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BUDDING SCIENCE AND LITERACY

Forskerføtter og Leserøtter. BUDDING SCIENCE AND LITERACY. Do it! Talk it! Read it! Write it!. Transatlantic S cience W eek Berkeley, USA, 26th O ctober , 2011 Marianne Ødegaard - project leader marianne.odegaard@naturfagsenteret.no. Seeds of Science. Roots of Reading.

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BUDDING SCIENCE AND LITERACY

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  1. Forskerføtter og Leserøtter BUDDING SCIENCE ANDLITERACY Do it! Talk it! Read it! Write it! TransatlanticScienceWeekBerkeley, USA, 26th October, 2011 Marianne Ødegaard - project leadermarianne.odegaard@naturfagsenteret.no

  2. Seeds of Science. Roots of Reading • Do it Talk it Read it Write it • Literacy activities integrated in inquiry-based science • The child’s own creativity meets scientific creativity! ”How do we resemble scientists?” Great mantra!

  3. Motivation for study • The Knowledge Promotion Reform : • Budding scientist • Basic skills • Inquiry-based science”Inquiry into authentic questions generated from student experiences is the central strategy for science teaching.” Anderson, 2007 • Science and literacy”Learning the language of science is a major part of science education.”Wellington & Osborne, 2001; Mortimer & Scott, 2003

  4. Challenges & Paradoxes • The detailed procedures ensure more open-ended and creative tasks for students • Norwegian teachers in primary do not have much education in science. • Where do units fit the Norwegian curriculum? • A step by step, detailed Teacher Guide – very rich in words! • Norwegian teachers are used to more freedom when teaching a subject. • US-context

  5. Research-baseddevelopment • Starting point: Professional development course for teachers: ”Science and basic skills” • Combines teachers’ professional competence from the classroom with researchers’ knowledge of science education • Together we try out, translate and later adapt curriculum material developed at University of California, Berkeley - Lawrence Hall of Science

  6. Budding Science and Literacy A longitudinal design-based study of using inquiry-based science and literacy in comprehensive schooling • Aim:To study how the interplay of indoor/outdoorinquiry-based science activities and literacy activities can improve teachers’ instructional competence and students’ learning outcome in science. • We design:The Budding Science and Literacy Teaching Model

  7. Iterative design Professional development cohort 2 Professional development cohort 3 Professional development cohort 1 improved teaching improved teaching improved teaching teaching S&R teaching S&R teaching Improving the teaching model

  8. improved teaching improved teaching improved teaching teachingS&R teachingS&R teaching Improving the teaching model Classroom studies: 6 teachers in 4 schools + their students (1.- 5. grade) Videoobservations Interviews (teacher + students) Classroom assignments Course assignments: Written descriptions and presentations Classroom observations ????

  9. BUDDING SCIENCE AND LITERACY Explicit teaching • Systematic variation of inquiry-based activities • Multi-modal learning activities: Do-it. Read-it. Write-it. Talk-it. • Firsthand- and second- hand investigations • Multiple learning arenas • Synergy effects of inquiries in science and literacy Teachingmodel: (research-based draft) (Ødegaard, Frøyland and Mork, 2011)

  10. BUDDING SCIENCE AND LITERACY Explicit teaching • Systematic variation of inquiry-based activities • Multi-modal learning activities: Do-it. Read-it. Write-it. Talk-it. • Firsthand- and second- hand investigations • Multiple learning arenas • Synergy effects of inquiries in science and literacy • Few concepts • Formative assessment Teachingmodel: (research-based draft) The good thing with this teaching model is that it gives support to the low achievers and challenges the high achievers. Teacher, 4th grade • Modelinglearningstrategies • Explicit end product (Ødegaard, Frøyland and Mork, 2011) • Nature of Science

  11. Searching for quality! gathering and analysing data • Why are teachers so content with the teaching model/material? • Why do students think this kind of learning is fun? It’s not so much what they do, but the quality of how they do it. (from PISA+ Ødegaard & Klette, 2011)

  12. BUDDING SCIENCE AND LITERACY Explicit teaching Research project: • Systematic variation of inquiry-based activities • Multi-modal learning activities: Do-it. Read-it. Write-it. Talk-it. • Firsthand- and second- hand investigations • Multiple learning arenas • Synergy effects of inquiries in science and literacy • Formative assessment • Modeling learning strategies • Few concepts • Explicit end product • Nature of Science (Ødegaard, Frøyland og Mork, 2011)

  13. Trying out Seeds and Roots: • Unit: •Read it(3.klasse) Wondering about what things are made of and why. • Do it • Write itStudents make Students their own glue write down for glueing the receipe beans on paper. • Talk itWhich glue is best? And why??

  14. Beginning to analyse videos: (Pilot analysis from one lesson)

  15. Searching for incidents for in-depth analysis: Timeline for one pilot lesson: Reading Writing TalkingDoing Reading whole classWriting individual Writing whole classTalking whole classTalking group/pairTalking ind. presentingDoing whole classDoing group/pairDoing individual Interesting?

  16. Preliminary findings (PhD study): Linking everyday and scientific language Gard Ove Sørvik (2011) • A focus on a few key concepts seem to support “link-making” (Scott et al. 2011) in the on-going meaning making interaction of the classroom. • The concept of systems appears to be especially valuable in this regard as it functions as a link-making tool across discourses for the students—linking their everyday ways of talking and thinking to the language of school science—and in the process of forming conceptual webs (Howe 1996). • Students down to the year 1 appropriated the concept of systems. • The notion of systems may be important to consider in terms of big or key ideas in science(Harlen 2010) or alternately as a key idea for science in schools.

  17. How teachers know what students understandTeachers’ formative assessment of student understanding of scientific conceptsBerit Haug, PhD-student Findings based on interviews with elementary school teachers In general: • ongoing assessment of student understanding of scientific concepts is a spontaneous act that the teachers find hard to articulate • the selection of concepts to explain is based upon the teachers’ implicit presupposition of students’ knowledgebase After implementing Seeds/Roots material • the selection of key concepts provides a direction and makes it easier to know what to focus upon • introducing the concepts through writing, reading, doing and talking make students’ thinking and understanding visible, hence easier to assess “It’s hard to explain why I know the students know, it is a gut feeling.” Teacher (15 years of teaching experience) “To focus on few concepts help me guide the students in the right direction, and I know what to look for when assessing their understanding.” Several of the teachers

  18. Some system! Before I just said things, now I can call them systems! Student, 4th grade (9 years)

  19. Thank you! marianne.odegaard@naturfagsenteret.no

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