Embed Size (px)
Citation preview
2009 Intel ISEF Educator Academy
Students as Students as Scientists:Scientists:
from the traditional class to
a class based on research
Nathalie Valencia,Intel SAS Program Coordinator
Mary Helen Bialas, Intel Education Manager
Costa Rica
May 11 - 15, 2009Reno, Nevada
Objectives of the Shoptalk:
• Describe the SAS pedagogic approach and its effectiveness .
• Provide a demonstration of one of the activities of the training: implementing “unlinking chained experiences” to generate research questions
• Describe the adaptation process of the training and provide recommendations for adapting materials to new cultures and languages
Costa Rica Educational Environment
• Education system: - Organization: 20 MOE Regional Offices
around the country.- Centralized education system; one
national curriculum.- Test driven curriculum.
• Country Population: 4.5 Million; Territory: 51,100 KM2
- Obligatory K- 9th grade education; 10-11th grade for HS completion.- Math and science introduced from K- 6 with general teacher; and general science teachers in 7-9 grades; specialized teachers in HS- Few lab resources.- 2004 National Decree requiring all schools to implement science fairs.- 2008 Launch of First National Engineering Fair
Students as Scientists Training Curriculum and Approach
• Students as Scientists is a 40 hour-teacher training curriculum developed in USA which focuses on integrating science research in the classroom and understanding science fair processes.
• The Students as Scientists curriculum prepares teachers to implement research as part of a regular science class in order to involve students in a more significant way of learning.
• SAS guides teachers on how to better prepare their students for the science fair process
• This 3 day training was localized by CR education experts and launched jointly by Intel with the MOE to extend training opportunities nationwide. After a successful pilot, the training was accredited by the University of Costa Rica and MOE Continuing Education Programs.
Teachers will:• Design a “unit plan” that includes a student
research project. • Learn ways to manage long-term student
research. • Learn techniques for tutoring students doing
research projects. • Consider encouraging students to present their
research projects at science fairs.
General Objectives of the Students as Scientists training:
Students as Scientist History
1999+ : The Students as Scientists is a 3 day intensive training course developed by USA specialists with Intel sponsorship and collaboration.
2000 : SAS Field-tested at Rio Rancho, NM and Austin, TX. May ISEF 03: The Rio Rancho teachers presented a Shoptalk at ISEF ’03 about their training
material. The CR team decided to translate and adapt the material for use in Costa Rica. Jun-Dec 03: Intel CR selected a team of specialists to adapt the material to CR education
standards. Members included representatives of the Ministry of Science and Technology, the National Science Advisor of the Ministry of Education, and 3 educator experts. The team implemented a validation workshop with 30 educators and MOE regional science advisors.
Jan- Mar 04: Materials were “adjusted to recommendations”, and final presentation designs were completed. A second validation with science teachers was implemented. Recognized by the Civil Service Registration as an accredited in-service training for teachers.
May ISEF’04: CR team commits to expanding the SAS training nationwide at Intel Educator’s Academy.
June 2004: Students a Scientist Program launched by Intel in collaboration with the Ministry of Education and Ministry of Science and Technology as a 40 hr training program.
July 2004 – March‘05: Master Teachers selected and prepared. Training reaches all 20 Education Regions of the country.
April 2005: SAS training curriculum recognized by the University of Costa Rica for in-service training (professional development) credit.
December 2005: SAS second edition for participants manual is published.
Mar’07- July’08 The program counts with a team of 72 Master Teacher Trainers from 22 educational regions
2008-2009: SAS is implemented as part of the NSF process in Colombia: Feria Explora
Organization
SAS training curriculum:
Day 1: Designing a Research-based Science Unit
Day 2: Managing a Science Research course: Getting started.*CR: Implementing the research process in a science class
Day 3: Showcasing Student Research
Materials:• Instructors manual
• Participant manual
• Group activity materials
• Science Fair videos (NSF & ISEF) and NSF regulations (CR)
Additional support:
• Examples of student projects and daily logs. (CR)
• It’s a wild ride video. (CR)
• Instructors CD with resources (CR)
Implementation
In order to develop a successful learning process, student
motivation is a must! Implementing
“unlinking chained experiences”
and reflective discussionpromote a
successful learning process.
• Half-fill the plastic cup with water.• Add 1 teaspoon of detergent to the water.• Place the plastic cup inside the dishpan. • Place the straw into the plastic cup and start
blowing bubbles for 10 seconds. (The workshop leader will tell you when to start and when to stop).
• For the next two minutes, individually raise and record observations or questions about the bubbles (even questions that may seem off-the-point or foolish).
All about bubbles: Instructions
• Discuss and agree on one change in the procedure previously performed (3 minutes)
• Introducing that change, perform again the activity of blowing bubbles. (The workshop leader will let you know when to start and when to stop).
• For the next two minutes, each team will agree on one “simple question”.
All about bubbles: Instructions
Many questions Many questions inspire scientific wonder,inspire scientific wonder,
but not all questions but not all questions are deemed to be are deemed to be
researchableresearchable
SIMPLE QUESTIONAre triangular sails the fastest sails?
RESEARCH QUESTIONRESEARCH QUESTION
What effect will changing the What effect will changing the shape of a sail on a 16-foot shape of a sail on a 16-foot
sailboat have on the distance the sailboat have on the distance the boat travels in one minute?boat travels in one minute?
An ideal research question elicits: the key or core idea of a hypothesis ideas for generating data ideas for specific independent and dependent
variables
Research questionsResearch questions
• During the next 5 minutes, go back to your team’s simple question and re-state it in order to be a research question.• Also, state a hypothesis for your research question.
• Sharing and discussion– One group presents their simple
question, the research question and the hypothesis.
– The other teams comment and provide suggestions.
Research questionsResearch questions
It’s an activity or experience, through which the teacher may trigger the
students’ interest and curiosity about a phenomenon or a fact.
Unlinking chained activities, brainstorming and reflective discussion, allow students to propose their own research questions
and hypothesis.
What is an activity that unlinks chained experiences ?
A method used to guide classroom discussion, during which students are
encouraged to state their own explanations of a phenomena without
fear of being judged or giving the wrong answer. (Pellegrini & Olson, 2001).
What is reflective discussion?
Attention is focused on what students know or believe.
The teacher accepts all student responses and questions in a neutral manner. The teacher gives no hint that a student is on the right or the wrong track. Instead, to keep the discussion going, the teacher encourages feedback from other students.
Characteristics of Reflective Discussion:
Basic methodology: When a student proposes an explanation or new
question, the teacher “tosses” this contribution back to the student while adding an appropriate follow-up question or a few short phrases, to stimulate and deepen the student’s reasoning.
Anytime a student uses a scientific term in an explanation, the teacher asks the student to explain its meaning in simple terms.
All the explanations are jotted down on the board. To later draw closure to the discussion, the teacher asks students to select what they think are the best explanations. These explanations can become the kernel ideas for research questions and hypothesis.
Characteristics of Reflective Discussion
Characteristics of Reflective Discussion
Advantages: The students develop a personal interest in an
activity. It sparks curiosity, reasoning and learning about
specific phenomena or topics. Students engage in an activity without the fear
of being judged or of giving the wrong answer. It provides a source of possible research
questions. It allows the application of Scientific Method.
Students as Scientists Implementation Experiences in Costa Rica
Teachers enjoy the training because they act as students.
Teachers find science fair research is applicable to classroom work and standard curriculum.
Material is applicable for high school and primary school teachers.
Flexibility in time-scheduling to cover workshop material.
Students as Scientists: Teachers’ evaluation of the training
in Costa Rica
Pedagogic approach is applicable for classroom implementation
95%
Clear steps to follow for student research 94%
Integrates previous know ledge w ith that acquired
90%
Logical sequence in content 95%
Provides activities ready made for classroom 96%
Appropriate trng. hours for depth of content 80%
Teachers evaluation of applicability of the training program
Recommendations for adaptation
• Review the English or Spanish version to determine if it is appropriate for your country.
• Review if it meets country education standards and your science fair regulations
• If English is not your country’s official language, select a team of specialists to review translated material for adaptation.
• Must plan appropriately: “textual” adaptation process takes several months.
• Consider timing (pace) and culture.• Support material should be localized.• It’s highly recommended to implement 1 or 2 pilot
workshops to obtain teacher feedback before publishing.
Contacts:
Nathalie ValenciaSAS Program Coordinator–Costa RicaE-mail:[email protected]@gmail.com
Mary Helen Bialas Education Manager, Intel Costa Rica E-mail: [email protected]
