1. Literacy in science Strasbourg September 28, 2012 Sonja M. Mork Norwegian Centre for Science Education

2. My background  Part of the Norwegian Framework for Basic Skills (FBS) group  Leading the science curriculum group in revising the curriculum  Research and development on literacy in science Focus today  Experiences from using the FBS in revising the curriculum  Examples from the Norwegian Centre for Science Education

3. Mission impossible? Clarify literacy/basic skills, but Not increase the workload Keep teachers freedom to choose methods Clarify all five skills Use the right levels of the FBS grid

4. FBS and revision of curriculum  Increases awareness and establishes a common understanding of basic skills  Provides a vocabulary for communicating about basic skills  Vital for subject curriculum groups to have the freedom to use the basic skill grids on each subjects premises Example All subject curriculum groups should use the term oral texts Completely unfamiliar term in science Accepted to not use this term in science

5. VerbOralWritingReadingNumeracyDigitalPractical Describe (7)xxx Converse (7)x Use (4)xx Recognise (3)x Illustrate (2)xxx Make (2)xx Sort (2)xxx Participatexx Philosophizexx Explainxxx Tellxxx Carry outxxx Doxxx Namexx Ask questionsxxx Explorexxx Sum883667

6. The Budding Science and Literacy Project Inspired by Seeds/Roots at Lawrence Hall of Science, UC Berkeley Focus on inquiry-based science and literacy in primary schools Activities: Do it; read it; write it; say it naturfagsenteret.no/buddingscience Do it: Students make their own glue Read it: Wondering on what things are made of and why Write it: Students write down the receipe Talk it: Which glue is the best?

7. Writing logs in grade 3 We are going to write a log on what we did yesterday and today. You are going to write in your own words. The sentences on the board is only for assistance After 5 min: A log is that you write about the work we did After 8 min: A log is to write about what we have done. A kind of report After 20 min: Uses 2 min to clarify:  Don’t write all you read about in the book yesterday  Should write more about what you did when you did research  Must write about the experiment, what you did. That is the part that is exciting to read about afterwards  You can use concepts from the concept wall After 32 min: The text should be written in such a way that someone who has not been here can understand what we have done when he reads the text

8. You are going to make a system for sorting balls in the gymnasium Working drawings in grade 4 Grade 4 has been exploring the concept of system and they have been introduced to the genre working drawing. The teacher is giving them a new task: You must make a working drawing and name the different parts. Just like we did with the cherry pitter

9. What a system! Before I used to say thing, but now I can say system Student grade 4 Before I used to say thing, but now I can say system Student grade 4 Working drawing

10. Arranged by the Norwegian Centre for Science Education All age groups Combining outdoor and indoor Explicit task: –Find letters and numbers in nature –Make a ppt presentation or a poster –Write a description of what you have found Hunting letters and numbers in nature

11. Observe …and now I’m a C Look! I’m a J!

12. t is made of stone and water Write a description

13. Details or big picture? Water on a birds feather makes an O Birds in the air make an F

14. Scientific curiosity Who made this S on the leaf? How did it happen?

15. Present

16. Observe Creativity Learn letters Write Take pictures Ask questions Make presentation Engagement Talk Outdoor + indoor Reflect