„Communication“ Requirements in Science Education in Germany: National Educational Standards

Helmut VollmerSeminar „Subject Literacy and Access to

Quality Education“Council of Europe, Language Policy Division

27-28 September 2012

Subject-Specific Knowledge and Use(Fachwissen und seine Anwendung)

Basic facts, concepts, insights and principles: They vary according to subject; they include notions like system, structure, function, elements and development / dynamics

Constructing meaning(Procedural competence)(Erkenntnisgewinnung)

The formulations of mental (and physical) procedures vary per subject; e.g. in Biology: Observe, Compare, Experiment, Using Models and Applying other working techniques

Communication(Kommunikation)

Obtain/infer information in pertinent subject-specific ways and exchange about it

Evaluation(Bewertung)

Identify/Recognise biological/chemical/physical facts/issues in diverse contexts and evaluate them

Competence Model for Natural Science Educationin Germany: Four Dimensions

1. Subject-specific knowledge (knowing basic notions, concepts, structures, frameworks, models + use them)

2. Procedural or Methodological Competence (knowing how to proceed, how to acquire and expand knowledge, how to

construct meaning)

3. Subject-specific communication competence (exchanging about results, changing between forms of representation)

4. Evaluation competence which integrates personal, ethical and societal values/ perspectives with subject-specific

knowledge in a critical way.

Let us look at 3. Communication standards for Chemistry Education (Germany)

C1 “search/make searches on a chemical issue in diverse sourcesC2 choose topic-related and relevant/convincing pieces of informationC3 examine presentations in the media in terms of their subject-

specific correctnessC4 describe, illustrate and explain chemical facts using subject-

specific language and/or models or other non-verbal forms of representation

C5 relate chemical facts to everyday phenomena and translate consciously between subject-specific and everyday

language and vice versaC6 record the process and the results of experiments and of

discussions in appropriate formsC7 document and present the process and the results of their

own work according to situation and addresseesC8 argue correctly and logically in subject-specific termsC9 support/defend their positions/viewpoints relating to chemical issues/facts and reflect objections self-criticallyC10 plan, structure, reflect and present their work as a team”

1. Processing information2. Transforming information or passing it on

3. Arguing.

Clustering three sub-dimensions of „communication“

in chemistry education (Germany)

Text types/genres mentioned for Chemistry Education (by grade 10)

• Descriptions,

• Explanations,

• Protocols,

• Reports,

• Presentations,

• Argumentations.

Example: Communication in Biology

• “Communication means to process information in a focused, subject-related way and to exchange about it with others”.

• “Communication enables us to interact with reality of life and thus to understand and mediate biological facts and conditions. Forms of communication are, just like in Chemistry, seen as a direct learning object and as a tool (or medium) in the learning process. Acquiring knowledge and gaining language power constitute one another” (KMK 2005a, 11).

Communication Standards for Biology Education

(National Educational Standards)

ReferencesKultusministerkonferenz (KMK) (2005a). Bildungsstandards im Fach Biologie für

den Mittleren Schulabschluss (Beschluss vom 16.12.2004). Neuwied: Luchterhand.

Kultusministerkonferenz (KMK) (2005b). Bildungsstandards im Fach Chemie für den Mittleren Schulabschluss (Beschluss vom 16.12.2004). Neuwied:

Luchterhand.

B1 “communicate and argue in different social formsB2 describe and explain originals or authentic representations with the help of drawings and idealised diagrams/picturesB3 illustrate data of measurable units (related to system, structure and function

as well as to developments) with verbal, mathematical or visual means of representation in appropriate ways

B4 analyse and evaluate deliberately pieces of information related to biological issues from different sources and process these also with the help of diverse techniques and methods in ways adequate for specific audiences and

situationsB5 present (demonstrate) biological systems (e.g. organisms) appropriate to

conceptual/subject base, situation and audienceB6 present the results and procedures of biological investigation and experimentation and build their arguments on thatB7 relate to socially relevant biological themes/topics and those important in

everyday life B8 explain biological phenomena and relate everyday ideas to themB9 describe and explain the meaning of subject-specific as much as everyday

texts and pictures in a structured linguistic presentationB10 apply idealised representations, schemata, diagrams and symbolic language

to complex biological issues” (KMK 2005a, 14-15).

Formulations within Procedural competence and Evaluation competence (see above) clearly show that communicative activities (either language comprehension or production) are directly implied/needed even there.

Examples Learners can

P11 “Describe storage and transmission of genetic information”…P10 “Analyse interactions [between variables] with the help of models”…E5 “Describe and evaluate the effects of human interference into an ecological system”…E7 “Discuss options of behaviour for participation in an environmental and nature-preserving way in terms of sustainability” (KMK 2005a, 14, 15).

BUT: Additional language demands even outside the defined area of

communication competence

Elements of „good“ subject-based language use

1. Formal (reduce instead of becoming less)

2. Precise (precipitation vs. rain)

3. Explicit/Detailed (e.g. moving in a quick way)

4. Abstract/Generalised/“Academic“ Word choices

5. Embedded into sem. fields/networks of concepts

6. Structured (logic of sequencing, because, as a result)

7. Cohesion (linking) and Coherence (overall clarity)

8. Goal-oriented/purpose-+addressee-driven comm.

TO QUALITY EDUCATIONFOR ALL

Subject Literacy, Knowledge Building and Communication:

MERCI – THANK YOUDANKE!