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E209 week 20 Learning in science (less UK girls doing Physics A levels.…
E209 week 20 Learning in science
audit- A20.1
fruit bit- another trick question
seeds- correct temp...some need no light and submerged will be starved of oxygen
simple terms???? plants are autotrophs – the prefix ‘auto’ is Greek for ‘self’ and ‘troph’ means nourishment.
plants use oxygen day and need but in bright sunlight net usage = produces more CO2 and uses up O
rubbish explanation of a food web!!!
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444897§ion=2.3
science in our everyday lives examples ...
For me, science is about discovery but it is also about communication. A scientific discovery barely exists until it is communicated and brought to life in the minds of others.
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444897§ion=2
1995, an honorary chair was created at the University of Oxford to promote public understanding of science. Professor Marcus du Sautoy OBE was given this position in 2008
Professor Marcus du Sautoy OBE
du Sautoy sees everyone as his audience when promoting the public understanding of science?
Why are these audiences important?\
essential but difficult target audiences = government! -decide funding
ignorant public !! they vote !!!
(STEM) Acclaim website link
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444897§ion=2.2
Autism woman
Francesca Happe
being inquisitive
Archer et al. (2010) and Metcalfe (2014) found that most children considered science a ‘hard’ subject or suggested that you have to be ‘brainy’ to become a scientist.
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444897§ion=3
Most children enjoy science at primary school, and there is little gender difference (Archer et al., 2010; Murphy and Beggs, 2005
10/11yr old boys love 'dangerous' science Archer et al. (2010)
less UK girls doing Physics A levels.
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444897§ion=3.1
Gender differences in science performance were relatively high in some countries, including the UK, Japan and Denmark where boys outperformed girls at the age of 15 (OECD, 2014, p. 239)
Jordan, Bulgaria, Thailand, Finland, Greece and Turkey, girls outperform boys in science.
37 of 54 countries included in a 2006 analysis, gender differences in science attainment were not statistically significant.
Maths & reading are more unbalanced !!
GENDER INEQUALITY
Fouad et al.’s
(2010) three-year study of girls’ and boys’ attitudes to science suggested that
confidence
in a subject is closely related to
interest
in it.
Cervonia and Ivinson (2011)- kids think science is masculine
the teacher does not adopt a passive role in relation to children’s learning, but actively intervenes to help the move forward. ... not easy....within the ZPD? not lie beyond it or, asking too little?
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444897§ion=4.1
Social Constructivism
misconceptions based on experience (wood floats etc)
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444897§ion=4.2
Constructivism
conceptual development
Sanger and Greenbowe (2000) described conceptual change as:
a process of learning science in a meaningful way that requires the learner to realign, reorganize, or replace existing misconceptions in order to accommodate new ideas.
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444897§ion=4.3
like with maths must use the correct terms even if not what we say in everyday life
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444897§ion=4.4
contexts outside school - often
learner-motivated
/led by
child’s own interests
. ..experts on dinosaurs, cars, Dr Who, etc., or who are avid collectors... highlighted by Hughes and Greenhough’s (2011) account of a quiet boy in the class whose demeanour totally changed when he brought in things to illustrate his out-of-school interests for a shoebox activity
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444897§ion=4.5
teachers-
not expected to be font of all knowledge...Some children may know a great deal about particular animals because of pets and hobbies. .. find out what children already know. This is partly to inform planning and ensure progress in learning, but also because children’s expertise can be used as a resource, which in turn boosts their self-esteem and motivation for learning.
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444899
comment A20.2
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444899§ion=1
Concept mapping
good for assessing understanding
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444899§ion=3
looks like a flow chart but not- as each connection is separate
completing a concept map as a group to consolidate new work enables children to discuss their ideas (socio-constructivism) and by listening to the conversations, the teacher can assess students’ understanding. They are also useful to teachers in revising their own understanding of science topics.
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444899§ion=3