Scientists’ and talented students’ contributions to an innovative secondary science curriculum
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The document discusses the collaboration between scientists and educators in developing an innovative secondary science curriculum for talented Grade 11/12 students at Utrecht University and partner schools. It outlines three models of participation for expert scientists in curriculum development and emphasizes the importance of partnerships, teaching strategies, and feedback from students for effective curriculum innovation. The findings recommend involving scientists more deeply in the educational process to foster a valid and engaging science learning experience.
![Scientists’ and talented students’ contributions to an innovative secondary science curriculum Ton van der Valk, Florine Meijer FIsme and Junior College Utrecht Utrecht University [email_address]](https://image.slidesharecdn.com/scientistsandtalentedstudentscontributions-110912025247-phpapp01/85/Scientists-and-talented-students-contributions-to-an-innovative-secondary-science-curriculum-1-320.jpg)
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Scientists’ and talented students’ contributions to an innovative secondary science curriculum
- 1. Scientists’ and talented students’ contributions to an innovative secondary science curriculum Ton van der Valk, Florine Meijer FIsme and Junior College Utrecht Utrecht University [email_address]
- 2. Outline The issue The context Research question Data collection and analysis Results Conclusion Recommendations
- 3. The issue: innovative lesson material Construction of lesson material for senior secondary education: Usually done by experienced teachers / curriculum developers Having few knowledge of recent developments in science research Need for innovative material orienting on academic science research How to construct such lesson material?
- 4. An easy solution? Involve expert scientists in curriculum development However: some problems How to motivate scientists ? How to combine the scientists’ and developers’ perspective on science education? differences e.g. For all/ for the ‘best’ students Accounting for students’ pre-knowledge What should be the target level?
- 5. Context of the study JCU: grade 11/12 science programme (2004) for 100 selected talented students working place for curriculum innovation cooperation Utrecht University with 29 schools Enriched curriculum, 2 days a week Nature, Life and Technology: an innovative secondary school curriculum (2007) aiming at: Valid view on modern scientific practice Knowledge of recent developments in science Orientation on a science/technology career
- 6. The JCU curriculum development model Enrichment module for JCU Developed by expert scientists + developers Taught to JCU students by subject specialists Feedback by students; evaluation NLT module for partner schools Revised by curriculum developers Taught in partner schools by their teachers Feedback by students, teachers; evaluation NLT-module, nation-wide available Revised by curriculum developers and teachers Certification by the national NLT Committee
- 7. JCU modules 12 certificated JCU modules for NLT 4 more, almost ready Example titles: The Molecules of Life (available in English) The Dynamic Earth (available in English) Heart and Veins The Lifecycle of Stars Ice and Climate Game Technology
- 8. Research question How can expert scientists effectively contribute to the development of innovative lesson material for senior secondary school students with: Valid view on modern scientific practice Knowledge of recent developments in science Orientation on a science/technology career?
- 9. Data collection and analysis Observations and interviews during the development of JCU-modules Evaluation data (classroom observations, student logbooks, questionnaires) Analysis Arguments in discussions between expert scientists and developers The role of experiences with talented students and their feedback
- 10. Results 1: Scientists’ motivation to participate Teaching talented grade 11/12 students teaching experiences and student evaluations supply scientist with new perspectives Attracting bright students to study X Meeting alumni as university students helps Convincing ways of promoting study X in upper secondary education Planned dissemination is essential scientists contributions to teacher professionalisation Try-out on partner schools
- 11. Results 2: three models Three models of participation of expert scientists in curriculum development: Expert scientists as authors Well-informed developer as the author Scientist – developer cooperation
- 12. Model 1. Expert scientists as the authors Science experts as authors of chapters Revision by educational developer Dangers Module with too much (specialist) content Weak didactical structure Inadequate attachment to pre-knowledge Hard to teach by secondary school teachers (sometimes unproductive) discussions Completeness/correctness vs. educational quality Did the JCU students enjoyed and understand? Scientists: ‘Oh yes, they did’ (but how about the less bright/ motivated students in the class?)
- 13. Model 2. Content-specialist developers Typical example: The Molecules of Life Author: (junior) specialist in science and education Advisor: senior science specialist Advantages Adequate content and educational structure Productive discussions Problems Sometimes less contact with recent developments in the research field Content-specialist developers are hard to find Few scientists – developer discussions and scientist – student contacts
- 14. Model 3. scientist – developer cooperation Typical examples 1: (evolved from model 1) The Dynamic Earth 2: (from the start) Heart and Veins Authors: scientists and developers Good relations! Developer being alumnus helps! Developer can suggest (content and pedagogy) adequate alternatives Developer elaborates varying methods Many productive discussions Direct scientist – student contacts
- 15. Conclusions Essential elements of a constructing innovative lesson materials orientating to university research: University / school partnership Teaching talented secondary students A curriculum framework for the produced lesson material Readiness to learn from each other Model 3 is preferable; model 2 is a good alternative
- 16. Recommendations for devel-opment of innovative curricula Involve expert scientists in teaching talented students In the perspective of developing an innovative curriculum Cooperation model Curriculum plan Involve young scientists in secondary science teaching and curriculum development (education of developers)