The document summarizes a research project called LIA that aims to improve science teacher education. LIA focuses on developing pre-service teachers' skills in assessing scientific information, argumentation, and liberal education. It involved experiments where teachers planned open-ended experiments, analyzed their results, and discussed the role of argumentation in science. Preliminary findings showed teachers needed to improve their use of scientific concepts and precision when planning, analyzing and discussing experiments.
This document provides an overview of the field of learning sciences. It discusses how learning sciences aims to better understand cognitive and social processes that result in effective learning by drawing from fields like cognitive science, educational psychology, and neuroscience. The goal is to use this knowledge to redesign learning environments. It presents several major models of learning and discusses how research in learning sciences uses experimental and qualitative methods to study learning. Reasons for developing a science of learning include that learning is a fundamental human activity, societies have transformed from industrial to knowledge-based, and new sciences continue to generate knowledge about learning.
The document discusses several models for curriculum development and design, including subject-centered, learner-centered, and problem-centered models. It provides details on each model, including their key features and examples. For curriculum development models, it describes the deductive models of Saylor, Alexander, and Lewis and Tyler, as well as Taba's inductive model. Taba's model takes a grassroots approach starting with teacher-created units and building to a overall design. The Tyler model is also well-known, focusing on specifying goals and objectives and determining educational experiences and evaluation.
Teachers reflecting about the implementation of an ePortfolio to encourage s...Ann Davidson
This paper examines the first steps of the implementation of an ePortfolio to encourage self-regulation in learners. First, it presents the Québec political context from which the necessity of providing students with a competency based education arises. Second, a brief literature review provides some arguments about the development of technological competencies in learners and teachers and about the orientation that pedagogy can take. This study tried to answer the following two research questions: 1) After using an ePortfolio during a school year, what are the pedagogical activities that teachers identify as being valuable to conduct with students? 2) What are the teachers’ perceptions of the variables that influence student learning and their pedagogy when using an ePortfolio? A focus group was conducted with French Québécois teachers. The preliminary results show that the ePortfolio software was a good experience for one of the teachers, but two teachers faced more important issues during the implementation phase.
New Directions in Personalized Learning: Open, Informal, SocialMike Sharples
Personalized learning has reappeared every 20 years in different forms but has faced challenges with wide-scale implementation. New approaches to personalized learning combine individual and group learning, use flexible physical and online spaces, and allow students to view and discuss their progress. These include crowdsourced adaptive teaching using student-contributed learning modules and personalized pathways, personal inquiry learning through student-directed investigations, and personalized social learning through interactive online discussions of personal experiences.
This document discusses the theory and rationale behind an interdisciplinary approach to education. It describes four key characteristics of interdisciplinary instruction: 1) being topic-centered, 2) accommodating student diversity, 3) using two or more disciplines to research topics, and 4) emphasizing both learning processes and content mastery. Support for this approach comes from learning theories including Piaget, Vygotsky, Sternberg, and Gardner. An interdisciplinary approach provides meaningful contexts for teaching skills, uses multiple sources of information, and responds to standards by promoting critical thinking. It also allows for differentiated instruction and engages multiple intelligences. Teachers require knowledge of child development, a strong general knowledge base, and skills in collaborative planning to implement inter
This document discusses the use of project-based learning in teaching English. It provides examples of video projects students completed and benefits of this approach, including improving English skills, leadership skills, collaboration, critical thinking, creativity, and technology skills. Project-based learning is defined as focusing on central concepts through engaging real-world projects requiring students to apply skills and knowledge to solve problems. It emphasizes student-centered learning through collaborative group work on long-term projects addressing real-world issues.
Frederik Smit, Hans Moerel, Kees van der Wolf & Peter Sleegers (1999). Buildi...Frederik Smit
This document reflects on lessons learned from over 25 years working to promote partnerships between families, schools, and communities. Key lessons include:
1. Partnerships are most effective when teachers are supported through training to work positively with parents and see them as partners rather than outsiders.
2. Written policies from the national to school level that recommend or mandate outreach to parents and community help make partnerships official parts of the school system.
3. Having the support of school leaders helps gain official sanction for partnership practices within schools.
This document provides an overview of the field of learning sciences. It discusses how learning sciences aims to better understand cognitive and social processes that result in effective learning by drawing from fields like cognitive science, educational psychology, and neuroscience. The goal is to use this knowledge to redesign learning environments. It presents several major models of learning and discusses how research in learning sciences uses experimental and qualitative methods to study learning. Reasons for developing a science of learning include that learning is a fundamental human activity, societies have transformed from industrial to knowledge-based, and new sciences continue to generate knowledge about learning.
The document discusses several models for curriculum development and design, including subject-centered, learner-centered, and problem-centered models. It provides details on each model, including their key features and examples. For curriculum development models, it describes the deductive models of Saylor, Alexander, and Lewis and Tyler, as well as Taba's inductive model. Taba's model takes a grassroots approach starting with teacher-created units and building to a overall design. The Tyler model is also well-known, focusing on specifying goals and objectives and determining educational experiences and evaluation.
Teachers reflecting about the implementation of an ePortfolio to encourage s...Ann Davidson
This paper examines the first steps of the implementation of an ePortfolio to encourage self-regulation in learners. First, it presents the Québec political context from which the necessity of providing students with a competency based education arises. Second, a brief literature review provides some arguments about the development of technological competencies in learners and teachers and about the orientation that pedagogy can take. This study tried to answer the following two research questions: 1) After using an ePortfolio during a school year, what are the pedagogical activities that teachers identify as being valuable to conduct with students? 2) What are the teachers’ perceptions of the variables that influence student learning and their pedagogy when using an ePortfolio? A focus group was conducted with French Québécois teachers. The preliminary results show that the ePortfolio software was a good experience for one of the teachers, but two teachers faced more important issues during the implementation phase.
New Directions in Personalized Learning: Open, Informal, SocialMike Sharples
Personalized learning has reappeared every 20 years in different forms but has faced challenges with wide-scale implementation. New approaches to personalized learning combine individual and group learning, use flexible physical and online spaces, and allow students to view and discuss their progress. These include crowdsourced adaptive teaching using student-contributed learning modules and personalized pathways, personal inquiry learning through student-directed investigations, and personalized social learning through interactive online discussions of personal experiences.
This document discusses the theory and rationale behind an interdisciplinary approach to education. It describes four key characteristics of interdisciplinary instruction: 1) being topic-centered, 2) accommodating student diversity, 3) using two or more disciplines to research topics, and 4) emphasizing both learning processes and content mastery. Support for this approach comes from learning theories including Piaget, Vygotsky, Sternberg, and Gardner. An interdisciplinary approach provides meaningful contexts for teaching skills, uses multiple sources of information, and responds to standards by promoting critical thinking. It also allows for differentiated instruction and engages multiple intelligences. Teachers require knowledge of child development, a strong general knowledge base, and skills in collaborative planning to implement inter
This document discusses the use of project-based learning in teaching English. It provides examples of video projects students completed and benefits of this approach, including improving English skills, leadership skills, collaboration, critical thinking, creativity, and technology skills. Project-based learning is defined as focusing on central concepts through engaging real-world projects requiring students to apply skills and knowledge to solve problems. It emphasizes student-centered learning through collaborative group work on long-term projects addressing real-world issues.
Frederik Smit, Hans Moerel, Kees van der Wolf & Peter Sleegers (1999). Buildi...Frederik Smit
This document reflects on lessons learned from over 25 years working to promote partnerships between families, schools, and communities. Key lessons include:
1. Partnerships are most effective when teachers are supported through training to work positively with parents and see them as partners rather than outsiders.
2. Written policies from the national to school level that recommend or mandate outreach to parents and community help make partnerships official parts of the school system.
3. Having the support of school leaders helps gain official sanction for partnership practices within schools.
S1 SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS: THE WAY FORWARD 10.00 di fabioprogettoacariss
This document discusses guidance and career counseling for the promotion of scientific talents. It notes that numerous educational initiatives have been implemented to encourage students' interest in STEM fields, but that attention must also be paid to gifted students. Effective science enrichment programs incorporate inquiry-based learning, scaffolding, and cognitive apprenticeship. They have been shown to increase science knowledge and achievement for general students as well as female and gifted students. However, factors like gender stereotypes, lack of role models, and family influences have contributed to a science gender gap. Guidance interventions should provide career information, counseling, and opportunities for dialogue to help students construct their careers, with a focus on reducing stereotypes.
Interdisciplinary approaches to knowledgeNigam Dave
- The document discusses interdisciplinary approaches to knowledge from a lecture given by Prof. Nigam Dave at PDPU.
- It highlights the benefits of breaking down walls between disciplines and having groups collaborate. Various challenges to interdisciplinary work are mentioned, such as differing terminologies and lack of infrastructure.
- The need for porous boundaries between disciplines and constant vigilance against "cubicalization" of knowledge is emphasized.
This document discusses the philosophy of instructional technology and education. It advocates for a constructivist approach to teaching and learning, where students actively construct their own knowledge with guidance from the teacher. Technology can support this approach through tools like WebQuests that allow students to learn independently and collaboratively. The document also argues that instructional technology benefits 21st century learners and students with disabilities by accommodating different learning styles and paces. It supports inclusion in the classroom and differentiated instruction to meet varied student needs.
This document discusses enhancing students' participation in scientific debates through initiatives like Ethics and Polemics and Junior Science Cafés. It describes how these programs bring experts into schools to debate complex scientific issues with students. Students first study documentation on the topics in groups, preparing questions. They then participate in moderated debates with experts. Surveys assess any changes in students' perceptions of science. The goal is to expose students to science as an ongoing, uncertain process and develop their scientific literacy and citizenship skills.
Diversity presentation on interdisciplinary educationShree Devkota
This document discusses interdisciplinary approaches to education. It begins by defining related terminology such as interdisciplinary, multi-disciplinary, and disciplinary. It then discusses how interdisciplinary approaches integrate knowledge from multiple fields to provide a more comprehensive understanding of complex issues that cannot be addressed by single disciplines alone. The document provides examples of interdisciplinary curricula in Nepal and at Kathmandu University. It also outlines the strengths of interdisciplinary learning in developing structural knowledge and making connections. While interdisciplinary approaches provide benefits, they also face challenges integrating fields and dealing with issues like territorial conflicts.
This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
Initiating practitioner research into self-organising learningErnst Thoutenhoofd
This document discusses practitioner research into self-organizing learning that does not require external authority. It defines learning to learn as activities that collectively shape the learning process. Self-organization refers to autonomous, operationally closed message systems based on social principles. The research aims to understand the extent learning can be a self-organizing, socially structured activity without formal education systems. Examples of self-organizing learning mentioned include the emergence of sign language among deaf Nicaraguan children and "hole in the wall" experiments providing rural Indian children self-directed access to computers. The document outlines a research project with teachers introducing learning to learn approaches in their classrooms to explore connections between learning to learn and self-organization.
Cracking the Neomillenial Learning Code: Teaching in the 21st CenturyGina Luttrell, PhD
Gina Luttrell gave a presentation on teaching neomillennial students in higher education. She discussed myths about neomillennials and presented research showing they are smarter than previous generations. However, existing education theories do not fully address neomillennial learning styles. Luttrell proposed four pedagogical shifts involving co-design, co-instruction, social constructivist learning, and new forms of assessment. She also discussed the LIGO method and drawbacks to adopting new technologies. Luttrell incorporates many technologies into her own classroom and challenges educators to adapt to neomillennial expectations and learning styles.
Seda presentation. pountney gruszczynska (1)DEFToer3
The document summarizes research on the impact of open educational resources (OERs) on understanding and sharing social science curriculum. It discusses how OERs affect signature pedagogies and the cultural and social conditions that underpin curriculum knowledge. The research examined how 18 social science modules were opened up and mapped, finding elements of implicit design and a need for a shared pedagogical rationale to enable reuse across contexts.
This document provides an overview of a lecture on curriculum theory. It discusses different conceptions of curriculum, including curriculum as the explicit, planned lessons and objectives, as well as the implicit and null curriculums which refer to the unintended learning of values and attitudes and ideas that are excluded. It also examines different approaches to curriculum, such as the academic idealist, techno-rationalist, learner-centered, and social reconstructionist perspectives. The lecture emphasizes that curriculum constitutes particular ways of reasoning and standards at the expense of others, and functions both to reproduce and transform society and culture.
This document discusses the differences between academic disciplines and school subjects. It defines disciplines as branches of study found at universities, such as psychology or mathematics. School subjects refer to areas of knowledge taught in schools, like math, science, or history. The key differences are that disciplines focus on developing specialized knowledge and skills for scholars through complex theories, while subjects provide basic skills and awareness for students. The document emphasizes the importance of understanding both disciplines and subjects for students to gain knowledge that can help them choose careers or research and to develop overall.
Pursuing a Curriculum of Interdisciplinary StudiesGraham Garner
The pursuit of interdisciplinary studies in modern curricula represents the continued effort to design an education that gives students the knowledge about the world around them, the ability to critically think about it and then act to the advancement of knowledge and betterment of mankind. The traditional division of disciplines has raised barriers, and techniques from interdisciplinary studies can replace those with bridges. Educators must be committed to overcoming interdisciplinary studies’ unique challenges to make a difference in the future of curriculum.
Curriculum integration in social studies as predictor of academic performance...Alexander Decker
1) The document examines the relationship between curriculum integration in Social Studies and academic performance in Social Sciences.
2) It analyzes test score data from 140 students in Nigeria who took Social Studies (an integrated curriculum subject) and traditional social science subjects like Economics and Government.
3) The results show no strong statistical evidence that integrated curriculum leads to better performance. While Social Studies and Government showed the strongest relationship, other subject comparisons did not correlate well. This suggests curriculum integration may not significantly impact academic performance.
This is the presentation I made to my committee for my proposal for research. I am focusing on creating Personal Learning Environments for two students with special needs. I am using their IEPs to design an on line learning environment to supplement their curriculum from school. For my doctorate, I would like to implement the PLEs into their school day and possible replace some of the activities they are doing with the intervention specialist. Any feedback will be helpful. However, please keep in mind that I have to work with and around the school's firewall system. Thank you, Sharon Shaffer
Interdisciplinary methods for researching teaching and learningLina Markauskaite
This set of slides has been prepared for a workshop “Interdisciplinary methods for researching teaching and learning”. It summarises some ideas about intellectual work across conventional (disciplinary) boundaries in education. A number of them draw on the experiences writing Epistemic fluency book and working in the field of the leaning sciences more generally. The main message is the paradoxical tension between what educational research is as practice and how educational research is organised and institutionalised as a formal research field (aka. discipline).
Research-as-science, ….as disciplined inquiry
1. Finite cluster of social sciences: psychology, sociology, etc
2. Loose groupings: curriculum, professional development, etc
3. Discipline(s) on its own right: the learning sciences, other institutionalised practices
Research-as-project …as activity in the world
1. “Normal” science-as-project: compact vs. diffuse; explanatory vs. interpretative; conceptually driven vs. textually driven; explicit vs. implicit.
2. Researcher-participant collaboration
3. Multi-, Inter-, Trans-tribal research
This document describes a study conducted with 253 pre-service primary school teachers on using models as a teaching methodology for science education. The study had students develop models of inventions, machines, and devices to illustrate scientific concepts and create accompanying educational projects. Students created 115 models across various science themes. Results found that the model-based approach helped students better understand how the world works and explore scientific relationships in a hands-on way. It also facilitated teaching science concepts in relation to real-world technology. Overall, the model methodology was found to promote meaningful learning of science.
Unit I understanding disciplines and subjectsHILDA
This document discusses the relationship between academic disciplines and school subjects. It defines academic disciplines as branches of knowledge taught in higher education that focus on expanding knowledge through specialized methods and professions. School subjects are also branches of knowledge but are tailored for educational goals and placed under institutional control. The document outlines the main academic disciplines and aims of schooling, and discusses how school subjects are formed from the societal curriculum and relate continuously or discontinuously to academic disciplines. Key differences between academic subjects and disciplines are their aims, content complexity, and skills focused on. The need for studying school subjects is to develop basic skills, understand oneself and society, think independently, and promote lifelong learning and growth.
Representing discourse and argumentation as an application of Web ScienceBenjamin Heitmann
Discourse on the Web currently can not be appropriately representation, which hampers searching and querying. Based on insights from Web Science, DERI Galway has developed three different approaches for representing and mining of discourse.
S1 SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS: THE WAY FORWARD 10.00 di fabioprogettoacariss
This document discusses guidance and career counseling for the promotion of scientific talents. It notes that numerous educational initiatives have been implemented to encourage students' interest in STEM fields, but that attention must also be paid to gifted students. Effective science enrichment programs incorporate inquiry-based learning, scaffolding, and cognitive apprenticeship. They have been shown to increase science knowledge and achievement for general students as well as female and gifted students. However, factors like gender stereotypes, lack of role models, and family influences have contributed to a science gender gap. Guidance interventions should provide career information, counseling, and opportunities for dialogue to help students construct their careers, with a focus on reducing stereotypes.
Interdisciplinary approaches to knowledgeNigam Dave
- The document discusses interdisciplinary approaches to knowledge from a lecture given by Prof. Nigam Dave at PDPU.
- It highlights the benefits of breaking down walls between disciplines and having groups collaborate. Various challenges to interdisciplinary work are mentioned, such as differing terminologies and lack of infrastructure.
- The need for porous boundaries between disciplines and constant vigilance against "cubicalization" of knowledge is emphasized.
This document discusses the philosophy of instructional technology and education. It advocates for a constructivist approach to teaching and learning, where students actively construct their own knowledge with guidance from the teacher. Technology can support this approach through tools like WebQuests that allow students to learn independently and collaboratively. The document also argues that instructional technology benefits 21st century learners and students with disabilities by accommodating different learning styles and paces. It supports inclusion in the classroom and differentiated instruction to meet varied student needs.
This document discusses enhancing students' participation in scientific debates through initiatives like Ethics and Polemics and Junior Science Cafés. It describes how these programs bring experts into schools to debate complex scientific issues with students. Students first study documentation on the topics in groups, preparing questions. They then participate in moderated debates with experts. Surveys assess any changes in students' perceptions of science. The goal is to expose students to science as an ongoing, uncertain process and develop their scientific literacy and citizenship skills.
Diversity presentation on interdisciplinary educationShree Devkota
This document discusses interdisciplinary approaches to education. It begins by defining related terminology such as interdisciplinary, multi-disciplinary, and disciplinary. It then discusses how interdisciplinary approaches integrate knowledge from multiple fields to provide a more comprehensive understanding of complex issues that cannot be addressed by single disciplines alone. The document provides examples of interdisciplinary curricula in Nepal and at Kathmandu University. It also outlines the strengths of interdisciplinary learning in developing structural knowledge and making connections. While interdisciplinary approaches provide benefits, they also face challenges integrating fields and dealing with issues like territorial conflicts.
This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
Initiating practitioner research into self-organising learningErnst Thoutenhoofd
This document discusses practitioner research into self-organizing learning that does not require external authority. It defines learning to learn as activities that collectively shape the learning process. Self-organization refers to autonomous, operationally closed message systems based on social principles. The research aims to understand the extent learning can be a self-organizing, socially structured activity without formal education systems. Examples of self-organizing learning mentioned include the emergence of sign language among deaf Nicaraguan children and "hole in the wall" experiments providing rural Indian children self-directed access to computers. The document outlines a research project with teachers introducing learning to learn approaches in their classrooms to explore connections between learning to learn and self-organization.
Cracking the Neomillenial Learning Code: Teaching in the 21st CenturyGina Luttrell, PhD
Gina Luttrell gave a presentation on teaching neomillennial students in higher education. She discussed myths about neomillennials and presented research showing they are smarter than previous generations. However, existing education theories do not fully address neomillennial learning styles. Luttrell proposed four pedagogical shifts involving co-design, co-instruction, social constructivist learning, and new forms of assessment. She also discussed the LIGO method and drawbacks to adopting new technologies. Luttrell incorporates many technologies into her own classroom and challenges educators to adapt to neomillennial expectations and learning styles.
Seda presentation. pountney gruszczynska (1)DEFToer3
The document summarizes research on the impact of open educational resources (OERs) on understanding and sharing social science curriculum. It discusses how OERs affect signature pedagogies and the cultural and social conditions that underpin curriculum knowledge. The research examined how 18 social science modules were opened up and mapped, finding elements of implicit design and a need for a shared pedagogical rationale to enable reuse across contexts.
This document provides an overview of a lecture on curriculum theory. It discusses different conceptions of curriculum, including curriculum as the explicit, planned lessons and objectives, as well as the implicit and null curriculums which refer to the unintended learning of values and attitudes and ideas that are excluded. It also examines different approaches to curriculum, such as the academic idealist, techno-rationalist, learner-centered, and social reconstructionist perspectives. The lecture emphasizes that curriculum constitutes particular ways of reasoning and standards at the expense of others, and functions both to reproduce and transform society and culture.
This document discusses the differences between academic disciplines and school subjects. It defines disciplines as branches of study found at universities, such as psychology or mathematics. School subjects refer to areas of knowledge taught in schools, like math, science, or history. The key differences are that disciplines focus on developing specialized knowledge and skills for scholars through complex theories, while subjects provide basic skills and awareness for students. The document emphasizes the importance of understanding both disciplines and subjects for students to gain knowledge that can help them choose careers or research and to develop overall.
Pursuing a Curriculum of Interdisciplinary StudiesGraham Garner
The pursuit of interdisciplinary studies in modern curricula represents the continued effort to design an education that gives students the knowledge about the world around them, the ability to critically think about it and then act to the advancement of knowledge and betterment of mankind. The traditional division of disciplines has raised barriers, and techniques from interdisciplinary studies can replace those with bridges. Educators must be committed to overcoming interdisciplinary studies’ unique challenges to make a difference in the future of curriculum.
Curriculum integration in social studies as predictor of academic performance...Alexander Decker
1) The document examines the relationship between curriculum integration in Social Studies and academic performance in Social Sciences.
2) It analyzes test score data from 140 students in Nigeria who took Social Studies (an integrated curriculum subject) and traditional social science subjects like Economics and Government.
3) The results show no strong statistical evidence that integrated curriculum leads to better performance. While Social Studies and Government showed the strongest relationship, other subject comparisons did not correlate well. This suggests curriculum integration may not significantly impact academic performance.
This is the presentation I made to my committee for my proposal for research. I am focusing on creating Personal Learning Environments for two students with special needs. I am using their IEPs to design an on line learning environment to supplement their curriculum from school. For my doctorate, I would like to implement the PLEs into their school day and possible replace some of the activities they are doing with the intervention specialist. Any feedback will be helpful. However, please keep in mind that I have to work with and around the school's firewall system. Thank you, Sharon Shaffer
Interdisciplinary methods for researching teaching and learningLina Markauskaite
This set of slides has been prepared for a workshop “Interdisciplinary methods for researching teaching and learning”. It summarises some ideas about intellectual work across conventional (disciplinary) boundaries in education. A number of them draw on the experiences writing Epistemic fluency book and working in the field of the leaning sciences more generally. The main message is the paradoxical tension between what educational research is as practice and how educational research is organised and institutionalised as a formal research field (aka. discipline).
Research-as-science, ….as disciplined inquiry
1. Finite cluster of social sciences: psychology, sociology, etc
2. Loose groupings: curriculum, professional development, etc
3. Discipline(s) on its own right: the learning sciences, other institutionalised practices
Research-as-project …as activity in the world
1. “Normal” science-as-project: compact vs. diffuse; explanatory vs. interpretative; conceptually driven vs. textually driven; explicit vs. implicit.
2. Researcher-participant collaboration
3. Multi-, Inter-, Trans-tribal research
This document describes a study conducted with 253 pre-service primary school teachers on using models as a teaching methodology for science education. The study had students develop models of inventions, machines, and devices to illustrate scientific concepts and create accompanying educational projects. Students created 115 models across various science themes. Results found that the model-based approach helped students better understand how the world works and explore scientific relationships in a hands-on way. It also facilitated teaching science concepts in relation to real-world technology. Overall, the model methodology was found to promote meaningful learning of science.
Unit I understanding disciplines and subjectsHILDA
This document discusses the relationship between academic disciplines and school subjects. It defines academic disciplines as branches of knowledge taught in higher education that focus on expanding knowledge through specialized methods and professions. School subjects are also branches of knowledge but are tailored for educational goals and placed under institutional control. The document outlines the main academic disciplines and aims of schooling, and discusses how school subjects are formed from the societal curriculum and relate continuously or discontinuously to academic disciplines. Key differences between academic subjects and disciplines are their aims, content complexity, and skills focused on. The need for studying school subjects is to develop basic skills, understand oneself and society, think independently, and promote lifelong learning and growth.
Representing discourse and argumentation as an application of Web ScienceBenjamin Heitmann
Discourse on the Web currently can not be appropriately representation, which hampers searching and querying. Based on insights from Web Science, DERI Galway has developed three different approaches for representing and mining of discourse.
This document proposes websites to support teaching argumentation skills aligned with Common Core objectives for high school English/language arts and journalism. It outlines the key writing, reading, and speaking/listening objectives for argumentation from the Common Core. It then summarizes and provides rationales for 10 educational video and website resources on teaching argumentation structures, logical fallacies, developing claims and counterclaims, narrowing research topics, and revising argumentative essays. All resources are accessible through the PBS LearningMedia website and are praised for their high quality and engagement with the Common Core.
This document outlines the content and structure of a workshop on debating. It discusses key concepts in debating like claims, evidence, reasoning, and fallacies. It also explains the British Parliamentary debate format and the typical order and roles of speakers. Students will participate in exercises to practice skills like developing arguments, analyzing resolutions, and engaging in mini debates. The overall goal is to provide foundational knowledge and training to support a debate academy project.
Understanding Logical Argumentation, Structure, and Reasoningmrbelprez
Understanding Logical Argumentation, Structure, and Reasoning by looking at sample arguments in standard and argument form. With practice exercises for argument analysis and Links to supplemental videos.
This document provides an overview of the key components of an argument, including the claim, reasons/data to support the claim, evidence to back up the reasons, and a warrant connecting the data to the claim. It also discusses acknowledging opposing views, drawing conclusions, inductive vs. deductive reasoning, the characteristics of arguable statements, and the importance of knowing your audience.
The document argues that texting while driving should be treated as seriously as drunk driving because it can be equally dangerous. It notes that reaction time is slower when texting while driving similar to driving drunk. Surveys show that fines for texting while driving are lower than for DUIs, which some teens see as insignificant. Stories are shared of accidents and deaths caused by texting drivers to emphasize the real risks and push for higher fines to deter the behavior. The goal is for people to understand that texting while driving can kill others on the road and should therefore be prevented.
The National Curriculum Framework 2005 aimed to reform India's education system. It was developed by the National Council of Educational Research and Training under the leadership of Prof. Yash Pal with input from various committees and public consultations. The framework sought to shift away from rote learning and make education more flexible, learner-centered, and connected to the outside world. It recommended reforms across various subjects, focusing on developing critical thinking, using local knowledge and experiences, and evaluating students in a comprehensive manner. It also emphasized the need to improve school infrastructure, resources, and the overall learning environment to be more inclusive, participatory, and supportive of democratic values.
Unit i understanding disciplines and subjectsHILDA
This document discusses the relationship between academic disciplines and school subjects. It defines academic disciplines as branches of knowledge taught in higher education that focus on expanding knowledge through specialized methods and professions. School subjects are also branches of knowledge but are tailored for educational goals and placed under institutional control. The document outlines the main academic disciplines and aims of schooling, and discusses how school subjects are formed from the societal curriculum and relate continuously or discontinuously to academic disciplines. Key differences between academic subjects and disciplines are their aims, content complexity, and skills focused on. The need for studying school subjects is to develop basic skills, understand the self and world, think independently, and promote lifelong learning and growth.
The document discusses the National Curriculum Framework (NCF) 2005 and its recommendations for improving science education in India. The NCF aims to make learning more student-centered, inquiry-based, and linked to real-world problems. It advocates for expanding extracurricular activities like the National Children's Science Congress to promote investigative skills. The NCF also calls for reforms like continuous evaluation and reducing the focus on content memorization in exams.
SCIENCE FRAMEWORK FOR PHILIPPINE BASIC EDUCATION.pptxCarloManguil2
This document outlines the key principles of a science curriculum framework for basic education in the Philippines. The framework is designed to guide the development of instructional materials and learning experiences to help students become scientifically literate. It covers three components: inquiry skills, scientific attitudes, and science content and connections. The content is organized around enduring understandings and essential questions within the domains of life science, physical science, and earth and space science. The framework emphasizes developing both content knowledge and process skills through relevant, applied learning experiences.
Reconceptualising the relationship between ECE and CSE in the training fieldArianna Lazzari
This document discusses the relationship between early childhood education (ECE) and compulsory school education (CSE) in Italy. It explores how the concept of "educational continuity" has shaped the relationship and influenced teacher training. Key points include:
1) Educational continuity emphasizes sustaining children's development along a continuum that considers their diverse needs.
2) In Italy, educational continuity originated from social movements in the 1960s-70s and was further developed through local experimentation and psychological studies.
3) Teacher training was designed to prepare educators for both ECE and CSE through a common and specialized curriculum focused on reflectivity to address the complexity of teachers' roles.
4) Recent policy
This document provides an introduction to educational research. It defines educational research as a formal, systematic process to solve problems related to education through careful investigation. The characteristics of educational research include investigating both the science and art of education through testing hypotheses, correcting errors, and suggesting improvements. Educational research has historically developed in four phases from before 1900 to the present day. The document outlines different types of research such as basic research, applied research, and action research. It also discusses the need for educational research and some limitations to educational research, such as the complexity of studying human behavior and difficulties in observation, replication, and measurement.
Science and the Public: Children's Universities - Theoretical reflections and...eucunet
This document discusses a dissertation that examines children's universities. It explores their aims, whether they are for public relations, enhancing scientific literacy, or child development. Through empirical studies including interviews with children and lecturers and analysis of lectures, the author finds that children's universities can foster learning of facts and interest in science. Their pedagogical value lies in representing universities as public institutions of knowledge, though their role in science communication is ambiguous given potential political aims.
CURRICULUM DEVELOPMENT for thursday class (1).pptxmahaliacaraan
This document discusses the concepts, nature, and purposes of curriculum. It defines curriculum broadly as the entire educational environment, noting it is dynamic and encompasses more than simple definitions. The document then reviews the traditional and progressive views of curriculum, highlighting key theorists. It also examines the major foundations of curriculum, including philosophical, historical, psychological, and social foundations. It analyzes aspects of curriculum such as aims and objectives, subject matter, learning experiences, and evaluation approaches.
Ralph Tyler :Basic Principles of Curriculum and InstructionSoontaree Konthieng
Ralph Tyler outlines four fundamental questions for developing curriculum and planning instruction: (1) What educational purposes should the school seek to attain? (2) What educational experiences can be provided that are likely to achieve these purposes? (3) How can these educational experiences be effectively organized? (4) How can we determine whether these purposes are being attained? He discusses that educational objectives should be determined by studying learners, contemporary life, and suggestions from subject specialists. Objectives should not come from a single source but be determined through considering multiple perspectives.
The document discusses key aspects of effective science teaching and implementing science standards in K-12 classrooms. It covers defining scientific literacy, the purpose of science standards, elements of the National Science Education Standards, strategies for teaching science concepts and inquiry skills, and approaches for assessment in science.
The National Curriculum Framework 2005 document outlines the process undertaken to revise the national school curriculum in India. A National Steering Committee and 21 National Focus Groups composed of experts were formed to research and prepare position papers on various curricular areas and reforms. Their work was informed by nationwide consultations, including with teachers, NGOs, and over 2000 public responses. The framework emphasizes making learning more child-centered, connected to life outside school, and shifting away from rote memorization. It calls for reforms across subject areas as well as systemic reforms to assessment and teacher training.
The document discusses developing a personal teaching philosophy. It explains that a teaching philosophy outlines one's beliefs about education, teaching methods, the role of teachers, and approaches to student learning and assessment. It then provides examples of common teaching philosophy types like perennialist, essentialist, progressive, and reconstructionist and describes their key characteristics regarding the focus and role of teachers, curriculum, and classroom approach. The document stresses that articulating a clear teaching philosophy can guide classroom practices and decision making.
The National Curriculum Framework 2005 (NCF 2005) was developed over 10 months by 21 national focus groups supervised by a national steering committee chaired by scientist Yash Pal. It aimed to make education more child-centered, flexible, connected to life outside school, and empower all children to learn. It recommended major reforms including focusing on understanding rather than rote learning, integrating local knowledge, assessing students in a more flexible way, and shifting teacher training to support more facilitative teaching.
The National Curriculum Framework 2005 (NCF 2005) was developed over 10 months by 21 national focus groups supervised by a national steering committee chaired by scientist Yash Pal. It aimed to make education more child-centered, flexible, connected to life outside school, and empower all children to learn. It recommended major reforms including focusing on understanding rather than rote learning, integrating local knowledge, assessing students in a more flexible way, and shifting teacher training to support more facilitative teaching.
The document discusses recent analyses from the OECD/CERI (Centre for Educational Research and Innovation) on innovative learning environments. It summarizes a project that aims to understand effective learning environments through international research reviews and case studies of innovative schools and programs. Key findings from the project highlight the importance of learner-centered, social, and assessment-focused environments that promote connected learning across activities and subjects.
The document outlines the components of a personal teaching philosophy, including beliefs about the purpose of education, the role of the teacher, pedagogical approaches, student learning and assessment, and classroom atmosphere. It then provides examples of common teaching philosophies like perennialism, essentialism, progressivism, and reconstructionism. The document emphasizes that developing a clear personal teaching philosophy can provide a framework to guide classroom practices and decision-making.
Curr development; Concepts, nature and purposenhiecu
The document discusses different perspectives on curriculum including traditional, progressive, and types of curriculum operating in schools. It also covers major foundations of curriculum such as philosophical, historical, psychological, and social foundations. Specifically, it provides examples of prominent curriculum theorists that viewed curriculum from historical perspectives like Bobbitt, Charters, and Kilpatrick. It also describes three groups of learning theories from a psychological perspective: behaviorist, cognitive, and humanistic psychology. Lastly, it notes that societal culture shapes schools and curricula, and curricula should address diversity, knowledge growth, reforms, and education for all to remain relevant.
This document discusses topics related to teaching natural science, including:
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2) Methods for improving student teachers' knowledge, abilities, and attitudes for teaching natural sciences in a foreign language using the CLIL method, which has benefits like building multicultural knowledge and increasing motivation.
3) The concept of multimodality in natural science education, which involves learning through multiple forms of expression including manual activities, words, and images to allow transit between different modes of representation.
This document discusses the importance of developing a personal teaching philosophy and outlines different teaching philosophies one may adopt. It defines key elements of a teaching philosophy including one's views on the purpose of education, the role of teachers, and approaches to student learning and assessment. It then describes some common teaching philosophies like perennialism, essentialism, progressivism, and reconstructionism which vary in their emphasis on knowledge, values, experiences, or societal reform. The document stresses that developing a well-reasoned personal teaching philosophy can provide a basis for effective teaching practices in the classroom.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. LIA
LIBERAL EDUCATION,
INFORMATION
ASSESSMENT AND
ARGUMENTATION IN
SCIENCE
LIA
Dep. of Teacher Education and School Development
2. LIA Presentation
Andreas Quale
Terje Kristensen
Ketil Mathiassen
Anders Isnes
Department of Teacher Education
and School Development
University of Oslo
LIA
Dep. of Teacher Education and School Development
3. The Project
Research project, addressing pre-service
teacher education:
– teacher trainees with B.Sc. or M.Sc. in
physics/chemistry/biology
– funded by the Norwegian Ministry of
Education
LIA
Dep. of Teacher Education and School Development
4. Participating researcher groups
University of Bergen University of Oslo
Stein Dankert Kolstø Andreas Quale
Marit Ulvik Anders Isnes
Erik Arnesen Terje Kristensen
Anne Sissel Tonning Ketil Mathiassen
Idar Mestad
LIA
Dep. of Teacher Education and School Development
5. Assessment of scientific information
• Important part of general education:
– genetic engineering
– chemical pollution
– benefits / risks of nuclear power
– exploitation of (renewable or not) natural resources
– etc.
• Neglected in the teaching of science in our schools..?
• General public invited to:
– participate in media discourse
– vote for policies / courses of action
LIA
Dep. of Teacher Education and School Development
6. Learning goals
• experience in planning/implementing open experiments
using ICT tools for gathering/processing of data and
presentation of results
• ability to assess methods for communicating the nature of
science to the students
• use communication tools for distributed discussions, to
promote learning
• understand the concept of a liberal education, as related to
educational policies
• develop consciousness of the interplay of observation and
argumentation, in the production of scientific knowledge
• ability to assess contentious scientific propositions:
conceptual basis, scientific validity, logical argumentation,
use of established/not-established science knowledge
LIA
Dep. of Teacher Education and School Development
7. Terminology
Two meanings of education (in English):
– broad knowledge (of many subjects) - “he is an educated person"
– a specialized subject training - "…his education is in physics"
In German:
– Bildung (broad general knowledge)
vs.
– Ausbildung (specific subject training)
“Liberal education“ = Bildung (broad and general)
↓
ability to cope with a variety of societal issues, without expert
knowledge/training
LIA
Dep. of Teacher Education and School Development
8. Primary research question
Argumentation in science
(connection?)
Assessment of scientific
information
LIA
Dep. of Teacher Education and School Development
9. Theoretical framework
A constructivist approach to learning:
– an individual process: interaction between
preconceptions and environment
– and a social process: learners construct mental
representations in a dialogue
LIA
Dep. of Teacher Education and School Development
10. Teaching – two meanings (Bakhtin):
• Persuading – using rhetoric and manipulation
• Convincing – conveying insight and understanding
• Reality – a process, not a result (Wittgenstein):
– we can influence the world, not just be governed by it
• Not part of traditional school education:
– passes on the established truths of society, to the next generation
– a teacher-learner dialogue becomes illusory
– the learner learns to answer what the teacher wants to hear..!
LIA
Dep. of Teacher Education and School Development
11. Culturedness vs adaptation
• The adapted person
– accepts external constraints without question
– settles well in a world defined/organized by others
• The cultured person
– can think critically, ask fundamental question
– trusts in his own rationality
• A liberal education (Hellesnes)
– encourages critical thinking in the learners
– a prerequisite for democracy
LIA
Dep. of Teacher Education and School Development
12. Argumentation in science
Traditionally, science teaching has paid little attention to argument and
controversy. This has given the false impression of science as the
unproblematic collection of facts about the world (Driver et al.)…
• Core science:
– established / agreed-on knowledge, taught in school
• Frontier science:
– research-driven, little or no consensus
– encountered in media, as contentious issues
• LIA:
– exposes the teacher trainees to such issues to incorporate them into
science teaching
– learners get a more realistic picture of science
LIA
Dep. of Teacher Education and School Development
13. LIA - organization
60 teacher trainees (universities of Oslo/Bergen)
Two investigative modules:
M1: Trainees plan and perform open experiments, argue the
chosen strategies and conclusions. (Started second half
of 2001. Reported here.)
M2: Trainees study controversial societal/scientific issues,
as presented in the media. (Started first half of 2002.)
LIA: expected to conclude by the end of 2003
LIA
Dep. of Teacher Education and School Development
14. LIA-M1: organization
• Charting trainees' preconceptions
• Open experiment:
– goals / methods ill defined at the outset
• Lab reports of the experiment, with discussion:
results, scientific knowledge gained
Goal:
to understand the role of argumentation in
justifying scientific claims
LIA
Dep. of Teacher Education and School Development
15. Analysis
Based on three sets of data:
• questionnaires, given to trainees before experiment
• lab reports of experiment
• discussions in groups, after experiment
To explore:
• preconceptions about culturedness
• its relevance for school science
• trainees’ ability to plan, perform and discuss strategies and
results of open experiments
LIA
Dep. of Teacher Education and School Development
16. Some preconceptions
( percentages: approximate, not statistical..!)
• What is a "liberal" education?
– 80 %: must cover a wide variety of subjects
– 50 %: must provide knowledge of philosophy/arts,
and promote tolerance/democracy
– 40 %: must be achievable for everybody,
irrespective of intellectual abilities/preferences
• Is this notion relevant for school science?
– > 90 %: declined to answer!
LIA
Dep. of Teacher Education and School Development
17. Goals for school science,
to promote a liberal education?
50 %:
– an understanding of how the laws of nature function
– training in assessing information systematically
– become curious about natural phenomena
20 %:
– ability to argue logically should be strengthened
– learn how science has developed, up to present stage
5 %:
– learn to work independently
– become interested in societal issues
LIA
Dep. of Teacher Education and School Development
18. Comparison with
non-science trainees
The same question (as to whether the propositions
in the list represent reliable knowledge)
Teacher trainees, in the teaching of foreign
languages:
– a markedly higher trust in all these propositions
– except “biodynamic vegetables” equal scores
Encouraging:
– science-trained students more critical / sceptical than
students trained in non-scientific fields (..??)
LIA
Dep. of Teacher Education and School Development
19. Scientific reliability of
media claims
Most (> 50 %) deemed as unreliable knowledge:
– nuclear energy causes less environmental problems than fossil energy
– one glass of red wine per day is good for your health
– genetic technology will give us more healthy domestic animals
A large majority (> 75 %) deemed as reliable knowledge:
– a reduction of the ozone layer leads to increased risk of skin cancer.
Evenly divided (50 - 50):
– the cause of climate problem: increased release of greenhouse gases
– radiation from high-voltage power lines constitutes a health hazard
– irradiation of food products can harm the consumer
– biodynamic vegetables are more nutritious than traditionally cultivated
LIA
Dep. of Teacher Education and School Development
20. The open experiment case
At a party there will be served hot and cold drinks.
Question: What kind of drinking cup is best suited, for keeping the
content beverage at a desirable temperature?
The cups provided for consideration: made of cardboard, plastic or
polystyrene, both with and without a lid.
Need to design a strategy (no predefined "correct way ")
– specify what is sought, and decide what to measure
– formulate hypotheses about relevant variables
– choose experimental set-up, and make observations
– use the observed data to test hypotheses
– formulate conclusions, and argue validity of the results
LIA
Dep. of Teacher Education and School Development
21. On open experiments
Rarely given as assignments in our science classes
More common are closed experiments:
– method and expected results are dictated by the
teacher or textbook (the pendulum exp.)
Goal of LIA, for the trainees – to achieve:
– experience with planning and implementing open
experiments
– awareness of interplay between observational data and
argumentation, in producing scientific knowledge
LIA
Dep. of Teacher Education and School Development
22. Planning the experiment
• The problem - identifying what
is to be done:
– …we will try to find out …
• Hypotheses - formulated and
argued in group:
– …we think … may happen (will
be observed), because…
• Procedure - identifying
relevant variables:
– …the presence/absence of a lid
– …the material of the cup
– …the volume of content
– …etc…
LIA
Dep. of Teacher Education and School Development
23. Variables
• Which variables to be kept constant? And why?
• Which are most influential in determining observed
results? Why?
– …we expect X to have a large influence, because…
– …the influence of Y will probably be negligible, because…
• The plan is argued, in the group:
– …our plan is a good one, because…
– …our results will be valid, because…
LIA
Dep. of Teacher Education and School Development
24. Performance
• Data logging equipment used to monitor
temperatures:
– some compared cardboard cups
with/without a lid
– some compared materials (cardboard vs.
plastic).
• Temperature – starting value and range:
– chosen by each group
• Group report, documenting:
– experimental set-up
– observed data
– arguments and conclusions
LIA
Dep. of Teacher Education and School Development
25. Performance, observed
• None tried to ascertain usual serving temperature for
coffee/tea, and how it varies during consumption
↓
choices of starting temperature and range rather arbitrary
• Very few used terms from physics, in their
communication:
– heat loss, energy transfer, ... not natural in their vocabulary
• Practical implementations were various:
– some made creative choices of materials and strategies;
– others chose just the simplest solution
LIA
Dep. of Teacher Education and School Development
26. Reports: categories of analysis
Exploring the ability of the trainees to:
• formulate problem and hypotheses
– experience-driven / theory-driven
• plan an open experiment:
– identify relevant variables, and assess their influence
– identify variables unlikely to influence results
– identify variables that cannot be held constant
– vary one variable at a time, and observe effect
– reflect on methodical problems / uncertainties in measurements
• use scientific knowledge to interpret observations:
– use scientific terms in planning and discussing results
– present results in a clear and convincing way
LIA
Dep. of Teacher Education and School Development
27. Performance, observed
Hypotheses and problem description:
Using imprecise formulations from "everyday
life", rarely based on scientific
theory/concepts:
– …keeping the warmth (or cold)...
– …conserving the temperature…
– …exchange of temperature…
– …spreading of cold…
LIA
Dep. of Teacher Education and School Development
28. Identifying and assessing variables
Could identify the most important variables – mostly without scientific
grounds:
• None reflected over initial "direction of temp. change"
– sensors at higher/lower temperature than liquid beverage
• Some reflected on placement of sensors, and on stirring the liquid,
– without scientific argumentation:
• (effect of stirring on heat loss is not considered)
• Many discussed shape and material of cup, but with no mention of
relevant concepts:
– heat capacity
– evaporation heat
– heat loss through conduction / convection
LIA
Dep. of Teacher Education and School Development
29. Performance, observed
• Measured values given as temperature differences:
– (not as changes of temperature with time)
– (sometimes even as percentage change of temperature!)
• Imprecise statements:
– …temperature exchanges are faster,
when temperature differences are larger..!
• Comments/criticisms often vague / blandly favourable:
– …’nice report', … ‘the layout looks good', etc.
• Not addressed:
– imprecise use of concepts / argumentation
– incorrect statements (confusing heat and temperature)
LIA
Dep. of Teacher Education and School Development
30. Some preliminary conclusions
Teacher trainees:
• need to develop a conscious attitude toward using open
experiments in their science teaching
Open experiments:
• stimulate language precision, correct use of terminology
• gives opportunity to address hypotheses / argumentation
• stimulate understanding of the dynamic nature of science
LIA
Dep. of Teacher Education and School Development