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Copyright ©  Ministry of Education DEVELOPING 21 ST CC THROUGH AN INVESTIGATIVE CASE-BASED LEARNING APPROACH IN THE SCIENCE CURRICULUM June Wong, Siew.

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Presentation on theme: "Copyright ©  Ministry of Education DEVELOPING 21 ST CC THROUGH AN INVESTIGATIVE CASE-BASED LEARNING APPROACH IN THE SCIENCE CURRICULUM June Wong, Siew."— Presentation transcript:

1 Copyright ©  Ministry of Education DEVELOPING 21 ST CC THROUGH AN INVESTIGATIVE CASE-BASED LEARNING APPROACH IN THE SCIENCE CURRICULUM June Wong, Siew Lin, Li Heong 4 JUNE 2014 (Wednesday) h, Session: 4309

2 Copyright ©  Ministry of Education 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 21 st century competencies To learn the skills of facilitating ICBL through posing questions, analysing of data, and identifying values- driven solutions

3 Copyright ©  Ministry of Education 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

4 Copyright ©  Ministry of Education HUNDREDS OF DEAD FISH IN BISHAN PARK RIVER LIKELY DIED DUE TO HOT, DRY WEATHER Post date: 6 Feb :16pm

5 Copyright ©  Ministry of Education 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 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 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 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

6 Copyright ©  Ministry of Education 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

7 Copyright ©  Ministry of Education 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

8 Copyright ©  Ministry of Education 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.

9 Copyright ©  Ministry of Education 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.

10 Copyright ©  Ministry of Education “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

11 Copyright ©  Ministry of Education Case Analysis worksheet Use your discussion points to fill up the worksheet provided Share your reflection (10min)

12 Copyright ©  Ministry of Education “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

13 Copyright ©  Ministry of Education THE ‘HOW’ OF ICBL

14 Copyright ©  Ministry of Education THE 3PS APPROACH

15 Copyright ©  Ministry of Education 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

16 Copyright ©  Ministry of Education TEACHER’S SCAFFOLDING AT THE 3PS ICBL 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.

17 Copyright ©  Ministry of Education TEACHER’S SCAFFOLDING AT THE 3PS ICBL 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

18 Copyright ©  Ministry of Education TEACHER’S SCAFFOLDING AT THE 3PS ICBL StageScience 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

19 Copyright ©  Ministry of Education TEACHER’S SCAFFOLDING AT THE 3PS ICBL StageScience Process Skills Problem Solving: Investigating the Questions Predicting Observing Using apparatus and equipment Planning investigation Example from School C

20 Copyright ©  Ministry of Education TEACHER’S SCAFFOLDING AT THE 3PS ICBL StageScience Process Skills Scaffolding Peer Persuasion: Supporting Methods and Reasoning Classifying Inferring Analysing Evaluating Verifying Communica- 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

21 Copyright ©  Ministry of Education Teacher’s Scaffolding at the 3Ps ICBL StageScience Process Skills Scaffolding Peer Persuasion: Supporting Methods and Reasoning Classifying Inferring Analysing Evaluating Verifying Communica- 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

22 Copyright ©  Ministry of Education WHY ICBL?

23 Copyright ©  Ministry of Education 21 st Century Competencies & Desired Student Outcomes CPDD Science Curriculum Framework TWO IMPORTANT FRAMEWORKS

24 Copyright ©  Ministry of Education 21 st CC Learning 21 st 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 21 st century competencies

25 Copyright ©  Ministry of Education ALIGNMENT OF ICBL WITH SCIENTIFIC LITERACY AND 21 ST CC ICBL StagesScience Process Skills21 st Century Competencies + Values driven Problem 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

26 Copyright ©  Ministry of Education CONCLUSION O 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

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32 REFERENCES CPDD. (2012). A guide to Teaching and Learning of Lower Secondary Science. Retrieved January 3 January, 2013, from secondary-science-e-n-a/teaching-n-learning-resources/2013-teaching-and- learning-guide CPDD. (2012). LSS Syllabus. Retrieved February 2013, from secondary-science-e-n-a CY, K. (2000, August). CDTL Brief. Retrieved October Tuesday, 2013, from Noddings, N. (2005). Educating citizens for global awareness. New York: Teacher college press. Pisa in Focus. (2013). Retrieved March 2013, from OECD Education Policy: --FINAL_version2.pdf --FINAL_version2.pdf

33 Copyright ©  Ministry of Education QUESTIONS & ANSWERS THANK YOU. Copyright © Ministry of Education, Singapore.


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