Authentic learning contexts for action-based problem solving

Lindsey Conner

University ofCanterbury

An introduction

May 2012

The University of Canterbury, Christchurch,

South Island, NZ

University ofCanterbury

An introduction

May 2012

Why UC? Better than ever

• Established in 1873 by scholars from Oxford and

Cambridge

• World-class teaching

• 2,500 courses

• 13,000 students

• Well-resourced with modern facilities

“The University of

Canterbury is still the best

choice. If anything,

it’s better than ever.”

Dr Rod Carr, Vice-Chancellor

Outline

What are authentic learning contexts?

How can inquiry models, project and problem-

based learning be incorporated with minimal

resources?

What are the implications for future teaching?

Background for developing authentic science contexts

Need to increase student engagement in science internationally (UNESCO,

2007; Lewthwaite & Fisher, 2004; Porter & Parvin, 2008); NZ (Crooks et al.

2008).

Provide experiences for students to connect with scientists and scientists

work

Many examples (implicit and explicit) of Nature of Science

Call to make science personally and socially relevant to children (STS,

socio-scientific issues) (Aikenhead, 2006; Bull et al. 2010).

Rosemary Hipkins (2012, p. 5).

“Amongst science educators, learning judiciously selected “content” of science is seen as necessary but not sufficient to

Amongst science educators, learning judiciously selected “content” of science is seen as necessary, but not sufficient to achieve greater engagement, relevance, or active use of science learning in real life contexts or for maintaining interest in science-related employment possibilities.”

Authentic Contexts

Content that is relevant or can be applied to

children’s lives and what they’re interested in

(why is this important?)

Today’s students will contribute to the quality of

life in the future (decisions and work they do)

Students connect with scientists and scientists work

Many examples (implicit and explicit) of Nature of Science

Include authentic ways of learning - HOW

OECD- 21stC skills

Teach the google learner

collaboration

communication

critical thinking

creative problem solving (innovation)

Help students to think about and monitor their own learning (metacognition)

Connect learning to community needs

responsiveness

collaboration

Partnerships

What do you think?

Talk to the person next to you about your experiences of when children learn in authentic contexts.

How can this be set up?

1.How do you make this meaningful for the students? 2.How do I provide opportunities for students to:

• learn, generate and use knowledge using HOTs?(analyse, interpret, integrate, connect ideas, evaluate, apply, etc)

• foster student self direction through reflection and awareness as a learner (metacognition = thinking about thinking)?

• learn about how scientific knowledge is developed, ideas are connected within science disciplines and to other disciplines (NOS) and (systems thinking)?

Question

Questions to ask about the learning experiences we provide:

Resources for authentic learning

What resources have you found useful for teaching relevant science?

How have these been helpful?

How do they help explain aspects of the nature of science?

What learning outcomes could be met if you used water as a science learning context?

Science concept knowledge: Water ecology- the use of bio-indicators; organic matter and biodegradation; food chains/webs: basic chemistry – acids and bases (pH), dissolved oxygen, salinity; watersheds, runoff, erosion, deposition, speed of water flow, temperature, rainfall.

Practical skills: Field work? Electronic data probes and collect and graph real time data, measuring, observation, identifying organisms, analyzing data

Social skills: Collaboration, communication, collective problem-solving, connect with other students and communities around the world who are concerned about water quality

How clean is the water?Testing water quality through bioassays

Simulating separation of chemicals- chromotography

How can we detect toxins?

Experiences required to be life-long learners

Students need to be given opportunities to:

Learn and practice practical skills

Participate in open inquiry where they have some choice (content and/or processes) with guidance

Design their own practical work (fading or vanishing guidance)

Be given chances to think and question (reflect on) what, why, how and when

Independent life long learners

Problem-based Learning (PBL)

Why do students need opportunities to solve problems through asking questions?

To develop skills in:

Designing and conducting practical investigations

Gathering, analyzing, and interpreting information and data,

Developing critical thinking, explanations, making conclusions and reporting findings.

Inquiry, problem and project-based learning

How student centered are the experiments your students do?

Do students determine what they investigate?

How aligned is what they do, with what scientists do?

There is huge capacity for students to bring intellectual capacity to developing new science knowledge

……..…….if only we’d let them

Authentic learning for action

http://www.ted.com/talks/lang/eng/kiran_bir_sethi_teaches_kids_to_take_charge.html

What would this approach look like in science?

Our children are the future

Let’s find ways to engage them in it that builds human potential for

quality lives