june 24, 1999icsu - program for capacity building in science conference - budapest 1 science - an...
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June 24, 1999 ICSU - Program for Capacity Building in Science Conference - Budapest
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SCIENCE - AN OPPORTUNITY TO CHANGE THE LEARNING
LANDSCAPE
Jan VisserLearning Development
Institute
http://www.learndev.org
Learning Without Frontiers UNESCO
http://www.unesco.org/ education/lwf/
June 24, 1999 ICSU - Program for Capacity Building in Science Conference - Budapest
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Two issues
What we are doing:
Creating Learning Networks for African Teachers
What we intend to do:
The Scientific Mind project
June 24, 1999 ICSU - Program for Capacity Building in Science Conference - Budapest
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Overriding interest
LEARNING
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Learning is more than acquisition of knowledge It is a process. It is disposition to engage in that process. The process is a dialogical one. The social dimension of learning is thus essential. It allows us to engage in constructive interaction
with change. Taking courses is only part of it. It involves the mind and the body. It is a process of continual construction,
deconstruction and reconstruction.
June 24, 1999 ICSU - Program for Capacity Building in Science Conference - Budapest
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Creating Learning Networks for African Teachers (LNAT) Uses technology as trigger for pedagogical change Focuses on transformation of roles of actors in
learning community (everyone a learner, everyone a resource and facilitator of learning)
Teachers as learners and agents of change in community
Beneficiaries as participant designers (the project is itself a learning event and those involved in it constitute a learning community)
June 24, 1999 ICSU - Program for Capacity Building in Science Conference - Budapest
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Science and LNAT
Most teachers see science as their weakest area. LNAT allows them to
interact with each other and discuss problems share experiences and resources within their internet-
enabled community as well as beyond have access to the resources available on the web
worldwide have their schools participate in global networks, such
as Global Lab
LNAT collaborates with WorLD
June 24, 1999 ICSU - Program for Capacity Building in Science Conference - Budapest
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More about LNAT
LNAT focuses on teacher education establishments It also aims at giving a role to such establishments in
providing connectivity to community Centers receive equipment and training (computer
use; web design) Collaboration through volunteers/interns with
FEDA/NASA and University of Twente (NL) LWF web site as facilitator Started in Zimbabwe, with emerging activity in
Senegal, Namibia, Zambia, Nigeria (20 countries foreseen)
June 24, 1999 ICSU - Program for Capacity Building in Science Conference - Budapest
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Project development strategy
We did master design (overall framework). Participating countries set up their own national
LNAT task force to create their own project within scope of master design.
National project may or may not focus on science. This will depend on perceived needs and on what can be offered, e.g. in PCBS context.
Further info: http://www.unesco.org/ education/lwf/
June 24, 1999 ICSU - Program for Capacity Building in Science Conference - Budapest
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The Scientific Mind (TSM) Disposition to question the facts and critically
challenge the 'givenness' of any a priori knowledge and authority.
Aesthetic awareness. Moral conscience. Development of the true scientific spirit is important not only to create
a scientifically literate population, but particularly also to create a citizenry that can creatively and constructively respond to the challenges of the world of the 21st century. So many of these challenges being of a global nature, it is particularly important to stimulate the development of the scientific spirit in the context of global learning communities. Computer networking is a technology that has, if well designed and applied, important potential in this regard.
June 24, 1999 ICSU - Program for Capacity Building in Science Conference - Budapest
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Thoughts about the scientific mind
The scientific mind involves the body as a whole. It appeals to faculties across the intelligence
spectrum. Its pursuit should not be limited to scientific
disciplines per se, but seek the unity of knowledge. The scientific mind belongs to everyone. It relates
to people's sense of freedom, responsibility, astonishment, recognition, gratitude.
June 24, 1999 ICSU - Program for Capacity Building in Science Conference - Budapest
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Question
What conditions in the learning environment do best allow the scientific mind to develop and evolve?
Question is relevant for: rethinking school-based learning considering the learning environment at large looking at learning in the context of lifespan
human development.
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Aim of the project
Sort out what the scientific mind entails and do so in a way that goes beyond the limitations of individual disciplines (transdisciplinarity).
Find out what should be done to create conditions in the learning environment at large to foster in optimal ways the development of the scientific mind.
Put those conditions in place.
Further info: http://www.learndev.org
June 24, 1999 ICSU - Program for Capacity Building in Science Conference - Budapest
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Use of these slides
Use of these slides In the interest of dialogue and the growth of understanding,
use of these slides is permitted, provided that clear attribution be made to authorship (Jan Visser) and the Learning Development Institute (LDI) <http://www.learndev.org>.