Teaching Science: How Could We Relate to Key Competencies?

Gabriela Nausica Noveanu1, Daniela Vladoiu2

(1) Institute of Educational Sciences 37, Stirbei Voda Str. Bucharest, RO-010102, Romania

E-mail: gabrielanoveanu@yahoo.com (2) SIVECO Romania

73 – 81, Bucuresti-Ploiesti Road, Victoria Park, Building 4, RO-013685, Romania E-mail: dana.vladoiu@siveco.ro

Abstract

The purpose of this paper is to examine targeting key competencies in the process of subject matter teaching as revealed by teacher’s electronic portfolios developed during Intel Teach Course training. We include different examples of integrating technology in the classroom dealing with the project based instruction. Students working in groups are involved in the process of solving real life problems through inquiry. Thus, they are engaged in collaborative and cooperative learning activities, in critical and reflective thinking during the development of a media project. Still, many teachers’ instructional practices are content centered, they do not use constructivist practices. In this way, analyzing good practice examples could increase their motivation for personal improvement and change.

Keywords: Key Competencies, Multimedia Projects, Inquiry

Introduction

International comparative studies, which Romania has been taking part to since 1995, provide data, which are collected at regular intervals, on representative samples. These data reveal Romanian students´ achievements in the tested areas. But they also allow comparisons with other countries participating to the study. The first set of information refers to our positions in the international hierarchy: TIMSS 1995(Trends in International Mathematics and Science Study) investigates students´ achievement in math and science) – the 31st place in science and the 34th place in math (41 participating countries); TIMSS 1999 – the 28th place in science and the 25th place in math (38 participating countries); TIMSS 2003 – the 27th place in science and the 26th place in math (46 participating countries); TIMSS 2007 – the 28th place in science and the 25th place in math (49 participating countries); PIRLS 2001(Progress in International Reading Literacy Study) investigates the fourth graders’ reading comprehension) – the 26th place of 38; PIRLS 2006 the 36th place of 45; PISA 2000 – the 34th place in math and reading and the 32nd place in science (43 participating countries); and PISA 2006 – the 44th- 50th places in reading, the 43rd- 47th places in math, and the 44th -48th places in science (57 participating countries).

Another indicator of these studies refers to the proportions of students scoring at the international benchmarks. In TIMSS 2007, 4% of the Romanian eighth-graders reached advanced benchmark in mathematics and only 2% in science. The most critical thing to take into account is that 27% of Romanian students couldn’t reach the low international benchmark in mathematics and 23% in science. (Noveanu, G.N., 2010a) In PIRLS 2006, 4% of Romanian fourth-graders are included among the best students of the 45 countries/ provinces participating, based of their

Universitatea din Bucureşti şi Universitatea de Medicină şi Farmacie Târgu-Mureş 292

reading literacy achievement – those students are situated at advanced international benchmark - and 16% of Romanian students couldn’t reach the low international benchmark. (Noveanu, G.N., 2010b) PISA 2006 (Programme for International Student Assessment) – none of the Romanian students could achieve the highest level of performance defined in this study, and 16% of students couldn’t reach the low level, in science. (SNEE, 2006)

Also, the data sets allow the identification of factors that influence learning outcomes highlighting the relationship between achievement and student background variables, teacher variables and school variables. TIMSS 1995 data analysis revealed a large variance between schools in Romania and led us to the identification of factors discriminating between high and low performing schools: the number of books at home, availability of study aids such as computer or study desk, educational level of parents or educational aspiration. (Noveanu, G.N. et al., 2002)

There are significant differences between the intended outcomes (curriculum standards) and student performance (exam results, national and international assessments). Based on TIMSS 2003 results there has been identified the gap between what students are expected to learn and student´s achievement: only the students reaching the advanced international benchmark in science (physics, chemistry, biology and geography) also reach the expectations of chemistry curriculum. (Noveanu, GN., 2009)

These data sets related to the Romanian students’ achievements in science should raise a question about the effectiveness of our education, and in particular, about the effectiveness of science education. And consequently, how we could improve our efforts, so that we make school matter for our students, learning to be meaningful and their results to show that? Trying to find a possible solution, we propose the following approach: a review of research related to science teaching, followed by a presentation of some examples that focus on science instruction targeting key competencies.

What matters for students to learn science? How to build our teaching? Even for the most experienced teachers it is a challenge to make students interested in

learning. Although it is difficult to define only one measure for all, research shows that there are techniques that encourage students to be committed. These include moving from learning focused on memorization to learning as a complex activity, from the emphasis on subjects, to interdisciplinary approach that encourages learning. (Anderman and Midgley, 1998)

A common goal of teaching science is achieving scientific literacy. Scientific literacy is described as understanding of scientific concepts necessary for active participation of individuals in civic, economic and community life. (Noveanu, G.N. & Nenciulescu, 2005) The concept of scientific literacy has been defined by Roth and Desautels (2004), in the context of controversial community issues. They described a range of skills that students need to develop in order to make use of the scientific literacy for democratic purposes, such as: knowing how to find a variety of resources including local expertise; knowing how and where to find knowledge from different areas, as well as the "know-how" of everyday life; being ready to exercise the autonomy of making decisions; being able to clearly communicate ideas and positions and to negotiate on the results; and dealing with the situation by an appropriate response. Scientific literacy also has an important role at the workplace since an increasing number of jobs require that the employees have advanced skills in order to learn, reason, think creatively, make decisions and solve problems.

Does teaching sciences involve only developing the basic competencies in science and technology, learning to learn and digital competence? It certainly does not.

Literature shows that there are approaches which claim that key competencies should be understood, developed and assessed holistically; planning must be done taking into consideration the whole, even when focusing on a specific part; knowledge are seen as a vehicle for key competencies; and assessments have to be focused on the whole, not only concerned about factual knowledge. (Reid, 2006)

ConferinŃa NaŃională de ÎnvăŃământ Virtual, ediŃia a VIII-a, 2010 293

Educational research also shows that one of the biggest problems in learning science is the lack of experience regarding the interaction of children with the real world. Tytler, Duggan and Gott (2001) concluded that “pure science”, which is taught in school, is not specifically useful in a real life situation where important evidence comes from a wider area: "scientific" evidence, "informal” evidence – based on observations and experiences of local community - but also on questions regarding values. Research findings have pointed out that students need something different, instead of traditional school science. The students need to become active participants in solving real life problems; it is to be noted that "active participation" does not mean learning through practical activities. Therefore curriculum integration is preferable to explore authentic contexts, but this does not mean that, when appropriate, students should not be involved in mastery of “big ideas” from our existing knowledge inheritance

Activities targeting only knowledge acquisition are not sufficient to prepare students for participation as active citizens, nor for lifelong learning.

The review of the literature, trends and the constants of science teaching has brought us to the conclusion that more contribution in terms of training/ development of key competencies seems to bring forward the project based learning - a holistic approach that is appropriate for different learning styles, different skills and different subject matters. It is rooted in constructivism: interdisciplinary learning activities and student-centred are more suitable than isolated ones (Railsback, J., 2002). Good projects are developed around central curriculum concepts, have clear objectives that are consistent with the competencies stated in the curriculum. The teacher defines the appropriate ways in which students demonstrate what they have learned and organizes the learning activities. Thus, a richer learning environment is created for fostering higher order thinking skills. Project activities result in products and performances which demonstrate that students have met the established quality standards.

Project-based units involve students in authentic tasks and give them the opportunity to make decisions and use their interests to obtain products and to achieve performance - solving real world problems. Students learn through inquiry with a degree of control over decisions regarding project tasks, teacher taking the role of facilitator. Students often work together, assuming roles that show their skills and personal qualities. Since the beginning of the project, expectations are clearly defined, and throughout the project understanding, reflection and feedback incorporated into the project are continuously checked by various means. Students are provided with models and guidance for their activities. The projects are relevant to the students' lives as they provide a context for learning. They may involve community representatives and outside experts, they can connect with community resources, they may be presented to a public, and the communication should be delivered through technology. (Katz and Chard, 1989; Martin and Baker, 2000) Integrating technology gives students the opportunity to have more control over the final products, as well as the ability to customize these products. Students may exceed the boundaries of the classroom by working remotely, with other students via email, instant messages or their sites. Media projects - Power Point presentations, publications (brochures, newsletters, newspapers, and posters), wiki sites and blogs - give students the opportunity to express themselves and look for a sense of "ownership" on their learning. (Noveanu, G.N. and Vlădoiu, D., 2009) Case Study

Training experiences over the years using the IntelTeach program – “Instruction in the Knowledge Society”, have made us believe that it may be recommended as a model of good practice in terms of introducing teachers into modelling of the key competencies in their classes. In order to be granted a certification, teachers must deliver electronic portfolios that include a unit plan highlighting the technology integration in the process of instruction but also other products supporting the unit implementation, such as assessments, support materials and facilitation

Universitatea din Bucureşti şi Universitatea de Medicină şi Farmacie Târgu-Mureş 294

materials. Unit plans must also meet other criteria, such as using teaching approaches to target competencies of the 21st century. Further on, we will illustrate two different ways showing an effective holistic approach of key competencies in two examples elaborated by teachers who participated in this program.

Example 1 The unit "Variation Theorems and Conservation Laws in Mechanics" is designed for students

in the 9th grade. The students need to develop a project based on the essential question “Is movement the key to progress?" They apply mechanical work, mechanical power, kinetic energy, potential energy and collisions in solving the following problem: "The safety belt - an useless accessory?" Their achievements in physics should be demonstrated through a media presentation. Figure 1 and 2 illustrated two slides of this presentation.

Figura 1. Physics, grade 9, The safety belt - an useless accessory?(excerpt)

Figura 2. Physics, grade 9, The safety belt - an useless accessory?(excerpt)

Aside from relating to specific competencies of the physics curriculum, this project suggests noticeable links with key competencies, such as: communication in the mother tongue, communication in foreign languages, basic competencies in mathematics, science and technology, digital competencies, learning to learn, social and civic competencies, initiative and entrepreneurship.

ConferinŃa NaŃională de ÎnvăŃământ Virtual, ediŃia a VIII-a, 2010 295

Example 2 "The invisible world - good or bad?" is the question which needs to be answered during the

project work by tenth grade students organized into groups for the microbiology class. Each group runs their own research for solving the assigned problem. The expected products are media projects such as Power Point presentations or brochures. The Wiki, described below, is created by the teacher to achieve an effective interaction with the students; students are guided by: posting project materials and project plan; posting support materials; posting facilitating materials (examples of good practice etc.); posting assessments for monitoring the progress. This place offers also the chance for collaborative learning because students have the opportunity to share the research findings.

Figura 3. Biology, grade 10, “The invisible world - good or bad?”

Such learning activities, whose final results are projects, conduct to the following goals of teaching science that could be achieved: developing curiosity; demonstrating solid knowledge and understanding concerning great ideas and concepts related to science; developing skills for learning, living and working; developing inquiry skills; developing skills in the use of accurate scientific language, formulae and equations; recognizing the impact of science on oneself, on the others, on the environment and on the community; developing a scientifically literate citizen with a long-term interest regarding science and technology; establishing a foundation for an advanced learning and future careers in science and technology. Conclusions

The examples we presented document with no doubt the reaching of basic competencies in mathematics science and technology and digital competencies. But they document also the reaching of the following:

- communication in science - is performed by the use of specialized languages, graphs, tables etc. which intend to transform ideas with precision and objectivity;

- learning to learn is built by setting personal learning goals, the ability to make plans and establish high standards for oneself, which contributes to further personal development;

- social and civic competencies and initiative and entrepreneurship; media project is a result of team work, showing: active listening; recognition of different points of view; negotiating and sharing ideas; appropriate responding in group membership;

Universitatea din Bucureşti şi Universitatea de Medicină şi Farmacie Târgu-Mureş 296

extending collaboration outside the group or creating opportunities for group activities, which could contribute to.

It is obvious that finding answers to the questions that generated this article goes far beyond this attempt. However, our approach allows us to draw specific conclusions and it also provides support in terms of motivation for teachers’ change. Teachers need support to understand how to match content with key competencies and need reassurance that contents are valued. Thus, teachers will learn to become more critical to the traditional content-centred curriculum model and more open to different ways of knowing.

Contributions The examples are developed by the following teachers: Daniela Aurelia Mirilă, Grupul Scolar

“N. Balcescu" Voluntari, Ilfov and MandiŃa Albu, Colegiul Tehnic de Industrie Alimentara “D. Motoc" Bucharest during the Intel-Teach program "Instruction in the Knowledge Society" carried out under POSDRU project "Ways to Enhance Career Knowledge in the Knowledge Society in the Region B-IF”. References 1. Anderman, L.H. and Midgley, C. (1998). Motivation and Middle School Students [ERIC digest]. ERIC

Clearinghouse on Elementary and Early Childhood Education, Champaign, IL 2. Jarrett, D. (1997). Inquiry Strategies for Science and Mathematics Learning. It’s Just Good Teaching.

Northwest Regional Educational Laboratory, Portland, Oregon. 3. Katz, L.G., and Chard, S.C. (1989). Engaging children’s minds: The project approach. Ablex, Norwood,

NJ: 4. Martin, N., and Baker, A. (2000). Linking Work and Learning Toolkit. Portland, OR: work systems, inc.,

& Portland, OR: Northwest Regional Educational Laboratory. 5. Noveanu, G.N., Noveanu, D., Singer, M., and Pop, V. (2001). ÎnvăŃarea matematicii şi a ştiinŃelor

naturii. Studiu comparativ (1). Editura.Aramis Print, Bucureşti. 6. Noveanu, G.N. and Nenciulescu S.C. (2005). Chimie. Didactica chimiei 1. Bucureşti: Ministerul

EducaŃiei şi Cercetării. Proiectul pentru ÎnvăŃământul Rural. 7. Noveanu, G.N. and Vlădoiu, D. (2009). Folosirea tehnologiei informaŃiei şi comunicării în procesul de

predare - învăŃare. EducaŃia 2000+, Bucureşti. 8. Noveanu, G.N. (2009). Curriculum intenŃionat – curriculum realizat. Studiu comparativ la disciplina

chimie. Editura Sigma, Bucureşti. 9. Railsback, J. (2002). Project-based Instruction: Creating Excitment for Learning. Northwest Regional

Educational Laboratory, Portland, Oregon. 10. Reid, A. (2006, April). Key competencies: A New Way Forward or More of the Same. Paper presented

at the annual conference of the New Zealand Council for Educational Research, Wellington. 11. Roth, W. M., & Desautels, J. (2004). Educating for Citizenship: Reappraising the Role of Science

Education. Canadian Journal for Science, Mathematics and Technology Education, 4, 149-168. 12. Serviciul National de Examinare si Evaluare (2006) PISA International Program for Students’

Assessment – National Report. SNEE - Centrul naŃional PISA, Bucuresti 13. The Scottish Government (2008). Curriculum for Excellence. Building the Curriculum A Framework for

Learning and Teaching. Edinburgh. 14. Tytler, R., Duggan, S. & Gott, R. (2001). Dimensions of Evidence, the Public Understanding of Science

and Science Education. International Journal of Science Education, 2, 815-832. 15. Welch, W. W. (1981). Inquiry in School Science. What Research Says to the Science Teacher, 3, 53-64.