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