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Claus Michelsen, Center for Science and Mathematics Education
Niels Kring, Faculty of Science
http://www.namadi.sdu.dk
PARSEL Lisboa 2006
UNIVERSITY OF SOUTHERN DENMARK
Main campus in Odense. Campuses in Kolding, Esbjerg and Sønderborg. Joint programs with University of Flensburg and University of Kiel 5 different faculties - Humanities, Science, Engineering, Social Sciences, and Health Sciences 1.100 researchers 15.000 students
Odense – the birthplace of the world known fairytale writer
Hans Christian Andersen (1805-1875)
RESEARCH 3 Associate Professors 1 Assistant Professor 3 Ph.D.-students 3 Research assistants
Relations between mathematics and science in secondary education
Development of children and young people’s interests in mathematics and science
New forms of presentations in mathematics and science – interactivity, media and drama
Communication of current research in math and science – communicating a proper image of state of the art of the scientific enterprise
The learning of mathematics and science in formal and informal learning settings
OUR FRAMEWORKSvein Sjøberg’s 3 dimensions for science and mathematics education
(i) The products of science
(ii) The processes of science
(iii)The role of science in society
Svein Sjøberg’s 4 arguments for science and mathematics education
(i) Usefulness
(ii) Economic
(iii)Democracy
(iv)Culture
SOME RESEARCH PROJECTS
Science teachers of the future
Lab to school
IFUN – Interests and interdisciplinary teaching in scince and mathematics
SCIENCE TEACHERS OF THE FUTUREThe aim of the project is to develop and implement a master degree programme in mathematics and science education for in-service lower secondary teachers.
The project is funded by The european Social Fund
PARTNERS: University of Southern Denmark CVU Sønderjylland and CVU Jelling (teacher colleges) Danfoss Universe (Science Park) Municipalities of Odense, Kolding, Svendborg and Sønderborg
Pilotstudy 2006-2007: 24 lower secondary science and mathematics teachers
Educational design andin-service teacher
training
CONTENT KNOWLEDGE
DIDACTICAL TOOLS
LOCAL
INTERVENTION PROGRAMS
NETWORK
REPORTING
DISSEMATION
RADIATION –FRIEND OR ENEMY
An example of a instructional sequence for grade 9 including the subjects of mathematics, physics/mathematics, biology og social sciences. The sequence is based on four narratives (fortælling) about radiation.
1. Fortælling:Marie Curie
http://www.aip.org/history/curie/
http://www.mariecurie.org/
Hvad ved jeg om stråling?
Værk: Elevernes fortælling om Becqurel, Marie Curie: Poster, drama, ...
2. Fortælling: Henfaldsprocessen
Simulation af henfaldsprocessen Stokastisk proces – tilfældighed (fra 1. fortælling) Matematisk model - sammenhæng mellem varierende størrelser, grafisk repræsentation Eksponentiel vækst – fremskrivning
Værk: Repræsentationsformer og matematiske modeller
t 1 2 3 4 *** N ΔN
0 30 30 30 30
1
2
***
3. Fortælling: Ulykken på Dovrefjeldet, www.viten.no
Atomkernen og kernepartikler Atomets opbygning Radioaktive omdannelser – eksperimentelt arbejde Ioniserende stråling – hvor kommer den fra (røgalarm?)
Værk: Avisartikel
4. Stråling i medicinens tjeneste
Stråling og stof: Eksperimentelt arbejde, matematisk model sammenligning med model for henfaldsprocessen Stråleskader i celler Radioterapi
Værk: Hvad laver en radiograf?
Opfølgning - Jordens ressourcer
Matematik: Matematiske modeller, tolkning af grafer
Geografi og fysik/kemi: Miljø og ressourcer, fremtidens energiforsyning
LAB TO SCHOOLThe project Lab to School is funded by the EU program Interreg IIIa in Sønderjylland/Schleswig
Secondary school students visits to student laboratories at University of Southern Denmark and University of Applied Science, Flensburg
The aim is to develop and implement instructional sequences for upper secondary school which present a proper image of modern science in the Region of Southern Denmark exemplified by biotechnology and biophysics.
Development of teaching material including career perspectives and the societal role of science
Relations between formal teaching at school and out-of-school actvities
IFUN Interesse og fagoverskridende undervisning i naturvidenskab
Interesse und fächerübergreifender Unterricht in den Naturwissenschaften
PARTNERS: IPN – Institute for science
education University of Southern Denmark CVU Sønderjylland (teacher
college) 6 upper secondary schools in the
Region of Southern Denmark and Schleswig-Holstein in Germany
Companies
Sønderjyllands Amt - Schleswig
SCIENCE EDUCATION IN DENMAK
Folkeskolen (basic school), grade 0 – 9/10 Science and technology, mathematics (primary school) Biology, physics/chemistry, geography, mathematics
(lower secondary school) Gymnasium (upper secondary school), grade 10-12
General gymnasium Technical gymnasium
College, University Basic school teacher education, Teacher college Gymnasium teacher education, University
DOCUMENTS FROM THE MINISTRY
OF EDUCATION
Science education in the future
Science as a central element in “Bildung” (scientific literacy?)
Science for all
Strengthening of science education Strengthening of teacher competencies in science Criterion of success: An increasing science interest
among children and youngsters
Competences
Foundation for educational reforms in Denmark: Describing the curricula by competences What it means to master a subject A framework for a subject independent of specific topics and specific levels Competence is someone’s insightful readiness to act in a way to meet the challenges of a given situation (Niss & Jensen 2002)
Competences -Mathematics and Science
MATHEMATICS
(1) Mathematical thinking
(2) Problem solving
(3) Modelling
(4) Reasoning
(5) Representation
(6) Symbolizing and formalizing
(7) Communication
(8) Auxiliary tools
SCIENCE(1) Empiric (2) Perspective (3) Modelling (4) Representation
Interdisciplinary competences –a useful framework for the development of a shared pedagogy for mathematics and science
education
Modelling competence Representation competence
Interdisciplinary competences build “links” between mathematics and subjects of natural sciences and serve as a basis on which we can
1. develop and implement a shared pedagogy for mathematics and the subjects of natural sciences and
2. rethink the curriculum of mathematics and the subjects of natural sciences in the reformed Danish upper secondary school
The 2 cycle iterative didactical model
Horizontal linking - the process of modelling across mathematics and subjects of the natural sciences
Vertical structuring – the process of conceptual anchoring in the relevant subjects
INTERDISCIPLINARY CONTEXT – PHENOMENA, SITUATION
SUBJECT a
SUBJECT b
INTERDISCIPLINARY CONTEXT – PHENOMENOM, SITUATION
INTERDISCIPLINARY CONTEXT – PHENOMENOM, SITUATION SUBJECT
b
Ian StewartPhysics and mathematics have also
changed beyond recognition, becoming more powerful, more general, more flexible, and a lot closer to intricacies of life. These advances offer radical new opportunities for uniting the biological and mathematical worldviews, at a time when there is a renewed and urgent need for just such a unification. New mathematical ideas will interact with the biological sciences in totally new ways. Where physics and mathematics cease and biology takes over will be a matter of taste.
T- L materialsMostly written by teachers to fulfill the national standard.
There are a few examples of T-L material developed by science researchers which present the modern science enterprise and touch the career perspective.
Material including the societal aspect is missing.
Development of teaching materials in accordance with the model of Sjøberg is part of the profile of Center for Science and Mathematics Education