Authentic learning contexts for action-based problem solving Lindsey Conner The University of Canterbury, Christchurch, South Island, NZ University of Canterbury An introduction May 2012 Why UC? Better than ever “The University of Canterbury is still the best choice. If anything, it’s better than ever.” • Established in 1873 by scholars from Oxford and Cambridge University of • 2,500 courses Canterbury • 13,000 students • World-class teaching • Well-resourced with modern facilities An introduction Dr Rod Carr, Vice-Chancellor May 2012 Outline What are authentic learning contexts? How can inquiry models, project and problembased learning be incorporated with minimal resources? What are the implications for future teaching? Background for developing authentic science contexts Need to increase student engagement in science internationally (UNESCO, 2007; Lewthwaite & Fisher, 2004; Porter & Parvin, 2008); NZ (Crooks et al. 2008). Provide experiences for students to connect with scientists and scientists work Many examples (implicit and explicit) of Nature of Science Call to make science personally and socially relevant to children (STS, socio-scientific issues) (Aikenhead, 2006; Bull et al. 2010). Rosemary Hipkins (2012, p. 5). Amongst science educators, learning “Amongst science judiciously selected “content” of science educators, is seen as necessary,learning but not sufficient to judiciously selectedrelevance, achieve greater engagement, “content” of science or active use of science learningisin real seen as necessary but life contexts or for maintaining interest in not sufficient to science-related employment possibilities.” Authentic Contexts 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 scientists and scientists work Many examples (implicit and explicit) of Nature of Science Include authentic ways of learning - HOW OECD- 21stC skills Teach the google learner collaboration communication critical thinking creative problem solving (innovation) Help students to think about and monitor their own learning (metacognition) Connect learning to community needs responsiveness collaboration Partnerships What do you think? Talk to the person next to you about your experiences of when children learn in authentic contexts. How can this be set up? Questions to ask about the learning experiences we provide: Question 1.How do you make this meaningful for the students? 2.How do I provide opportunities for students to: • learn, generate and use knowledge using HOTs? (analyse, interpret, integrate, connect ideas, evaluate, apply, etc) • foster student self direction through reflection and awareness as a learner (metacognition = thinking about thinking)? • learn about how scientific knowledge is developed, ideas are connected within science disciplines and to other disciplines (NOS) and (systems thinking)? Resources for authentic learning What resources have you found useful for teaching relevant science? How have these been helpful? How do they help explain aspects of the nature of science? What learning outcomes could be met if you used water as a science learning context? Science concept knowledge: Water ecology- the use of bio-indicators; organic matter and biodegradation; food chains/webs: basic chemistry – acids and bases (pH), dissolved oxygen, salinity; watersheds, runoff, erosion, deposition, speed of water flow, temperature, rainfall. Practical skills: Field work? Electronic data probes and collect and graph real time data, measuring, observation, identifying organisms, analyzing data Social skills: Collaboration, communication, collective problem-solving, connect with other students and communities around the world who are concerned about water quality How clean is the water? Testing water quality through bioassays Simulating separation of chemicalschromotography How can we detect toxins? Experiences required to be life-long learners Students need to be given opportunities to: Learn and practice practical skills Participate in open inquiry where they have some choice (content and/or processes) with guidance Design their own practical work (fading or vanishing guidance) Be given chances to think and question (reflect on) what, why, how and when Independent life long learners Problem-based Learning (PBL) Why do students need opportunities to solve problems through asking questions? To develop skills in: Designing and conducting practical investigations Gathering, analyzing, and interpreting information and data, Developing critical thinking, explanations, making conclusions and reporting findings. Inquiry, problem and project-based learning How student centered are the experiments your students do? Do students determine what they investigate? How aligned is what they do, with what scientists do? There is huge capacity for students to bring intellectual capacity to developing new science knowledge ……..…….if only we’d let them Authentic learning for action http://www.ted.com/talks/lang/eng/kiran_bir_sethi_teaches_kids_to_take_ charge.html What would this approach look like in science? Our children are the future Let’s find ways to engage them in it that builds human potential for quality lives