Authentic Learning Contexts for Actionbased Problem-solving
Dr Lindsey Conner
University of Canterbury
New Zealand
Overview
Session 1: IntroductionWhat is authentic learning?
Why is authentic learning important?
Examples of learning contexts for problemsolving
Introduction to the science Learning hub resources
Session 2: Exploration and integration of
resources for water and water quality
Explore the science learning hub digital interactive
objects and teaching resources
Session 3: Practical activities for water
related problem-solving issues
Reflection and review
What research tells us about
deep learning – Hargreaves
Need to include:
Learning to learn strategies
Authentic assessment
Student voice – what interests them?
Deep (targeted) guidance/ support
Depth and breadth of experiences
Purpose for teaching content and skills
RELEVANCY
Scientists ask driving
questions and work with
models
http://www.sciencelearn.org.nz/content/d
ownload/9898/431020/version/7/file/FI
RE05_computationalmodelling_F9+512x288+%252816x9%
2529MASTER_576k.mp4
What is authentic learning?
Focuses on real-world,
complex problems and
their solutions, using roleplaying exercises,
problem-based activities,
case studies and
participation in (virtual)
communities of practice.
(Lombardi & Oblinger,
2007, p. 2)
Drivers for authentic science
Increase student engagement in science
internationally (UNESCO, 2007;
Lewthwaite & Fisher, 2004; Porter &
Parvin, 2008); NZ (Crooks et al. 2008).
Students connect with scientists and
scientists work
Many examples (implicit and explicit)
of Nature of Science
Connect a range of science concepts,
learning approaches to personal and
social agendas (STS, socio-scientific
issues)
The world has changed!
Learning does need to lead to
different types of outcomes in the
twenty first century!
A “shrinking world” and a global economy: the nature of work has
changed and will change more. This needs different skills, knowing how
to use different types of knowledge, and a disposition for lifelong learning
Identity issues/managing diversity: we interact with more people from
different cultures/backgrounds, and have to make decisions about
complex issues where there is not necessarily a “right” answer.
Autonomy and personal agency are needed here.
Connectivity: there is a new focus on networks, complexity, dynamic
systems etc. How do we help students learn for an interconnected world
awash with information, but not necessarily wisdom?
21ST Century learning
Students need to become:
• Engaged in thinking
• Critical about knowledge claims
• Active users of knowledge rather than
passive recipients of content whose
relevance is not clear to learners
Authentic Contexts (for learning)
Content that is relevant or can be applied to
children’s lives and what they’re interested in (why
is this important?)
Today’s students will contribute to the quality of life
in the future (decisions and work they do)
Students connect with real issues that scientists
work on
Include authentic ways of learning
Examples
In pairs, discuss what you do or teachers
in your school do to include authentic
contexts for learning and problem
solving or project-based learning (PBL)
Report back.
OECD- 21stC skills
Teach the google learner
collaboration
communication
critical thinking
creative problem solving (innovation)
Help students to monitor their own
learning
Connect learning to community needs
responsiveness
collaboration
partnerships
Authentic learning leads to
affectiveness
The difference it makes to
people’s lives
Self perception/ self worth
Identity
Sense of belonging (fit in)
Sense of community (give
and take/mutual support)
Inquiry and PBL
Practical inquiry and informational inquiry,
problem and project-based learning
enables students to:
• learn practical skills
• experience real problem-solving
• to ask real questions that need solutions
• to be involved in making decisions
about how to find out the answers
(Roth, 2006).
Questions about the learning
experiences we provide for studentse
provide
1.How can I make this meaningful for the students?
2.How do I provide opportunities for students to:
• learn, generate and use knowledge?
(analyse, interpret, integrate, connect ideas,
evaluate, apply, etc)
• foster student self direction through
reflection and awareness as a learner?
• learn about how scientific knowledge is
developed, ideas are connected within science
disciplines and to other disciplines (systems
thinking)?
Science can help students to:
Know when to trust a knowledge claim
Develop capabilities in scientific
literacy-in-action
Distinguishing between a claim (is it
implied or stated?)
Can an author be trusted?
Does the interpretation of the evidence
consider alternative interpretations?
What is action competence?
Where students use their “growing”
knowledge and skills for making
decisions in their own lives, for their
family, local communities and society
more generally
Science Learning Hub
Uses learning contexts for collating free resources
Combines a range of teaching methods:
structured and open-ended activities: practical
work and inquiry (PBL)
supports a wide range of content,
uses driving questions (Krajcik & MamlokNaaman, 2008),
links to scientists and their work, key concepts
(big ideas),
Addresses aspects of the Nature of Science
Activities and questions designed to develop
students’ creative and critical thinking skills
Science learning website
http://www.sciencelearn.org.nz/
What alternative models for
enhancing children’s learning,
creativity and innovation?
http://www.ted.com/talks/lang/eng/kiran_bir_sethi_teaches_kids_to_take_charge.html
Sir Ken Robson says that creativity is as
important as learning content.
Why do we frighten children of being
wrong?
Could there be multiple solutions?
Science Learning Hub
Currently 33 contexts and 19 science stories
questions, T & L ideas, videos, interactives ++
Science Contexts
Science Stories
Science Story expanded
Water Quality- Discussion
What do you do with your students so they
learn about improving water quality?
What resources do you use?
What resources would you like?
What practical work do you give your
students to test water or change water
quality?
What actions, linked to environmental
concerns, could students develop?
In your groups, write a driving question
linked to water use or improving water
quality
Explore the website
www.sciencelearn.org.nz
Each group looks at one context and reports
back to us about:
1
2
3
4
How could you use each task in your teaching?
What level of students would you use this with?
How would you link it with other activities?
What thinking skills could be promoted and how
can they be promoted?
5 How could you adapt this activity to your local
context and resources?
Teaching and Learning resources
Water testing
http://www.sciencelearn.org.nz/Contexts/H2O-On-the-Go/SciMedia/Images/David-Hamilton-testing-water
Point source contamination
http://www.sciencelearn.org.nz/Contexts/H2O-On-the-Go/SciMedia/Video/Point-source-contamination http://www.sciencelearn.org.nz/Contexts/H2O-On-the-Go/SciMedia/Video/Point-source-contamination
Non point source contamination
http://www.sciencelearn.org.nz/Contexts/H2O-On-the-Go/SciMedia/Video/Non-point-source-contamination http://www.sciencelearn.org.nz/Contexts/H2O-On-the-Go/SciMedia/Video/Non-point-source-contamination
Waste water treatment
• http://www.sciencelearn.org.nz/Contexts/H2O-On-the-Go/SciMedia/Images/Testing-types-of-denitrification-beds
• Isolating toxin
http://www.sciencelearn.org.nz/Contexts/Toxins/Teaching-and-
Other websites for resources
about water and improving
water quality
Students “being” like scientistsscience is in the making
Constructors of knowledge
Critiquers of knowledge
As constructors, they keep the critiquers
in mind
As critiquers, they use deep knowledge to
look for flaws or possible alternative
explanations (Ford and Forman, 2006)
Simulating separation of
chemicals- chromotography
How can we detect toxins?
How clean is the water?
Testing water quality through bioassays
Designing an investigation
What do students want to know?
How could they find out?
What resources would they need?
What guidance do they need?
What questions can you ask?
Reflection and Review
What are authentic learning contexts?
How can you use web resources to
stimulate children’s thinking?
What is one thing you have learned
today that you could use in your
teaching?