
24% Sci&Tech
50%
41%
16%
Sci&Health
24% Sci&Health
11%
36% science
48% science
A-level pre-college girls
A-level pre-university girls
1%
1% Sci&Tech
16%
Sci&Health
2%
3% Sci&Tech
32%
34% Sci&Health
53%
29%
29%
17% science
37% science
Woman in science
Source: Eurostat, statistics in focus
Causes –> solutions?
• OECD, 2006: Student choices
determined by
– Image of S&T professions
– Content of S&T curricula
– Quality of S&T teaching
• Netherlands:
– Fairly traditional S&T curricula, lack of
interdisciplinarity at A-level, mono-teaching
– Few contact with university / college /
professional context
aSMaT
designed with specific aims
aSMaT
To increase
coherence between
subjects (incl math)
To make (a study in)
S&T more attractive to
students
Derived goals of aSMaT
• Offer to students
– Widening and deepening of science
– Orientation to S&T studies and professions
– Choices according to interest and ability
• Show students the relevance of
interdisciplinarity
• Built bridges between school and
university / college
• Attribute to school and teacher
development
A-level examination
What and how?
Final exam aSMaT
• Elective subject (for schools & students)
• Not national final, but continuous exam
– flexibility
– perceived quality
• Syllabus: context-led
– motivating, study/profession input
– synchronization of concepts + skills?
Programme havo (pre-college)
A
Skills
B
The language of science
C
Environment: threats and protection
D
Health and healthcare
E
Tracking and protecting
F
Improving the quality of life
G
Breaking new grounds
H
Communication and navigation
I
Men leap over where the hedge is lowest
(tested in connection with B-I)
*
**
**
Programme vwo (pre-university)
A
Skills
B
Foundations of science and technology
C
Earth and climate
D
Stellar information and processes
E
Biophysics, biochemistry, bioinformatics
F
Biomedical technology and biotechnology
G
(Sustainable) use of raw materials, energy and
environment
(in combination with B – I)
H
Materials, process- and production technology
I
Tools, vehicles and products
*
**
***
Content development
Quick, but not dirty
Characteristics
• Short time
– preparation 2005
– project start 2006
– first students august 2007
• Cooperative
– Teachers ownership
– Small networks: 2 schools, teachers
college+university, experts, coach
Curriculum development:
prototyping approach
• ‘Cycles’ of content development:
– 4 cycles, 50 modules (required for havo: 8, vwo: 11)
– Evaluation + adaptation
• Strict cycle-schedule
–
–
–
–
Formation of network with subject -> GO by NDC/SC
Design of module -> GO by NDC
Development of test version -> GO by NDC
Testing at 2 schools + evaluation acc. to quality
criteria NDC -> test & evaluation report
– Adjustment -> GO by NDC certified by SC
– Full use in classroom
Development of modules
formation
networks
cycle I
develop
ment
cycle II
± 15
cycle
III
± 15
cycle
IV
± 10
± 10
testing
delivery
5
1 1 1
1 1 1
1 1 1
6 7 8 9 0 1 2 1 2 3 4 5 6 7 8 9 0 1 2 1 2 3 4 5 6 7 8 9 0 1 2 1 2 3 4 5 6
2006
2007
2008
2009
First modules
The best egg??
Locate & navigate
water_in_lichaam
Dynamic modelling
opname
?
drinken
afgifte
?
?
urine
transpiratie
Sport performance
Zero-energy house
La condition
Humaine1935
René Magritte
Designing your disco Aerosoles in dirty air
More topics for modules
second cycle
• Medical imaging
• Brain and behaviour
• Living soil
• Measuring galaxies
• Glue and attachment
• MP3-player
• Biotechnology
• Zero-energy
greenhouse
• Technical design in
health care
• H2-car
• True or false?
• Bio-informatics
• Farmacology
• Climate change
Implementation
Special subject,
special requirements
Implementation
• Registration encouraged:
– 30-35% of schools in 2007 (172)
• Team of teachers: min. 3 o/o 5 (avg: 3.8) ►
(biology, chemistry, geofysics, math, physics)
– School & teacher development
– Teach the teacher
• Organisation
– Schedules adapted
– Out-of-school learning
• Regional support centers: universities +
colleges involved
Design research
A wealth of information
Research
• Objective
–
–
–
–
Evaluate content development process
Evaluate implementation
Evaluate attainment of goals
Evaluate programme in relation to aims for ministrial
advice in 2010
• Means
– Data analysis: registration, official (CFI) data,
questionaires
– Casestudies on development + implementation
– PhD studies on science renewal programs
Contact
www.betavak-nlt.nl
[email protected]
[email protected]
Teacher teams for aSMaT
100
90
80
percentage
70
60
50
40
30
20
10
0
fys geo
biol
phys
chem
math
subject
►