copyright © ministry of education developing 21 st cc through an investigative case-based learning...

Copyright © Ministry of Education

DEVELOPING 21ST CC THROUGH AN INVESTIGATIVE CASE-BASED LEARNING APPROACH IN THE SCIENCE CURRICULUM

June Wong, Siew Lin, Li Heong

4 JUNE 2014 (Wednesday) 1145-1245h, Session: 4309


OBJECTIVES• To understand the ICBL processes in the context of

science learning and teaching • To know how ICBL can be integrated into the school

science curriculum to develop students’ scientific literacy and 21st century competencies

• To learn the skills of facilitating ICBL through posing questions, analysing of data, and identifying values-driven solutions


WHAT IS A CASE? A Case is• set in a realistic context• usually complex and open-ended in nature• embedded with issues, puzzles or problems which require

uncovering and/or solving • useful to stimulate interest in a particular area of the

curriculum

Sources : • Newspaper, Magazines • Video (Eg you-tube, STOMP)• Everyday Encounters


HUNDREDS OF DEAD FISH IN BISHAN PARK RIVER LIKELY DIED DUE TO HOT, DRY WEATHER

Post date: 6 Feb 2014 - 2:16pm

http://therealsingapore.com/sites/default/files/field/image/sjc02fish25e.jpg


WHY CASE IS USED IN LEARNING?Real-life/ authentic Scenario

Acquisition of Knowledge

Retention of Knowledge

• It starts with a real-life or authentic scenario, guided by a facilitator, students identify their own issues and questions

• Students use their prior knowledge and their interests

• Students examine resources needed to research the topic of interest and acquire the requisite knowledge

• Students draw from multiple resources in science and other disciplines

• Students develop skills necessary for collaboration and lifelong problem solving

• Students readily retain the gained knowledge because it has been acquired by experience and in relation to a real-life or authentic problem

• Students construct new knowledge based on what they already know


EXAMPLE OF A ICBL CASE:An Affair with Veggies

Xuan Ting was very excited about her birthday party tonight. She woke up early in the morning to go to the market with her mum to buy some groceries. Xuan Ting loves to eat salads and persuaded her mum to prepare it for her birthday party. So while her mum was busy choosing the lettuces from a stall, Xuan Ting noticed that the stall keeper was carrying a bottle of water and was constantly spraying water on the vegetables. Xuan Ting was very puzzled and asked the stall keeper why he did that. The stall keeper replied that this was to ensure that the vegetables remain fresh and firm. As Xuan Ting was walking back home, she was wondering whether the stall keeper could use the refrigerator to keep the vegetable fresh instead. She felt that water is very precious in Singapore and by using it to spray on vegetables, she finds that that was a waste of water.When Xuan Ting and her mum reached home, Xuan Ting quickly helped her mum to unpack and keep some of the groceries they bought. Then she saw her mum wrapping the lettuces with newspaper before storing them in the refrigerator. Her mum explained to her that that was to absorb excess moisture so as to keep the lettuces fresh.Now Xuan Ting was really confused by the 2 different method of keeping the lettuces fresh, so she decided to go online to search for the truth.

Contribution from Ang Mo Kio Sec



BUZZ…• Discuss the case and write your discussion points on

the butcher paper provided– What can your students learn? (Surface science

concepts (P/C/B) from the case)– What are the normal practice at home, at the

supermarket, normal environment?– Generate questions to investigate?– How can investigation be carried out? (Different aspects

of keeping the vegetable fresh)

• 10min



WHAT IS ICBL?• ICBL is a variant of PBL. • ICBL encourages students to generate questions by

reasonable investigative approaches. • Students investigate scientific problems that they find

meaningful. • In the process they also learn to

– locate and manage information;– develop reasonable answers to the questions;– use scientific inquiry strategies and methods;– provide support for their conclusions; and– work on decision making abilities.



• “The investigative case-based learning approach is a method of learning and teaching that gives students opportunities to direct their own learning as they explore the science underlying realistically complex situations.”

LifeLines OnLine Project, 2000

• “ICBL is a scientific inquiry learning using real world context, with the focus on critical reasoning and argumentation as well as social, cultural and global awareness.”

Noddings, 2005

http://bioquest.org/lifelines/index.html






Case Analysis worksheet

Use your discussion points to fill up the worksheet providedShare your reflection(10min)


• “I had really learnt how to present scientific data in different categories and had fun in discussion with my group members.” – School D

• “We can learn like, if someone ask you a question, you will have to think about how to answer them, and if you didn't think about it at first, it can help you change your perspective and learn more.” – School A

Skills (research,

investigative, presentation)

• “Learn through your friends for more knowledge instead of siting in class and listening to teacher.” – School C

• “I learnt to work better with people I usually don't work with. – School B

Teamwork

• “I have learnt that science can apply in our daily life too. Science is not something we can only use it in lab or school, we can use it anywhere. We can use science to explore lots of interesting things happened in life.” – School C

Link Scientific

Knowledge to Daily Life

STUDENTS’ PERCEPTIONS – LEARNING POINTS


THE ‘HOW’ OF ICBL


THE 3PS APPROACH


• Introduce the case• Recognise potential issues• Identify major themes• Pose specific questions via Know/Need to know analysis

Problem Posing: Analysing the Case

• Obtain additional references/resources • Define problems further by sharing views and concerns• Design and conduct scientific investigations

Problem Solving: Investigating the

Questions

• Produce materials that support understanding of the conclusions

Peer Persuasion: Supporting Methods

and Reasoning


TEACHER’S SCAFFOLDING AT THE 3PSICBL

Stage Science Process Skills Scaffolding

Problem Posing:

Analysing a Case

• Posing questions

• Formulating hypothesis

• Defining the problem

• Generating possibilities

• Creative problem-solving

Engaging with an event, phenomenon or problem:

• Complete case analysis: What I know / What I need to know

• Share in small group and large group discussion

• Guide students to narrow down to final investigative question.


TEACHER’S SCAFFOLDING AT THE 3PSICBL

Stage Science Process Skills

Problem Posing:

Analysing a Case

• Posing questions

• Formulating hypothesis

• Defining the problem

• Generating possibilities

• Creative problem-solving

Example from School A


TEACHER’S SCAFFOLDING AT THE 3PSICBL Stage Science

Process Skills Scaffolding

Problem Solving:

Investigating the Questions

• Predicting • Observing • Using

apparatus and equipment

• Planning investigation

Collecting and presenting evidence;

Reasoning & making meaning of information and evidence:

• Provide some resources and guide students on how to select resources

• Employ a variety of methods and resources (internet-based tools, laboratory experiments)

• Use of templates to aid in discussion• Refer to assessment rubrics for

criteria



Process Skills

Problem Solving:

Investigating the Questions

• Predicting • Observing • Using

apparatus and equipment

• Planning investigation

Example from School C




Peer Persuasion:

Supporting Methods and Reasoning

• Classifying • Inferring • Analysing • Evaluating • Verifying • Communic

a-ting • Decision-

making

Communicating – skill of transmitting and receiving information presented in various forms:

• Use a variety of means to represent phenomenon (video, storyboard, report, summary, poster, powerpoint)

• Evaluate peers presentation with guided worksheet/rubrics

• Feedback and critique in the Q & A session


Teacher’s Scaffolding at the 3PsICBL Stage Science


Peer Persuasion:

Supporting Methods and Reasoning

• Classifying • Inferring • Analysing • Evaluating • Verifying • Communic

a-ting • Decision-

making

Communicating – skill of transmitting and receiving information presented in various forms:

• Use a variety of means to represent phenomenon (video, storyboard, report, summary, poster, powerpoint)

• Evaluate peers presentation with guided worksheet/rubrics

• Feedback and critique in the Q & A session

Example from School B


WHY ICBL?


21st Century Competencies & Desired Student Outcomes

CPDD Science Curriculum Framework

TWO IMPORTANT FRAMEWORKS


21st CC Learning

21st CC & Science content

• Learnt simultaneously• Ensure optimal learning of both

(Sutherland, Shin and Krajcik, 2010)

Goal of Science

Education

• Develop conceptual understanding of core ideas

• Generalisable principles, and knowledge• Apply to new situations

Classrooms must focus on:

• Developing understanding of the big ideas of science as well as

• Engaging students in 21st century competencies


ALIGNMENT OF ICBL WITH SCIENTIFIC LITERACY AND 21ST CCICBL Stages Science Process Skills 21st Century Competencies +

Values drivenProblem Solving: Analysing a Case

• Posing questions • Formulating hypothesis • Defining the problem • Generating possibilities • Creative problem-solving

• Global Awareness• ICT skills & civic literacy

Problem Posing: Investigating the Questions

• Predicting • Observing • Using apparatus and equipment • Planning investigation

• Social Awareness• Critical Thinking

Peer Persuasion: Supporting Methods and Reasoning

• Classifying • Inferring • Analysing • Evaluating • Verifying • Communicating • Decision-making

• Self-awareness• Responsible decision

making


CONCLUSIONO ICBL can serve to balance students’ learning of content knowledge

and their acquisition of competencies and values.

O Through the cases set in realistic contexts, students can see the connections between the underlying abstract science concepts and their applications in the everyday life.

O Issues & Challenges:

O Difficult to craft a case of a suitable context; open and able to fulfil the learning outcomes at the same time

O Students need to be given more guidance:- exploratory talk and generative discussion - construct and critique arguments

O Duration taken for ICBL lessons is longer


http://sciencecasenet.org

http://sciencecasenet.org/

http://sciencecasenet.org/



http://bioquest.org/icbl/cases.php



REFERENCES• http://bioquest.org/icbl/cases.php• CPDD. (2012). A guide to Teaching and Learning of Lower Secondary Science.

Retrieved January 3 January, 2013, from http://subjects.opal.moe.edu.sg/sciences/secondary-science/lower-secondary-science-e-n-a/teaching-n-learning-resources/2013-teaching-and-learning-guide

• CPDD. (2012). LSS Syllabus. Retrieved February 2013, from http://subjects.opal.moe.edu.sg/sciences/secondary-science/lower-secondary-science-e-n-a

• CY, K. (2000, August). CDTL Brief. Retrieved October Tuesday, 2013, from http://www.cdtl.nus.edu.sg/brief/pdf/v3n3.pdf

• Noddings, N. (2005). Educating citizens for global awareness. New York: Teacher college press.

• Pisa in Focus. (2013). Retrieved March 2013, from OECD Education Policy: http://www.oecd.org/pisa/pisainfocus/pisa%20in%20focus%20n27%20(eng)--FINAL_version2.pdf

• http://www.unc.edu/opt-ed/eval/bp_stem_ed/waterman_stanley.pdf

http://www.oecd.org/pisa/pisainfocus/pisa%20in%20focus%20n27%20(eng)--FINAL_version2.pdf

http://www.oecd.org/pisa/pisainfocus/pisa%20in%20focus%20n27%20(eng)--FINAL_version2.pdf

http://www.unc.edu/opt-ed/eval/bp_stem_ed/waterman_stanley.pdf

http://www.unc.edu/opt-ed/eval/bp_stem_ed/waterman_stanley.pdf



QUESTIONS & ANSWERSTHANK YOU.

[email protected][email protected]

[email protected]

Copyright © Ministry of Education, Singapore.

mailto:[email protected]



copyright © ministry of education developing 21 st cc through an investigative case-based learning...

Documents