Center for Science Education University of Tartu Faculty of Biology & Geography

1. Center for Science Education University of TartuFaculty of Biology & Geography Miia Rannikmäe

2. Science Teacher Education Faculty of Physics and Chemistry chemistry, physics teachers Faculty of Biology and geography biology, geography teachers Faculty of Education Grade 4-9 science teachers

3. Center for Science Education1 associated prof., 2 lectures Philosophy of science education Jack ( visiting professor) Miia ( senior researcher) 2 researchers, 6 PhD students ICT in science (biology) education 1,5 researchers, 2 PhD students

4. Projects: • Relevance of science education (Min. Ed 2003-2008) • ROSE (not funded) • Nature of science and science education (ESF) • Promoting sustainability of science education in Estonia (EU, structural funding 2006-2008)

5. Projects: • PARSEL ( FP6) • SySTEM II (Comenius 3.2)

6. Science teaching at school Science grade 4-7 Biology grade 7-9 ( 3x2 p/w) 10-12 (2x2p/w) Chemistry grade 8-9 ( 2x2p/w) 10-11 (2x2p/w) Physics grade 8-9 (2x2p/w) 10-12 (3x2p/w)

7. STL Philosophy Three major components; • Science education is part of education. • Science education meeting personal aspirations. • Science education related to society needs.

8. Leading to conceptual learning , PS Intellectual skills Leading to development of communication skills Leading to socio- scientific DM The goals of education Societal skills Personal development

9. Criteria for Science Teaching • Initiate teaching from a social issue based scenario. • Include cognitive, process, personal and societal skills and values in chemistry/science teaching. • Promote problem solving and decision making skills. • Make the teaching student participatory. • Base the assessment strategy on the goals. • Enhance communication and cooperation skills. • Ensure teaching relates to curriculum content demands.

10. Relevant issue Socio-scientific scenario Find, define problems Put forward research questions ( as part of groupwork) Conflict situation- lack of knowledge for PS,DM New knowledge ( key conceptual ideas) Might be illustrated by a concept map Problemsolving (PS) options Scientific Socio-scientific decision Ethical Economical Reasoning Personal

11. SCENARIO • This is a crucial component of the teaching material that identifies it as putting the learning into a relevant, societal context. • The scenario sets the scene for the learning and thus builds on the title of the material. • Where the title does not clearly give the issue of concern, the scenario illustrates the situation and elucidates the issue to be resolved. • Usually the more personal the scenario, the more the student can identify with the situation and hence find it more relevant.

12. WHICH MEDICINE IS BETTER – BLACK OR WHITE ? • Two days ago, Joe and Kim went to a birthday party. It was good, very good . The food was excellent.There was very rich, fruity birthday cake and all kinds of fizzy drinks to sample. • Yesterday , however the story was very different, Joe was unwell. He had stomach ache.His mother prescribed some fruit jelly drink.It tasted good, but Joey was not too sure he wanted to take it. • Kim was also ill. Her mother decided that it was better to take her to see the doctor.The doctor suggested charcoal tablets.Kim did not like the appearance of these black tablets, but she was presuaded to take them. Luckily, today both Joey and Kim are fine. Both recovered well. It seems the treatments worked.

13. CAN VEGETABLE OILSBE USED AS A FUEL? • Normal diesel is obtained from the distillation of crude petroleum. Any limitation in the supply of petroleum can thus have dramatic effects on the commercial life of a country. • If alternative ways could be found to produce diesel, this could help countries plan into thefuture, ensure that supplies of fuel can be obtained and hopefully providing a cheaper alternative than replacing the existing diesel engine with other mechanisms. • Fuels based on vegetable oils produce much less hydrocarbon emissions and practically no sulphur compound emissions.However, direct use of the oil itself is possible ONLY with modification to existing diesel engines. This is not a viable option.

14. Target group Chemistry teachers, initially 25, teaching chemistry 16-17 years old students, at least 10 years teaching practice ( 1067 students ) Time: 6 years

15. Data Collection • Stage 1 – teachers interview; workshop records and observations; teacher created STL materials; student questionnaire and cognitive test. • Stage 2 – classroom observation; interview and questionnaire for teachers. • Stage 3 – classroom observation; interview and questionnaire for teachers and students analyses of teacher created teaching materials

16. Findings • Teachers initial readiness to change was varied

17. Findings • Student gains were found in problem solving and decision making.

18. Findings • Teacher’s change in the process of developing materials

19. Findings • Students generally illustrated a positive attitude towards the STL materials and understood the goals.

20. Comparison of students’ and teachers’ change of opinions about learning environment.

21. Findings • The degree of ownership of STL is illustrated by teacher ability to create STL teaching materials. • The process of developing STL materials leads to permanent STL change in their general teaching approach.

22. In service support • New trends in biology and medicine • Inquiry in the classroom • From research to practice • Science teachers teamwork – promoting students reasoning and creative thinking skills • Microscience experiments

23. Conclusions . • Teachers can understand the need for relevance and express this in terms of a scenario-type teaching approach. • To ensure teachers permanent change towards STL more in-service experiences are needed after intervention.