A senior secondary school physics curriculum for talented students Paper to the 2008 GIREP conference Nicosia, Cyprus Ton van der Valk, Vincent van Dijk and Jeroen van Velden Junior College Utrecht, Utrecht University

Paper to the 2008 GIREP conference

Nicosia, Cyprus

Ton van der Valk, Vincent van Dijk and Jeroen van Velden

Junior College Utrecht, Utrecht University

Our roles Jeroen and Vincent are physics teachers in Junior College Utrecht and in a regular school Ton is curriculum coordinator in JCU and a researcher Jeroen and Vincent reflect on their teaching in JCU, using results from a research to empowerment of JCU students So together we produce `knowledge of practice´ (Couso, Tuesday)

Jeroen and Vincent are physics teachers in Junior College Utrecht and in a regular school

Ton is curriculum coordinator in JCU and a researcher

Jeroen and Vincent reflect on their teaching in JCU, using results from a research to empowerment of JCU students

So together we produce `knowledge of practice´ (Couso, Tuesday)

Outline Junior College Utrecht JCU curriculum characteristics Investigation to empowerment of JCU students Reflection on empowerment by the physics curriculum characteristics Conclusions: the empowerment components in physics Recommendations

Junior College Utrecht

JCU curriculum characteristics

Investigation to empowerment of JCU students

Reflection on empowerment by the physics curriculum characteristics

Conclusions: the empowerment components in physics

Recommendations

The Junior College Utrecht Utrecht University + 26 partner schools 2 years of pre-university science education (grade 11 and 12) Maths, Physics, Chemistry, Biology + (2008) Advanced Science / Mathematics Selection of science motivated students Now 100 students Lessons on Monday and Tuesday 3 cohorts passed national exams >80% opt for a university science study

Utrecht University + 26 partner schools

2 years of pre-university science education (grade 11 and 12)

Maths, Physics, Chemistry, Biology + (2008) Advanced Science / Mathematics

Selection of science motivated students

Now 100 students

Lessons on Monday and Tuesday

3 cohorts passed national exams

>80% opt for a university science study

Goals of Junior College Utrecht Students: To offer an interesting and challenging science education program to talented and motivated students (age 16 – 18) Teachers and schools: To provide a working place to partner schools for innovation of the science and maths curricula

Students: To offer an interesting and challenging science education program to talented and motivated students (age 16 – 18)

Teachers and schools: To provide a working place to partner schools for innovation of the science and maths curricula

JCU Curriculum characteristics Accelerated pace Syllabuses done in 60% of time Similarly disposed peers Students share passion for science/ math Research oriented Assignments like prethesis and JCU-thesis Approach by teachers Tuned to interests and capacities of students Enriched programme NLT (Advanced Science) modules JCU atmosphere Social activities; student participation

Accelerated pace

Syllabuses done in 60% of time

Similarly disposed peers

Students share passion for science/ math

Research oriented

Assignments like prethesis and JCU-thesis

Approach by teachers

Tuned to interests and capacities of students

Enriched programme

NLT (Advanced Science) modules

JCU atmosphere

Social activities; student participation

Empowerment Empowerment: process of adopting values and enacting practises of self-interest to align student and teacher goals Three components: students feel Impact : they contribute and self-determine goals and methods Meaningfulness : topics and activities are meaningful Competence : competent to do the learning tasks

Empowerment: process of adopting values and enacting practises of self-interest to align student and teacher goals

Three components: students feel

Impact : they contribute and self-determine goals and methods

Meaningfulness : topics and activities are meaningful

Competence : competent to do the learning tasks

Investigation to empowerment of JCU students Questionnaire on empowerment and the effects of curriculum characteristics (N= 75) Results: All students felt empowered No significant differences between 3 components, groups Components: girls significantly lower on competence scale, not on marks All characteristics added to empowerement Accelerated curriculum the least atmosphere the most

Questionnaire on empowerment and the effects of curriculum characteristics (N= 75)

Results:

All students felt empowered

No significant differences between 3 components, groups

Components: girls significantly lower on competence scale, not on marks

All characteristics added to empowerement

Accelerated curriculum the least

atmosphere the most

Interpretation of results from physics curriculum point of view Research question : How do the six characteristics as implemented in JCU physics curriculum, influence students’ empowerment? Data: physics teachers’ experience; qualitative data from students Our reflections as JCU physics teachers

Research question : How do the six characteristics as implemented in JCU physics curriculum, influence students’ empowerment?

Data: physics teachers’ experience; qualitative data from students

Our reflections as JCU physics teachers

Accelerated curriculum; Similarly disposed peers Students acknowledge acceleration is needed in physics curriculum Maths/technics oriented group: pace OK Life-science oriented group: pace too high: they get unsure, less self-confidence Students appreciate their peers But they are not the best of class anymore  Differentiate: students can opt for more comprehensive or more syllabus oriented tasks

Students acknowledge acceleration is needed in physics curriculum

Maths/technics oriented group: pace OK

Life-science oriented group: pace too high: they get unsure, less self-confidence

Students appreciate their peers

But they are not the best of class anymore

 Differentiate: students can opt for more comprehensive or more syllabus oriented tasks

Research oriented; Enrichment Research: university labs; doing (pre)-thesis; meeting researchers Presenting thesis and excursion to CERN are highlights Going beyond physics syllabus in modules and lessons (background theory, additional topics; lab work) Students appreciate enrichment Some students find: too much physics in modules  Students can choose between 2 modules

Research: university labs; doing (pre)-thesis; meeting researchers

Presenting thesis and excursion to CERN are highlights

Going beyond physics syllabus in modules and lessons (background theory, additional topics; lab work)

Students appreciate enrichment

Some students find: too much physics in modules

 Students can choose between 2 modules

Approach by teachers JCU atmosphere We present topics in large integrated pieces Start with essentials; then details Ppt presentations on internet Students appreciate our approach and discussions in physics lessons JCU atmosphere is phantastic! Students experience freedom, challenge, respect for their contributions Physics lessons have stimulated me to develop my way of learning

We present topics in large integrated pieces

Start with essentials; then details

Ppt presentations on internet

Students appreciate our approach and discussions in physics lessons

JCU atmosphere is phantastic!

Students experience freedom, challenge, respect for their contributions

Physics lessons have stimulated me to develop my way of learning

Conclusions JCU characteristics are implemented in our physics lessons All contribute to students´ empowerment: the most to ´meaningful´ to ´competence´ to a lesser extent the least to ´impact´ In physics lessons, more ´self-determination´ needed JCU group is not homogeneous. To some, the pace in physics lessons is too high and enrichment includes too much physics Intention: we are going to use differentiated tasks

JCU characteristics are implemented in our physics lessons

All contribute to students´ empowerment:

the most to ´meaningful´

to ´competence´ to a lesser extent

the least to ´impact´

In physics lessons, more ´self-determination´ needed

JCU group is not homogeneous. To some, the pace in physics lessons is too high and enrichment includes too much physics

Intention: we are going to use differentiated tasks

Recommendations for regular schools Good atmosphere in science classes: challenge for setting goals, for contributions, give them respect, options Opportunities for acceleration and enrichment to talented students Different tasks for different groups in the class Ask a clear task product , pay attention to the process and product Let students present their products to each other

Good atmosphere in science classes: challenge for setting goals, for contributions, give them respect, options

Opportunities for acceleration and enrichment to talented students

Different tasks for different groups in the class

Ask a clear task product , pay attention to the process and product

Let students present their products to each other