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E. Kyza: Motivating teacher and student science learning

Presentation from the 2nd Scientix Conference, 24-26 October 2014, Brussels, Belgium

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E. Kyza: Motivating teacher and student science learning

  1. 1. 2nd Scientix Conference, Brussels, 24-26 October 2014 Motivating Teacher and Student Science Learning: Lessons learned from the CoReflect and PROFILES FP7 Projects Dr. Eleni A. Kyza Cyprus University of Technology CoReflect (217792) and PROFILES (266589) received funding by the European Commission, as part of the Science in Society programme
  2. 2. Digital Support for Inquiry, Collaboration and Reflection on Socio-scientific Debates » Help-seeking » Help giving
  3. 3. » Help-seeking » Help giving
  4. 4. Digital Support for Inquiry, Collaboration and Reflection on Socio-scientific Debates http://www.coreflect.org  Run from 2008-2011  Small scale teacher-researcher collaboration in 7 countries.  Local Working Groups  Development, enactment, and empirical validation of an online innovative, inquiry-based learning environment.  Explored the process through which best practices can be adapted and transferred from one national context to another  Tested a model for teacher-researcher co-development of inquiry-based curricula Professional Reflection Oriented Focus on Inquiry-based Learning and Education through Science http://www.profiles-project.eu  2010-present  Larger scale teacher-researcher collaborations  Teacher networks in more than 21 countries  Continuous Professional Development courses, to support teachers as learners, reflective practitioners and leaders  Emphasis on learning environments which can motivate students’ interest to learn science  Development of scientific literacy and education through science
  5. 5. Motivation for my work  There is a need for all citizens to be able to engage in critical thinking about socio-scientific issues (Scientific literacy)  Students, especially as they grow older, lose interest in learning about science (Sjøberg & Schreiner, 2006) (Motivation to learn)  Students’ interest could be stimulated by the creation of inquiry-based learning environments to:  Engage them in problem-solving  Situate concepts in meaningful contexts  Provide access to tools to support learning, collaboration and active participation  Make learning personally interesting to students (21st century skills)  Teachers and students need to be supported in engaging with inquiry. (Scaffolding) » Help-seeking » Help giving
  6. 6. Mechanisms for inquiry learning Engage teachers in design  Design is a form of thinking about real-life problems. Engaging teachers in design enables creative adaptations of curricula to address student needs.  Participatory design supports teacher ownership of inquiry, reflective thinking and teacher learning (Kyza & Nicolaidou, 2011, Kyza & Georgiou, 2014). Provide customizable and re-configurable tools to support inquiry learning and teaching  Scaffolding seeks to help students move within their zone of proximal development. Tools should be adapted to student needs and should provide appropriate support.  Digital tools that can support teacher adaptation of materials are key. Design authentic learning environments  Learning is situated. Authentic environments are relevant to students’ lives, engage students in problem-solving through the use of data and evidence-based reasoning, and promote reflection and collaboration.
  7. 7. Teachers as Designers  Research indicates that teachers have a fundamental role to play in any educational reform (e.g. Fullan, 2007, Pinto, 2005)  Participatory design (PD) is an approach that can yield authentic, theory-driven and empirically validated learning environments (McLaughlin 1987; Voogt et al. 2011, Kyza & Nicolaidou, 2011, Kyza & Georgiou, 2014)  Our PD approach emphasizes the following dimensions (van Driel et al. 2012)  Students’ active inquiry and evidence-based reasoning  The learning environments are in line with local educational objectives  The design takes into account local constraints and opportunities  Enactment data and action research guides the development and revision of the learning environments  Collaborative learning allows for peer scaffolding, articulation and reflection  The design process engages teachers in continuous professional development and reflection on ideas and practices
  8. 8. STOCHASMOS Teacher adaptation and design Scaffolded inquiry
  9. 9. Tools that support learning and teaching Inquiry Environment scaffolding  Data capture tool  Glossary  Prompts  Notebook  Chat tool Reflective Workspace scaffolding  Evidence link tool  Articulation spaces & tools  Page sharing tool  Forum Teacher scaffolding  Design or adapt learning environments  Monitor student work Kyza, E. A. & Constantinou, C. P. (2007). STOCHASMOS: [Software tool]. Learning in Science Group, Cyprus.
  10. 10. Student inquiry Driving Question Motivating scenario A decision needs to be made
  11. 11. Learning Environment
  12. 12. Reflective WorkSpace
  13. 13. Students’ WorkSpace samples on STOCHASMOS
  14. 14. Authentic learning environments: engaging students in inquiry “The Cypriots as climatic refugees: A fictional scenario or a forthcoming reality?” Carbon cycle Middle School Biology “Nicolas and Anne want to exercise. Can they?” Circulatory system Elementary School Science “Robbery at the jewelry shop: Innocent or guilty?” Metal reactivity Middle School Chemistry “Which type of water to drink to quench my thirst?” Water composition Water quality High school Chemistry Global and local problem Direct personal impact Crime investigation Direct personal impact
  15. 15. Authentic learning environments: Motivation and Learning  Using the MoLE questionnaire (Bolte et al. 2012) we found statistically significant results supporting the conclusion that the PROFILES learning environments motivated students’ engagement with inquiry science learning vs. traditional methods of learning.  In 2012, in collaboration with the local Ministry of Education and Culture, we investigated the designed environment with a representative sample of 946 7th grade students from 30 schools.  We found statistically significant increases in  Student motivation to learn  Conceptual understanding  A positive relation between conceptual understanding and student motivation Participating students 2012 2013 2014 Chemistry 171 108 44 Biology 946 169 88 Primary 71 73 45 Science
  16. 16. To sum up Our experiences from working with teachers and students in the last 10 years lead us to strongly believe that: » The inquiry pedagogy is a valid approach to increasing student motivation, inquiry skills and learning about science. » Participatory design can support teacher learning and the development of authentic learning environments. » Teacher-researcher partnerships have been successful in contributing to reform efforts. » Tools for authoring learning environments and tools for scaffolding student learning need to be made accessible to teachers and schools. » Design-based research allows for data-driven revisions of the learning environments and advances our theoretical understanding of the complex realities of learning in the real world. » All these can contribute to achieving the goal of responsible research and innovation for the 21st century.
  17. 17. Motivating Teacher and Student Science Learning: Lessons learned from the CoReflect and PROFILES FP7 Projects Thank you for your attention Eleni.Kyza@cut.ac.cy www.cut.ac.cy/profiles www.coreflect.org www.stochasmos.org 2nd Scientix Conference –Brussels, 24-26 October 2014 CoReflect (217792) and PROFILES (266589) received funding by the European Commission, as part of the Science in Society programme

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