Conceptual Learning in the International Baccalaureate Science in Kazakhstan Programme Saule Ramazanovna Akhmetova Nazarbayev Intellectual School of Astana

Democracy of the mind demands changes in our mindset, which will make it possible for [global] citizens to solve global problems appropriately. The requirement for the radical reform of education, which not only analysis, but the interconnectedness of knowledge makes possible, comes from this. Edgar Morin.

Two- and Three-Dimensional Curricula Skills дағды Skills Content of learning Concepts Content of learning

Conceptual Learning Feldhusen ‘concept-based programs have varied and attractive activities, because students’ interest in new knowledge is stimulated’ Van Tassel Baska ‘the idea behind conceptual learning is that it is better to develop several concepts at a high level, rather than consider many concepts superficially’ Shaq ‘conceptual learning increases student and teacher interest in knowledge questions, creates interesting scenarios’ {Paraphrases}

Relevance of the Curriculum – Global Context 5 Objective: Investigate connectedness with real life Improve intercultural understanding; Requirements: Six global contexts should be covered during the year Every unit should have one global context Identities and relationships Scientific and technical innovations

Who am I? Who we are? Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; and, what it means to be human. What is the meaning of “where” and “when”? Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; and, the relationships between and the interconnectedness of individuals and civilizations from personal, local and global perspectives. What is the nature and purpose of creative expression? Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; and, our appreciation of the aesthetic. Identities and Relationships Orientation in Space and Time Personal and Cultural Expression Global Contexts

How do we understand the world in which we live? Students will explore the natural world and its laws; and, the interaction between people and the natural world. How is everything connected? Students will explore the interconnectedness of human- made systems and communities; the relationship between local and global processes; and, how local experiences mediate the global. What are the consequences of our common humanity? Students will explore rights and responsibilities; and, the relationship between communities. Scientific and Technical Innovation Globalisation and Sustainability Fairness and Development

Key conceptsRelated concepts SystemsCausality, Cooperation Global interactionsIdentity, Interdependence, Civilisation, Culture Time, place and spaceIdeology, Perspective, Conflict ChangeGovernment, Innovation and revolution, Significance Key and Related Concepts Key concepts:  Building questions for research with global contexts: Broad, organizing, powerful ideas Relevance within and across subjects and disciplines Provide connections that can transfer across time and culture Related concepts: Explore key concepts in greater detail Provide depth to the programme Provide a focus for inquiry into subject-specific content

Unit plan. Topic of the unit : Middle Age states on the territory of Kazakhstan 9 Key conceptsRelated concepts Global context Change Conflict, Cooperation, Power Orientation in space and time Main events Migration Inquiry statement: Cooperation and conflict open the way for new opportunities or large changes Research questions Factual question — What factors influence the change of borders? What are the causes of conflicts between states? Conceptual question — How does interdependence change neighboring countries? How does migration affect how people meet their needs? Debatable question — "How important is the role of personality in the opening of innovation and changes in the state?" "Can crises open the way for change?"

Theory Research Idea Concept Topic Sub-topic Concept Topic Sub-topic The Structure of Education (L. Erickson) Cooperation and conflict open the way for new opportunities or large changes  Change  Migration  Conflict  Cooperation Education in Turkic states Blossoming of Turkic states Migration of Turkic tribes Turkic states in the Middle Ages

Guiding Questions -What thoughts come to your mind when you think about the changes? -What subjects and concepts may be changed? -How are the changes related to place? -Whether changes occur at intervals of time? -Can we predict the changes? -Can a person change his life on his or her own?

Change Positive and negative Systematic or accidental Natural and human-made Place-based Time-based

Guiding Questions What is a border? What types of border are there? Can a person feel free without any borders? Does interaction affect borders? What are the causes of cross-border conflicts? Can the change of power affect to changes in border? How do changes in borders affect people? Is migration inevitable? What is the impact of migration on the internal politics of any state? What is the impact of medieval migration on the present day?

 What is power?  What is your association with the word "power"?  How can you link your personal life with power?  What are the positive and negative aspects of power?  What changes can have an impact on power?  How are the concepts of "conflict" and "cooperation“ connected with government?  What qualities does a person with power have?  Can one person change the world? Guiding Questions

Guiding questions: When, why and how did Turkic peoples form? How did cooperation, internecine conflicts and power change the development of the Turkic peoples? How did the migration of Turkic peoples influence the world civilization? What are the most important historical events and personalities which influenced the development of medieval Turkic states? Project Title: The Turkic peoples: yesterday, today and tomorrow. Inquiry questions: How does the migration of Turkic peoples in the medieval period affect modern development? Prove that the Turkish people have a common origin. What are the common signs preserved? Modern Turkic peoples: the Turks, Bulgarians, South Siberian peoples, Azeris, Turkmen.

Conceptual Learning Local and global ideasDiscussion of global issues Comprehensive disclosure of the subject leads to a broad exchange of views Linking theory to real life Interdisciplinary communication Orientation of the curriculum to the idea of ​​ research