share our experience promoting science learning as students learn a second language. receive your...
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An Intelligent-Immersion Classroom–Lab for the Sciences: Design, Constructionand Teachers Training
María Yadira Rosas Bravo, Gema Martínez Flores, María de los Ángeles Díaz Rodríguez,
Francisco Javier David Martínez Sánchez and Enrique González Vergara
Preparatoria Ibero Puebla, Puebla México.
Benemérita Universidad Autónoma dePuebla. Puebla, Puebla. México
This presentation has two goals
Share our experience promoting science learning as students learn a second language.
Receive your suggestions for us to take home and improve our project
Problems in Mexico´s science education
Low PISA and ENLACE results Two types of professors Lack of professional development
interest (frustration) Classes with 30 students Student´s believe system about
science (boring, difficult) 2% or less of the student population
select science majors in college
Problems whitin the preparatoria Ibero Puebla
The biggest tradition are social studies
Science is just recently considered as part of social development
There were not any authority interested in science
It is often considered that the teacher-
student pair is the most important in
teaching and learning of a particular
subject, however it is important to recognize
that the environment where this process
develops is also fundamental. In the case of
sciences, this environment is even more
important given their experimental nature.
As the technological advances grow at giant steps,
our classrooms and laboratories do not seem to
change a great deal from the traditional ones.
However, there is a trend to reshape these
environments especially with computers,
connectivity, and LCD projectors.
This is happening mainly in the
classroom and only a few laboratories are allowing
these important tools.
Here we present our proposal, which consist of a
Classroom-Lab considered as a fusion of an
intelligent and immersion classroom (science as
a language).
We take many concepts of both approaches in a
way to provide a collaborative environment in
which pupils and teachers build a continuously
changing setting for informal as well as formal
learning.
Immersion education is generally accepted to
have started in Quebec, Canada. In 1965, a group
of English-speaking parents succeeded in
initiating an experimental immersion kindergarten
for their students. Their goal was to ensure that
their children achieved a high level of French, as
well as English
This approach has achieved widespread recognition for the learning of a second language.
However it is important to recognize that classrooms in kindergarten have the same principle although they are used as environment for a variety of subjects.
In primary school this concept is extended and has been useful for many years.
However, in junior high school and high school the concept is lost and traditional classrooms only contain students and teacher desk, chairs and blackboards.
It is interesting that kindergarten education uses what we should be using in High School education
However our classrooms are as classic as early classrooms of the twentieth century
Rigid and invisible
Teacher´s centered
The concept of an intelligent classroom has come
to revolutionized the classical setting allowing
many changes that will and are changing our
traditional classrooms.
Many initiatives have been developed to
transform our twentieth century classrooms into
the so called classrooms of the future.
Findings – Several factors were observed in
the learning environments: mobility,
flexibility, use of technology, interactions.
Relationships among them were found
indicating that the new environments have
positive impact on pupils' behaviour
Tulio Tiburcio, Edward F. Finch, (2005) "The impact of an intelligent classroom on pupils' interactive behavior", Facilities, Vol. 23 Iss: 5/6, pp.262
In the past five years, we have been
experimenting in the design and construction
of intelligent classroom-labs with some
important achievements.
Recently, we got a grant to construct such an
environment at the Preparatoria Ibero Puebla,
a high school of over four hundred students
The setting has been achieved, however the
important issue is now who will teach in such
environment.
Thus an ambitious program has been designed,
previous the academic semester as well as in a
parallel way, to include the teachers and invite
them to live such environment, thus, this program
will allow us to check and find out the strategies
to obtain the best results, once the students are
using it.
INTELLIGENT-IMMERSION CLASSROOM (IIC) PREPA IBERO PUEBLA
INITIAL TEACHER´S ASSESMENT
This instrument is designed to assess what is the initial state of training of teachers for the
use of the Intelligent-Immersion Classroom (IIC)
For you, what is an Immersion Classroom?
For you, what is an Intelligent Classroom?
Do you know and have worked in the (IIC) of the Ibero High School?
What are your top three proposals to improve the IIC?
What is your perception about using the technique of micro-scale approach in the IIC?
What is your perception about using the approach of green chemistry in the IIC experimental activities?
Are you able to work using both approaches micro-scale and green chemistry?
What do you need to start using our IIC effectively?
What do you need to use the new High School classroom in the form of Ibero Intelligent-Immersion Classroom?
What do you think about that our IIC has 10 computers for use
in the classroom?
Have you worked in virtual environments for experimentation
(biology, physics, chemistry, geology, astronomy, etc.)?
What do you know about Webquest methodology (design,
development and evaluation)? Have you developed any?
Have you used the programs Rasmol, Chime, Jmol to visualize
molecules?
Do you know the Site Biomodel (in spanish) for teaching
chemistry and biology of biomolecules?
Have you used meta-search engines to research a topic?
Have you used EBSCO?
Have you used Scirus and Highwire?
Have you ever made an educational video? With Whom?
What project?
Have you used youtube and teachertube in the classroom?
What specific steps would you make to start the transformation of the IIC from
its current state to what you would like it to be?
Who do you think should be the main actors of these transformations?
What would you need to actively collaborate in the implementation and use of
IIC?
What would you propose as a plan of action to accomplish in this semester?
Some of the answers Most of the answer were negative The principal actor is the coordinator I would work in the classroom but
with a good planning (!?) 10 computers is not enough To start working the classroom should
be finished You tube is trash-like. Kids spend too
much time in computers
CONCLUSIONS The IIC of Prepa IBERO Puebla is now a
reality.
The training of our teachers has begun.
The initial assessment has been carried out.
We know now our weakness and strengths (long way ahead us).
We are ready for the challenges ahead of us.
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