Welcome. I’m Darrell Sharp, Head of Upper School Science Today, I want to give you an overview of science education in Grades 7 to 10. I’ll stop midway for a Q & A session, and have time at the end for more questions, so please hold your questions till the breaks, Thank you. Let’s start with our school’s Vision and Mission It asks us to inspire and empower students through inquiry and innovation . The school’s Project Innovate is an initiative that seeks to transform education by making it more relevant to the modern world and by preparing students to be future-ready learner s. It stems from global research on the key aspects of education that will enable students to be successful in their future. These aspects include scientific literacy , the 4 C’s , Critical thinking, Creativity, Collaboration, Communication, which are included in the Middle Years Program’s Approaches to Learning (MYP and ATL’s), and finally character traits essential for success that are echoed in the IB Learner Profile . Other research on modern schools, points out some other aspects schools should focus on. Learning should be personalized to the student, where they help decide what is taught. Learning should be contextualized in real world applications. And schools should always be changing and evolving to meet the needs of new generations. Transforming teaching takes time to implement and older methods are still common in schools. You can see some research-based best practices here, and may recognize traditional practices.
In the IB’s Middle Years Program, there are four learning objectives in Science. Known as Criteria A, B, C, and D. In Criterion A, students are asked to explain scientific concepts, solve problems , and make judgements based on data. In Criteria B & C, students are expected to conduct scientific inquiry and carry out an experiment of their own design. B This requires critical thinking to create a suitable research question around a phenomenon. Reasoning is used to create hypotheses. Conceptual understanding is necessary to design reliable and valid experiments. C Organizational skills and numeracy are essential to transform data and present results. Mathematics are used to describe and interpret the results, And reasoning is used to evaluate the results against scientific concepts . In Criterion D, students investigate and explain how science is applied to real world problems . D Students develop a discussion of various factors, such as economic, social, and environmental implications And ultimately weigh the significance of the points of their discussions in order to make sound judgements . This criterion also addresses students ability to communicate with scientific language . The Middle Years Science Program helps students develop as learners. It doesn’t prescribe the content to be learned, but rather focuses on concepts and skills . It is designed to capitalize on the inquiry developed in the Primary Years Program and bring students forward as capable learners in order to meet the rigor of the Diploma Program. Nevertheless, the MYP is a framework, and underneath the skills and concepts it develops is the Ontario Science Curriculum . The Ontario Science Curriculum is similar to the MYP in that it asks students to use critical thinking to analyze, investigate, and understand, but it also prescribes topics that we must address and assess throughout the school year. The topics can be seen here......
Before I talk about the instructional approaches of Inquiry-Based Learning and Project Based Learning that we use in science classes, does anyone have any clarifying questions so far? Inquiry-Based Learning ....is a form of active learning which begins with a provocation, such as an event, a question, or an image. The neurobiology of learning shows that when students discover knowledge on their own, and use it to construct concepts themselves, their brains are in a highly engaged state . They are also intrinsically motivated to learn, go deeper in their learning, and form longer lasting memories . The teacher can facilitate the students by providing guidance and resources and by providing feedback along the way. Inquiry-based learning can range from being tightly controlled by the teacher, to moderately guided, to being rather independent of the teacher, once good learning skills are developed. Project-Based Learning is another powerful approach that allows students to inquire, construct knowledge, and think deeply, while understanding the connection between the learning and the real world. The school is interested in developing this approach further in various subjects and grade levels. I will show a video from Edutopia about PBL. Edutopia is part of the George Lucas Educational Foundation and celebrates and encourages innovation in schools. [PBL video] Project Based Learning asks the students to address tasks that are beyond the classroom and that connect to real people. It requires students to inquire deeply into the relevant knowledge and concepts of the curriculum. It develops the 4C’s and other Approaches to Learning - the soft skills so necessary for modern learners. Students control the process, taking ownership and responsibility for its outcomes, while empathizing with the stakeholders. In addition to structuring and facilitating the learning, the teacher assesses the students at multiple times and in multiple ways. This feedback and direction further guides the student to improve their learning.
These are some examples of PBL we’re developing in science. The Grade 9 electricity unit . Students were asked to make an electronic toy or device for a young child. Students designed the gadgets themselves and had to learn about circuits, resistors, LED’s, motors, and other components to get them to work. Some students went really far with their projects and learned to code microprocessors to add logic to their circuits. The Grade 8 robotics unit , where students had to incorporate their knowledge of simple machines and mechanical advantage - using pulleys, levers, inclined planes - in a Mars rover scenario. The Grade 7 Structures and forces unit , where students used their understanding of science coupled with personal and cultural expression to construct a structure for a client. Grade 7 Ecology games used to teach Grade 4’s about human impacts on the local Hong Kong environment Now I will lead you through a short version of what Project Based Learning is like in Science. Goal : Use a chemical reaction to create a buoyancy or safety device. Role : Chemical Engineer Audience : Manufacturing Industry or Marine Archaeologists Situation : Find new or improved uses for safety airbags used in collisions / Create a device for lifting artifacts from the ocean floor. Products : Criterion B & C: laboratory testing and report writing. Criterion A: knowledge and understanding. Possibly Crit D as well. Ontario Standards : A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating); C2. investigate, through inquiry, the characteristics of chemical reactions; Grade 7 Grade 8 Grade 9 Grade 10 Scientific Inquiry Scientific Inquiry Chemistry Human systems Chemical reactions Cells & Disease Electricity Chemical reactions Structures & Forces Matter Ecology Optics Energy / Heat Forces & Motion Astronomy Climate Change Ecology
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