Transcript Ei dian otsikkoa - Helsingin yliopisto
Effective Science Teaching MIRACLE OF PISA – Behind the Finnish Success 10.-12.9.2008, Helsinki, Finland
Jari Lavonen Professor of Physics and Chemistry Education, Department of Applied Sciences of Education, University of Helsinki, Finland
Structure of the presentation
1.
Some PISA 2006 Scientific Literacy Assessment data 2.
How Finns learn science?
Comprehensive school National Framework Curriculum Science textbooks Science teacher education How science is taught in Finland 3.
Effective Science Teaching
MIRACLE OF PISA – Behind the Finnish Success 10.-12.9.2008
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PISA 2006 Scientific Literacy Assessment: Some Examples of the Data
Framework for PISA 2006 Scientific Literacy Assessment
The PISA 2006 assessment emphasises science competencies , defined in terms of an individual’s: Scientific knowledge and
use
of that knowledge to…
… identify scientific issues, … explain scientific phenomena, and … draw evidence-based conclusions about science-related issues
Competences allow life-long-learning … Willingness to engage with science-related issues
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ACID RAIN - Question 2 (S485Q02)
Below is a photo of statues called Caryatids that were built on the Acropolis in Athens more than 2500 years ago. The statues are made of a type of rock called marble. Marble is composed of calcium carbonate
MIRACLE OF PISA – Behind the Finnish Success 10.-12.9.2008
Question type :
In 1980, the original statues were transferred inside the museum of the Acropolis and were replaced by replicas. The original statues were being eaten away by acid rain.
Normal rain is slightly acidic because it has absorbed some carbon dioxide from the air. Acid rain is more acidic than normal rain because it has absorbed gases like sulphur oxides and nitrogen oxides as well.
Where do these sulphur oxides and nitrogen oxides in the air come from?
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Students’ PISA scores in different competence categories and knowledge areas OECD Average Identifying scientific issues Explaining scientific phenomena Drawing evidence-based conclusions about science-related issues Knowledge about science
Finland Sweden Denmark Norway Japan New Zealand Canada UK
Earth and Space Living systems
450
MIRACLE OF PISA – Behind the Finnish Success 10.-12.9.2008
500 550 Spain Greece 600 PISA score 6 PISA scores are
Country percentile scores compared to the OECD average percentile scores in PISA 2006 science scale
90 70 50 30 Finland Canada Sweden Denmark Norway Estonia UK 10 10
OECD Average
-30 -50 5% 10% 25% 75%
Percentile
90% 95%
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120 100 80 60 40 20 0 Variation in student performance in Science MIRACLE OF PISA – Behind the Finnish Success 10.-12.9.2008
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120 100 80 60 40 20 0 Variation in student performance in Science Variation of performance within schools Variation of performance between schools MIRACLE OF PISA – Behind the Finnish Success 10.-12.9.2008
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Variation in student performance in Science 120 100 80 60 40 20 0 Variation of performance between schools Variation of performance within schools
In some countries, most of the variation lies between schools.
MIRACLE OF PISA – Behind the Finnish Success 10.-12.9.2008
In some countries, schools are rather similar.
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Students interest to learn about science topics.
Finland
In addition to interest questions:
Human biology Student enjoyment of science learning Value of Science (personal, general) Students’ self-efficacy OECD The biology of plants Topics in geology What is required for scientific explanations Ways scientists design experiments
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Structure of Finnish Education
International trends, OECD education policy General National Objectives and Education policy National Core Curriculum Teacher training (pre -service and In-service) Learning materials (publishing houses) Local curriculum (municipalities, schools) Science teaching Science learning
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Main cornerstones of the education policy (can be found in policy documents)
1.
2.
3.
Common, consistent and long-term policy A broad commitment to a vision of a knowledge-based society Educational equality comprehensive school free of charge to all, including books, meals, transport and health care; well-organized and effective special education .
According to
PISA School Questionnaire data - 97% of the schools are public schools and 99% of the funding came from the government (OECD: 83%).
- 64% (33%) of the schools reported that students were not grouped by ability into different classes in any subject
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Main cornerstones of the education policy
5.
6.
Devolution of decision power and responsibility at the local level local authorities plan local curriculum; organise general assessment and use this data for evaluating educational policy: a headmaster works as a pedagogical director . The culture of trust no inspectors, no national exams … According to
PISA School Questionnaire data - in 65% of the schools a principal teacher formulates the school budget (53%) - in 97% of the school, principal teacher and teachers are responsible for disciplinary and assessment policy (77%)
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Allocation of science subjects to grades in comprehensive school
Grade Students’ age Level 1 7 2 8 primary school 3 9 4 10 5 11 6 12 7 13 8 14 9 15 lower secondary school Science subjects Compulsory/ Optional Comprehensive school, Basic education Integrated environmental and natural studies
Altogether 9 hours/week/4year = 2.25 hours/week/year Integrated
Biology and geography
1.5 hours/week/ year Integrated
Physics and chemistry
1 hours/week/ year
C
Separate
: Biology 1.2 hours Geography 1.2 hours Physics 1.2 hours Chemistry 1.2 hours
/week/year
Health education
1 hours/week/year
10 16 C+O 11 17 O 12 18 upper secondary school, high school Separate: Biology 2+3 courses Geography 2+2
courses
Physics 1+7 courses Chemistry1+4 courses Health education
There were in 49.9% of the classes less than 20 students and in 47.4% of the classes there were 21 – 25 students.
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General Aims in the Core Curriculum
… learning depends on the learner's previously constructed knowledge, motivation , and… … learning is an active and goal-oriented process … collective problem-solving … Learning is situational, …
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Nature of a teaching/learning process in Finnish national science curriculum
The purpose of science education is to help the students (i) to perceive the nature of science; (ii) to learn new concepts, principles, and models; (iii) to develop skills in experimental work and (iv) cooperation; and (v) to stimulate the students to study science (interest).
the role of a teacher is emphasised in the process.
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Examples of goals for learning scientific method:
The pupils will learn in physics and chemistry: - scientific skills, such as the formulation of questions … , - to process, present and interpret results, - to carry out simple scientific experiments …
Examples of contents of “physical systems”:
- natural structures and proportions (grades 7 – 9), - motion and forces, models of uniform and uniformly accelerating motion (grades 7 – 9) , …
The OECD definition of scientific literacy fits well with the goals and contents for science education in Finland MIRACLE OF PISA – Behind the Finnish Success 10.-12.9.2008
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Teacher Education Development Programme
(2002): The teacher education programmes should help students to acquire:
high-level subject knowledge and pedagogical content knowledge, and knowledge about nature of knowledge, academic skills, like research skills; skills to use pedagogically Information and Communication Technology, skills needed in processes of developing a curricula, social skills, like communication skills; skill to cooperate with other teachers, knowledge about school as an institute and its connections to the society (school community and partners, local contexts and stakeholders), moral knowledge and skills, like social and moral code of the teaching profession, skills needed in developing one’s own teaching and the teaching profession.
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A subject teacher
typically teaches at grades 7 to 12 (ages 13 to 19) is qualified for teaching positions in all kinds of schools in his or her major or minor subject teaches typically one major and one minor subjects (e.g. math and physics)
A primary school teacher
teaches at grades 1 to 6 (ages 7 to 13) teaches typically all 13 subjects
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Structure of the master degree of a subject teacher: 3 + 2 years
Bachelor’s level (180 p.) Master’s level (120 p.) 180 160 140 120 100 80 60 40 20 0 Master thesis Major Subject Minor Subject
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Ped. thesis Pedagogical studies Communication and language studies 21
Content of the pedagogical studies 60 ECTS credits equal to one study year
Education (20 %) Psychology Special needs education Social, historical and philosophic grounds Subject pedagogy/didactics/PCK (50 %) Organisation of education: national and local level, Science curriculum, Science learning, teaching methods, motivation, evaluation, use of ICT, Educational research and pedagogical thesis Teaching practice (30 %)
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Special courses at the Master level
Concepts and structures of physics I: Classical Physics Concepts and structures of physics II: Modern physics History and philosophy of physics Structures and processes of school physics Experimentation in school laboratory Physics teachers' Master thesis seminar Concepts and structures of physics: The structure and methods of physics are discussed. The viewpoint is how the physics' knowledge structure guides the solutions of physics teaching. Special attention is paid on the interplay of theory and experiments. The practical goal of the course is to develop the physical way of thinking and such a viewpoint to physics that directs the planning of teaching.
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Introduction to the theme of the chapter A demonstration about magnetic interaction between a wire and a magnet Emphasis of important natural law
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A model for observed phenomena 24
MIRACLE OF PISA – Behind the Finnish Success 10.-12.9.2008
Role of science-based technology: How electricity is produced in a water power station Living systems and energy: How kinetic energy is transferred.
Chemical energy and human being 25
Students are asked to think about possible reasons for friction. Students are asked to make conclusions based on their investigations.
MIRACLE OF PISA – Behind the Finnish Success 10.-12.9.2008
Some ideas how the phenomena will be investigated Students are asked to compare their conclusions and hypothesis. 26
Teaching Methods in Science Education in Finland
Norris et al. (1996) observed science lessons and interviewed teachers and students in 50 lower and upper secondary schools. They conclude that teachers were pedagogically conservative, a lot of practical work. Simola (2005) behaviour of a teacher is supported by social trust and teachers’ high professional academic status.
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According to PISA 2006 Student questionnaire:
Activities dealing with practical work
Finland OECD Average Students are asked to draw conclusions from their experiments Students do experiments by following the instructions of the teacher Students spend time in the laboratory doing experiments Students are allowed to design their own experiments never or hardly never (1) in most lessons (3)
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Students ’ (n Student = 3626) evaluations of how often teaching methods are used in science classroom (means) Teacher
presents new material
Teacher
presents/ solves problems
Practical work
in small groups Reading a textbook
Teacher
presenting
demonstrations Teacher
leads discussion Work with tasks individually Work with tasks in
small groups
Project work in
small groups
Teacher uses students' ideas Teacher presenting network presentations Making network presentations Discussion in
small groups
Learning by writing essay, referats
Visit
to industry, site visit Reading an encyclopedia or a web page An expert
visit
our lesson
Visit
to science centre or museum 0
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1 2 3 4 5 1 never 2 rarely (1-4 times a term) 3 sometimes (2-4 times a month) 4 often (2-3 times a week) 5 daily now wish 29
Summary
Effective Science Teaching
Education policy: Educational equality Devolution of decision power and responsibilities at the local level: Teacher is an expert in planning, implementing and evaluating science teaching and learning Trust and respect Science in comprehensive school: Goals for science education and textbooks Role of science teacher in the classroom: organisation of active learning Teachers and teacher education All teachers have 5 year university education Teachers are experts in the subject matter and are respected
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Thank you!
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