Preparing for the Future with Preparing for the Future with Integrated STEM:Integrated STEM:

Opportunities in Emergency Opportunities in Emergency

PreparednessPreparedness

 Roberto Araya.

CIAE - Universidad de ChileCIAE - Universidad de Chile

roberto.araya@ciae.uchile.cl

APEC & ICER 2014APEC & ICER 2014

Quick introduction to Chile

Population 17 millions, Population 17 millions,

New curriculum (similar to Common Core and NGSS)New curriculum (similar to Common Core and NGSS)

Produce big Earthquakes and Foret fires, and Produce big Earthquakes and Foret fires, and

Export Tsunamies. Export Tsunamies.

Preparing for the Preparing for the FutureFuture with with Integrated STEM:Integrated STEM:

Opportunities in Emergency Opportunities in Emergency PreparednessPreparedness

 

England 1910, England 1910, 3 million workers3 million workerswith skills that now would with skills that now would be be jobelessjobeless

25% of USA farms dedicated to produce food for 25% of USA farms dedicated to produce food for horseshorses

Imagine the futureImagine the future

If I had asked people what they If I had asked people what they wanted, wanted, they would have said faster they would have said faster horseshorses

- Henry Ford- Henry Ford

Preparing for the Future with Preparing for the Future with Integrated Integrated STEMSTEM::

Opportunities in Emergency Opportunities in Emergency PreparednessPreparedness

 

Why STEM?Why STEM?

SSciencecienceTTechnologyechnologyEEngineeringngineeringMMathematicsathematics

Preparing for the Future with Preparing for the Future with IntegratedIntegrated STEM: STEM:

Opportunities in Emergency Opportunities in Emergency PreparednessPreparedness

 

STEM Integration in STEM Integration in K12 EducationK12 Education

 National Academies, 2014

Common Core v/s NGSSCommon Core v/s NGSS

Modeling is the glue for integration

modeling, arithmetic, modeling, arithmetic, fractionsfractions

Preparing for the Future with Preparing for the Future with Integrated STEM:Integrated STEM:

Opportunities in Emergency Opportunities in Emergency PreparednessPreparedness

 

Modeling Forest Modeling Forest FiresFires

April 2014April 2014

Attitudes & ValuesAttitudes & Values

Innate Implicit Model Innate Implicit Model

Models generated with educationModels generated with education

Can students do Can students do modeling?modeling?

Teaching ModelingTeaching Modeling

USAB: Use – Select – Adjust - BuildUSAB: Use – Select – Adjust - Build

Concrete Concrete Pictoric Pictoric Mathematical Mathematical

Implicit Implicit Explicit Explicit

Concrete modelConcrete model

Wildfire ModelingWildfire Modeling

Wildfire ModelingWildfire Modeling

Wildfire ModelingWildfire Modeling

Wildfire ModelingWildfire Modeling

Dynamic Systems modeling Dynamic Systems modeling

USAB: USAB: UseUse – Select – Adjust - Build – Select – Adjust - Build

Teaching ModelingTeaching Modeling

USAB: Use – USAB: Use – Select – Adjust - BuildSelect – Adjust - Build

Concrete Concrete Pictoric Pictoric Mathematical Mathematical

Implicit Implicit Explicit Explicit

We have a basic modelWe have a basic model

Now, we include strategiesNow, we include strategies

Decision makingDecision making

We have a basic modelWe have a basic model

Now, we include strategiesNow, we include strategies

If you select a If you select a blueblue card card

If you select a If you select a blueblue card card

Can you guess the rule Can you guess the rule

when you place a when you place a blueblue card? card?

Decision MakingDecision Making

USAB: USAB: UseUse – Select – Adjust - Build – Select – Adjust - Build

Control of Dynamic Systems Control of Dynamic Systems

But there are also But there are also yellowyellow cards cards

A A yellowyellow card is card is a controlled burna controlled burn

Can the house be saved?Can the house be saved?

Can the house be saved?Can the house be saved?

Can the house be saved?Can the house be saved?

Can the house be saved?Can the house be saved?

Can the house be saved?Can the house be saved?

Can the house be saved?Can the house be saved?

Can the house be saved?Can the house be saved?

Can the house be saved?Can the house be saved?

Control of Distributed Dynamic Systems Control of Distributed Dynamic Systems

USAB: USAB: UseUse – Select – Adjust - Build – Select – Adjust - Build

GamesGames

Decision makingDecision making

Natural pedagogyNatural pedagogy

How would you model a How would you model a non flat landscapenon flat landscape

with different elevations?with different elevations?

USAB: Use – Select – USAB: Use – Select – AdjustAdjust - Build - Build

Unknown variables? Unknown variables?

Modeling Dynamic Systems with Potentials Modeling Dynamic Systems with Potentials

How would you model a How would you model a

non flat landscape?non flat landscape?

How would you model a How would you model a

non flat landscape?non flat landscape?

Can you guess the rule Can you guess the rule for non flat landscape?for non flat landscape?

Can you guess the rule Can you guess the rule for non flat landscape?for non flat landscape?

Can you guess the rule Can you guess the rule for non flat landscape?for non flat landscape?

How would you model a How would you model a the effect of wind?the effect of wind?

USAB: Use – Select – USAB: Use – Select – AdjustAdjust - Build - Build

Other unknown variables?Other unknown variables?

Vector FieldsVector Fields

How would you model a How would you model a

the effect of wind?the effect of wind?

USAB: Use – Select – USAB: Use – Select – AdjustAdjust - Build - Build

Multiplayer Multiplayer GamesGames

2 players2 players

Real World Decision MakingReal World Decision Making

Can the 2 houses be saved?Can the 2 houses be saved?

2 players2 players

Game Theory & Decision MakingGame Theory & Decision Making

USAB: Use – Select – Adjust - BuildUSAB: Use – Select – Adjust - Build

Concrete Concrete Pictoric Pictoric Mathematical Mathematical

Holistic modeling: Holistic modeling: object of modeling is the fireobject of modeling is the fire

Computational modeling: Computational modeling: cells thinking, emergence of cells thinking, emergence of

firefire

 

Teaching ModelingTeaching Modeling

USAB: Use – Select – Adjust - BuildUSAB: Use – Select – Adjust - Build

Concrete Concrete Pictoric Pictoric Mathematical Mathematical

Implicit Implicit Explicit Explicit

Boards are as basic and fundamentals as numbersBoards are as basic and fundamentals as numbers John Holland, John Holland, Emergence: From Chaos to OrderEmergence: From Chaos to Order

Dynamic Systems modeling Dynamic Systems modeling

How to engage students?How to engage students?

Attitudes & ValuesAttitudes & Values

How to learn to teach How to learn to teach modeling and the XXI modeling and the XXI skills?skills?

Lesson Study – Classroom Lesson Study – Classroom observationobservation

Lesson StudyLesson Study

Argumentation in Argumentation in

mathematics differs from mathematics differs from

argumentation in science.argumentation in science.

Explain whyExplain whyExplain howExplain howExplain whatExplain what

Modeling is the Modeling is the glue for STEM glue for STEM

integrationintegration

Long divisions, Long divisions, mathematical modeling, mathematical modeling, dynamic systemsdynamic systems

Imagine the futureImagine the future

Archimedes´ Archimedes´ The MethodThe MethodPalimpsetPalimpset

Integrated STEM - Modeling Integrated STEM - Modeling

Preparing for the Preparing for the FutureFuture

Thank youThank you

Preparing for the Preparing for the FutureFuture

Lesson StudyLesson StudyIntegrated STEMIntegrated STEM

Attitudes & ValuesAttitudes & Values