curt gabrielson's 2009 presentation on science curriculum
TRANSCRIPT
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Halo ligasaun entreHalo ligasaun entre
matenek lokal nomatenek lokal no
edukasaun formaledukasaun formalxave ba komprensaunxave ba komprensaun
Making the connectionMaking the connectionbetween local knowledgebetween local knowledge
and formal educationand formal educationkey to understandingkey to understanding
Curt GabrielsonCurt Gabrielson
UNTL; Exploratorium TeacherUNTL; Exploratorium Teacher
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Most students in TimorMost students in Timor
Lorosae learn science andLorosae learn science andmath that has no connectionmath that has no connection
to their lives.to their lives.
When education happens likeWhen education happens like
this, three problems alwaysthis, three problems alwaysarise:arise:
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1.1. Most students areMost students are unable tounable to
understand the concepts.understand the concepts.
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1.1. Most students areMost students are unable tounable to
understand the concepts.understand the concepts.
2.2. Students learn thatStudents learn that science andscience and
math come from abroadmath come from abroad, and have, and have
little to do with the lives of theirlittle to do with the lives of theirfamily and community.family and community.
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1.1. Most students areMost students are unable tounable tounderstand the concepts.understand the concepts.
2.2. Students learn thatStudents learn that science and mathscience and mathcome from abroadcome from abroad, and have little to do, and have little to dowith the lives of their family andwith the lives of their family and
community.community.
3.3. Most students also come to believe thatMost students also come to believe thattheir own culture is not as valuabletheir own culture is not as valuableas the foreign, modern cultureas the foreign, modern culturedescribed by the curriculum.described by the curriculum.
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Thus, the math done byThus, the math done bygrandmothergrandmother
or the science used by uncleor the science used by uncleis unseen and unappreciated.is unseen and unappreciated.
Nee duni, matamatika neebNee duni, matamatika neeb
AvAv-feto mak halo-feto mak halo
ka siensia nebe Tiu mak uzaka siensia nebe Tiu mak uzaestudante la haree, la respeitu.estudante la haree, la respeitu.
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Solution:Solution:
Insert everyday life andInsert everyday life and
tradition into thetradition into thecurriculumcurriculumHatama loroloron niaHatama loroloron niamoris no tradisaun ihamoris no tradisaun iha
kurikulumkurikulumlaranlaran
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ExamplesExamples
LafatikLafatik / Winnowing Basket: Geometry/ Winnowing Basket: Geometry Shapes:Shapes:
Rhombus/DiamondRhombus/Diamond
HexagonHexagon Star, six pointsStar, six points Equilateral triangleEquilateral triangle
MatricesMatrices Angle measureAngle measure
Area and VolumeArea and Volume Non-Euclidean GeometryNon-Euclidean Geometry
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ExamplesExamples
Tahek foosTahek foos / Winnowing rice: Physics/ Winnowing rice: Physics Statics, Equilibrium ofStatics, Equilibrium of
ForcesForces
Newtons First Law ofNewtons First Law ofMotionMotion
GravityGravity DensityDensity Air frictionAir friction Free fallFree fall Terminal velocityTerminal velocity
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ExamplesExamples
Foos ba HanFoos ba Han / Consumption of Rice: Biology/ Consumption of Rice: Biology Characteristics of the plantCharacteristics of the plant Types and species of riceTypes and species of rice Calorie and nutrition contentCalorie and nutrition content Energy required to produce,Energy required to produce,
prepareprepare Soil, water and weatherSoil, water and weather
requirementsrequirements Shelf life, spoilage, verminShelf life, spoilage, vermin
Methods of preparationMethods of preparation Comparison to other staplesComparison to other staples
(Cassava, Corn, Talas)(Cassava, Corn, Talas)
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Possible Areas of ConnectionPossible Areas of Connection
Fatin ba LigasaunFatin ba Ligasaun Brinkedu no JogaBrinkedu no Joga / Toys and games/ Toys and games Lian no MusikaLian no Musika / Sound and Music/ Sound and Music Uma no DapurUma no Dapur / Home and Kitchen/ Home and Kitchen Elektrisidade no Magnetismu, Loroloron NianElektrisidade no Magnetismu, Loroloron Nian //
Everyday Elecricity and MagnetismEveryday Elecricity and Magnetism AgrikuluturaAgrikulutura / Agriculture/ Agriculture TransportasaunTransportasaun / Transportation/ Transportation Tasi no Tasi IbunTasi no Tasi Ibun / Beach and ocean/ Beach and ocean
Foho no Ai-laranFoho no Ai-laran / Forest and mountain/ Forest and mountain Lalehan no EstasoesLalehan no Estasoes / Sky and seasons/ Sky and seasons Saude no Ema nia IsinSaude no Ema nia Isin / Health, human body/ Health, human body
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BeginBeginwith the experience of students.with the experience of students.
HahuHahu ho esperiensia estudante sira.ho esperiensia estudante sira.
Carry this onCarry this on to link with internationalto link with internationalcurriculum standards.curriculum standards.
Lori buat nee ba oinLori buat nee ba oin too niveltoo nivelkurikulum internasional.kurikulum internasional.
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Goals /Goals / MetaMeta
1. Better conceptual understanding1. Better conceptual understanding
Komprende diak liu konseitu siraKomprende diak liu konseitu sira
2. Awareness that science and math is here and2. Awareness that science and math is here andnow in students culturenow in students culture
Hatene metin katak siensia no matematikaHatene metin katak siensia no matematikamak iha nee, agora, iha estudante nia kulturamak iha nee, agora, iha estudante nia kultura
3. Respect and pride in own culture3. Respect and pride in own culture
Respeitu no laran-kmanek ho kultura rasikRespeitu no laran-kmanek ho kultura rasik
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Recommendations:Recommendations:1. Make and require this connection in the
curriculum at all levels, primary throughuniversity
2. Develop resources to assist teachers toteachin this way
3. Give training to teachers on how tocarry out this sort of education
4. Establish a group of professionals tocontinuethe development of local science andmath foreducation and give continued training
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