STEAM MDU Margareta Enghag Birgitta Norberg Brorson Susanne

S-TEAM MDU Margareta Enghag Birgitta Norberg Brorson Susanne Engström Jutta Lesell * S-TEAM MDU Nottingham 8 -10 Jan 2010 1

Main ideas for the TPD activities(1) (Schwille, Dembélé, & Schubert, 2007) “In contrast to one-shot workshops or top-down cascades training, effective professional development are characterized by • Programs conducted in school settings and linked to school-wide efforts; • Teachers participating as helpers to each other and as planners with administrators, of in-service activities; • Emphasis on self-instruction with differentiated training opportunities; • Teachers in active roles, choosing goals and activities for themselves; • Emphasis on demonstration, supervised trials and feed-back; • Training that is concrete and ongoing over time; and • Ongoing assistance and support available upon request” * S-TEAM MDU Nottingham 8 -10 Jan 2010 2

Main ideas for the TPD activities(2) To contribute to research informed TPD influenced by three main areas: 1) Dialogic teaching ( Lemke, 1990; Mercer , 1995; Mortimer & Scott , 2003; Alexander , 2004) 2) Education for Sustainable Development (Energy) (Hobson, 2006; SEET, 2008; Areskoug, 2006; Connecticut Energy Education, 2008; Andersson, 2001; Driver et al. , 1985; Duit, 2007; Solomon, 1992 ; Kesidou & Duit, 1993; Solomon, 1992; Wiser & Amin, 2001; Solomon, 1992) 2) Writing in Science (Halliday and Martin, 1993; Wellington &Osborne, 2001; af Geijerstam ; 2006; Knain, 2001, 2005, 2006) * S-TEAM MDU Nottingham 8 -10 Jan 2010 3

Dialogic Teaching and Communicative approaches The five principles for dialogic teaching (Alexander, 2006) which bring together the essential features of dialogic teaching in the classroom: Collective: teachers and children address learning tasks together, whether as a group or as a class, rather than in isolation; Reciprocal: teachers and children listen to each other, share idea and consider alternative viewpoints; Supportive: children articulate their ideas freely, without fear of embarrassment over ‘wrong’ answers; and they help each other to reach common understandings; Cumulative: teachers and children build on their own and each others’ ideas and chain them into coherent lines of thinking and enquiry; Purposeful: teachers plan and facilitate dialogic teaching with particular educational goals in view. Mortimer & Scott model of communicative approaches with four categories; interactive/authoritative, interactive/dialogic, non-interactive/dialogic, noninteractive/authoritative. * S-TEAM MDU Nottingham 8 -10 Jan 2010 4

Communicative approaches Focus on science view (Authoritative) Taking account of pupils’ understanding (Dialogic) Interactive Non-interactive Presentation Q & A ‘lecture’ Probing Elaborating Supporting Review Mortimer, E. F. , & Scott, P. H. (2003). Meaning Making in Secondary Science Classrooms Buckingham, UK: Open University Press. * S-TEAM MDU Nottingham 8 -10 Jan 2010 5

Education for Sustainable Development (Energy) Education for sustainable development aims to help people to develop the attitudes, skills and knowledge to make informed decisions for the benefit of themselves and others, now and in the future, and to act upon these decisions. The United Nations Decade of Education for Sustainable Development (2005 -2014), for which UNESCO is the lead agency, seeks to integrate the principles, values, and practices of sustainable development into all aspects of education and learning, in order to address the social, economic, cultural and environmental problems we face in the 21 st century. See http: //www. unesco. org/en/esd/ * S-TEAM MDU Nottingham 8 -10 Jan 2010 6

Writing in Science 1. Writing Across the Curriculum (WAC) Various writing to learn strategies are focused upon, which can be used regardless of the specific subject. Spontaneous writing and writing to explore are used to help the pupils “make the subject their own” , as in log-books and in various short texts in which the pupils become aware of what they know and do not know. In this kind of writing the pupils do not write to communicate something to another reader other than themselves and hence there are no specific requirements on correct spelling, sentence structure etcetera. 2. Writing in the Disciplines (WID) In Writing in the Disciplines the concepts, terminology and the specific requirements of each individual subject are stressed. During instruction the use of text strategies such as argumentation, information and instruction are important in teaching the pupils the language and ways of writing in various subjects. This kind of writing requires that the teachers of science know of the genres of their own subjects. * S-TEAM MDU Nottingham 8 -10 Jan 2010 7

Dissimenation Ø RUC – Regional Development Centre - Seminairs with presentations 4 times in May 2009, November 2009 Ø NTA – Science for All - Seminairs with presentations 3 times in August(2009) in NTA Education workshops Ø Comenius Regio Partnership Ø Collaboration partners within a UK- Swedish Partnership project building on shared resorces and shadow teaching One visit to each country during 2009, wiki Ø - * Presentation of S-TEAM in national contexts, FND Swedish Science Research Association National Workshop Developing collaboration with National Resource Centre for Physics and Chemistry S-TEAM MDU Nottingham 8 -10 Jan 2010 8

Schools and teachers involved Rönnbyskolan is a comprehensive school in Västerås for children/pupils between 6 and 16 years old. Currently, the school has about 510 children/pupils The school is well-known to be progressive, working with education for sustainable development and thematic work. They change theme each semester, and use the same theme in all grades. They develop their own schedule, and much responsibility is given to the teachers. The pupils are from an area with Swedish as the mothertongue, and there are no social problems. Hällbyskolan is a primary school in Västerås. There about 280 children between 6 and 12 years old. The school is located in an immigrant area where as much as 75 % of the pupils have Swedish as a second language. As many of the pupils have a migrant background the school has worked out a profile where film, drawing and music are important elements, which give the pupils the opportunity to express themselves in many alternative ways, and not only in words. Every year a musical is created in cooperation with the music teacher, a drama pedagogue, the teachers of other subjects and the pupils. * S-TEAM MDU Nottingham 8 -10 Jan 2010 9

Training model: phase 1 Activity Content Intro meeting Contact with an interested team by PPt presentation presenting our ideas at a course day in NTA S-TEAM Folder or RUC A first audio-recorded talk over the Written summary of interview teacher’s situation at school To get connected First school visit Products What is the teacher’s view of teaching and learning, and what strengths and weaknesses does the teacher see? Second school visit The first classroom event – video-recording Video-film a lesson chosen by the teacher Video-recording Field-notes What is going on in the classroom? Third school visit We analyse the video and our field notes, Video-clips of interesting situations in and give feed-back to the teachers. We also schools Analyses and talk about what we give out some written guide-lines for consider possible to enhance further. Analyses of activities, communicative dialogic teaching, education for sustainable approaches, content development and for writing in science. We introduce relevant literature. We suggest IBST-activities if needed. Fourth school visit The second classroom event A new video-film sequence, with focus on what we suggested earlier Fifth school visit. Changes to be seen? A new analysis. Decision whether to continue next year. * Information papers, to the teachers Oral information Resource sheets Ethics Written information about IBST/L, Dialogic teaching, Education for sustainable development, Writing in science Video -film Video clips chosen as best practice Report with analyses, and our examples to share with European reflections schools. To be shown to the students too. S-TEAM MDU Nottingham 8 -10 Jan 2010 10

Training model: phase 2 Activity Content Products Information papers, to the teachers 6 th school visit An audio-recorded talk over the teachers’ situation at school. Written summary of interview Guidelines for the reflections sent in by the teachers Evaluation interview of phase 1. What is the teachers’ experiences from phase 1? 7 th school visit Video-recording 8 th school visit Analyses and talk about what we consider possible to enhance further. 9 th school visit A new video-film sequence, with focus on what we suggested earlier and on best practice. 10 th school visit. A new analysis. * video-recording a lesson chosen by the teacher Video-film Field-notes What is going on in the classroom? We analyse the video and our field Video-clips of interesting notes, and give feed-back to the situations in schools teachers. . We suggest IBST-activities Analyses of activities, if needed. communicative approaches, content Video -film Written information about IBST/L, Dialogic teaching, Education for sustainable development, Writing in science Video clips chosen as best Final report practice examples to share with European schools. To be shown to the students too. S-TEAM MDU Nottingham 8 -10 Jan 2010 11

Criteria for analyses: IBST/L APPROACH - Teaching science for all science as such, scientific inquiry and method, scientific history, modeling, science in society A shift from teaching Science for future scientists to teaching Science for all • A shift from Science education about what we know to a science education teaching science as a way of knowing. Teaching should not be only on what we know but also how we know it. • From an image of science education that emphasizes content and process goals to a science education that stresses goals and examines the relationship between evidence and explanations. • From individual science lessons that demonstrate concepts to lesson sequences that promote reasoning with and about concepts. • From the study of Science topics that examine current scientific thinking without regard for social context to a study of science in social contexts. • From a view of science that emphasizes observation and experimentation to a view that stresses theory, model building and revision * S-TEAM MDU Nottingham 8 -10 Jan 2010 12

Criteria for analyses (EDS, wwf) APPROACH – Holistic contexts and instructional methods: reflection –experience – debate- participation 1. Finding preconceptions and children experiences by letting them write, draw, asking them for their views. 2. Supporting holistic views and systems. Asking children to reflect over energy fluxes, water cycling, natural and technical systems. Taking into consideration etichal and human issues. 3. Discussing and compare different perspectives of phenomena. 4. The student trains a democratic approach by group work, collaboration, valuebased workshops. The student is asked for her/his views of an issue, for example a socio scientific issue. 5. The students meet learning environments out-side school. Field trips, study visits, inviting organizations, specialists, parents to school * S-TEAM MDU Nottingham 8 -10 Jan 2010 13

Criteria for analyses: Science Writing The following questions are of interest to be answered from the analysis: Is WAC or WID used or both? Is the writing assignment about finding correct answers in a text book? Is the writing assignment about filling in single words? Is the writing assignment about the reporting of facts and the pupils having to write full sentences? Is the writing assignment about finding good arguments supported by facts and reported in full sentences? To what extent does the writing assignment require that the pupils use specific concepts? * S-TEAM MDU Nottingham 8 -10 Jan 2010 14

Video-graph and SPSS Diskurs (discource) Interaktivt Auktoritativt Dialogiskt 52% 41% Ickeinteraktivt 7% 0% Kategorier Storlek Helklass Värderingsövning Grupp Aktiviteter Helklass Samtal (talk) Läsning(reading) Skrivande (writing) Ritande (drawing) Externa kontakter Laborativa moment - experiment Övrigt * S-TEAM MDU Nottingham 8 -10 Jan 2010 Procent 72 28 76 24 0 0 0 15

Reporting to the teachers Fältanteckningar Hällbyskolan 2009 -10 -09 Lektion Energianvändning –elektricitet 8. 10 -9. 35 Lektionen börjar med att eleverna ska erinra sig filmen om SKURT, som de såg dagen tidigare 8. 09 L: Blunda och tänk. . . vad var det. . . var det något ni inte förstod? Tänk. . tänk så det knakar. Vi börjar med Soli. S: Vattenkraft L: Vad var så speciellt? E: Dom pratade E: xxx L: Vad betyder tillverka el? Tillverka. . . hur el blir till. E: xxx L: Vattenkraft, elkraft * S-TEAM MDU Nottingham 8 -10 Jan 2010 16

Teaching sequences or part of TS A teaching sequence (TS) or part of TS in Energy grade 5 -6. A teaching sequence (TS) or part of TS in Energy and Electricity grade 5 -6. A teaching sequence (TS) or part of TS in the Water Cycle grade 5 6. A teaching sequence (TS) or part of TS in Transports and Forces grade 9. If we have the opportunity, by choosing new teachers, we will try to get links from grade 5 -6 to grade 7 -9 within these areas. * S-TEAM MDU Nottingham 8 -10 Jan 2010 17

Finding best practice for a DVD? * S-TEAM MDU Nottingham 8 -10 Jan 2010 18

Findings so far. . . a bit problematic Hällbyskolan teachers without science education : üTeachers design holistic lessons sequence from energy to elecricity, dependent on textbooks or free teaching materials provided from out-side org. üThey are not able to answer the pupils questions üThey learn together with the pupils üNo practical work what so ever üThey are eager to get new lesson materials new ideas üThey are very afraid to teach science üEasy to influence With science education üNo context, no links to society – ok making flashlights üVery much procedural instructions üVery much control üMuch practical work üFreedom for pupils to make teacher-led investigations üPupils happy with practical work * S-TEAM MDU Nottingham 8 -10 Jan 2010 19

Collaboration with Leeds and Jyväskylä We will also use the teaching sequence developed from Leeds and Jyväskylä, and try to present them for teachers to evaluate. We also hope for our teaching sequences to be evaluated or discussed by English and Finnish teachers. * S-TEAM MDU Nottingham 8 -10 Jan 2010 20

Reflections after the first year. . . q Very interesting and fruitful regional work – but we now are in a situation when we cannot live up to expectations to work with more schools – do have to provide schools with workshops despite our main ideas q How will it be possible to collaborate with each others? ? ? q No information available or contact with others – how do others work? q Finally writing for the book turned out to help us with our research ideas q We need tecnical resources, budget changes? q We can report a lot of interesting spin-off effcts from our work ( invitation to take part in NTA –board, to work in other communities, sharing data with other research projects etc) * S-TEAM MDU Nottingham 8 -10 Jan 2010 21

* S-TEAM MDU Nottingham 8 -10 Jan 2010 22

Swedish Science Education Issues In Summmary: • 50% of the lessons in the compulsory school are taught by teachers that are not qualified officially to teach math and science subjects. • In-service training – 2007 plan for teachers called “lärar-lyft” (1 billion per year). Will continue to 2011. • Good to discuss TPD from 2012 – perhaps with more emphasis on qualification for teachers without proper qualifications. • More accountability in the form of testing – grades 3. Especially interested in science. • National school inspectorate – more money to look at the quality of schooling. • New syllabus in all subjects. Implementation in 2010. * S-TEAM MDU Nottingham 8 -10 Jan 2010 23

Content of the presentation 1. Swedish Science Education Issues 2. Main ideas for the TPD activities 3. Dissimenation activities – partners to work with Ø RUC Ø NTA Ø Comenius Regio Partnership 4. Schools involved 5. Training model to be developed, phase 1 and phase 2 6. Teaching sequences or part of TS 7. Finding best practice and catch it for a DVD 8. Collaboration with Leeds and Jyväskylä 9. Other deliveries – 10. Reflections after the first year. . . * S-TEAM MDU Nottingham 8 -10 Jan 2010 24