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Some Guiding Thoughts on Science Education Christie Brown, MELS IEEE Region 7 Meeting Montreal, Quebec May 16, 2009.

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Presentation on theme: "Some Guiding Thoughts on Science Education Christie Brown, MELS IEEE Region 7 Meeting Montreal, Quebec May 16, 2009."— Presentation transcript:

1 Some Guiding Thoughts on Science Education Christie Brown, MELS IEEE Region 7 Meeting Montreal, Quebec May 16, 2009

2 Objectives To provide an overview the science and technology curriculum in Quebec. To share some of the challenges that schools currently face and how IEEE can help. To provide some suggestions on best practices and opportunities for working with teachers.

3 Council of Ministers of Education, Canada A vision for scientific literacy in Canada: Scientific literacy is an evolving combination of the science- related attitudes, skills, and knowledge students need to develop inquiry, problem-solving, and decision- making abilities, to become lifelong learners, and to maintain a sense of wonder about the world around them. Source: CMEC. Common framework of science learning outcomes: Pan-Canadian protocol for collaboration on school curriculum, p. 4

4 Council of Ministers of Education, Canada Diverse learning experiences based on the framework will provide students with many opportunities to explore, analyse, evaluate, synthesize, appreciate, and understand interrelationships among science, technology, society, and the environment that will affect their personal lives, their careers and their future. Source: CMEC. Common framework of science learning outcomes: Pan-Canadian protocol for collaboration on school curriculum, p. 4

5 Council of Ministers of Education, Canada Students learn most effectively when their study of science is rooted in concrete learning experiences, related to a particular context or situation, and applied to the world where appropriate. Learning is enhanced when students identify and solve problems. Source: CMEC. Common framework of science learning outcomes: Pan-Canadian protocol for collaboration on school curriculum, p. 7

6 From Engagement to Empowerment: Reflections on Science Education for Ontario Science through doing provides students with opportunities to develop, reinforce and extend their understandings of conceptual knowledge and procedural knowledge. Students need access to materials, tools, and equipment necessary to develop and practice skills of science. Students need opportunities to engage in a variety of activities that foster the (development) of a broad range of skills. Source: Little, C. & Erminia Pedretti. From engagement to empowerment: Reflections on Science Education for Ontario. Pearson, p. 34

7 7 Context of Quebec Schools 69 Francophone school boards 9 Anglophone school boards 1 Aboriginal school board Private schools: French (FEEP) English (QAIS/AJDS) Non-affiliated CEGEP (equivalent to Grade 12 and First Year University)

8 8 Context in Quebec Schools New curriculum, based on competencies, currently undergoing implementation. Teachers who were familiar with teaching specific content are now asked to reach outside of their comfort zone. (solution: Training Teams across the province) Appropriate resources are not always easy to find (solution: Renovations of labs and workshops; partnerships created with organizations such as IEEE).

9 9 How is a competency defined in Quebec? A competency is defined as the ability to act effectively by mobilizing (using) a range of resources. MELS, p. 17, 2006

10 10 MELS, QEP, p.25

11 11

12 12

13 Source: MELS, QEP, 2007 Competency Key Features Manifestations Observable Stuff

14 How competent we want kids to be when they leave school Developing competency

15

16 16 Earth &Material SpaceWorld Living Technological World (Ecology) Year 2 – General Path Biogeochemical cycles Climate Zone Lithosphere Hydrosphere Physical Properties of solutions Chemical Changes Organization of Matter Electricity and Electromagnetism Transformation of Energy Dynamics of Ecosystems: Electrical Engineering Mechanical Engineering Materials Carbon cycle Nitrogen Cycle Factors that influence the distribution of biomes Marine Biomes Terrestrial biomes Minerals Soil profile Permafrost Energy resources Catchment area; Oceanic Circulation Glacier and ice floe; Salinity Energy resources Density, biological cycles Trophic relationships; Primary productivity; Material and Energy flow; Chemical recycling Power supply; Conduction, insulation, and protection. Control Transformation of energy (electricity and light, heat, vibration, magnetism) Characteristics of linking of mechanical parts Guiding controls Construction and characteristics of motion Transmission systems (friction gears; pulleys And belt; gear assembly; sprocket wheels and chain; wheel and Worm gear) Speed Changes Construction and characteristics of transformation systems (screw gear system, connecting rods, cranks, slides, rotating Slider crank mechanism, rack and pinion drive, cams Constraints (deflection, shearing) Characteristics of mechanical Properties; Types of properties (plastics, Thermoplastics, thermosetting plastics Ceramics, composites Modification of properties Degradation, protection Law of conservation of energy Energy efficiency Distinction between heat and energy Electricity: (Electrical charge; static electricity Ohms law; Electrical circuits Relation ship between power and electrical energy) Electromagnetism: (forces of attraction and Repulsion; Magnetic field of a live wire) Rutherford-Bohr Model Lewis Notation Combustion, photosynthesis and respiration Acid-base neutralization reaction; Balancing simple chemical equations Law of conservation of mass Concentration (ppm) Electrolytes; pH scale; Electrolytic dissociation Ions; Electrical conductivity Study of Populations Dynamics of Communities Biodiversity Disturbances Atmosphere Greenhouse Effect; Atmospheric circulation Air mass; Cyclone and anticyclone Energy resources Space Solar energy flow Earth-Moon system (Gravitational effect) Climate Change; Deforestation Drinking Water; Energy Challenge

17 17 Earth & Material Space World Technological World Year 2 – Applied Path Lithosphere Hydrosphere Force and motion Chemical Changes Electricity Electromagnetism Transformation of Energy Manufacturing Electrical Engineering Materials Mechanical Engineering Minerals Energy resources Catchment area; Energy resources Disturbances Trophic Relationships Primary Productivity Material and energy flow Chemical Recycling Factors that influence the Distribution of biomes Ecosystems Power supply; Conduction, insulation, and protection (resistance and coding, Printed circuit). Typical Controls (unipolar, bipolar, unidirectional Bidirectional) Transformation of energy (electricity and light, heat, vibration, magnetism) Other functions (condenser, diode, transistor, Solid state relay Constraints (deflection, shearing) Characteristics of mechanical properties Heat treatments Types and properties: Plastics (thermoplastics, thermosetting, plastics) Ceramics Composites Modification of properties (degradation, protection) Adhesion and friction of parts Linking of mechanical parts (freedom of movement) Guiding controls Construction and characteristics of motion, Transmission systems (friction gears, pulleys and belt, Gear assembly, sprocket wheels and chain, wheel and worm gear) Speed changes, resisting torque, engine torque Construction and characteristics of motion: Transformation systems (screw gear system, connecting rods Cranks, slides, rotating slider crank mechanism, Rack and pinion drive, cams, eccentrics) Law of conservation of energy Energy efficiency Distinction between heat and energy Electromagnetism: (forces of attraction and Repulsion; Magnetic field of a live wire) Magnetic field of a solenoid Electromagnetic induction Electricity: (Electrical charge; static electricity Ohms law; Electrical circuits Relation ship between power and electrical energy) Combustion, oxidation Force; Types of forces Equilibrium of two forces Relationship between constant speed, distance and time Mass and Weight Dynamics of Ecosystems Atmosphere Air mass; Cyclone and anticyclone Energy resources Space Solar energy flow Earth-Moon system (Gravitational effect) Living World Fluids Archimedes Principle Pascals Law Bernoullis Principle Graphical Language: Multiview orthogonal projection (general drawing) Functional dimensioning Developments (prism, cylinder, pyramid, cone) Standards and representations (diagrams and symbols) Manufacturing: Characteristics of drilling, tapping, threading, And bending Measurement and Inspection: Direct measurement (vernier calliper) Control, shape, and position (plane Section, angle) Technologies: Medical, Information, Agricultural, Automotive

18 18 Food Production Residual Materials Approved Version

19 19 Food Production Residual Materials Approved Version

20 20 General Education Path and Applied Education Path OPTION credits (150 hours) credits (100 hrs) credits (150 hours) credits (150 hrs) credits (100 hrs) OPTION cr (50 hrs) OPT Cycle OneSecondary IIISecondary IVSecondary V Physics 4 credits (100 hrs) Chemistry 4 credits (100 hrs) SCIENCE & TECHNOLOGY (S&T) OPTION OPTION 1 APPLIED SCIENCE AND TECHNOLOGY (AST) BRIDGE Same for all students Documents available in Spring 2009 Minimum to Graduate Required to enter Pre-U SCIENCES in CEGEP

21 21 Competency 1 This competency is identical in both paths. This competency is developed through activities which require students to use either the scientific method or the design process. Seeks answers or solutions to scientific or technological problems

22 22

23 23 Competency 2 Makes the most of his/her knowledge of science and technology General Path: Grade 10 -Focuses on ISSUES analysis Issues: - Climate Change - Deforestation - Energy Challenge - Drinking Water - Waste Management (Opt.) - Food Production (Opt.) MELS. General QEP, p Applied Path: Grade 10 -Focuses on the analysis of technical applications. Examples of Technologies: - Medical - Transportation - Agricultural - Information and Communication MELS. Applied QEP, p. 24 Note: The forms of analysis are the same 10 ways seen in Cycle 1.

24 24 Technology Oriented GENERAL PATH

25 25 APPLIED PATH Technology Oriented

26 26 Competency 3 Communicates in the languages used in science and technology This competency is identical in both paths. In order to know whether the student has understood something - be it a concept, a skill, or a method – they must communicate this to us in an observable way…

27 27

28 28 Questions to be answered: 1)What is your intention with a given activity? Targeted Competencies Targeted Content 2)What do your students already know? 3)How will you evaluate them? During the activities? At the end?

29 Challenges and Opportunities Some challenges: Degree of comfort level for teachers with the technology component. The availability of good resources is not always obvious. Time The Opportunities: Teachers are strongly encouraged to use community expertise to bring the real world into the classroom. Exploration of engineering in general with the students Conventions and conferences Invitation to a Science Symposium next year (09-10)…!

30 How to establish contact? School board consultants have direct access and are most often open to encouraging community support. Ministries will generally have their curricula on their website (http://www.mels.gouv.qc.ca)http://www.mels.gouv.qc.ca You need to make it relevant: How does it connect to the level being taught? How will this help my students to learn and develop competency?

31 Questions or Comments? Christie Brown Math, Science and Technology Services à la communauté anglophone Ministère de léducation, de loisir et du sport , 5277 Best way to reach me:


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