Animation and Development of Science Education

How animation can be used as a didactic tool in Science !

The target group and its needs Persona of the main target group Approach and structure Suggestions to subjects

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Didactical and Science EducationDidactical "The word (didactical) is often used to refer to

texts that are overburdened with instructive or factual matter to the exclusion of graceful and pleasing detail so that they are pompously dull and erudite". (Enc.Brit)

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Didactical and Science Education

Valuations tied to reasons, selections, organizing and preparing the syllabus

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Key questions

What ?

Why ?

How ?

Who is the pupil ?

Svein Sjøberg

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The Danish Curriculum in Science

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The Danish Curriculum in Science The close by surrounding worldThe teaching shall leed the pupils towards acquiring knowledge and skills that enable them to

undersøge hverdagsfænomener, herunder farver, lys og tyngdekraft beskrive dele af lokalområdet for andre sortere materialer og stoffer efter egne kriterier og enkle givne kriterier demonstrere ændringer af stoffer og materialer, bl.a. smeltning og opløsning beskrive udvalgte dyr og planter kende de naturområder, hvor navngivne planter og dyr lever kende menneskets sanser undersøge enkle kropsfunktioner, herunder bevægeapparatet give eksempler på forhold, der har betydning for deres egen sundhed, herunder søvn, mad

og trivsel anvende vigtige regler for god hygiejne undersøge enkle forhold vedrørende vejret kende forhold, der karakteriserer de forskellige årstider

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Skills and competences

Typology of developing expertise (5 steps) Dreyfus & Dreyfus

Developing competences

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Skills and competences

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Novice Advanced Beginner Competent Proficient Expert

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Dreyfus & Dreyfustypology of developing expertise (5 steps)

Dreyfus & Dreyfustypology of developing expertise (5 steps)

Novice Rigid adherence to taught rules or plans Little situational perception No discretionary judgment

Advanced Beginner Guidelines for action based on attributes or

aspects. Situational perception still limited All attributes and aspects are treated

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Dreyfus & Dreyfus

Competent Coping with "crowdedness" Now sees actions at least partly in terms of

longer-term goals Conscious deliberate planning Standardized procedures and procedures by

routine

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Proficient Sees situations holistically rather than in terms

of aspects Sees what is most important in a situation Perceives deviations from the normal pattern Decision-making less laboured Uses maxims for guidance, whose meaning

varies according to the situation

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Dreyfus & Dreyfus

Expert No longer relies on rules, guidelines or

maxims Intuitive grasp of situations based on deep

tacit understanding Analytic approaches used only in novel

situations or when problems occur Vision of what is possible

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Dreyfus & Dreyfus

A definition Competences in Science is defined as having

knowledge of, understanding, practising and being able to take a critical point of view towards natur, science, natural science and technologi in a diversity of connections in wich they do form parts or will be forming parts of

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Competences in Science

Competences

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A room for learning

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Camilla, 0.b, The Dragonfly

Room for learning

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Devino, 0.b, concept formation

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Keld Fredens

Biking French fries Slug, the gastropod mullusk

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The stoat

Teaching for Quality LearningJohn Biggs

Cognitive level of learning activities Reflect Apply: far problems Hypothesize Relate to principle Apply : near problems Explain Argue Relate comprehend : main ideas Describe Enumerate Paraphrase Comprehend sentence Identify Name Memorize

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Teaching for Quality LearningJohn Biggs 1

Cognitive level of learning activities Reflect Apply: far problems Hypothesize Relate to principle Apply : near problems Explain Argue Relate Comprehend : main ideas Describe11. april 2023 National Centre for Development of Science Education 22

Extended Abstract thinking

Relationalthinking

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Teaching for Quality LearningJohn Biggs 2

Cognitive level of learning activities Describe Enumerate Paraphrase Comprehend sentence Identify Name Memorize

Multistructuralthinking

Unistructuralthinking

Extended abstract

Relationel

Multistructural

Unistructural

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Teaching for Quality LearningJohn Biggs

●●●

●●●

R

R1

R2

R3

and Poul V. Thomsen, University of Aarhus

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Where are the pupils_- CSMS-survey: 14.000 pupils – England 1978

5th%ile

10th%ile

25th%ile

75th%ile

90th%ile

95th percentile PIAGETIAN(BIGGS) LEVEL

1A

1B

2A

2A/2B

2B

2B*

3A

3A/3B

3B

6 7 8 9 10 11 12 13 14 15 16 17 18 19

AGE (years)

Fo

rma

l o

pe

rati

on

al

Co

nc

rete

op

era

tio

na

l

Average

Extended abstract thinking

Relational thinking

Multistructural thinking

Unistructural thinking

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kendebeskriveredegøre

forklare analysereanvendeformulere

anvende ’fjernt’hypotesereplanlæggevurdere

Undervisning/ Mål Evaluering materialer

Mono/multi-strukturel

Relationel

Udvidet abstrakt

Huske-baseretFacts-baseret

Diskurs-baseret

Projekt-baseret

Diskurs-baseret

Projekt-baseret

Samme SOLOniveau

Alignment a la Biggs (- og sund fornuft)

Poul V. Thomsen, University of Aarhus

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Poul V. Thomsen, University of Aarhus

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