5/22 (Wed) 14:00 - 15:30
Designing Science Education Learning Environments to Support Learners in
Our global community faces challenges of food and water security, climate change and destruction of nature, health, and educational for all. These challenges will be solved if individuals throughout globe have the science and engineering knowledge and collaborative capabilities to solve such complex problems. All learners throughout the globe need to experience science education in which they will develop useable knowledge of science. From making personal decisions about daily life issues to working in rewarding scientific careers, knowledge-in-use of science is essential. Knowledge-in-use is described as knowledge that learners can apply to make decisions, solve problems, innovate and learn more when needed.
How should science learning environments be designed to focus on developing knowledge-in-use where learners use the big ideas of science and scientific practices to make sense of phenomena and solve design problems? Investigating questions that students find meaningful has long been supported as a viable learning structure. Project-based Learning (PBL) structures science learning environments around questions that engage students in collaborative inquiry. Because PBL focuses on students and their interests, it is sensitive to the varied needs of diverse students with respect to culture, race, and gender. In this workshop, Krajcik will engage participants in how to design learning environments that align with the features of project-based learning and show how the various features of PBL are anchored in what is known about how students learn.
5/22 (Wed) 15:50 - 17:20
Finnish approach to collaborative improvement of STEM teacher education
Finnish Minister of Education nominated 100 experts from universities, the ministry, the teachers’ union, student unions and municipal union to a Finnish Teacher Education Forum and asked the Forum to analyze research outcomes related to STEM teacher education, to identify best practices based on teacher education strategies and policy documents in other countries, organize a national brainstorming process related to the renewal of teacher education and, finally, prepare a Development Programme for STEM Teachers’ Pre- and In-service Education (life-long professional development) in Finland. According to the development programme, a professional STEM teacher should have competences in following areas: A broad and solid knowledge base, including, for example, Subject Matter Knowledge; PCK; GPK, Contextual knowledge; and Research knowledge; Expertise in generating novel ideas and educational innovations; Competences required for the development of their own and their schools’ expertise. Furthermore, the Forum identified six key actions to undertake to improve teacher education and support the implementation of the development programme, and also to create the conditions for the renewal of Finnish STEM teacher education through pilot projects. The recognised actions were: Holistic view to competences teachers need in a classroom and outside the classroom; Attractive teacher education with well-functioning structures, anticipation and successful student admissions; Teachers as experts in generating novel ideas and pedagogical innovations and in applying of them; Developing professional management and leadership in schools, educational institutions and learning communities; 6. Strengthening the research based teacher education at all levels of education and forms of education, like in pre- and in in-service education. After introducing the Finnish reform program, a common view related to STEM teachers’ challenges and competences will be constructed in a creative process in the workshop.