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Animation and Development of Science Education How animation can be used as a didactic tool in Science !

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Presentation on theme: "Animation and Development of Science Education How animation can be used as a didactic tool in Science !"— Presentation transcript:

1 Animation and Development of Science Education How animation can be used as a didactic tool in Science !

2 The target group and its needs Persona of the main target group Approach and structure Suggestions to subjects National Centre for Development of Science Education 2

3 Didactical and Science Education Didactical "The word (didactical) is often used to refer to texts that are overburdened with instructive or factual matter to the exclusion of graceful and pleasing detail so that they are pompously dull and erudite". (Enc.Brit) National Centre for Development of Science Education 3

4 Didactical and Science Education Valuations tied to reasons, selections, organizing and preparing the syllabus National Centre for Development of Science Education 4

5 Key questions What ? Why ? How ? Who is the pupil ? Svein Sjøberg National Centre for Development of Science Education 5

6 The Danish Curriculum in Science 12. december 2014 Center for Anvendt Naturfagsdidaktik 6

7 The Danish Curriculum in Science The close by surrounding world The teaching shall leed the pupils towards acquiring knowledge and skills that enable them to undersøge hverdagsfænomener, herunder farver, lys og tyngdekraft beskrive dele af lokalområdet for andre sortere materialer og stoffer efter egne kriterier og enkle givne kriterier demonstrere ændringer af stoffer og materialer, bl.a. smeltning og opløsning beskrive udvalgte dyr og planter kende de naturområder, hvor navngivne planter og dyr lever kende menneskets sanser undersøge enkle kropsfunktioner, herunder bevægeapparatet give eksempler på forhold, der har betydning for deres egen sundhed, herunder søvn, mad og trivsel anvende vigtige regler for god hygiejne undersøge enkle forhold vedrørende vejret kende forhold, der karakteriserer de forskellige årstider 12. december 2014 Center for Anvendt Naturfagsdidaktik 7

8 Skills and competences Typology of developing expertise (5 steps) Dreyfus & Dreyfus Developing competences National Centre for Development of Science Education 8

9 Skills and competences National Centre for Development of Science Education 9

10 Novice Advanced Beginner Competent Proficient Expert National Centre for Development of Science Education 10 Dreyfus & Dreyfus typology of developing expertise (5 steps)

11 Novice Rigid adherence to taught rules or plans Little situational perception No discretionary judgment Advanced Beginner Guidelines for action based on attributes or aspects. Situational perception still limited All attributes and aspects are treated separately and given equal importance 12. december 2014 Center for Anvendt Naturfagsdidaktik 11

12 Dreyfus & Dreyfus Competent Coping with "crowdedness" Now sees actions at least partly in terms of longer-term goals Conscious deliberate planning Standardized procedures and procedures by routine 12. december 2014 Center for Anvendt Naturfagsdidaktik 12

13 Proficient Sees situations holistically rather than in terms of aspects Sees what is most important in a situation Perceives deviations from the normal pattern Decision-making less laboured Uses maxims for guidance, whose meaning varies according to the situation 12. december 2014 Center for Anvendt Naturfagsdidaktik 13 Dreyfus & Dreyfus

14 Expert No longer relies on rules, guidelines or maxims Intuitive grasp of situations based on deep tacit understanding Analytic approaches used only in novel situations or when problems occur Vision of what is possible 12. december 2014 Center for Anvendt Naturfagsdidaktik 14 Dreyfus & Dreyfus

15 A definition Competences in Science is defined as having knowledge of, understanding, practising and being able to take a critical point of view towards natur, science, natural science and technologi in a diversity of connections in wich they do form parts or will be forming parts of 12. december 2014 Center for Anvendt Naturfagsdidaktik 15 Competences in Science

16 Competences National Centre for Development of Science Education 16

17 A room for learning National Centre for Development of Science Education 17 Camilla, 0.b, The Dragonfly

18 Room for learning National Centre for Development of Science Education 18 Devino, 0.b, concept formation

19 National Centre for Development of Science Education 19 Keld Fredens Biking French fries Slug, the gastropod mullusk

20 National Centre for Development of Science Education 20 The stoat

21 Teaching for Quality Learning John Biggs Cognitive level of learning activities Reflect Apply: far problems Hypothesize Relate to principle Apply : near problems Explain Argue Relate comprehend : main ideas Describe Enumerate Paraphrase Comprehend sentence Identify Name Memorize National Centre for Development of Science Education 21

22 Teaching for Quality Learning John Biggs 1 Cognitive level of learning activities Reflect Apply: far problems Hypothesize Relate to principle Apply : near problems Explain Argue Relate Comprehend : main ideas Describe National Centre for Development of Science Education 22 Extended Abstract thinking Relational thinking

23 National Centre for Development of Science Education 23 Teaching for Quality Learning John Biggs 2 Cognitive level of learning activities Describe Enumerate Paraphrase Comprehend sentence Identify Name Memorize Multistructural thinking Unistructural thinking

24 Extended abstract Relationel Multistructural Unistructural National Centre for Development of Science Education 24 Teaching for Quality Learning John Biggs ●●●●●● ●●●●●● R R1R2R3R1R2R3 and Poul V. Thomsen, University of Aarhus

25 National Centre for Development of Science Education 25 Where are the pupils_ - CSMS-survey: pupils – England th%ile 10th%ile 25th%ile 75th%ile 90th%ile 95th percentile PIAGETIAN (BIGGS) LEVEL 1A 1B 2A 2A/2B 2B 2B* 3A 3A/3B 3B AGE (years) Formal operational Concrete operational Average Extended abstract thinking Relational thinking Multistructural thinking Unistructural thinking

26 National Centre for Development of Science Education 26 kende beskrive redegøre forklare analysere anvende formulere anvende ’fjernt’ hypotesere planlægge vurdere Undervisning/Mål Evaluering materialer Mono/multi- strukturel Relationel Udvidet abstrakt Huske-baseretFacts-baseret Diskurs-baseret Projekt-baseret Diskurs-baseret Projekt-baseret Samme SOLO niveau Alignment a la Biggs (- og sund fornuft) Poul V. Thomsen, University of Aarhus

27 National Centre for Development of Science Education 27 Poul V. Thomsen, University of Aarhus

28 National Centre for Development of Science Education 28

29 National Centre for Development of Science Education 29


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