NTA - StockholmNTA - StockholmErik Sanner Erik Sanner erik.sanner@utbildning.stockholm.seerik.sanner@utbildning.stockholm.se

Zlatibor june 2005Zlatibor june 2005

NTA - Natural Science and Technology for AllNTA - Natural Science and Technology for All

NTA – a school development NTA – a school development project in cooperation with…project in cooperation with…NTA – a school development NTA – a school development project in cooperation with…project in cooperation with…

                    

•The Royal Swedish Academy of The Royal Swedish Academy of SciencesSciences

•The Royal Swedish Academy of The Royal Swedish Academy of Engineering SciencesEngineering Sciences

•Swedish UniversitiesSwedish Universities

•48 towns in Sweden48 towns in Sweden

NTA = Explore and experience!NTA = Explore and experience! NTA = Explore and experience!NTA = Explore and experience!

Materials for Science and Materials for Science and Technology teachingTechnology teachingMaterials for Science and Materials for Science and Technology teachingTechnology teaching

15 different Science and 15 different Science and Technology unitsTechnology units15 different Science and 15 different Science and Technology unitsTechnology units

Comparing and Measuring, K-1

Solids and Liquids, K-2

Balancing and Weighing, 1-2

Changes, K-2

Soils, 1-3 The Life Cycle of Butterflies, 2-3

Plant Growth and Development, 3-5

Electric Circuits, 3-5

Chemical Tests, 4-5

Motion and Design, 4-6

Food Chemistry, 5-6 (7)

Floating and Sinking, 5-6 (7)

Magnets and Motors 6-7

Measuring Time, 5-6

Properties of Matter, 7-8

Corner stones of NTACorner stones of NTACorner stones of NTACorner stones of NTA

A scientific work procedure

Obvious objectives

Discussion Reflection

Documentation

Problem solving

Evaluation

Work procedureWork procedureWork procedureWork procedure

Prior knowledge, discussion

Assignments,prediction

Planning of the experiment Implementation Documentation,

conclusions New knowledge,

discussion

Productive questions – Wynne Productive questions – Wynne HarlenHarlenProductive questions – Wynne Productive questions – Wynne HarlenHarlen

Increases attentionIncreases attention Have you noticed…?Have you noticed…?

Makes the pupils start to compareMakes the pupils start to compare In which way differ…?In which way differ…?

Leads to actionLeads to action What do you think will happen if you take off the What do you think will happen if you take off the

tires?tires?

The teacher formulates a problemThe teacher formulates a problem Can you do it in a different way?Can you do it in a different way?

Focus – Prior knowledgeFocus – Prior knowledgeFocus – Prior knowledgeFocus – Prior knowledge

What do we know about larvae?What do we know about larvae? LongLong Many legsMany legs Awful / beautifulAwful / beautiful HairyHairy Some becomes butterflies…Some becomes butterflies…

Focus – Prior knowledgeFocus – Prior knowledgeFocus – Prior knowledgeFocus – Prior knowledge

What do we want to learn about larvae?What do we want to learn about larvae?

How many legs do they have?How many legs do they have? What do they eat?What do they eat? How many species are there?How many species are there? Which one is the biggest?Which one is the biggest? Are there any dangerous larvae?Are there any dangerous larvae?

In this way…In this way…In this way…In this way…

……we get to know our pupils’ prior we get to know our pupils’ prior knowledge.knowledge.

……we awaken questions and curiosity.we awaken questions and curiosity. ……we make the pupils’ connections to their we make the pupils’ connections to their

everyday life visible to us. What do they think everyday life visible to us. What do they think about larvae?about larvae?

……we get to know the words and concepts we get to know the words and concepts our pupils use when they speak about larvae.our pupils use when they speak about larvae.

Before the Butterfly theme Before the Butterfly theme ……Before the Butterfly theme Before the Butterfly theme ……

””I think a larva looks like this”.I think a larva looks like this”.

After the Butterfly theme…After the Butterfly theme…After the Butterfly theme…After the Butterfly theme…

””This is the way a pupa looks”.This is the way a pupa looks”.

””Floating and Sinking”Floating and Sinking”””Floating and Sinking”Floating and Sinking”

Discuss in the group – What floats, Discuss in the group – What floats, what sinks.what sinks.

Make predictions in the table in your Make predictions in the table in your booklet.booklet.

Carry out the experiments.Carry out the experiments.

Document the results in the table.Document the results in the table.

Results ”Floating and Sinking”Results ”Floating and Sinking”Results ”Floating and Sinking”Results ”Floating and Sinking”

Did anything surprise you?Did anything surprise you?

Why objects the pupils aren't common Why objects the pupils aren't common with?with?

Why cylinders? Why cylinders?

Predictions…Predictions…Predictions…Predictions…

……must not be valued or must not be valued or criticized.criticized.

……must be about reasonably must be about reasonably

difficult phenomenons. difficult phenomenons.

” ” Motion and Design”Motion and Design” ” ” Motion and Design”Motion and Design”

Design a vehicle that rolls 100 Design a vehicle that rolls 100 cm by ”a little push”cm by ”a little push”

Make a blueprint or drawing of Make a blueprint or drawing of your vehicleyour vehicle

” ” Motion and Design”Motion and Design” ” ” Motion and Design”Motion and Design”

Build a ”standard vehicle” from Build a ”standard vehicle” from the drawing in your booklet.the drawing in your booklet.

Design and assemble a rubber Design and assemble a rubber band motor. band motor.

The assignments…The assignments…The assignments…The assignments…

Joyful, talkative and lively.Joyful, talkative and lively.

The discussions are a The discussions are a crucial part in the process crucial part in the process of learning – Don't pull the of learning – Don't pull the brakes!brakes!

Listen to what the children Listen to what the children say and guide them say and guide them further.further.

DocumentationDocumentationDocumentationDocumentation

NotebookNotebook DiagramsDiagrams PhotoPhoto DrawingsDrawings Radio programmesRadio programmes Relate to others Relate to others

DramaDrama TablesTables ModelsModels PostersPosters ConversationConversation VideoVideo Own bookletsOwn booklets

Important!Important!Important!Important!

Keep the aspect of Keep the aspect of play – Don't let play – Don't let written written documentation documentation dominate.dominate.

Use lessons in Use lessons in mother tongue – mother tongue – work work interdisciplinary .interdisciplinary .

NTA – Support for development NTA – Support for development for teachersfor teachersNTA – Support for development NTA – Support for development for teachersfor teachers

An existing conceptAn existing concept Existing materialExisting material Rooted in the curriculum – securityRooted in the curriculum – security The pupils love itThe pupils love it Quality in Science and Technology teachingQuality in Science and Technology teaching

Commentary from teachers Commentary from teachers working with NTA for 4 working with NTA for 4 yearsyears

Commentary from teachers Commentary from teachers working with NTA for 4 working with NTA for 4 yearsyears

Many teachers have got a new outlook, new work procedures and new ”learning styles”.

More commentary… More commentary… More commentary… More commentary…

” The teacher’s role as supervisor

strengthens.”

” As a teacher you have to let go and let the children's fantasy and creativity flow.”

Even more commentary…Even more commentary…Even more commentary…Even more commentary…

The general competence has

increased and fear of teaching in Physics, Chemistry, Biology, and Technology has

vanished

What? Why? How? is often discussed in NTA. This is in

line with the curriculum intentions

Organization of NTA in Organization of NTA in Stockholm…Stockholm…Organization of NTA in Organization of NTA in Stockholm…Stockholm…

NTA is run by 13 (of NTA is run by 13 (of 18) communities.18) communities.

Two coordinatorsTwo coordinators 350 boxes350 boxes 700 teachers are 700 teachers are

trained every year trained every year (teachers from other (teachers from other towns included)towns included)

Participants in NTA - Participants in NTA - Stockholm. Numbers are Stockholm. Numbers are increasing…increasing…

Participants in NTA - Participants in NTA - Stockholm. Numbers are Stockholm. Numbers are increasing…increasing…

Spring 2005Spring 2005270 teachers270 teachers6000 pupils6000 pupils30 schools30 schools

Why NTA in Stockholm?Why NTA in Stockholm?Why NTA in Stockholm?Why NTA in Stockholm?

Reports from School inspectorsReports from School inspectorsReports from School inspectorsReports from School inspectors

Inadequate teaching of Inadequate teaching of Science and Science and Technology. Some Technology. Some moments are moments are completely missing.completely missing.

All pupils have the right All pupils have the right to reach the curriculum to reach the curriculum goals in Science and goals in Science and Technology as well as Technology as well as in other subjects.in other subjects.

Lack of material as Lack of material as well as of experience well as of experience in teaching with in teaching with practical laboratory practical laboratory experiments.experiments.

Teachers ask for more Teachers ask for more support in Science support in Science teaching.teaching.

NTA in Stockholm wants NTA in Stockholm wants to…to…NTA in Stockholm wants NTA in Stockholm wants to…to…

……support, encourage support, encourage and stimulate teachers and stimulate teachers in Stockholm to develop in Stockholm to develop their teaching of their teaching of Science and Science and TechnologyTechnology in primary in primary school.school.

And also…And also…And also…And also…

……create attractive create attractive workplaces for teachers workplaces for teachers in Stockholm, and also in Stockholm, and also engage companies, engage companies, institutions and people institutions and people outside school.outside school.

……increase increase pupils’ interest pupils’ interest in, and wish to, in, and wish to, learn Science learn Science and Technology.and Technology.

Development of teachers’ Development of teachers’ competencecompetenceDevelopment of teachers’ Development of teachers’ competencecompetence

Introductive trainingIntroductive training

Training in NTA-unitsTraining in NTA-units

Theme meetingsTheme meetings

These three constitute a wholeThese three constitute a whole

Teacher Teacher trainertrainer

Teachers in Stockholm Teachers in Stockholm with experience of with experience of teaching NTA in classteaching NTA in class

Training is arranged by the Training is arranged by the Academies and the Academies and the University of Teacher University of Teacher Training in Stockholm Training in Stockholm

NTA Teacher trainersNTA Teacher trainers

The link between The link between NTA and the NTA and the schoolsschools

Must spread Must spread information information about NTA about NTA further to further to

colleaguescolleagues

Important Important informers in the informers in the schoolsschools

Contact Contact personspersons

Contact persons are Contact persons are very important very important

NTA - StockholmNTA - StockholmErik Sanner Erik Sanner erik.sanner@utbildning.stockholm.seerik.sanner@utbildning.stockholm.se

Zlatibor june 2005Zlatibor june 2005