Transcript Advanced Science, Mathematics and Technology (aSMaT)

Development of a new
interdisciplinary advanced
science course:
Nature, Life & Technology
Berenice Michels, SLO
Jenneke Krüger, SLO
Harrie Eijkelhof, UU
Content
• Background
• Advanced interdisciplinary curriculum
– Syllabus
– Curriculum materials
– Implementation
• Conclusions
NLT in a nutshell
• New subject (start: 2007)
• Elective for upper-secondary (16+, precollege & pre-university) students in 'science'
stream (with math, chemistry, physics/biology)
• Schools are free to offer NLT
• School based examination
NLT in a nutshell
• Integration of biology, chemistry, earth
science, mathematics and physics
• Advanced subject:
– New concepts (compared to curricula for
biology, chemistry, mathematics and
physics)
– Application of concepts in new context
• Curriculum offers choices for students
(or teachers)
NLT
designed with specific aims
NLT
aims to
increase
coherence between
school subjects
make (a study in)
STEM more attractive to
(future) students
Curriculum development and
implementation of NLT
• Challenges:
– New subject
• How to develop?
• How to encourage schools to implement?
– No interdisciplinary (science) tradition
– Short time
• Start January 2006 (decision July 2005)
• First lessons august 2007
• End of implentation traject Dec 2010
– No pilot, full implementation in 2007
Central question
• What measures were (succesfully)
taken during the curriculum
development + implementation
process, to enhance the
advanced and interdisciplinary
character of NLT?
– Syllabus
– Materials
– Implementation
Syllabus development
• Challenges:
– New subject, no tradition
– Short time – first syllabus in 2007
• Approach:
– Interaction of formal and non-formal
curriculum
– Cooperation with teachers & higher
education
Syllabus development
• Result:
– Syllabus with standards facilitating a broad
range of interdisciplinary topics for NLT
• Example:
– The candidate can describe a recent
technological product or process, and
analyse its form or function, using relevant
scientific or mathematical concepts
Material development:
challenges
• Curriculum development, generally:
– Ownership – teacher involvement required
• NLT:
–
–
–
–
New subject - no materials
Short time
Student choices: lots of materials required
Interdisciplinary and advanced quality –
expert input required
Material development:
approach
• Prototyping, strict cycle-schedule:
– Development network:
• Teachers (different schools, different subjects)
• Content experts from universities / research
institutes
• Coach
– Interdisciplinary subject -> GO
– Outline of module -> GO
– Development of test version (incl. training of
developers) -> GO
Material development:
approach
• Strict cycle-schedule (cont):
– Testing + evaluation:
• Test schools,
• Curriculum and didactical experts
• (anonymous) subject expert peer review
–
–
–
–
Adjustment
[Retesting / evaluation and adjustment]
Certification according to criteria
Full use in classroom
• 4 overlapping cycles, 50 modules
Materials: results
• 66 modules certified
– Including modules by other institutes,
certified according to the same criteria
• Involvement of:
– Teachers from 152 schools (98 development /
testing; 54 testing)
– Experts from 47 institutes (10 universities, 12
colleges, 25 other institutes, including research
institutes and companies)
Implementation
• Challenge:
–
–
–
–
New subject
No interdisciplinary tradition in schools
No pilot
Short term
Implementation: approach
• Registration of schools
– Requirements:
• Teacher team min. 3 o/o 5 (biology, chemistry,
geology, mathematics, physics)
• Room for consultation and teacher support
• Out of school learning
• Use of certified materials (75% of curriculum)
– Support:
• Teacher materials
• Regional support centres, cooperations between
schools, universities and colleges
Implementation: results
• Registered schools:
– 2007: 175 (34%)
– 2011: 233 (45%)
• Interdisciplinary teacher teams at
registered schools
• RSC's: 10 support centres for NLT
Conclusion
• The advanced and interdisciplinary
character of NLT was enhanced
through:
– Involvement of and interaction with higher
education
• syllabus development, material development,
implementation
– Stimulating teacher cooperation through a
combination of support and requirements
• material development & implementation
Contact
www.betavak-nlt.nl/english
[email protected]
[email protected]
Formal – non formal
interaction
curriculum
component
goal
participants
result
FORMAL
CURRICULUM
temporary broad
standards, facilitating
development of
interdisciplinary
materials
universities,
colleges,
students
broad standards,
wide choice,
context-led
MATERIALS
enough and good
materials, fitting the
syllabus
teachers,
universities,
colleges
modules,
interdisciplinary
topics, context-led
FORMAL
CURRICULUM
long term standards,
enhancing subject
quality and fitting the
materials
teachers,
universities,
colleges
adjustment of first
syllabus,
a.o. explicitly
emphasizing
interdisciplinarity
►
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
Examples: topics
• Forensic Science
• Brain and behaviour
• Driving and drinking
• Measuring galaxies
• Hartdiseases
• Bio-informatics
• Live in the ISS
• Farmacology
• Glue and attach
• Molecules of live
• Medical imaging
• 2nd generation
biofuel
• Molecular
gastronomy
►
Teacher teams
►
Teacher teams for NLT
100
90
percentage
80
70
60
50
40
30
20
10
0
fys geo
biol
phys
chem
math
subject
►