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Utfordringer for naturfagene, spesielt knyttet til progresjon

Doris Jorde

Naturfagsenteret

(2)

Why Science?

water

climate

food

energy

health

(3)

National Research Council

The overarching goal of our framework for K-12 science

education is to ensure that by the end of 12th grade, all students have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and

engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to

continue to learn about science

outside school; and have the skills to enter careers of their choice,

including (but not limited to) careers in science, engineering, and

technology.

(4)

A Framework for Science (2011)

• The Framework is a broad description of the content and sequence of learning expected by students. It does not include detailed standards for each class level.

• Provides a vision for education in science that will help students to see how science is instrumental in

addressing the major challenges confronting society:

GENERATING SUFFICIENT ENERGY, PREVENTING AND TREATING DISEASES, MAINTAINING SUPPLIES OF

CLEAN WATER AND FOOD, SOLVING PROBLEMS OF GLOBAL ENVIRONMENTAL CHANGE

(5)

Development of the Framework

• The framework is built on the notion of learning as a developmental progression

• The framework focuses on a limited number of core ideas in science (and engineering)

• The framework emphasizes that learning about science involves integration of the knowledge of scientific

explanations (content knowledge) and the practices needed to engage in scientific inquiry

(6)

The practices of science

The major practices scientists employ as they investigate and build models and theories about the world

(7)

Core Ideas in Physical Sciences

(8)

Core Ideas in Earth and Space

Sciences

(9)

Core Ideas in Life Sciences

(10)

Standards…..

• Should set rigorous learning goals that represent a common expectation for all students

• Should be scientifically accurate yet also clear, concise, and comprehensible to science educators

• Should be limited in number

• Should include performance expectations

• Should include boundary statements

• Should be organized as sequences horizontally and vertically – looking at research on progression

Development of rich conceptual knowledge

(11)

Next Generation Science Standards

• Performance expectations

• Three dimensions

– Core disciplinary idea – Practice of science – Crosscutting concept

• Coherence (Alignment)

– To math and literacy

(12)
(13)

Progression in NGSS

progression in NGSS

(14)

Learning Progression

• Learning as a developmental progression – children build and revise their knowledge and abilities

• Goal is guided knowledge towards a more scientifically based view of the natural world

• “Mile wide and inch deep” is replaced by fewer topics with depth of coverage

Allowing for scientific investigations and argumentation

• Progression may be Horizontal

or Vertical

(15)

Summary of Framework and NGSS

• Included a broad range of stakeholders participating in the process – even before the public hearings

• Were developed over time and independently of other subject domains

• Are based on newer research on teaching and learning in science

• Are based on the principles of Science for All, yet recognize the need to recruit to science

• Demonstrate progression in the K-12 curriculum

• Integrate the practices of science into Performance Expectations

• Align content – pedagogy - assessment

(16)

Teacher Professional Development

Time and reflection

Collaboration/network

Content knowledge

Pedagogical knowledge

Political

Prioritizing

Funding

TPD providers

Course Development

Research/evaluation

Network coordinators

Scaling up

Schools

Involved leaders

Systemic support

Teachers

As professionals

Working in networks

Collaboration in and between schools

Reflecting over practice

Teaching Resources

Alignment between course materials and national curriculum

Student learning

What is learned?

Depth of understanding

How have they learned?

Agents for sustainable change….

Must be in alignment

National Curriculum

Content

Allocation of time

Assessment Instruction Curriculum

Teacher Education

Alignment with national curriculum

Student

development/learning in science

(17)
(18)

Teacher Professional Development

Time and reflection

Collaboration/network

Content knowledge

Pedagogical knowledge

Political

Prioritizing

Funding

TPD providers

Course Development

Research/evaluation

Network coordinators

Scaling up

Schools

Involved leaders

Systemic support

Teachers

As professionals

Working in networks

Collaboration in and between schools

Reflecting over practice

Teaching Resources

Alignment between course materials and national curriculum

Student learning

What is learned?

Depth of understanding

How have they learned?

Agents for sustainable change….

Must be in alignment

National Curriculum

Content

Allocation of time

Assessment Instruction Curriculum

Teacher Education

Alignment with national curriculum

Subject/pedagogy

Theory/practice

(19)

Realfagene

matematikk naturfagene

biologi

geofag fysikk

kjemi

teknologi

Naturfag (1-11)

(20)

Timefordeling 1-10

• Norsk

• Matematikk

• Kroppsøving

• Samfunnsfag

• Kunst og Håndverk

• Engelsk

• RLE

• Naturfag

• 1770

• 1201

• 701

• 634

• 623

• 588

• 580

• 577

(21)

Challenges for Norway

• Science needs to be a part of the core. The value of science needs to be recognized nationally

Increased opportunity to learn

Increased professional development Increased development of resources

• Development of a science curriculum framework will take time.

Identification of the big ideas of science Clarification of appropriate learning goals Evidence of Progression from grades 1-13

(22)

Why Science?

water

climate

food

energy

health

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