s-team: collected papers no.5: teacher professional development in scientific literacy, drama and...

8/8/2019 S-TEAM: Collected papers no.5: Teacher Professional Development in Scientific Literacy, Drama and Student Interests

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S-TEAM

WP 8 Traini

Drama, Scientific

October 2010Report

Deliverable 8b

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iteracy and Student Interest


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S-TEAM deliverable 8b: Drama, Scientific Literacy and Student Interest

1

S-TEAMdeliverable8b:WP8TrainingmaterialsPart1:Drama,ScientificLiteracyandStudentInterest

Tableofcontents

Preface............................................................................................................................................ 2S-TEAMProduct8.2:ProfessionalDevelopmentProgrammeinScientificLiteracy........................... 4S-TEAMProduct8.3:TeacherProfessionalDevelopmentProgrammeontheUseofStudents'

QuestionstomaximiseStudentInterestinBiology ......................................................................... 19S-TEAMProduct8.4:TeacherProfessionalDevelopmentProgrammeonDramaandScientific

Literacy .............................................................................................................................................27References................................................................................................................................ 46


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Preface

Thisdocumentcombinesthetrainingmaterialsofthreeseparatesub-projectswithinWorkpackage8,

whichdealswithScientificLiteracyinrelationtoinquiry-basedscienceteachingandlearning(IBST/L)

Workpackage8a(product8.2)

WP8a(UniversityofCopenhagen)incorporatesresearchandpracticebasedmethodologiesforachieving

scientificliteracyteachingcompetenciesintoatrainingpackageforteachereducators.Thispackagewill

includeannotatedvideosequencesofteachingforscientificliteracy.Itwillbedesignedtobeuseablein

severalways,includingworkshops,shortcoursesandon-line.

Workpackage8b(product8.3)

WP8b(IsraelInstituteofTechnology-Technion)isdevelopingteachingmethodsforscientificliteracyusing

student-interest-focusedbiologylearningmaterialsandteachingstrategies.

Manystudentsfindstandardsciencecurriculalargelyoutoftouchwiththeirpersonalinterests.Thisfactor

contributestothedecliningnumberofstudentswhochoosetopursuescientificstudiesandcareers.Inthis

workshopteacherswilldevelop,enactandevaluateteachingmaterials,whicharebasedonstudents'

genuineinterests,asreflectedbytheirquestions.Acomparisonofthemesemergingfromstudents'

questionswiththecontentdictatedbythesyllabusisusedtoidentifyoverlapsbetweenthesyllabus

requirementsandgenuinestudents'interests,aswellasmissingthemes,whicharenotaddressedbythe

formalsyllabus.Thisway,teacherswillbeabletoharnesstheindividualinterestsoftheirstudents'to

createsituationalinterestintheirbiologyteaching.

Workpackage8c(product8.4)

Dramaandscientificliteracy

WP8c(IITincollaborationwithNTNU)hasproducedatrainingpackageontheuseofdramatoenhance

motivationandcognitiveprocessesinrelationtoscientificliteracy.(NTNU'scontributionwillcomefrom

thefourstorylinesonwaterdevelopedinWP8d,dueinMonth24,April2011)Theaimofthistraining

packageistoconstructaworkshopenrichingtheteacherwithtoolsadaptedfromtheatreanddrama,with

theintentionofachievinghigherstudentengagementinscience.Theprojectwillfocusontwomainpoints.

(1)Providingtheteacherwithpresentationaltools.Theroleoftheteacherhasoftenbeencomparedto

thatofanactor,andindeedthereisanoverlapofmanyskillssuchaspresentation,presence,theabilityto

tellastory,etc.Sharpeningthesetoolsusingtechniquesdrawnfromtheatrecanhelpteacherswhen

presentingtotheclass.Thefirstpartoftheplannedworkshopwillfocusontheteacher.


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(2)Providingtheteacherwiththeatricaltoolstobeusedbythestudents.Theatricaltools,suchasrole-play

maybeusedtodepictscientificconceptsmakingthelessonmoreexcitingandlively.Othertoolssuchas

forumtheatrecanbeusedtoraisemoralandethicalissuesinvolvingscienceinanengagingmanner.The

abilitytoconductsuchdiscussionsisatthefoundationofscientificliteracy.Thesecondpartofthe

workshopwillprovidetheteacherwithdifferentmethodsofplay/dramathatcanbeusedaslearningactivitiestogetherwiththestudents.


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S-TEAMProduct8.2:ProfessionalDevelopmentProgrammeinScientific

Literacy

RobertEvans,DepartmentofScienceEducation,UniversityofCopenhagen


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Rationale&purpose

TheoverallgoalofWP8istoprovidespecialistinputinthefieldofscientificliteracy,producingpackages

designedtostimulateteacherself-efficacyandtheuseofscientificliteracyasamotivatingconcept.Partof

theUniversityofCopenhagens(UCPH)contributiontothisgoalistoincorporateresearchandpractice

basedmethodologiesforachievingscientificliteracyteachingcompetenciesintoatrainingpackagefor

teachereducators.Thispackagewillincludevariousnationalexamplesintheformofvideosofteachingfor

scientificliteracy.Itwillbedesignedtobeuseableinseveralways,includingworkshops,shortcoursesand

on-line.Throughthisprofessionaldevelopmentprogram(PDP),WP8willkeepscientificliteracyand

student/teacherengagementatthecentreofS-TEAM,relatingthesetowiderissuesofteacher

competenceandstudentmotivation.

Differentiationbetween8.2andteachereducatorprofessionaldevelopmentpackages6.7and

6.8developedforWP6

Theworkbook(6.7)andprofessionaldevelopmentpackage(6.8)developedbyWP8forWP6weredesigned

tointroduceteachereducatorstoatwo-dayteacherdevelopmentworkshopwhichtheycouldthen

replicateintheirownin-serviceandpre-servicemethodsinstructionforprimaryandsecondaryscience

teachers.Thisprofessionaldevelopmentpackage(8.2)isbroaderandmoreflexibleinscopeinthatwhile

alsodesignedforteachereducators,itpresentsanarrayofdevelopmentactivitiesthatcanbeconfigured

inavarietyofwaysincludingasaone-meetingworkshop,sequentialworkshops,shortcourse,andon-line

courses.

Arrayofelevendevelopmentactivities

Self-efficacy

Goal:Developteacherself-efficacywithIBSTtoincreasethelikelihoodthattheywilluseinquiryintheir

teachingandtomeasureandtracktheeffectoftheIBST-unitsinincreasingIBSTrelevantself-efficacy.

Method:Measureself-efficacybeforethefirstIBST-unitandperiodicallyafterwards,includingwhen

teachersreturntotheirclassrooms.Consciouslyusefourmethodsforincreasingself-efficaciesamong

participants:enactivemasteryexperiences,vicariousexperiences,verbalpersuasionandphysiologicaland

affectivestates.

Activity Duration Topic Materialstobeused OutlineofActivities

Self-

efficacy

10

minutes

Pre-activity

self-efficacy

Self-efficacyinstrument* Completetheself-efficacy

instrumentwithnamesorself-

identifyingsymbols

Usefourmethodstoincrease

self-efficacyduringTPD


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Conceptionsaboutinquiryteaching

Goal:ElicitconceptionsaboutIBSTandscientificliteracytodiscoverjustwhereparticipantsstandintheir

basicunderstandingoftheseconcepts.Suchperceptionsareusefulbothformakingteachingdecisionsand

assessingmoduleeffectiveness

Method:Useopen-endedquestionnairetoassessconceptionsbeforemajormethodsteachingsequences

andattheconclusionofdevelopmentprogrammes

Activity Duratio

n

Topic Materialstobeused OutlineofActivities

Conceptions

about

inquiry

teaching

10minutes

Elicitationofconceptions

aboutIBST

andscientific

literacy

Pre-conceptionsquestionnaire*

Writtenpre-conceptionsquestionnaires

Sharinganexperiencewithscienceinquiry

Goal:Togiveallparticipantsanauthenticexperiencewithinquiryatalevelthatisbothfreshand

challengingtothem.Theanalysisanddiscussionoftheactivitycanstimulaterenewedunderstandingand

motivationtoemulateinquiryteachingstrategies.

Method:Teachthelessontotheparticipants(about40minutes)andsharereflectionsaboutthe

experienceafterwards.


Sharing

an

experie

nce

with

science

inquiry

45

minutes

Clarification

ofconceptof

InquiryBased

Science

teaching

through

experience

KomodoDragon

PowerPoint*

KomodoDragon

transparency*

Transparencymarkerpens

Hand-outsofDNA

sequencesforKomodo

Dragon*

A.Experiencea30minute

scienceinquirylesson

Thislessonwillfollowa6Es

learningcycleapproachto

inquiryteachingandbe

specificallylinkedtoscientific

literacyobjectives(seeFigure1

forthemodel)

Shortmodelbasedexplanation

ofwhatwemeanbyInquiry

BasedScienceTeaching


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Inquiringintoinquiry

Goal:Discovertheelementsofinquirythroughreflectionanddiscussion.

Method:FacilitateparticipantconstructionoftheconceptofIBSTbyanalyzingagiveninquirylessonto

discoveritsfundamentalsequencesandelements.Introduceanomenclatureforthediscoveredelements

ofinquiry(e.g.engage,explore,explain,extend,evaluate).

Activity Duratio

n


Inquiring

into

inquiry

30

minutes

Clarification

ofconceptof

InquiryBased

Science

teaching

through

discussion

Figure1:6Es* Groupdiscussionofexperience

withinquirylesson

Usetheirobservationsof

lessontoclarifyinquiry

teaching

Togetheridentifyelementsof

lessontowardsdevelopmentofalearningcyclemodelof

inquiryinstructionand

evolutionofmodel(Figure1)to

beusedfortherestofthe

workshop

Shortmodelbasedexplanation

ofwhatwemeanbyInquiry

BasedScienceTeaching

Exploreinquiryteachingvideos

Goal:Discoverbothgoodanddeficientexamplesofteachersusinginquiryteachingmethods.

Method:WatchshortsegmentsofscienceteachersusingIBSTmethodstoidentifywhichoftheteaching

actsresultininquiryamongstudentsandwhichdonot.

Activity Duratio

n



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Explore

inquiry

teaching

videos

75

minutes

Exploring

videosof

teachingfor

inquiry

methodsand

scientific

literacy

Videoexamplesat:http://www1.ind.ku.dk/mtg/wp3/sci

entificliteracy/videos

VideosonS-TeamUSB

drives

S-Teamearphones

Participantlaptopcomputers

A.UseUSBstoredvideos(or

theWebsite)toexploreshort

teachingvideosofscience

teachersusinginquirytoteach

forscientificliteracy.

Groupsofteachers(same

contentareas)together

exploreanddiscussvideosof

inquiryscienceteachinglinked

toscientificliteracygoalsin

theircontentarea.Several

videosineachcontentareaare

analyzedbyparticipants.

Thegoalistoobserveandnote

whatmakesaspecificaspectof

ateachingvideoanexampleof

inquiryteachingbasedonthemodelinFigure1.Participants

willdiscoverwhatpartsare

goodandnot-as-good

examplesofinquiryteaching.

Heretheyarebothapplying

theirevolvingunderstandingof

IBSTandexploringnew

examplesofitsuse.

B.Wholegroupsharingof

whichelementsofthevideosareexamplesofinquiry

teachingandwhicharecontra-

examples


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ExplorationofmeaningofScientificLiteracy

Goal:Discoverthemeaningofscientificliteracyinbothnationalandinternationalcontexts.

Method:Useinquirymethodstocompareandcontrastconceptmapsofwhatscientificliteracymeansin

differentcountries.Discusssimilaritiesanddifferences.

Activity Durati

on


Exploratio

nof

meaning

of

Scientific

Literacy

90

mins

Explorationof

what

Scientific

Literacy

meansin

severalEU

countriesandPISA

PowerPointaboutusingSL

mapstounderstandSLin

differentcountries*

Mapexamplesat:http://www1.ind.ku.dk/mtg/wp3/sci

entificliteracy/maps

MapsonS-TeamUSBdrives

A.Exploretheconceptof

scientificliteracyinPISAand

severalEUcountries

SituateconceptmapsofSL.

Verybrieflyshow,viappt,how

conceptmapsofscientific

literacyaremadesothatallcanunderstandhowtoread

themapsnotenoughdetail

toactuallyevermakethem

Useconceptmapdatastored

onUSBdrives(ortheWebsite)

toexploretheconceptmapsof

scientificliteracyasdefinedin

PISAandseveralother

countries.

Preparetoanswerthesequestions:

Whatsimilaritiesand

differencescanyouidentify

amongthesedefinitions?

Usingthecomparativecluster

maps,whatarethelarge

generalissuesofscientific

literacycommonlyaddressedin

thesedefinitions?

HowdotheseotherdefinitionsofSLcomparetoyourown

countrysdefinition?

B.Wholegroupsharingofthe

mapexplorationswiththegoal

ofconstructingbothgeneralEU

andnationalperspectiveson

scientificliteracygoals.


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Discoverandprepareforcross-disciplinaryopportunitiesforteachingscientificliteracy

Goal:Discoversynergiesamongdifferentdisciplineswhichprovideopportunitiesforcross-disciplinary

teachingofscientificliteracy.

Method:Comparingandcontrastingvariousnationalscientificliteracyconceptmapsprovidesuggestions

andevenobligationsfornon-scientificconceptswhichrelatetoscientificliteracytobetaughtinscience

classrooms.Then,anexampleofaninterdisciplinaryapproachtoteachingaboutclimatechangeisshared

withtheparticipants.

Activity Durati

on


Discover

and

prepare

forcross-disciplinar

y

opportunit

iesfor

teaching

scientific

literacy

90

mins

Findinginthe

existing

national

statementsofscientific

literacy,ideas

forcross-

disciplinary

teaching

Mapexamplesat:http://www1.ind.ku.dk/mtg/wp3/sci

entificliteracy/maps

MapsonS-TeamUSBdrives

Theoreticalbasisandexampleofcross-

disciplinaryteachingabout

climatechangeppt*

A.Exploretheconceptof

scientificliteracyinPISAand

severalEUcountries

UseconceptmapdatastoredonUSBdrives(ortheWebsite)

tofindcallsforusingboth

scienceandotherdisciplinesto

achievescientificliteracy

Preparetoshare:

-Whatandwherearethese

synergiesfound?

-Anoutline,followingthe6E

model)ofalessonusing

interdisciplinaryobjectivesand

methodstomeetascientific

literacyobjective

B.Wholegroupsharingand

discussionofthesesynergies

andlessonoutlines

C.Consideranexampleof

lessonsaboutclimatechange

usinginterdisciplinary

approaches


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Creatingandteachingshortinvitationstoinquiry

Goal:Applyunderstandingaboutinquirybycreatinganinvitationtoinquiryforstudentsintheircontent

area.

Method:Insmallgroups,participantscreatefiveminuteinvitationstoinquirywhichcouldbeusedtoset-

upaninquirylessonwithaclass.Thegroupactuallyteachesthisinvitationtotheworkshopparticipants.

Alldiscusseachlessonlookingforgoodelementsofinquiryteaching.


Creating

short

invitation

sto

inquiry

30

minutes

Continued

overnight

untilthe

nextdaytofinish

creating

thegroup

lessons.

Creating

short(five

minute)

invitation

sto

inquiryinsmall

groupsto

exemplify

the

teachers

partin

initiating

aninquiry

lesson

linkedto

one

national

scientific

literacy

goal

Templateswiththe6Esto

draftinquirylessons*A.Eachmemberofeachgroup

ofthreeselectsonescientific

literacygoalfromtheirnational

mapanddecideshowateacher

couldinitiateaninquirylesson

toteachforthatgoal.Usingthetemplate,each

teacherdecidesonaninquiry

teachingapproachandwhat

theteachersrolewouldbein

settingupthelesson.The

groupsthencarefullyreview,

discussandanalyzethethree

groupmemberlessonsand

planhowtheycouldleada

scienceclasstheycurrently

teachtoachievethatscientific

literacygoal,usingsomeofthe

ideasfromthevideos.

B.Eachgroupchoosesoneof

thethreelessonsandcreatesa

teachinglessonfromit

ThelessonwillNOTbetelling

whattheywoulddo,but

ACTUALLYTEACHINGitasthey

wouldtoaclass(recognizingof

course,thatsuchaset-upin

theirownclasseswouldtake

longer).Theycaninteractwith

theotherparticipantsasthe

studentsiftheywish,intheir

roleasteachers


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Teaching

short

invitation

sto

inquiry

150

minutes

Group

teaching

and

sharing

A.Thegroupswillallteach

theirchosenlessontothe

wholegroupforappreciation

andcomment

Thegroupwillnotidentifythe

scientificliteracygoal

addressedbytheirteaching,so

thatafterwardstheother

participantscantryto

determinefromtheteaching

itself,whichscientificliteracy

goalwasaddressed.

Thegoalwillbeto

acknowledgegoodexamplesof

inquirybasedscienceteaching

aswellasalignmenttoscientificliteracygoals

B.Discussionofresulting

teachingandthechallengesof

inquirybasedscienceteaching

ApplicationofIBSTtotraditionalteachingmaterials

Goal:UseunderstandingofIBSTtoexaminetypicalgoodscienceteachingactivitiesandsuggestrevisions,whichwouldmakethemmoreinquiryorientedforstudents.

Method:Participantswillasawholegroupreviseatraditionalscienceactivity,applyingthetenetslearned

inotherIBST-units.Then,inpairstheteacherswillsimilarlyreviseplansintheirowncontentareaandat

theirteachingleveltomakethemmoreinquiryoriented,usingthetenetsofIBST.Eachpairwillsharetheir

ideaswiththeentiregroup.


ApplicationofIBST

to

traditional

teaching

materials

105minutes

ApplicationofIBST

andSLto

given

traditional

teaching

materials

Copiesofpopularscienceteachingactivitiesnot

framedforIBSTnor

scientificliteracy*

Teachersarechallengedthroughgivenstandardscience

lessonsintheirowncontent

areaandattheirteachinglevel,

torevisethemjustenoughto

convertthemtoIBSTlessons

forscientificliteracy

Resultsoftheseconversions

aresharedanddiscussedand

digitalcopiesofallofthe

revisionsaretakenhomebyallparticipants


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ClassroomtryoutsofIBSTinashortterm

Goal:ParticipantswillevaluatetheirgrowingunderstandingofIBSTbyteachingsuchalessontoschool

students.

Method:EachparticipantwilldesignanIBSTlesson,basedonthetenetsdevelopedfromotherIBST-units

andtryitwithschoolpupils.Theywillrecordthelessonandwritereflectionsabouttheresults.Theywill

thensharefromfivetoeightsalientminutesofthelessonwitheitherIBSTparticipatingteachersfromtheir

ownschoolorviateachingsharingWebplacessuchasYouTube.Inallcasestheywillreflectupontheir

lessonwithcolleagues.


Classroom

tryoutsof

IBSTina

short-term

Varies Follow-up Availabilityofvideo

recordingequipment(fx:a

smartmobilephone)

AccesstotheInternet

Self-efficacyinstrument*

Participantstaketheirideas

backtotheirownclassrooms

toincorporateagoalofinquiry

basedscientificliteracy

education,basedonideas,

perhapsfromanotherEU

country,intotheirrepertoire.

Participantsshareafiveminute

videofromtheirownclass

showinganinvitationto

inquiryonYouTubebysending

theURLlinktotherestofthe

participants

Completetheself-efficacy

instrumentwithnamesorself-

identifyingsymbols


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ClassroomtryoutsofIBSTinthelongterm

Goal:ParticipantswillevaluatetheirgrowingunderstandingofIBSTbyteachingsuchalessontoschool

students.

Method:EachparticipantwilldesignanIBSTlesson,basedonthetenetsdevelopedfromotherIBST-units

andtryitwithschoolpupils.Theywillrecordthelessonandwritereflectionsabouttheresults.Theywill

thensharefromfivetoeightsalientminutesofthelessonwithworkshopparticipantsatasucceeding

meeting.Inallcasestheywillreflectupontheirlessonwithcolleagues.


Long-term

follow-up

150

minutes

Long-term

follow-up

(one-week

totwo

monthsafter

workshop)

Variousapparatustoplaya

varietyofvideoformats

Self-efficacyinstrument*

Anoptionalfollow-up

workshopforhalfadaywillbe

heldwhereteachersbringten-

minutevideosoftheirown

invitationstoinquirytosharewiththegroupforfeedback

andappreciation

Analternativeincertain

circumstanceswouldbefor

PDPleaderstovisitthe

classroomsoftheparticipating

teacherstowitnessaliveuse

oftheworkshopscontent.

Completetheself-efficacy

instrumentwithnamesorself-identifyingsymbols


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Possible configurations of development activities

One-meetingworkshop

Whenusedatonetimeforteachereducatordevelopment,thedevelopmentactivitiesof8.2arebestused

overtwofulldayswitheithertheshort-termorlong-termfollow-upactivity.Thesequenceforthis

workshopwouldbe:

Self-efficacy









ClassroomtryoutsofIBSTinashorttermAND/ORClassroomtryoutsofIBSTinalongterm


Self-efficacy

SeriesofworkshopsWhenusedasaseriesofteachereducatorworkshops,thedevelopmentactivitiesmightbestbe

dividedintofivesequentialsessionsasfollows:

SessionOne(threehours)

Self-efficacy





SessionTwo(threehours)



SessionThree(threehours)


SessionFour(twohours)


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SessionFive(timevaries)

ClassroomtryoutsofIBSTinashorttermAND/ORClassroomtryoutsofIBSTinalongterm


Self-efficacy

Shortcourse

Whenexperiencedasashortcourse,theteachereducatordevelopmentactivitiescanbeconfiguredinto

thesamesessionsasabove,intothegiventimedimensionsoftheshortcourse.

On-linecourses

Allofthedevelopmentactivities,includingtheteachingvideosandscientificconceptmapswillbe

accessibleontheunderdevelopmentS-TeamWP8Websitesothatallcanbeconfiguredandcoordinated

accordingtothevariousneedsoftheteacherandparticipants.

Notes for teacher educators on how to use PDP development activities

Thesesamedevelopmentactivitiesarealsodesignedtobeusedwithteachersinthesamemanner

asforteachereducators.Throughout,thePDPadherestothesamemodelofInquiryBasedScience

TeachingwhichitadvocatesintheFigure1model(below):


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Thismeansthattheworkshopforbothteachereducatorsaswellasforpre-andin-serviceteachersdoes

nottransmitmaterial,butinsteadassistsparticipantsintheconstructionoftheirownunderstandingof

IBSTforscientificliteracy.So,forexample,aftercommunicatingtheir pre-conceptionsofthePDPcontent,

participantsareengagedtoexploreIBST/SLthroughanillustrativelessontheyexperience.Theythenuse

theirexperienceasagrouptoconstructand explainthemodelgiveninFigure1beforeextendingthisunderstandingtotheanalysisofteachervideostoidentifyinstancesofIBST/SL.Becausetheyareactively

engagedinconstructingandtryingouttheirgrowingunderstandingastheyproceedthroughthePDP,they

areabletocontinuouslyevaluatetheirprogress.Cyclesofthisinquirymethodcontinuethroughoutthe

PDPincludingtheconcludingteachingepisodeswhicharebothfurtherexplorationsofIBST/SLaswellas

extensionsandapplicationsofwhattheyhavelearned.

Pre-testingofthisPDPhasshownthattherelativelylongtimesdevotedtoeachactivityare

necessaryforfullconstructionbytheparticipants.Theamountoftimenecessaryforinquirylearningis

normallylongerthanthatfortraditionalmethodsandsincethisPDPmodelsIBST,thelengthofthelesson

isbothanauthenticexampleofthisvariableandanopportunitytoraisethisrelevantissueanddiscussit

withteachers.

Eithertheshort-termorlong-termfollow-up,whereteachersbringvideosofanapplicationof

IBST/SLintheirownclassroomsforappreciationandreinforcementislikelytosignificantlyenhancethe

long-termimpactofthisPDP.AnalternativeincertaincircumstanceswouldbeforPDPleaderstovisitthe

classroomsoftheparticipatingteacherstowitnessaliveuseoftheworkshopscontent.

Comprehensivelistofaccompanyingmaterials

TeachingVideos

ThevideosaretemporarilyavailableatthefollowingURL:

http://www1.ind.ku.dk/mtg/wp3/scientificliteracy/videos

Theirdescendants(selected,refined,re-edited)willbemovedtoadedicatedUCPHWP8Website.The

videosmadebyteachersbackintheirownclassroomsandeitheruploadedto YouTubeorbroughttoa

one-halfofadayfollow-upworkshop,willbeavailableonlytoparticipants.

ScientificLiteracyMaps

ThescientificliteracyconceptmapsaretemporarilyavailableatthefollowingURL:

http://www1.ind.ku.dk/mtg/wp3/scientificliteracy/maps

Theirdescendants(selected,refined,re-edited)willbemovedtoadedicatedUCPHWP8Website.


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PowerPointslides/presentations(note:forreviewpurposestheseareavailableontheS-TEAM

memorystickprovided,orfromtheS-TEAMwebsite:www.ntnu.no/s-team

ThefirstsetofPowerPointslidesarefortheSharinganexperiencewithscienceinquiryactivity

foruseduringthesampleIBSTlesson.Thesetisavailableasas:

8.2ExplorationofmeaningofScientificLiteracy

ThesecondsetofPowerPointslidesarefortheSharinganexperiencewithscienceinquiryactivityforuseduringtheconceptmapexploration.Thesetisavailableas:

8.2Sharinganexperiencewithscienceinquiry

ThethirdsetofPowerPointslidesaretogiveanexampleofusingcross-disciplinaryteaching

methodstoteachaboutclimatechange.Thesetisavailableasapdffile:

8.2Theoreticalbasisandexampleofcross-disciplinaryteachingaboutclimatechange

Activitysheets

Thefirstactivitysheetisahand-outofDNAsequencesforKomodoDragons,tofacilitateteacher

hypothesisformationintheinquiryactivity.Itisavailableas:

8.2Sharinganexperiencewithscientificinquiryhandout

ThesecondactivitysheetisatemplatetofacilitateteachercreationofIBSTforSLlessons.Itis

availableas:

8.2Creatingandteachingshortinvitationstoinquiry

Thethirdactivitysheetisasetoftraditionalscienceactivitylessonswhichteacherswill

transformintoIBST/SLlessonswiththefewestchangesnecessary.Theyareavailableas:

8.2ApplicationofIBSTtotraditionalteachingmaterials

Figureandtransparencymaster

OnefigurewillbeusedthroughouttheTPDP.ItistitledFigure1andisattachedasfollows:

8.26EFigure(seeFig.1above)

Onetransparencywillbeusedwithenoughcopiesforeachparticipantgroupof3.Itisavailable

as:

8.2Inquiringintoinquiry

Assessment/evaluationdocuments

WP8.2willusetwoassessment/evaluationinstrumentsduringtheTPDP.Eachisavailableas

follows:

ModifiedversionofSTEBI1Self-efficacyInstrumentWP8S-Team

8.2Self-efficacy

ConceptionsQuestionnaire

8.2Conceptionsaboutinquiryteaching

1

Modified from Enochs, L., & Riggs, I. (1990)


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S-TEAMProduct8.3:TeacherProfessionalDevelopmentProgrammeon

theUseofStudents'QuestionstomaximiseStudentInterestinBiology

RanPeleg

Technion-IsraelInstituteofTechnology


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Rationale&purpose

Theneedtocreateascientificallyliteratecitizenryisawidelyacceptededucationalgoal.Manyinteracting

factorsinfluencestudentsachievementsandengagementwithscienceeducation,andbyextensionthe

likelihoodthattheywillbecomescientificliteratepeopleandmakesciencerelatedcareerchoices.

Decliningenrolmentsinscienceandtechnologyareveryoftenattributedtotheuninterestinganddifficultcontentofsciencecourses.Ourapproachfocusesontheimportanceofcoursecontentanditsrelevanceto

studentsinterests.Weattempttoprovidescienceteacherswiththemeanstoconfrontthegapbetween

studentsinterestsinscienceandthecurriculatheyarerequiredtolearninschoolscience.

Inresearchconductedwithhighschoolstudents,wefoundthatthereisalargegapbetweentheinterests

ofstudentsasreflectedintheirself-generatedquestionsandcurriculumacrossthreetopicstaughtinthe

biologyclassroom.Furtherresearchshowedthatmanytopics,suggestedbystudents,areaddressedby

teachersintheclassroom,although,accordingtothecurriculum,thereisnoneedtoteachthem.

Academicliteraturehasshownthatmoreinterestedstudentswilllearnbetterandbebetterachievers.Pre-

collectionofstudentsself-generatedquestions,andinstructionwhichseriouslyrelatestothesequestions

andintegratesthemintheproperchronologicalpositionintheteaching,shouldincreaseinterestand

motivationtolearnscienceamongsthighschoolstudents.

ThepurposeoftheTPDPistotrainhighschoolscienceteacherstoidentifytheirstudents'interestintheir

appropriatefieldandintegratetheseintotheirteaching.

TheTPDPaddressestheappropriatetheoreticalbackgroundrelatingtothe"student'svoice".Relevant

researchresultsarepresentedandinterestbasedteachingispracticed.Asystemisintroducedwhichmay

helpteachersidentifytheirstudents'interestandintegratethemintotheirteachinginaccordancewiththe

officialcurriculum.

TheTPDPstressedtheimportanceofpracticalapplicationofthemateriallearned.Itisthereforea

requirementoftheprogramthatparticipantscollectinformationandapplythelearnedsystemintheir

teaching.Itisalsohopedthatitwouldgiveteachersmoreconfidencewhenteachingscience,thus

increasingtheirself-efficacy.

ProposedDuration

Theworkshopconsistsof14three-hoursessions.Forsomeofthesessionsparticipantsarerequestedto

bringmaterialscollectedintheclassestheyteach.Inaddition,oneofthesessionsisconductedindividually

byeachparticipantintheclass.Onemeetingisconductedonline.


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Outlineofmeetings,activities&listofmaterials

Meet-

ing

No.

Duratio

n

Topic Materialstobeused

(PowerPoints,videos,

activitysheetsetc)

OutlineofActivities

1a Self-efficacy

questionnaire

Self-efficacyquestionnaire-

4.9.IIT.WP8.TPDP8.3.doc

Beforetheworkshop,

participantsareaskedtofillintheself-efficacyquestionnaire.

Theyareaskedtoputan

identifyingsymbolastoleave

thequestionnaireanonymous.

1 1.5

hours

Motivationand

interestin

scienceteaching

andthegap

between

students'interestsand

topicsthat

appearinthe

curriculum

IntroductoryPowerpoint

presentation

(3.1.IIT.WP8.TPDP8.3)

Lectureanddiscussiononthe

topicofinterestand

motivation.Participantsare

requestedtocollectstudents'

questionsonsubjectstaughtin

theclassroomforthenextsession.

2 1hour Methodsto

identifyand

locateareasof

interestof

students.

Powerpointpresentation

onmethodsofidentifying

students'interests

(3.2.IIT.WP8.TPDP8.3).

Questionscollectedbyparticipantssincelast

session.

Sampleofquestions

collectedonthetopicof

theexcretorysystem


Lectureanddiscussionto

familiarizeparticipantswith

methodsofidentifyingareasof

interestusingthe

questionnairescollectedby

participants.

3 1hours Locating

interestsof

children

throughonline

sites


onidentifyingchildren's

interestsfromon-line

internetsites

(3.3.IIT.WP8.TPDP8.3)

Lecturethatdiscusseshowto

students'interestsmaybe

collectedthroughonline

knowledgesitesonthe

Internet.

4 1hours Familiaritywith

thebiology

curriculum.


onthebiologycurriculum


Lectureanddiscussiononthe

developmentofcurriculum

throughouthistoryand

acquaintancewiththetwo

mainapproachesofcurriculum

development.


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Meet-

ing

No.

Duratio

n



activitysheetsetc)

OutlineofActivities

5a 1hours

Students

questions.


onstudents'question


Lectureanddiscussionon

studentsquestions.

5b 1hour The

psychological

contributionof

teaching

relevantand

interesting

issuesto

adolescents.

Guestlecturebyachild

psychologist.

6 1hour Comparisonofstudent

questionsand

thebiology

curriculum.

Excelsheetcomparingstudents'questionsandthe

curriculum


Thecomparisontothebiologycurriculumisdonewith

referenceto564questions

collectedinscience

classrooms.

Thismeetingisconducted

online.

7 1hours I ntegrating

students'

interestsintothecurriculum

part1.


onIntegratingstudents'



Participantsexperiencein

integratinginterestreflected

fromstudents'questionsintothecurriculuminthetopicsof

geneticsandcirculation.

Thisisfollowedbyadiscussion

whetherteachersshould

explicitlymentionsthetopic

beingtaughtorimplicitlyteach

withoutmentioningthetopic

inadvanced.


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Meet-

ing

No.

Duratio

n



activitysheetsetc)

OutlineofActivities

8 3hours I ntegrating

students'


part2.

Presentationonresearch

resultsinidentifying

students'interestsandtheirintegrationinthe

classroom


Samplelessonplan


Worksheetdescribing

assignmentfornextsession


Lectureonaresearchwhich

identifiedstudents'interests

andtheirintegrationintheclassroom.

Asamplelessonconductedby

theTPDPteacherwhichwas

constructedwiththeaimof

integratingstudents'questions

intothecurriculum(inthe

topicofgenetics).

Assignmentfornextsession:

Preparationand

implementationnofalesson

whichintegratesstudents'

questionintothecurriculum.

9 1.5

hours

Reportand

reflectionon

the

implementation

oftheinterest-

based

instruction

model.

Exampleofsamplelessons

andreports

(4.5.IIT.WP8.TPDP8.3&

4.6.IIT.WP8.TPDP8.3)

Participantsareaskedto

reportbackonthelessonthey

plannedandimplemented.At

theendofeachreport

feedbackwillbegivenbythe

otherparticipants.


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Meet-

ing

No.

Duratio

n



activitysheetsetc)

OutlineofActivities

10 1hours Summaryofthe

courseand

feedback.

Feedbackquestionnaire




Requirementsforthefinal

assignment


Participantswillfillafeedback

questionnaireonthe

workshop.Themodelweproposewillbe

checkedAccordingto

observationscarriedoutby

participants.

Participantsaregiventheir

initialself-efficacy

questionnairesback.Theyare

askediftheywouldliketo

changeanyoftheirrepliesasa

resultoftheworkshop.

Thefinalassignmentfor

submissioninvolvespreparing

anactivityforhighschool

biologyteachingthat

integratesthestudents'

interestsandcurriculum

requirements.

11** 1hours Biology

teachers'

conference

Conferenceschedule-

4.10.IIT.WP8TPDP83

Theconferenceisanoptional

continuationofthis

professionaldevelopment.

** Notanintegralpartofthecourse

NotesforteachereducatorsonhowtousePDPmaterials

FortheTPDPtobemosteffectiveitmustincludepracticalapplicationofthemateriallearned.Itis

thereforecriticalthatparticipantsapplythemateriallearntinclassintheirteachingduringtheprogram.It

alsoimportantthatparticipantsbeactiveteachersorhaveaccesstoanongoingclass.

Timesaboveareestimatesandiflivelydiscussionsstart-uptheyshouldbeencouraged.


Description Number

AdvertisingtheTPDPsinlocalcontexts 1Powerpointslides/presentations 7

Reflectionprompts,activitysheetsetc 10


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Videos 0

Figuresetc 0

Assessment/evaluationdocuments 1

PowerPointslides/presentations

Presentationtobeusedasanintroductioninthefirstmeetingisgivenin3.1.IIT.WP8.TPDP8.3.ppt

Apowerpointpresentationonmethodsofidentifyingstudents'interestsisgivenin

3.2.IIT.WP8.TPDP8.3.ppt

Powerpointpresentationonidentifyingchildren'sinterestsfromon-lineinternetsites


Powerpointpresentationonthebiologycurriculumisgivenin3.4.IIT.WP8.TPDP8.3.ppt

Powerpointpresentationonstudents'questionisgivenin3.5.IIT.WP8.TPDP8.3.ppt

PowerpointpresentationonIntegratingstudents'interestsintothecurriculumisgivenin


Presentationonresearchresultsinidentifyingstudents'interestsandtheirintegrationintheclassroomis

givenin3.7.IIT.WP8.TPDP8.3.ppt

Reflectionprompts,activitysheetsetc

Sampleofquestionscollectedonthetopicoftheexcretorysystemareshownin4.1.IIT.WP8.TPDP8.3.doc

Excelsheetcomparingstudents'questionsandthecurriculumisgivenin4.2.IIT.WP8.TPDP8.3.xls.

Asamplelessonplanisgivenin4.3.IIT.WP8.TPDP8.3.doc

Aworksheetdescribingassignmentfornextsessionisgivenin4.4.IIT.WP8.TPDP8.3.doc

Exampleofsamplelessonsandreportsareshownin4.5.IIT.WP8.TPDP8.3.doc

Requirementsforthefinalassignmentaredetailedin4.6.IIT.WP8.TPDP8.3.doc

Requirementsforthefinalassignmentaredetailedin4.7.IIT.WP8.TPDP8.3.doc

Activitiesconductedwithintheframeworkofdeliverable8.3aredetailedin 4.8.IIT.WP8.TPDP8.3.doc

AselfefficacyquestionnaireadaptedforthedramaTPDPisprovidedin4.9.IIT.WP8.TPDP8.3.doc.

Biologyteachers'conferenceschedule-4.10.IIT.WP8TPDP83.


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26


TheWP9S-teamWorkshopQuestionnaireisin7.1.IIT.WP8.TPDP8.3.doc


29/50


27

S-TEAMProduct8.4:TeacherProfessionalDevelopmentProgrammeon

DramaandScientificLiteracy

RanPeleg

Technion-IsraelInstituteofTechnology


30/50


28

Rationale&purpose:

WorkpackageWP8c,dramaandscientificliteracy,aimstoincreaseteacherself-efficacyintwo

maindomains:

Providingteacherswithdramaactivitiesandtoolsthatcanbeusedbytheteachersasinquirybased

activitiesintheclassroomtostudyscientifictopicsaswellastodiscusssocio-scientificissues.

Providingteacherswithtoolsadoptedandadaptedfromdramaandtheatre,whichcanbeusedto

improvetheirteaching.Thesetoolswereconstructedbycomparingtheroleoftheteachertothatof

theactor.Thesetoolsallowteacherstoincreasetheirpresentationalskillswhenteaching.

Theworkpackageaimsatmakingscienceteachingmorelivelyandpersonal,andallowsforinquirybased

scienceteachingusingdramaactivities.Itishopedthatthiswouldleadtoimprovedunderstandingof

scientificphenomena,morepositiveattitudestowardsscienceandabetterunderstandingoftheimpactof

scienceandtechnologyonsociety,allofwhichareimportantcomponentsinthedevelopmentsof

studentsscientificliteracy.Itisalsohopedthatitwouldgiveteachersmoreconfidencewhenteaching

science,thusincreasingtheirself-efficacy.

ProposedDuration

ThisdocumentdescribesathreemeetingTPDworkshopfornewteacherswithanoptionalfourthmeeting

onthetopicofsocio-scientificissuesanddrama.AswasdoneinseveralpilottrialsoftheTPD,itmayeasily

beadaptedforshorterorlongerworkshopsaswellasforin-serviceteachers(afulllistofpilottrialsmaybe

foundin4.7.IIT.WP8.TPDP8.4.doc).

Eachofthefirstthreemeetingsisduetolastfourhours.Theoptionalfourthmeetingisthreehourslong.

Thefirstdayconcentratesonbasicdramaactivitiesandactingskillsaimedatintroducingparticipantsto

theatreandacting.Whilstonlyasmallamountofsciencewillbediscussedonthefirstday,linksbetween

teachingandactingwillbestressed.Theseconddayintroducessciencedramaactivities,i.e.activitiesthat

canbeusedtoteachscienceinclass.Thisisdonebymeansofanalogies.Forthethirdmeetingteachersare

requiredtoconstructadramaactivityand(ifpossible)testitwithstudents.Thethirdmeetingconcentrates

ontheactivitiestheteachersconstructedandadiscussionoftheirexperiences.

Itisbesttospaceoutthethreemeetingsinordertoleavetimeforexperiencestosinkinandleavetimefor

theteacherstocreateandtryouttheirdramaactivities.Arecommendedarrangementistoholdweekly

meetingsonthesameweekday.


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29

Anadditionaloptionalthree-hourmeetingisalsodetailedonthetopicofdramaandsocio-scientificissues.

Thisissuggestedforparticipantswhohavepreviousknowledgeinsocio-scientificissuesandwouldbe

expectedtoteachthem.

Outlineofmeetings,activities&listofmaterials

Meeting

Number

Duration Topic Materialstobeused


activitysheetsetc)

OutlineofActivities

Firstday

4hours+

20minute

break

1a Self-efficacy

questionna

ire

Self-efficacyquestionnaire-4.8.IIT.WP8.TPDP8.4.doc

Beforetheworkshop,participantsareaskedtofillin

theself-efficacyquestionnaire.

Theyareaskedtoputan

identifyingsymbolastoleavethe

questionnaireanonymous.

1b 20

minutes

Differences

and

similarities

between

thearts

andthe

sciences

Ashortdiscussionofdifferences

andsimilaritiesbetweenthearts

andthesciences.Howdifferent

aretheyreallyandhowmay

scienceeducationbenefitfrom

art?

Participantsareaskedtowrite

downtheiropinionsonpaper.

Selectedanswersarepresented

inclasstoraiseadiscussion.

Referencewillbemadeto

Ashkenazi(2006).

1c 40

minutes

Introductio

ntothe

workshop

IntroductoryPowerPoint

presentation-

3.1.IIT.WP8.TPDP8.4.pptx

Topicsdiscussed:

Workshoprationaleandaims

Advantagesofusingdramaand

theatreinscienceeducation

Humanisticscienceeducation

Whereandhowdoesdrama

meetsscience

Detailsoftheworkshopstructure


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30

Meeting

Number



activitysheetsetc)

OutlineofActivities

1d 40

minutes

Warmup

and

participationcontract

Warmupandice-breaker

activities-

4.1.IIT.WP8.TPDP8.4.docxdVideosofpossiblewarmup

exercises-

5.1.IIT.WP8.TPDP8.4.avi


Participantsareaskedtostandup

andpushchairsandtablesback

tofreeenoughworkingspace.

Warmupactivitiesareconducted

assuggestedintheworksheet.

Notalloftheactivitiesneedtobe

conductedonthefirstdayand

theworkshopleadershould

choosethemostappropriatefor

thegroup.

Afterthefirstwarm-upactivity,

theparticipantsareaskedtotake

astepforwardinagreementto

participateintheworkshop,

respecttheotherparticipants

andtokeepasafeand

comfortableenvironmentinthe

workshop.

Mostoftheactivitiescanbe

easilyadaptedforclassroomuse.

1e 120

minutes

(a20

minute

breakmay

interrupt

this

sessionas

needed)

Elements

ofacting

Thedramaexercisesare

detailedin

4.2.IIT.WP8.TPDP8.4.docx

Avideoofanexerciseon

subtextandpresence-


Dramaexercisesthatintroduce

thefollowingbasicelementsin

acting:

Presence

Subtext

Useofbodylanguage

Takingonacharacter

Alloftheseelementsarelinked

toexamplesthatoccurinthe

classroomandhowtheymay

assisttheteacher.


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31

Meeting

Number



activitysheetsetc)

OutlineofActivities

1f 20

minutes

Summary

offirstday

Detailsofthehomework

assignmentmaybefoundat

theendof4.2.IIT.WP8.TPDP8.4.docx

Reflectiononthefirstdayofthe

workshop.Pointstoberaisedin

thediscussion:Teachersfeelingsinactingand

standinginfrontofanaudience

Links,similaritiesanddifferences

totheirfeelingswhenthey

teaching

Asahomeassignmentteachers

areaskedtobeawareand

attentiveintheirteachingandin

theireverydaylifetothe

elementsdiscussedinthe

workshop.Forexample:

Cantheyspotsubtextoftheir

students,colleagues,peopleina

shop?

Cantheyspotdifferentbodily

postureofpeople?Whatdotheir

studentslooklikewhentheyare

attentive,bored,etc.?Howdoes

theirownbodychangewhen

feelingconfidentorunconfident

inclass?

Dotheyfeelprojectdifferent

presenceinclassondifferent

days/hours/lessons?

Second

day

4hours+

20minute

break


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32

Meeting

Number



activitysheetsetc)

OutlineofActivities

2a Collection

oftopics

recentlylearnedin

the

teachers

training

Asparticipantsentertheroom

theyareaskedtowriteatopic

theyhaverecentlydiscussedintheirteachertrainingclassesona

smallpieceofpaper.Thiscan

eitherbeatopicintheirsubject

matter(inbiologythismightbe

DNAtranscription,

photosynthesis,etc.).oratopic

fromtheireducationstudies

(learningbyinquiry,informal

education,etc.).

Thenotesmaybesortedoutand

thebestscientific/educational

topicsareputintoahatforlater

use.

2b 25

minutes

Introductio

ntoday

twoand

discussion

of

teachersexperience

softhe

pastweek

Anexplanationofthesecond

daysprogrammeisgiven.

Ashortreminderoftheprinciples

introducedinthefirstsessionis

given.Teachersareinvitedtodiscusstheirhomeassignment

(i.e.whetherandwheretheymet

theseelementsinreallife).

Teachersarealsoaskedto

mentionwayswheretheyhave

useddramaintheirteachingboth

beforeandafterthefirstmeeting

(iftheyhaveenoughteaching

experience)?

2c 35

minutes

Discussion

of

analogies

AnalogiesandSimulations

inscienceeducationfrom

McSharryandJones(2000)

isfoundintheintroductory

presentation-


(slide7).

Analogiesasamethodof

depictingascientificphenomena

followingMcSharryandJones

(2000).

Discussionoftheadvantagesand

limitationsofusinganalogies.

Discussionoftheadvantagesand

limitationsofmodelsingeneral.


35/50


36/50


34

Meeting

Number



activitysheetsetc)

OutlineofActivities

2f 40

minutes

Demonstra

tionof

morecomplex

analogies

Activityonparticlesinthe

threestatesofmatter

activityisdetailedin3.2.IIT.WP8.TPDP8.4

Neuro-transmitteractivityis

presentedin


Videosontheneuro-

transmitteractivity

conductedinclasswith

studentscanbeseenin



Twoanalogiesarepresented

togetherwithexplanationson

howtheycanbeusedinclasstoenhancetheteachingandhow

theycanbeusedtoraise

discussiononthescientifictopic.

Thefirstisonparticlesinthe

threestatesofmatter.Eachchild

representsaparticle.Theteacher

givesinstructiontoheatup,

disperse,etc.Allowingforthe

investigationofthethreestates

ofmatter.

Thesecondisanactivity

constructedbyaparticipantin

oneoftheworkshopson

propagationofnerveimpulses

andneurotransmitters.This

allowsforaninvestigationon

howneuro-transmittersworkand

howdifferentdrugseffectthem.

20minute

break


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35

Meeting

Number



activitysheetsetc)

OutlineofActivities

2g 15

minutes

Explanatio

nofhome

assignment

Descriptionofthehome

assignmentispresentedin

3.3.IIT.WP8.TPDP8.4

Articleondramainscience

educationbyPelegand

Baram-Tsabari(2009)is

providedin

4.6.IIT.WP8.TPDP8.4.pdf

Thehomeassignmentinvolves

creatingalessonplanthat

involvesadramaticenactmentofananalogy.

Theactivityshouldbetestedwith

realstudentsinclassforthenext

meeting.Iftheparticipantsdo

notteachatthispointoftheir

teachertrainingtheycantrytest

theactivitywiththeother

participantsactingasstudentsin

thenextmeeting.

Participantsmayseekhelpfor

theassignmentinanarticle

writtenwithintheframeworkof

thisworkshop(Peleg&Baram-

Tsabari,2009)

2h 35

minutes

Group

work

constructin

gadramaactivity

Ingroupsof3-4,participants

shouldbrainstorm,consulteach

otherandstartconstructingthe

dramaactivitiestheywilldofortheirassignment.

2i 20

minutes

Group

discussion

onthe

homework

assignment

Followingthebrainstorming

session,questionsmayarise.

Thesecanberaisedinthegroup

forum.

Thisdiscussionshouldalsoraise

practicalquestionsonhowto

conducttheactivityinclass.


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36

Meeting

Number



activitysheetsetc)

OutlineofActivities

2j 15

minutes

Short

lectureon

informaleducation

Listofaimsofinformal

education-

3.4.IIT.WP8.TPDP8.4.Samplelecture/discussion

ondramainscience

educationandinformal

education


Asasummarytothesecond

meeting,ashortlectureisgiven

ontheaimsofinformaleducation.

Participantsareaskedtostate

theirviewofwhatinformal

educationmightbe.Theteacher

thensuggestsdefinitionsfoundin

theliteratureandashort

discussionfollowsontheaimsof

informaleducation.Severalaims

arelistedinthepresentation.

Participantsusuallyprovidemore

inthediscussion.

Finallytheteachershouldwrap

upthediscussionbyshowing

howandwheredramainscience

educationfitsinwiththeaimsof

informaleducation.Thisshould

provideastronglinkbetween

whathasbeentaughtinthe

workshopandtheteaching

practice.

Thirdday

4hours+

20minute

break

3a 20

minutes

Short

Warmup

andagreement

to

participate

Warmupandice-breaker

activities-


Asimilarwarm-uptodayonewill

beconducted.Differentwarmup

activitiesmaybechosenfromtheworksheet.

Teachersareinvitedtoprovide

anactivityforthewarmup


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37

Meeting

Number



activitysheetsetc)

OutlineofActivities

3b 150

minutes

(20minutebreaks

may

interrupt

this

sessionas

needed)

Presentatio

nof

participantshome

assignment

Samplepresentations

participantsprojectsmay

beseenin5.7.IIT.WP8.TPDP8.4.aviand


Eachparticipantshouldpresent

his/herlessonplansanddrama

activities.Thisshouldincludeenactmentof

theactivityinclass(theother

participantscouldplaythe

students)andareflectiononhow

theactivitywasacceptedbythe

students.

Aftereachpresentationashort

discussionisrelatetothe

followingconceptsdiscussed

earlierintheworkshop:

Analogiesandmodels

Informaleducation

Dramaactivities

Difficultiesofenactmentinclass

3c 40

minutes

Putting

concepts

intouse.

Discussionofhowtobestenact

thedramaactivityinclass.

Followingquestionsshouldbe

relatedto:

Howcanstudentsreluctancebe

overcome?Shouldsuchsuch

activitiesbeassessedandhow?

Whatistheroleoftheteacher

shouldhe/sheleadthedramaor

shouldheletthestudentscreate

thedramaindependently?What

istheroleofresearchandinquiry

inthedramaactivity?


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38

Meeting

Number



activitysheetsetc)

OutlineofActivities

3d 30

mintues

Summary

of

workshop



Summarypresentation

3.5.IIT.WP8.TPDP8.4.pptx.

Sampleofasummary

discussionmaybeseenin-


Sampleassignmentsarein


and


Participantsaregiventheirinitial

self-efficacyquestionnairesback.

Theyareaskediftheywouldliketochangeanyoftheirrepliesasa

resultoftheworkshop.This

servesasapreparationforthe

summarydiscussion.The

questionnairesarecollectedat

theendoftheworkshop.If

conditionspermit,thesame

questionnaireissentto

participantsseveralmonthsafter

theworkshopasafollow-up.

Summaryoftheideaslearned

anddiscussed.

Furtherideasofusingdramain

scienceeducationarediscussed

usingexamplesinthe

presentation:

DSPDramaticScienceProjectin

Denmark

Endofyearproject

Professionaltheatreinscience

education

Thehomeassignmentspresented

intheclassshouldbewrittenup

andhandedin.Conclusionsmay

andshouldbedrawnfromthe

trialsdoneintheclassroomand

intheworkshop.Thewritten

assignmentshouldincludethefollowingelements:

Therational

Detailsofthedramaactivityas

presentedorally

Reflectionontheenactmentin

classandsuggestionsfor

improvements.

Requirementsandthegrading

schemefortheassignmentarein

thepresentation(slides6-7).Gradeisgivenaccordingtothe

breakdowninthesyllabus.


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39

Meeting

Number



activitysheetsetc)

OutlineofActivities

Fourthday

(optional

meeting)3hours+

20minute

break

4a 20

minutes

Short

Warmup

and

agreement

to

participate

Ashortwarmupasdoneinthe

previousmeetings.

4b 40minutes

Introductiontosocio-

scientific

issuesand

simulations

AnalogiesandSimulationsinscienceeducationfrom

McSharryandJones(2000)-


(slide2).

Thetopicofsocio-scientificissuesshouldbeintroducesandtheir

importanceindeveloping

scientificliteracy.Participantsare

expectedtohavesomeprior

knowledgeonthetopic.

Thedifferencebetweenanalogies

andsimulationsarediscussed

withreferencetoMcSharryand

Jones(2000).


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40

Meeting

Number



activitysheetsetc)

OutlineofActivities

4c 30minute Sample

simulations

onsocio-scientific

issues

InformationonMysisters

keepercanbefoundon

3.6.IIT.WP8.TPDP8.4.pptx(slide3)oronhttp://en.wikipedia.org/wiki/My_Sist

er%27s_Keeper

Theclonedchicken

simulationisdetailedin


(slide4).

Twosimulationsare

demonstratedwhichraisesocio-

scientificissues.Theaddedvalueofsuchsimulationstothe

normalteachingisinthe

firsthandexperienceofthe

students.Studentscan

experienceastakeholder

speakinginthefirstpersonabout

histhoughtsandfeelings.

ThefirstsimulationisaTV-style

hostshowfollowingthefictional

storyofMysisterskeeperby

JodiPicoult

Thefollowingcharactersare

castforthesimulation:

Thehost(couldbetheteacher)

Themother

Thedaughterwhoissuingher

parents

Abriefreviewofthestoryand

thecharactersisgiveninthe

presentation.Thesimulationis

thenallowedtorun.Afterafew

minutes,theaudiencemay

interruptandaddquestionsof

theirown.

Followingpointsshouldberaised

afterthesimulation:

Thesimulationallowsboththe

participantswhoactinthedramaandthosewatchingtoexperience

thesocialimplicationofa

scientificissuefirsthandafirst

personexperience.

Whilstthehostshowscenario

allowsforfirsthandexperience,it

doesnotrequireextraordinary

actingskills.

Thesocialandscientificissues

raisedshouldbewrittenontheboard.Thesecanbefurther

investigatedashomeworkorin

class(Whatisleukaemia?What

arethelegalissuesinvolved?

Havesuchcasesreally


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41

Meeting

Number



activitysheetsetc)

OutlineofActivities

4d 60

minutes

Participant

sself

createdsimulations

Presentationofpossible

scenesforthesimulation,

possibletopicsanddetailsoftheassignmentarein


(slide5-7).

Participantsareaskedtocreate

theirownsimulationingroupsof

3-4.

Thegroupsmustchoosetheir

socio-scientificissue.Alistof

possiblescenariosisgiven.

Participantsmaychosefromthe

listorcreatetheirownscenario.

Thegroupsaregivensome15

minutestocreatethepieceand

thenareaskedtopresentitto

theclass.

Inthepresentationthemembers

ofthegroupmayenactthe

simulationthemselvesorask

participantsfromtherestofthe

classtoparticipate.

Aftereachpresentationashort

discussionshouldreflectonthe

followingpoints:

Emotionintheenactment

Easeordifficultyofactinga

certaincharacter

Difficultiestheparticipantsfaced

4e 30

mintues

Summary Summaryofthemainconcepts

discussedinthethirdmeeting.

Advantagesanddisadvantagesof

usingdramainsocio-scientific

issuesshouldbediscussedaswell

asfurtherelaborationonhow

suchsimulationsmaybe

effectivelyusedinclass.


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NotesforteachereducatorsonhowtousePDPmaterials

ThePDPhastwomaingoals:

Toprovideteacherswithdramaactivitiesthatcanbeusedintheclassroomtoenhancetheirscience

teaching.

Toprovideteacherswithtoolsadaptedfromdramaforimprovementoftheirteachingskills.

Thesetwogoalsareaddressedareinterlinked.Itisthereforeimportantthattheteachereducatorhighlight

thesetwogoalsineachactivity.Forexamplewhenparticipantspresentadramaactivityonscientific

phenomena,theteachereducatorshouldfeelfreetogentlycommentontheactingand/orthedirecting

andhowtheymaybeimproved.Whendoingapuredramaexerciselinksshouldberaisedbytheteacher

educatortotheclassroomcontext(whendoweencountersub-textinclassforexample).

Whilstitisimportantthattheteachersareencouragedtoactivelyparticipateinallactivities,itisimportant

tostressthatatnopointaretheyexpectedtobecomeprofessionalactorsorshowanyactingskillsor

talents.Thegoaloftheworkshopistoprovidetheteacherswithtoolsasteacher.Itiscrucialthata

comfortableandencouragingatmospherebecreatedtosupportssuchends.

Duringtheworkshopitisvitalthatpracticaltipsaregivenastohowthedramaactivitiesmaybe

implementedinclass.

Additionalmaterialsforteacherseducatorsareavailableforthisdeliverable:

ThePowerPointpresentationofalectureondramainscienceeducationinIsraelgivenattheannualASE

conferenceinNottingham(Peleg,2010)maybefoundin 3.7.IIT.WP8.TPDP8.4.ppt

Anarticlewritteninthecontextofthisdeliverableonthetopicofdramainscienceeducation(Peleg&

Baram-Tsabari,2009)ispresentedin 4.6.IIT.WP8.TPDP8.4.pdf



FileNumber Description Number



2.3.IIT.TPDP8.4.docx

2.4.IIT.TPDP8.4.doc

2.5.IIT.TPDP8.4.doc

AdvertisingtheTPDPsin

localcontexts

5


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PowerPoint

slides/presentations

7






4.6.IIT.WP8.TPDP8.4.pdf



Activitysheets,etc. 8










Videos 9


7.2.IIT.WP8.TPDP8.4.xlsx


Assessment/evaluation

documents

3

Additionaldocuments

ThefollowingareadvertisementsofTPDPswhichwereusedaspilots:

Thesyllabusofacompulsorytwo-dayworkshopofaTPDPwhichwasgivenintheteachereducation

programmeofSafedCollegeinMay-June2010isdetailedin 2.1.IIT.WP8.TPDP8.4.doc.Thiswasthefinal

pilotconductedandisalmostidenticaltotheTPDPdetailedinthisdocument.

2.2.IIT.WP8.TPDP8.4.docisaninvitationforaworkshopforin-serviceteacherswhichconsistedofseven

threehourmeetingsgivenatIIT.ThiswasthefirstmajorpilotoftheTPDP.

2.3.IIT.TPDP8.4.docxisaproposalforahalf-dayworkshopforbothpre-serviceandin-serviceteachers

withintheframeworkofaTPDPfornewteachertoMUTAV(ascienceforallprogrammeinIsrael)givenat


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IIT.Theworkshopdiscussedtheuseofdramawithsocio-scientificissuesandissimilartothefourth

optionalmeetingdetailedinthisdocument.

2.4.IIT.TPDP8.4.docisaninvitationforavoluntarytwodayworkshopforpre-serviceteacherattheendof

theirteachertrainingatIIT.

2.5.IIT.TPDP8.4.docdetailstwomeetingsondramainscienceeducationgivenwithinabiologyteaching

courseinIIT.

PowerPointslides/presentations

Presentationtobeusedasanintroductioninthefirstmeeting- 3.1.IIT.WP8.TPDP8.4.pptx

Theparticlesinthethreestatesofmatteractivityisdetailedin 3.2.IIT.WP8.TPDP8.4.pptx

Explanationofthehomeassignmentforthethirdmeetingisin 3.3.IIT.WP8.TPDP8.4.pptx

Alistofaimsofinformaleducationisgivenin 3.4.IIT.WP8.TPDP8.4.pptx

Thesummarypresentation fortheendofthethirdmeetingis 3.5.IIT.WP8.TPDP8.4.pptx

Presentationondramaasatooltoteachsocio-scientificissuesisin 3.6.IIT.WP8.TPDP8.4.pptx

ThePowerPointpresentationofalectureondramainscienceeducationinIsraelgivenattheannualASE

conferenceinNottingham(Peleg,2010)maybefoundin 3.7.IIT.WP8.TPDP8.4.ppt

Activitysheetsetc

Somepossiblewarmupandice-breakerexercisesareprovidedin 4.1.IIT.WP8.TPDP8.4.docx

Thedramaexercisesforthefirstlessonandhomeworkassignmentaredetailedin


Anactivitysheetonneuro-transmitterswrittenbyaparticipantofoneofthepilotworkshopsisin


Samplewrittenassignmentsarein4.4.IIT.WP8.TPDP8.4.docand4.5.IIT.WP8.TPDP8.4.doc

Anarticlewritteninthecontextofthisdeliverableonthetopicofdramainscienceeducation(Peleg&

Baram-Tsabari,2009)ispresentedin 4.6.IIT.WP8.TPDP8.4.pdf


AselfefficacyquestionnaireadaptedforthedramaTPDPisprovidedin 4.8.IIT.WP8.TPDP8.4.doc .

Videos


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Videosofpossiblewarmupexercises:



Videosofanexerciseonsubtextandpresence:


Videosontheneuro-transmitteractivityconductedinclasswith:



Samplelecture/discussionondramainscienceeducationandinformaleducation:


Samplepresentationsofparticipants'projects



Sampleofasummarydiscussion:



AshortenedtranslationoftheWP9questionnairemaybefoundin 7.1.IIT.WP8.TPDP8.4.doc .The

questionnairewasshortenedassomeofthequestionsdidnotapplytotheparticipants.

Summaryoftheresultsofthefilled-inWP9questionnairearefoundin 7.2.IIT.WP8.TPDP8.4.xlsx.

Severalreflectionsofparticipantsintheworkshopsispresentedin 7.3.IIT.WP8.TPDP8.4.docx


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References

Ashkenazi,G.(2006),Metaphorsinscienceandart:Enhancinghumanawarenessandperception. Electronic

JournalofScienceEducation,11/1).

McSharry,G.,&Jones,S.(2000),Role-playinscienceteachingandlearning, SchoolScienceReview,82/298,

pp.73-82.Peleg,R.(2010),Dramainscienceeducation(inIsrael),LecturegivenattheASEannualconference

Nottingham,UK.

Peleg,R.,&Baram-Tsabari,A.(2009),Dramaunderthemicroscope:Theatreinscienceeducation, MUTAV

now,4.(inHebrew),Availableonline http://www.mutav.org.il/info.php?id=223 .


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S-TEAM Par

- - -

Czech R. Uni

Denmark Uni

Aa

Estonia Uni

Finland Ab

Hel

Uni

France Ce

Sci

Uni Uni

Germany Fri

Lei

a

Tec

Israel Tec

Lithuania Ka

Vil

Norway No

Te

Uni

Spain Uni

Ml

Turkey Ha

Ga

UK Uni

n

Uni

ners

*

versity of South Bohemia *

versity of Copenhagen *

hus Universitet

versity of Tallinn *

Akademi University

sinki University *

versity of Jyvskyl

tre National de la Recherche

entifi ue

versit Pierre Mendes-France *versit Rennes 2 Haute Bretagne

drich Schiller University of Jena (1)

niz Institute for Science Education

e n vers y o e

hnical University Munich (2)

hnion Israel Institute of Technology *

nas University of Technology *

ius Pedagogical University

wegian University of Science and

hnology (coordinator)

versity of Oslo *

versidade de Santiago de Compostela *

*

ardalen University

ettepe University *

i University

versity of Bristol *

vers ty o ee s

versity of Strathclyde *

* National Liaison Partner

s-team: collected papers no.5: teacher professional development in scientific literacy, drama and...

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