Empowerment and learning results with talented pre-university science

students in an enriched learning environment

Ton van der Valk & Albert PilotE-mail to a.e.vandervalk@uu.nl

21st Symposium on Chemistry and Science Education, Dortmund, May 17 – 19, 2012

Main points

• JCU students programme: a working place for improvement of upper secondary science education

• Research project: characteristics of a learning environment adapted to talented students

• Consequence: towards differentiated lessons in secondary schools: the JCU teacher professionalisation programme

JCU: three programmes

• Cooperation: – Utrecht University– 28 schools from Utrecht region

• Three programmes– Students programme (since 2004)– Teachers programme (since 2005)– Programme for school development (since 2011): U-

Talent

• Financed by– The partner schools– Utrecht University– Governmental organisations

JCU student programme

• 2 years of ‘enriched’ science education • 100 grade 11- and 12-students from partner schools• Lessons on Monday and Tuesday• By university and secondary school teachers • Math, physics, chemistry, biology, NLT• JCU characteristics Student results • 6 cohorts (260 students) have passed national

examinations since 2004• >80% opt for science study• 40% opt for Utrecht University

Selection of JCU students

Selection in three steps• Self-selection• Selection by their home schools• Selection by JCU (motivation letter; interview)

Criteria:

– Motivated for science– High grades in all subjects– Have room for ‘enrichment’– Capable of independent learning

The issue: empowering talented students

• Talented secondary students should be empowered by science education

• Regular education does not offer them enough challenge

• Tailor learning environment to talented science students

Which specific characteristics of an enriched learning environment contribute to empowerment of talented science students?

Theoretical framework: LEAT characteristics

Characteristics of Learning Environment Adapted to Talented students (LEAT):

1. School culture of excellence2. Teaching approach geared to talented students3. Talented students meet talented students4. Compact curriculum; accelerated pace5. Enrichment: topics beyond syllabuses6. Open assignments and investigations

Heller e.a. (2002) Internat. Handbook of Giftedness an Talent

Theoretical framework: empowerment

• Empowerment: students feel challenged and competent to accomplish their tasks and feel their effort really matters

• Three dimensions:– Meaningfulness– Competence– Impact(Frymier et al. 1996; Thomas and Velthouse 1990)

Research design

Quantitative:• Student empowerment + dimensions• Students’ perception of the effect of the

characteristics on empowermentQualitative:

• Students’ views on (dis)advantages JCU

Research methods

• Learner empowerment measure (n=75)– Digital questionnaire (26 items; alpha .86)

based on Frymier e.a. 1996

• Effect of curriculum characteristics (n=75)– Digital questionnaire relating 3 dimensions to 6

characteristics (18 items; alpha .90)

• Interpretation with qualitative data (n=97)– Q: (dis)advantages in participating in JCU?

Results 1 Empowerment

Mean scores ± s.d. (n = 75)empowerment 3.85 ± .40

competence 3.91 ± .62meaningfulness 3.88 ± .51impact 3.70 ± .51

• No significant differences between grade 11 and 12• Competence: girls< boys• But no significant differences in marks boys and girls

JCU students felt empowered in all 3 dimensions girls felt less empowered in competence, but were not less

competent

Results 2: effects characteristics on

empowermentEffect of characteristics on

empowerment

1. JCU atmosphere 4.05*2. Enrichment 3. Teaching approach 4. Research orientation5. Talent meet talent 6. Accelerated 3.46*Combined characteristics have lower effect on

Impact dimension of empowerment

Interpretation using qualitative data - 1

• Accelerated curriculum

• Talent meets talent

+ Students appreciate acceleration and meeting talented peers

– But the pace and expectations are (too) high– New working attitude and habits have to be

developed

Interpretation using qualitative data - 2

• Research oriented • Teaching approach• Enrichment

+ Students appreciate these characteristics

+ Students experience freedom, challenge, respect for their contributions in and out classes

- But ask for more freedom for making choices, making more contributions

• JCU atmosphereVery positive inside and outside the classroom

Conclusion

Students feel empowered by the JCU setting as a whole. All characteristics add to empowerment, but the Impact dimension can be reinforced.

Even a selected group of gifted students needs differentiated learning environment

Add a characteristic

A seventh LEAT characteristic has to be added:

• possibilities for choices and student contributions

Adaptations in the JCU-curriculum since

2008• Better balance between acceleration and

enrichment• Students can choose between

enrichment modules• Introduction of a differentiation period in

the time schedule• See: optional assignments on

www.betadifferentiatie.nl

The JCU teacher Programme

Three step development and dissemination model1. JCU has developed 15 enrichment modules; taught in

JCU by university teachers2. Teachers from partner schools have tested the modules

in their regular classes adaptation3. Certification for a new science subject: NLT nation-

wide available

• 2 modules have been translated:– The Dynamic Earth– The Molecules of LifeDownloadable: www.uu.nl/jcu --> english

Since 2011: JCU school development programme

• Ministry of Education policy: promote ‘science excellence’ in secondary schools

• 2011/12: pilot project• 2012/16: U-Talent: talent development

programmes in 25 JCU partner schools, aiming at differentiation within schools– U-Talent programmes grade 7 – 12– Including student activities in university– A student U-Talent certificate enabling entrance to honours

programmes in university– Teacher professionalisation course ‘promoting excellence’

Implications for science education research &

development• How can ‘science excellent’ programmes in

JCU-schools meet the seven ‘LEAT characteristics’?

• How can these programmes contribute to an overall change in learning atmosphere in the schools?

• Implementation of differentiated lessons nationwide?

• Will this result in improvement of students results (e.g. PISA scores; more science students)?

Thank you for your attention

QUESTIONS?