SATLC and Sustainable Education Michael Schallies University of Education Heidelberg International...

SATLC and Sustainable SATLC and Sustainable EducationEducationMichael SchalliesMichael Schallies

University of Education University of Education HeidelbergHeidelberg

International workshop on

Systemic Approach to Teaching and Learning Chemistry

Karachi, Pakistan 19th to 20th November, 2008

overviewoverview

• attainment targets of science education

• results from international comparative studies

• reform programs: sustainable education

• systemic approach to teaching and learning

• conclusions

1.1. Attainment targets for science Attainment targets for science educationeducation

•dogmatic approach

•experimental/ experiencial approach

•"professional" approach

Evolution of concepts for science teaching in Germany

Not only do we wish the students to "know that„

and know "how we know that"

but also "know what to do after knowing that"

Aikenhead 1980

The goals of science teaching:

thoughtful decisions: decision made while beeing conciously aware of the guiding values and current knowledge relevant to the issue

Aikenhead 1985

informed views and positions: opinions on STS topics and related issues defined through arguments and reasons; emphasizing cognition over attitude

Ben-Chaim & Zoller 1991

informed judgements: judgements understanding the rational behind the values held by individuals and societies Riggs 1990

expected students´ abilities through science teaching

is knowledge of facts, understanding of how to use them, and need ethics for the reflective processes and use it deliberately is understanding science as a methodical endeavour to achieve knowledge and a human activity with effects on society, and dependant on institutionsis understanding problems of technologies as interdisciplinary, and to solve them in that manner

appropriate understanding of science

is to know the difference between technology-orientated and problem-orientated approaches and to put them into practice

Schallies et al. 2002

central aim: fundamental science and central aim: fundamental science and technology education as a means for technology education as a means for mastering real lifemastering real life

orientation for teaching activities:

• state-of-the-art in science and technology

• fundamental understanding of relations and connections as a basis for reflective action-taking

• prepare for the future

standards for teaching grades 6,9,10 (2004)

basic skills for gaining knowledgebasic skills for gaining knowledge

develop students´ abilities for• stating hypotheses• putting forward solutions• checking systematically• evaluate independantly

standards for teaching grades 6,9,10 (2004)

NEW TRENDS IN CHEMISTRY NEW TRENDS IN CHEMISTRY CURRICULACURRICULA

(1) Student - Centredness

• There is a broad trend that influences curriculum content and methodology. This is a trend to focus on learners: - their characteristics, needs, interests, learning styles, etc - and to engage them in active construction of their knowledge. In short, it reflects constructivist thinking.

Chemical Education International, 3 (1), (2002)


(2) Chemistry and Other Sciences

• There is a trend reflecting awareness that solving many current and future problems requires a multi - disciplinary approach. Furthermore, chemistry, "the central science", is increasingly permeating other sciences as chemical knowledge and skill become increasingly sophisticated.



(3) Scientific Literacy• There is widespread recognition that the

increasing impact of science on society and the global environment calls for improved scientific literacy in the general public and social leaders. The basic ideas behind the concept of sustainable development, should be universally recognised. Chemistry curricula are needed therefore to serve future citizens as well as future experts.


2.2. results from international results from international comparative studiescomparative studies

HungaryKoreaJapan

FinnlandUnited Kingdom

CanadaNew Zealand

AustraliaAustriaIreland

Tschech RepublicSwedenFrance

NorwayOECD-mean

United StatesIceland

BelgiumSwitzerland

SpainGermany

PolandDenmark

MexicoItaly

LiechtensteinGreeceRussiaLitonia

PortugalLuxemburg

Brasil

programme for international student assessment

PISA 2000

http://www.mpib-berlin.mpg.de/pisa/english.html

PISA 2000PISA 2000

stages of scientific literacy

V

IV

III

II

I

0% 20% 40% 60% 80% 100%

Germany Switzerland Austria United Kingdom

3.3. reform programs: sustainable reform programs: sustainable educationeducation

characteristics of characteristics of sustainable educationsustainable education

• Contextual In touch with the real world, particularly sustainability issues.

• Innovative Drawing inspiration from new thinking and practice in a variety of fields including the educational field.

• Focused Concentration on social development, human ecology, equity and futures.

• Holistic Relating to the learning needs of whole persons and groups.

Sterling 2000

• Multi- and transdisciplinary Emphasising on new territory between the disciplines.

• Empowering An engaged and participatory process.

• Critical Ideologically aware and deconstructive.• Balancing Embracing cognitive and affective,

objective and subjective, material and spiritual, personal and collective, etc.

• Systemic Paying attention to systemic awareness of relationships, flows, feedbacks, and pattern.



• Ethical Extending the boundaries of care and concern from the personal and the now.

• Purposive Critically nurturing sustainability values with the intention to assist healthy change.

• Inclusive Encompassing all persons, in all areas of life and extending throughout their lifetimes.

traditional teaching• train methods• solve a perfect

problem

problem-oriented teaching

• identify a problem• find options for

solving the problem• train methods and

apply them

lifelong learning approach

standardized evaluation of learning

• knowledge of facts• made-to-measure

applications• transfer

authentic evaluation of learning

• portray of learning efforts and outcomes

• thinking about learning efforts and outcomes (reflexion competencies)

• transfer

lifelong learning approach

Self-directed learningSelf-directed learning

• "a process in which individuals take the initiative, with or without the help of others, to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes”

(Knowles 1975)

selecting contentstructuring

selecting activitiescontrol of results

assessment

teacher students

Dubs (1995)

convert teaching activities into learning activities

• A portfolio is a purposeful collection of student work, that exhibits the student´s efforts, progress, and achievements in one ore more areas. The collection must include student participation in selecting contents, the criteria for selection, the criteria for judging merit, and evidence of student self-reflection.

Learning with Portfolio

Paulson, Paulson & Meyer 1991

4.4. systemic approach to teaching systemic approach to teaching and learningand learning

Preparing Teachers for Preparing Teachers for Interdisciplinary Teaching and Interdisciplinary Teaching and

Learning – a Systemic Approach Learning – a Systemic Approach to Complex Problem-solvingto Complex Problem-solving

Innovations at school and university

Sustainability in learning/ teaching/ education

learning environment

selfdirected learning improving teaching, staff, school organisation

theories about learning

evaluation

Schallies 2004

Educating chemistry teachers is therefore equally devoted to teaching subject content

and developing individual competencies and development of personality.

objectives of the reformed study program for objectives of the reformed study program for chemistry teachers at Heidelbergchemistry teachers at Heidelberg

background knowledge background knowledge (theory), learning (theory), learning

agreementsagreements

practical project work in practical project work in interdisciplinary groupsinterdisciplinary groups

ReflectioReflectionn

CoachingCoaching

Reflection Reflection of learning of learning outcomesoutcomes

time

activity

instructorinstructorss

studentsstudents

Structure of courses (project seminar)Structure of courses (project seminar)

systemic approach to researchsystemic approach to research

learninglearningenvironmentenvironment

students´ individual students´ individual competenciescompetencies

practicepractice

theorytheory evaluationevaluation researchresearch

interventionsinterventions

structure of study structure of study organisationorganisation

C. Eysel (2006)

PortfoliosPortfolios

depiction & depiction & assessment of assessment of project workproject work

competencies – competencies – preconditions and preconditions and

developmentdevelopment

behavior of behavior of students and students and

lecturerslecturers

students´students´perception of perception of organisational organisational and structural and structural

conditionsconditions

reflections about the reflections about the learning processeslearning processes

participantparticipant

observationobservationother other documentsdocuments

InterviewsInterviews

profiles of profiles of competencies competencies (self-evaluation)(self-evaluation)

data aquisition C. Eysel (2006)

Descriptive writing

Descriptive reflection

Analytical reflection

Critical discourse

Portfolio assessment: stages of reflection Wade, R. C., & Yarbrough, D. B. (1996)

Ach

ieve

men

t le

vel

time

Identify phenomena; coding

originalstudentportfolio

2 new documents about the portfolio work

Triangulation of documents

Assessment of classroom work

Grounded theory

Corbin & Strauss

1 final document, researchers´ common view

Evaluation process of portfolios

Description of classroom work (participant observation)

Stages of reflectionStages of reflection

stagesstages

contentscontents

stage 1Descriptive

writing

stage 2Descriptive reflection

stage 3Analytical

abstraction

stage 4Critical discourse

Concrete experience and acting

Level of abstraction 1:Seminar context

Level of abstraction 2Professionalisation, societal context

Range of perspective-taking

Depth of perspective-taking

Increase in reflection

Increase in reflection

competencies

competencies

hypothesis: learning in complex environmentshypothesis: learning in complex environments

Normative und operativeOrganisationsleistungen

Inhaltsbezogenes und übergeordnetes Wissen



Selbständige Bewältigung komplexer

Probleme in interdisziplinärer

Teamarbeit



Reflection competencies

coping independantly with compex

issues in interdisciplinary

teamwork

Subject knowledge and superordinate knowledge

Normative and operative organisational competencies

operational level professional level

C. Eysel (2006)

Professional methodical and theory-based acting

• What competencies could students aquire with respect to factual knowledge?

• Which elements of the learning environment are responsible for aquiring the specific competencies?

• What are key problems related to student learning / teaching?

• What conditions are essential for structuring learning environments apropriate to problem-oriented interdisciplinary seminars?

Research questions for evaluationResearch questions for evaluation

5.5. conclusionsconclusions

Consequences for teacher Consequences for teacher education programseducation programs

Complex learning environments are prerequisites for Complex learning environments are prerequisites for building professional knowledge.building professional knowledge.

Competencies should be developed in a sequential Competencies should be developed in a sequential way retaining complexity.way retaining complexity.

A complex learning environment should be A complex learning environment should be integrated into a general concept for educating integrated into a general concept for educating teachers.teachers.

• What is still unclear to me?

• What would I like to know in addition?

SATLC and Sustainable Education Michael Schallies University of Education Heidelberg International...

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