Center for Science Education University of TartuFaculty of Biology & Geography

Miia Rannikmäe

Science Teacher Education

Faculty of Physics and Chemistry

chemistry, physics teachers

Faculty of Biology and geography

biology, geography teachers

Faculty of Education

Grade 4-9 science teachers

Center for Science Education 1 associated prof., 2 lectures

Philosophy of science education

Jack ( visiting professor)

Miia ( senior researcher)

2 researchers, 6 PhD students

ICT in science (biology) education

1,5 researchers, 2 PhD students1,5 researchers, 2 PhD students

Projects:

Relevance of science education (Min. Ed 2003-2008)

ROSE (not funded) Nature of science and science education (ESF) Promoting sustainability of science education in

Estonia (EU, structural funding 2006-2008)

Projects:

PARSEL ( FP6) SySTEM II (Comenius 3.2)

Science teaching at school

Science grade 4-7Biology grade 7-9 ( 3x2 p/w) 10-12 (2x2p/w)Chemistry grade 8-9 ( 2x2p/w) 10-11 (2x2p/w)Physics grade 8-9 (2x2p/w) 10-12 (3x2p/w)

STL Philosophy

Three major components; Science education is part of education. Science education meeting personal

aspirations. Science education related to society

needs.

Intellectual skills

Personal development

Societal skills

The goals of education

Leading to development of communication skills

•Leading to conceptual learning , PS

Leading to socio- scientific DM

Criteria for Science Teaching Initiate teaching from a social issue based scenario. Include cognitive, process, personal and societal

skills and values in chemistry/science teaching. Promote problem solving and decision making skills. Make the teaching student participatory. Base the assessment strategy on the goals. Enhance communication and cooperation skills. Ensure teaching relates to curriculum content

demands.

Relevant issueSocio-scientific

scenarioFind, define problemsPut forward research questions( as part of groupwork)Conflict situation- lack of knowledge for PS,DM

New knowledge ( key conceptual

ideas)Might be illustrated

by a concept map

Scientific

Ethical

Economical

Socio-scientificdecision

Reasoning

Problem solving (PS)options

Personal

SCENARIO

This is a crucial component of the teaching material that identifies it as putting the learning into a relevant, societal context.

The scenario sets the scene for the learning and thus builds on the title of the material.

Where the title does not clearly give the issue of concern, the scenario illustrates the situation and elucidates the issue to be resolved.

Usually the more personal the scenario, the more the student can identify with the situation and hence find it more relevant.

WHICH MEDICINE IS BETTER – BLACK OR WHITE ?

Two days ago, Joe and Kim went to a birthday party. It was good, very good . The food was excellent.There was very rich, fruity birthday cake and all kinds of fizzy drinks to sample.

Yesterday , however the story was very different, Joe was unwell. He had stomach ache. His mother prescribed some fruit jelly drink. It tasted good, but Joey was not too sure he wanted to take it.

Kim was also ill. Her mother decided that it was better to take her to see the doctor. The doctor suggested charcoal tablets. Kim did not like the appearance of these black tablets, but she was presuaded to take them. Luckily, today both Joey and Kim are fine. Both recovered well. It seems the treatments worked.

CAN VEGETABLE OILS BE USED AS A FUEL?

Normal diesel is obtained from the distillation of crude petroleum. Any limitation in the supply of petroleum can thus have dramatic effects on the commercial life of a country.

If alternative ways could be found to produce diesel, this could help countries plan into the future, ensure that supplies of fuel can be obtained and hopefully providing a cheaper alternative than replacing the existing diesel engine with other mechanisms.

Fuels based on vegetable oils produce much less hydrocarbon emissions and practically no sulphur compound emissions. However, direct use of the oil itself is possible ONLY with modification to existing diesel engines. This is not a viable option.

Target group

Chemistry teachers, initially 25, teachingchemistry 16-17 years old students, at

least 10 years teaching practice ( 1067 students )

Time: 6 years

Data Collection

Stage 1 – teachers interview; workshop records and observations; teacher created STL materials; student questionnaire and cognitive test.

Stage 2 – classroom observation; interview and questionnaire for teachers.

Stage 3 – classroom observation; interview and questionnaire for teachers and students

analyses of teacher created teaching materials

Findings Teachers initial readiness to change was varied

No. teachers mentioning goal

No. these goals (accumulative)

Subj. oriented 25 87

Gen. skill 18 25

Social focus 10 13

TOTAL 25 125

Findings Student gains were found in problem

solving and decision making.  

Pre-test (N=1032)% students reaching score of

Post-test (N=997)% students reaching score of

0 1 2 3 0 1 2 3

PS 30 58 12 - 22 52 26 -

DM 76 20 4 - 41 15 36 8

V 90 10 - - 58 42 - -

Findings Teacher’s change in the process of developing materials

Main studyAfter

4 yearsAfter 6 yearsType of material After

intervention

After 2 years

Subject content 7 6 5 5

Process skills 6 5 7 7

Social issues 9 7 5 4

TOTAL 22 18 17 16

Findings Students generally illustrated a

positive attitude towards the STL materials and understood the goals.

Interest in the new types of activities 35.4%

Communication and collaboration 55.0%

Problem-solving and decision-making in social context

72.0%

0.0

2.0

4.0

6.0

8.0

10.0

12.0

14.0

16.0

18.0

%

PR SU CV SC SN AT

Group 2

teachers

students

0.0

2.0

4.0

6.0

8.0

10.0

12.0

14.0

16.0

18.0

%

PR SU CV SC SN AT

Group 3

teachers

students

-6.0 -3.0 0.0 3.0 6.0 9.0

12.0

15.0

18.0

%

PR SU CV SC SN AT

Group 1

teachers students

Comparison of students’ and teachers’ change of opinions about learning environment.

Findings

The degree of ownership of STL is illustrated by teacher ability to create STL teaching materials.

The process of developing STL materials leads to permanent STL change in their general teaching approach.

In service support

New trends in biology and medicine Inquiry in the classroom From research to practice Science teachers teamwork – promoting

students reasoning and creative thinking skills

Microscience experiments

Conclusions

. Teachers can understand the need for

relevance and express this in terms of a scenario-type teaching approach.

To ensure teachers permanent change towards STL more in-service experiences are needed after intervention.