PARSEL Workshop on sharing existing ideas

and T-L materials

(For more popular and

relevant science teaching).

Jack HolbrookJack Holbrook

PARSEL objectives specific to PARSEL objectives specific to T-L MaterialsT-L Materials

Review styles of teaching approaches, materials or Review styles of teaching approaches, materials or

resources focussing on resources focussing on relevance of science educationrelevance of science education

(with (with specificspecific focus on context-oriented approaches and focus on context-oriented approaches and

school-industry cooperation) school-industry cooperation)

as seen as promoting the objectives of the programme as seen as promoting the objectives of the programme

towards towards scientifically literate citizens, the popularity of scientifically literate citizens, the popularity of

science and enhancing students’ choice of career.science and enhancing students’ choice of career.

What we are trying to do?What we are trying to do?

We are trying to add to the richness of We are trying to add to the richness of science education material within a country.science education material within a country.

Possibly we stimulate the creation of T-L Possibly we stimulate the creation of T-L materials, based on our exemplars styles materials, based on our exemplars styles (within the country in the future).(within the country in the future).

We are We are NOTNOT trying to change the trying to change the curriculum – although we may help the curriculum – although we may help the implementation of science teaching to better implementation of science teaching to better match the curriculum intentions).match the curriculum intentions).

ICASEICASE

ICASE has been involved in developments ICASE has been involved in developments towards scientific and technological literacy towards scientific and technological literacy (STL) for a number of years, initially under (STL) for a number of years, initially under the heading of Project 2000+. It has the heading of Project 2000+. It has developed T-L materials linked to this. developed T-L materials linked to this.

I try to expand on the ideas impacting on I try to expand on the ideas impacting on the materials from STL and the nature of the the materials from STL and the nature of the T-L materials themselves. In so doing, I T-L materials themselves. In so doing, I suggest criteria for collecting T-L Materials.suggest criteria for collecting T-L Materials.

Science v Science EducationScience v Science Education

The Teaching of Science in school/university is not The Teaching of Science in school/university is not science, but science educationscience, but science education

(we badly name lessons in school as ‘science’).(we badly name lessons in school as ‘science’).

Science Education is part of Education (i.e. a social Science Education is part of Education (i.e. a social science). science).

As such, science education is governed by all As such, science education is governed by all competences put forward for education e.g. nature competences put forward for education e.g. nature of the subject, personal attributes (cognitive, of the subject, personal attributes (cognitive, attitudinal, developmental, communicative) and attitudinal, developmental, communicative) and social (co-operational, social values). social (co-operational, social values).

Science EducationScience Education

This is perceived as This is perceived as

Education through scienceEducation through science

NotNot

Education in Science, orEducation in Science, or

Science through EducationScience through Education

MeaningMeaning

The ICASE definition of STLThe ICASE definition of STL

““developing the ability to creatively utilise developing the ability to creatively utilise sound science knowledge in everyday life, sound science knowledge in everyday life, or in a career, to solve problems, make or in a career, to solve problems, make decisions and hence improve the quality of decisions and hence improve the quality of life”.life”.

MeaningMeaning

PopularityPopularity seen as interesting, useful, seen as interesting, useful, meaningful, attainable, ideas transferable meaningful, attainable, ideas transferable (i.e. applicable). (i.e. applicable).

RelevanceRelevance seen as related to seen as related to present/future life, student experiences, present/future life, student experiences, related to the society. related to the society.

(not really relevance to the curriculum) (not really relevance to the curriculum)

ICASE and Trends with respect to EducationICASE and Trends with respect to Education

FromFrom ToToScience taught to enable Science taught to enable students to become scientistsstudents to become scientists

Science taught for responsible Science taught for responsible citizenship/careerscitizenship/careers

Science education Science education emphasising “basic” or emphasising “basic” or “fundamental” (19“fundamental” (19thth Century?) Century?) cognitive conceptscognitive concepts

Increased emphasis on Increased emphasis on relevance, argumentation, relevance, argumentation, working together to drive working together to drive cognitive learningcognitive learning

Science as an isolated school Science as an isolated school subjectsubject

Inter-disciplinarity between Inter-disciplinarity between school subjectsschool subjects

Teacher centred approach, Teacher centred approach, limited feedbacklimited feedback

Student centred approaches for Student centred approaches for greater feedback for the teachergreater feedback for the teacher

Emphasis on summative tests Emphasis on summative tests and examinationsand examinations

More attention to formative, on-More attention to formative, on-going assessmentgoing assessment

ICASE PERCEPTION

OF T-L MATERIALS for

PARSEL

Supplementary Supplementary materials related materials related to the teaching to the teaching

of one lesson, or of one lesson, or a number of a number of

lessons.lessons.

The materials to be used by The materials to be used by the teacher directly, or the teacher directly, or modified to suit the specific modified to suit the specific situation.situation.

Materials which Materials which guide the guide the

teaching direction teaching direction and give and give

emphasis to key emphasis to key teaching teaching

components.components.

Innovative material related to the trends in science education and to modern views of scientific literacy.

Suggested Types of Suggested Types of Teaching-Learning MaterialsTeaching-Learning Materials

1.1. The materials are designed to target and The materials are designed to target and support the teachersupport the teacher (suggestions given to the (suggestions given to the teacher thus allowing room for teacher teacher thus allowing room for teacher ownership and adaptation). * PREFERREDownership and adaptation). * PREFERRED

2.2. The material is The material is course materialcourse material for the for the studentstudent and as such gives the teacher the possibility to and as such gives the teacher the possibility to use as is (limited ownership).use as is (limited ownership).

3.3. ResourcesResources which support the teaching to the which support the teaching to the extend seen appropriate by the teacher. extend seen appropriate by the teacher.

Materials excludedMaterials excluded

The Curriculum no matter how detailed.The Curriculum no matter how detailed.

A textbook.A textbook.

Ministry of Education guidelines (which Ministry of Education guidelines (which relate to a specific curriculum).relate to a specific curriculum).

Individual worksheets, Experimental Individual worksheets, Experimental instructions, or Examination papers.instructions, or Examination papers.

Non-innovative materials.Non-innovative materials.

Academic papersAcademic papers

Suggested Key Components of the Suggested Key Components of the T-L Materials targetting the teacherT-L Materials targetting the teacher

The materials can be expected to:The materials can be expected to:

1.1. Indicate the Indicate the part of the curriculumpart of the curriculum covered. covered.

2.2. State the intended targets of learning (State the intended targets of learning (learning learning outcomesoutcomes to be gained by students). to be gained by students).

3.3. Include a Include a Teaching ApproachTeaching Approach (in as much detail (in as much detail as appropriate).as appropriate).

4.4. Give Give Student ActivitiesStudent Activities (which are designed to (which are designed to help the student achieve the learning intended).help the student achieve the learning intended).

5.5. Include an Include an assessmentassessment of whether the intentions of whether the intentions have been achieved by some, or all the students.have been achieved by some, or all the students.

Possible Features of a PARSEL T-L Possible Features of a PARSEL T-L Materials ModelMaterials Model

(a) Relate to the Curriculum(a) Relate to the Curriculum

This may be through an introduction which specifies the topic, the This may be through an introduction which specifies the topic, the skill(s) being taught and the type of activity.skill(s) being taught and the type of activity. For example:For example:

SUBJECTSUBJECT Science for AllSection or ChapterSection or Chapter Motion and our livesCompetenceCompetence Written CommunicationActivityActivity HomeworkAnticipated timeAnticipated time 20 minutes

(b) State Learning Outcome(s) for (b) State Learning Outcome(s) for lessons (competences for a topic)lessons (competences for a topic)

At the completion of this activity, students are At the completion of this activity, students are expected to be able to:expected to be able to:

write an accountwrite an account on how motion influences our daily on how motion influences our daily lives by: organizing the thematic ideaslives by: organizing the thematic ideas using correct and appropriate terms andusing correct and appropriate terms and concepts concepts

(c) Suggest a Teaching Approach(c) Suggest a Teaching Approach

The approach indicates the manner in which the The approach indicates the manner in which the material is structuredmaterial is structured

* It is worth seeing the John Gilbert article in IJSE * It is worth seeing the John Gilbert article in IJSE on 4 different meanings attached to contexton 4 different meanings attached to context

The PARSEL objectives (see description of work) The PARSEL objectives (see description of work) indicate a focus for innovative T-L material on:indicate a focus for innovative T-L material on:

Context-oriented approaches*Context-oriented approaches* School-industry or school-society cooperationSchool-industry or school-society cooperation

(d) Give Student Activities(d) Give Student Activities

Teaching–Learning Materials are expected to introduce a Teaching–Learning Materials are expected to introduce a varietyvariety of student activities related to the intended learning of student activities related to the intended learning (for an individual lesson within a module, there may be (for an individual lesson within a module, there may be only one activity that is assessed).only one activity that is assessed).

The activities may be designed to be undertaken by students, The activities may be designed to be undertaken by students, individually, or in small groups.individually, or in small groups.

The activities (for example) may be : Inquiry-based cognitive activities. Experimental activities utilising process skills. Simulation/visualisation activities. Creative, initiative stimulating activities. Cooperative learning activities. Activities promoting communicative abilities. Decision making, socio-scientific discussions.

(e) Including Assessment (feedback)(e) Including Assessment (feedback)

This is expected to be a crucial part of Teaching-This is expected to be a crucial part of Teaching-Learning Materials assessing across the Learning Materials assessing across the educational goals.educational goals.

Emphasis is expected on Emphasis is expected on formative assessmentformative assessment methodsmethods to maximise teaching time, assess non to maximise teaching time, assess non cognitive attributes and to provide diagnostic cognitive attributes and to provide diagnostic support.support.

Methods may include: Oral questioning/presentations Observational (related to an individual or group) Written records, plans, reports, etc.

A Simple Assessment TechniqueA Simple Assessment Technique

Any method used for assessment of students in the Any method used for assessment of students in the class, during the teaching, must be simple and not class, during the teaching, must be simple and not time-consuming (preference for being part of the time-consuming (preference for being part of the teaching-learning situation).teaching-learning situation).

In the examples of Teaching-Learning materials, a 3 In the examples of Teaching-Learning materials, a 3 point system is shown. This covers assessment based point system is shown. This covers assessment based on: on:

(all assessments are determined by the teacher, based on the (all assessments are determined by the teacher, based on the teacher’s own standards)teacher’s own standards)

- - achieved the learning for the lesson (√√)achieved the learning for the lesson (√√) - partially achieved the learning (√)- partially achieved the learning (√) - has not achieved the learning (x)- has not achieved the learning (x)

INNOVATIVE TEACHING/LEARNING INNOVATIVE TEACHING/LEARNING MATERIALMATERIAL

What to look for ?What to look for ?

Innovative material which enhances the popularity Innovative material which enhances the popularity and relevance of science teaching for scientific and relevance of science teaching for scientific literacy (literacy (what PARSEL is about !)what PARSEL is about !) through its : through its : Design of MaterialDesign of Material Underlying PhilosophyUnderlying Philosophy Relevance of context (content) Relevance of context (content) Teaching ApproachTeaching Approach

We should only include materials meeting our We should only include materials meeting our standards related to these criteriastandards related to these criteria

The ICASE approach used to identify The ICASE approach used to identify

exemplary STL Materialsexemplary STL Materials ((covering a series of lessonscovering a series of lessons))

Does the material :Does the material :1.1. Start from a concern, or issue in society ?Start from a concern, or issue in society ?2.2. Clearly promote learning within the intended Clearly promote learning within the intended

curriculum ?curriculum ?3.3. Include strong student participatory components?Include strong student participatory components?4.4. Present an interesting and relevant challenge to Present an interesting and relevant challenge to

students ?students ?5.5. Clearly identify the learning to be promoted; Clearly identify the learning to be promoted; how how

student tasks are related to this; and student tasks are related to this; and how how to to determine whether the learning has been achieved ?determine whether the learning has been achieved ?

Suitability of the Concern or IssueSuitability of the Concern or Issue

Stage 1a.Stage 1a. Is the Is the issueissue or concern perceived to or concern perceived to be relevant to the students (as perceived by the be relevant to the students (as perceived by the student and which relates to the curriculum) ? student and which relates to the curriculum) ?

Stage 1b.Stage 1b. Is the concern/issue presented Is the concern/issue presented throughthrough an interesting scenario an interesting scenario (case study) to (case study) to introduce the situation, and from this, does it introduce the situation, and from this, does it derive a range of student tasks to investigate derive a range of student tasks to investigate the issue/concern (over a number of lessons) ?the issue/concern (over a number of lessons) ?

Stage 2Stage 2 Identifying Learning Outcomes enhancing Identifying Learning Outcomes enhancing scientific literacy scientific literacy in a sufficiently wide sensein a sufficiently wide sense e.g. e.g.

At least one learning outcome related to At least one learning outcome related to Social Social Values Education (probably through socio-Values Education (probably through socio-scientific decision making)scientific decision making)

At least one learning outcome for At least one learning outcome for Science Science Conceptual learning (preferably higher order)Conceptual learning (preferably higher order)

At least one learning outcome for At least one learning outcome for Science Science Process SkillsProcess Skills (aspects of problem solving i.e. (aspects of problem solving i.e. planning, experimenting, predicting )planning, experimenting, predicting )

At least one learning outcome for At least one learning outcome for Personal/interpersonal skillsPersonal/interpersonal skills (communication, (communication, initiative, safe working, cooperation, leadership)?initiative, safe working, cooperation, leadership)?

Stage 3 Does the material:Stage 3 Does the material:

Suggest teaching strategies to promote student Suggest teaching strategies to promote student participation and to achieve the learning participation and to achieve the learning outcomes ? outcomes ?

Develop student tasks that relate to the learning Develop student tasks that relate to the learning outcomes (covering outcomes (covering all outcomes)all outcomes) ?

Indicate how each of the outcomes are to be Indicate how each of the outcomes are to be assessedassessed to show the learning being achieved? to show the learning being achieved?

Stage 4 Does the material:Stage 4 Does the material:

add extra information that could be useful add extra information that could be useful for the teacher e.g.for the teacher e.g.

Background notesBackground notes

Student worksheets/handoutsStudent worksheets/handouts

Internet references ?Internet references ?

ExamplesExamples

Some possible examples Some possible examples

of T-L materials of T-L materials

suitable for PARSELsuitable for PARSEL

Can we get rid of Can we get rid of Malaria ?Malaria ?

A Unit under the Title

The Scenario givenThe Scenario given

Mangalore city, in particular, and South Canara Mangalore city, in particular, and South Canara district of Karnataka in general, is one of the most district of Karnataka in general, is one of the most literate, well-informed and resourceful regions of literate, well-informed and resourceful regions of India. The prosperity of the region is closely linked India. The prosperity of the region is closely linked with the health of the population. Unless people with the health of the population. Unless people continue to enjoy good health, this prosperity cannot continue to enjoy good health, this prosperity cannot be maintained. be maintained.

Over the last 7-8 years, malaria has made major Over the last 7-8 years, malaria has made major inroads in the region. Numerous reasons are inroads in the region. Numerous reasons are attributed to this, e.g. construction work, migrant attributed to this, e.g. construction work, migrant labour, etc. The city will face serious problems in the labour, etc. The city will face serious problems in the future if malaria is not brought under control future if malaria is not brought under control immediately. Perhaps students can play a significant immediately. Perhaps students can play a significant role in the process of eliminating malaria.role in the process of eliminating malaria. But how ?But how ?

ARE WE OVERUSING ARE WE OVERUSING PLASTICS?PLASTICS?

Another Example of T-L Material as a Unit

The Scenario givenThe Scenario givenIt is almost as if plastics have become an integral part of our It is almost as if plastics have become an integral part of our lives. They have been put to every possible and conceivable lives. They have been put to every possible and conceivable use from house doors to car parts, from clothes to various types use from house doors to car parts, from clothes to various types of containers and bags. They have slowly replaced materials of containers and bags. They have slowly replaced materials like metals, glass, wood, etc. This is especially true of like metals, glass, wood, etc. This is especially true of packaging of materials used in our daily life, in which various packaging of materials used in our daily life, in which various

types of plastics are used extensivelytypes of plastics are used extensively..

But what happens to all the plastic materials once they But what happens to all the plastic materials once they have outlived their usefulness?have outlived their usefulness? How do we dispose of them in the home, or in school? What happens to plastics after they are thrown on rubbish dumps along with household garbage, or simply thrown out on the streets by people who don't care?

SHOULD WE CUT DOWN ON THE USE OF PLASTICS ?

OPTICAL ILLUSIONS :OPTICAL ILLUSIONS : IS WHAT WE SEE WHAT IS WHAT WE SEE WHAT

WE GET?WE GET?

The Last Example of a Unit

Scenario Look at the pictures. The Necker Cube

Say aloud the ink colour of each word? How quickly can you do it? Did you slow down?

9 people are hidden in this image. Can you see them?

Is the red dot on the near or far corner? Stare at it for a while, what happens?

Nine people are hidden in the image on the left. Can you see them?

Say aloud the ink colour of each word. How quickly can you do it? Did you manage to complete the task without slowing down ?

Is the red dot above on the near or the far corner? Stare at it for a while – what happens?

One Example of T-L material One Example of T-L material at the Level of a Single Lessonat the Level of a Single Lesson

Unit Unit SOLIDS, LIQUIDS AND GASESSOLIDS, LIQUIDS AND GASESTopicTopic Basic structure of matter, concept of atom Basic structure of matter, concept of atom Learning skillsLearning skills Intellectual Intellectual Types of ActivityTypes of Activity Description of experiments and homeworkDescription of experiments and homeworkTimeTime 1 period for classwork 1 period for classwork

Activity Learning OutcomesActivity Learning OutcomesAt the end of this activity, involving one lesson and follow-up homework, the At the end of this activity, involving one lesson and follow-up homework, the

students are expected to be able to :students are expected to be able to :

(from the lesson)(from the lesson)(a) (a) explainexplain, with reference to inter particle space, that solids have a definite , with reference to inter particle space, that solids have a definite

shape and volume, whereas liquid have definite volume, but take up the shape and volume, whereas liquid have definite volume, but take up the shape of the container and that the volume of a gas depends on the shape of the container and that the volume of a gas depends on the pressure and temperature (gases having no definite shape); pressure and temperature (gases having no definite shape);

(b) (b) explainexplain that increasing or decreasing the energy associated with particles, that increasing or decreasing the energy associated with particles, by raising/ lowering the temperature, gives rise to changes in state from by raising/ lowering the temperature, gives rise to changes in state from solids to liquids, liquids to gases, or vice versa;solids to liquids, liquids to gases, or vice versa;

(c) (c) statestate that compounds are made up of molecules; that compounds are made up of molecules;

(for homework)(for homework)(d) (d) givegive examples of 2 solid compounds and 2 gaseous elements; examples of 2 solid compounds and 2 gaseous elements;(e) (e) associateassociate the particles in compounds and elements with the terms atoms the particles in compounds and elements with the terms atoms

and/or molecules.and/or molecules.

Suggested Teaching ApproachSuggested Teaching Approach

Before the class, the teacher can:Before the class, the teacher can:

check, by asking questions orally, students are familiar with check, by asking questions orally, students are familiar with elements and compounds and can explain differences between elements and compounds and can explain differences between them;them;

ask student, per group, to bring to the class a rubber ball, marble, ask student, per group, to bring to the class a rubber ball, marble, plastic syringe and a rubber band.plastic syringe and a rubber band.

During the activity, the teacher canDuring the activity, the teacher can::begin with a set induction using common and practical experience begin with a set induction using common and practical experience

of the learners to initiate the debate over evidence for the of the learners to initiate the debate over evidence for the existence of particles in matter;existence of particles in matter;

supply a small piece of chalk to each group of student to add to supply a small piece of chalk to each group of student to add to the materials brought by the students and guide the students to the materials brought by the students and guide the students to undertake the classwork given in the worksheet. undertake the classwork given in the worksheet.

Student WorksheetStudent Worksheet Carry out the experiments given below. Describe the Carry out the experiments given below. Describe the experiments and include answers to the questions given.experiments and include answers to the questions given.

Observe what happens when you put pressure to the rubber Observe what happens when you put pressure to the rubber ball and then release the pressure. Observe what happens if ball and then release the pressure. Observe what happens if you try this with a marble. you try this with a marble.

Draw some water or oil into a syringe. Put your left thumb over Draw some water or oil into a syringe. Put your left thumb over the opening where we fit the needle. Now gently press the the opening where we fit the needle. Now gently press the piston of the syringe until it is not possible to push it further. piston of the syringe until it is not possible to push it further. Observe how far the piston moves.Observe how far the piston moves.

Take some air into the syringe in place of the water/oil and Take some air into the syringe in place of the water/oil and repeat the experiment.repeat the experiment.

Pull on the rubber band (don’t break it) and then release the Pull on the rubber band (don’t break it) and then release the pressure (don’t let go of the band). Observe what happens to pressure (don’t let go of the band). Observe what happens to the rubber band.the rubber band.

Break a piece of chalk continuously (for ever !!) and observe Break a piece of chalk continuously (for ever !!) and observe the result. the result.

Suggested HomeworkSuggested Homework

Record the following in your workbook : Record the following in your workbook :

1.1. Give 2 examples of compounds which are solids.Give 2 examples of compounds which are solids.2.2. Give 2 examples of elements which are gases.Give 2 examples of elements which are gases.3.3. Use your examples to explain what happens when each Use your examples to explain what happens when each

of the chosen compounds are heated for some time.of the chosen compounds are heated for some time.4.4. Use your examples to explain what happens when each Use your examples to explain what happens when each

of the chosen elements are extensively cooled.of the chosen elements are extensively cooled.

(In answering items 3 and 4, make sure you (In answering items 3 and 4, make sure you include the word molecule or element in each include the word molecule or element in each explanation and be careful that you use these explanation and be careful that you use these words correctly)words correctly)

Assessment based on Learning Outcomes.Assessment based on Learning Outcomes.Assessment for Assessment for intellectual skillsintellectual skills in the classwork can be from in the classwork can be from

the written work based on the following :the written work based on the following :

Relationship between physical states and inter-particle Relationship between physical states and inter-particle space; Explanation of melting and boiling; Chalk is space; Explanation of melting and boiling; Chalk is made up of molecules.made up of molecules.

√√ √√ Can (a) explain/draw a diagram showing inter particle Can (a) explain/draw a diagram showing inter particle space; (b) explain melting and boiling in terms of particle space; (b) explain melting and boiling in terms of particle energy. Recognises (c) that chalk cannot be broken energy. Recognises (c) that chalk cannot be broken indefinitely.indefinitely.

√ √ Can (a) partially explain/draw a diagram showing inter Can (a) partially explain/draw a diagram showing inter particle space; (b) explain partially melting and boiling.particle space; (b) explain partially melting and boiling.

Recognises (c) chalk cannot be broken indefinitely but Recognises (c) chalk cannot be broken indefinitely but cannot express this well in writing.cannot express this well in writing.

X Cannot (a) explain/draw a diagram; (b) explain melting/ X Cannot (a) explain/draw a diagram; (b) explain melting/ boiling. Unsure (c) whether chalk can be broken indefinitely.boiling. Unsure (c) whether chalk can be broken indefinitely.

Assessment of Intellectual Ability Assessment of Intellectual Ability from the Homeworkfrom the Homework

Give examples of compounds and elements. Explain Give examples of compounds and elements. Explain change of state in compounds and elements.change of state in compounds and elements.

√√ √√ Can (d) give 2 examples of solid compounds and 2 Can (d) give 2 examples of solid compounds and 2 examples of gaseous elements. examples of gaseous elements.

Can (e) explain the predicted observations for each Can (e) explain the predicted observations for each compound and element given compound and element given

√ √ Can (d) give some examples, but not 2, examples of Can (d) give some examples, but not 2, examples of each meeting the criteria. each meeting the criteria.

Can (e) explain partially the predicted observationsCan (e) explain partially the predicted observationsX Unable (d) to give examples for solid compounds or X Unable (d) to give examples for solid compounds or

gaseous elements. Cannot (e) explain or show the gaseous elements. Cannot (e) explain or show the relationship between temperature change and state of relationship between temperature change and state of matter.matter.

Overall Learning Record for Overall Learning Record for Intellectual Skill (kept by the teacher)Intellectual Skill (kept by the teacher)

Should the teacher wish to record an overall mark for Should the teacher wish to record an overall mark for intellectual skill in the record book for each student, intellectual skill in the record book for each student, based on based on the lesson and homework assessments the lesson and homework assessments (a-e)(a-e), then the following can be taken as a guide:, then the following can be taken as a guide:

If the number of ticks (√) is 8 or 10 then the teacher records √√If the number of ticks (√) is 8 or 10 then the teacher records √√ 4 or 7 then the teacher records √ 4 or 7 then the teacher records √

less than 4 then the teacher records x.less than 4 then the teacher records x.

Notes for the TeacherNotes for the TeacherThe expected answers to the questions in the student The expected answers to the questions in the student worksheetworksheet– The rubber ball has significant inter particle space and this space can be The rubber ball has significant inter particle space and this space can be

compressed by the use of an external force. However the marble compressed by the use of an external force. However the marble possesses little inter particle space and as particles cannot be possesses little inter particle space and as particles cannot be compressed, the marble retains its shape.compressed, the marble retains its shape.

– Inter particle space can be compressed. However the inter-particle Inter particle space can be compressed. However the inter-particle space is only large in the case of gases. The piston can be pushed down space is only large in the case of gases. The piston can be pushed down when there is air in the syringe because air is gaseous, but the piston when there is air in the syringe because air is gaseous, but the piston cannot be moved in the case of water or oil.cannot be moved in the case of water or oil.

– This experiment can be explained based on the particle idea of matter. This experiment can be explained based on the particle idea of matter. When the rubber band is stretched the inter-particle space is increased. When the rubber band is stretched the inter-particle space is increased. This can occur because the external force applied. When the pressure is This can occur because the external force applied. When the pressure is released the particle attraction brings the particles closer together and released the particle attraction brings the particles closer together and the rubber band retains it original shape.the rubber band retains it original shape.

– No, a piece of chalk cannot be broken forever. While it can be broken No, a piece of chalk cannot be broken forever. While it can be broken further than in the class with the aid of cutting instruments and the use of further than in the class with the aid of cutting instruments and the use of a microscope, there will always come a time when the smallest particle a microscope, there will always come a time when the smallest particle cannot be broken and the substance can be called chalk.cannot be broken and the substance can be called chalk.

Examples of T-L Materials DisplayedExamples of T-L Materials Displayed

As a moduleAs a module

Can we get rid of malaria?Can we get rid of malaria?

Optical Illusions: is what you see, what you get?Optical Illusions: is what you see, what you get?

Shampoo – is there truth behind the advertising?Shampoo – is there truth behind the advertising?

As a single lessonAs a single lesson

Solids, liquids and gasesSolids, liquids and gases

Forces and motionForces and motion

Theory, theory – who’s got the theory ?Theory, theory – who’s got the theory ?

Other material (not seen as having sufficiently diverse goals)Other material (not seen as having sufficiently diverse goals)

Forensics in the classroomForensics in the classroom

Environment, Ethics and ActionEnvironment, Ethics and Action

Shampoo, Soy Sauce and the Prince’s PendantShampoo, Soy Sauce and the Prince’s Pendant

Classifying MaterialsClassifying Materials

Where on the spectrum does the material fit?Where on the spectrum does the material fit?

To what degree is it felt there is potential for To what degree is it felt there is potential for teachers to take ownership of the material and teachers to take ownership of the material and hence the teacher is able to ‘use’ the material as if it hence the teacher is able to ‘use’ the material as if it were their own ?were their own ?

Potential for Potential for | | | | | | | | | | Potential forPotential for

Teacher Teacher 1 2 3 4 5 1 2 3 4 5 Teacher Teacher

ownership low ownership highownership low ownership high

At what level will we accept the material for PARSEL ?At what level will we accept the material for PARSEL ?

Additional classificationAdditional classification

Material MaterialMaterial Materialsingle single 1 2 3 4 5 6 7 8 9 10*1 2 3 4 5 6 7 8 9 10* multi- multi-lesson lessonslesson lessons

Number refers to number of lessons coveredNumber refers to number of lessons covered

* can be more than 10, but translation could then * can be more than 10, but translation could then become a problembecome a problem

Criteria checkCriteria check

DesignDesign

1.1. Has adequate descriptor Has adequate descriptor Yes/NoYes/No2.2. Has suitable competences/LOs Has suitable competences/LOs Yes/NoYes/No3.3. Has suggested teaching guide Has suggested teaching guide Yes/NoYes/No4.4. Has suggested student activities Has suggested student activities Yes/NoYes/No5.5. Has suitable assessment strategy Has suitable assessment strategy Yes/NoYes/No

All need to be checked as YESAll need to be checked as YES

Criteria checkCriteria check

PhilosophyPhilosophy

SL geared to SL geared to | | | | | | | | | || | | | | | | | | | SL geared to SL geared to responsibleresponsible

understanding understanding 1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10 citizenry citizenryscience/technology science/technology

Scientific in terms Scientific in terms | | | | | | | | | || | | | | | | | | | Educational in terms of Educational in terms of knowledge, knowledge, 1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10 PS, creative thinking, PS, creative thinking,theories, laws reasoning, DM theories, laws reasoning, DM

Suggested cut-off score 5/10 for each criteriaSuggested cut-off score 5/10 for each criteria (partner decision)(partner decision)

Criteria checkCriteria check

Philosophy continuedPhilosophy continued

Scientific patterns and Scientific patterns and | | | | | | | | | || | | | | | | | | | Educational in Educational in ‘‘big ideas’ big ideas’ 1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10 in terms of in terms of cognitive, cognitive,

personal/socialpersonal/social

Science seen as Science seen as | | | | | | | | | || | | | | | | | | | Stressing NOS Stressing NOSInformational truths, Informational truths, 1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10Society independent,Society independent,Fact leading to theoriesFact leading to theoriesleading to lawsleading to laws

Criteria checkCriteria check

RelevanceRelevance

Curriculum contentCurriculum content | | | | | | | | | || | | | | | | | | | Socially relevant Socially relevant

Relevance Relevance 1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10 reason for gaining reason for gaining

(fundamental to complex) conceptual science(fundamental to complex) conceptual science

Content sequenced Content sequenced | | | | | | | | | || | | | | | | | | | Context initiated Context initiated

1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10 (content on ‘need to (content on ‘need to

know’)know’)

Criteria checkCriteria check

Teaching ApproachTeaching Approach

Experimentation as Experimentation as | | | | | | | | | || | | | | | | | | | Experimentation as Experimentation asverification of theories/ verification of theories/ 1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10 part of inquiry part of inquiry

Student learning ‘to the Student learning ‘to the | | | | | | | | | || | | | | | | | | | Student ownership Student ownershiptest’ test’ 1 2 3 4 5 6 7 8 9101 2 3 4 5 6 7 8 910 thru participation thru participation

Title put forward as Title put forward as | | | | | | | | | || | | | | | | | | | Title societal Title societalScientific (concept map) Scientific (concept map) 1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10 with scenario and with scenario and

teaching/learningteaching/learning map map

How many materials ?How many materials ?

Obviously the more we have for the classification Obviously the more we have for the classification stage, the merrier !!stage, the merrier !!

The target is 50 i.e. 6 per partner.The target is 50 i.e. 6 per partner.

These materials need to be in English (plus the These materials need to be in English (plus the actual language).actual language).

The materials can come from any source (e.g. the The materials can come from any source (e.g. the internet) and any country. internet) and any country.

When ?When ?

We need the materials for the next meeting We need the materials for the next meeting (we can have more materials later).(we can have more materials later).

Preferably we need the materials in Preferably we need the materials in electronic format.electronic format.

If the material does not meet all criteria, it If the material does not meet all criteria, it can still be submitted (decision on whether can still be submitted (decision on whether to amend can come later)to amend can come later)

Thank you for your attention Thank you for your attention