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Avi Hofstein and Rachel Mamlok-Naaman

The Department of Science Teaching at The Weizmann Institute of Science focuses on curriculum development, teacher training, and evaluation to improve science education in Israeli secondary schools. They specialize in chemistry, physics, and biology, while also ensuring science literacy for all students. Through interdisciplinary and issue-oriented modules, they make science relevant and engage students in inquiry-based learning. This program aims to develop scientific understanding and analytical thinking skills among high school students.

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Avi Hofstein and Rachel Mamlok-Naaman

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  1. The Department of Science Teaching Avi Hofstein and Rachel Mamlok-Naaman The Weizmann Institute of Science

  2. The Structure of Science Education in Israel

  3. Secondary School

  4. Specialize in Science Chemistry Physics Biology

  5. Do not specialize in Science Mutav Science for all in Society

  6. Established by the Late Prof. Amos De-Shalit as part of The Israeli Science Teaching Center ¯ Started with teachers who came to work on reforming the learning Material in: Mathematics Physics 1967 Chemistry The Department of Science Teaching

  7. Curriculum Development, Implementation and Evaluation for Junior & Senior High Schools in Israel Why? Continuous, Dynamic & Long-term Process Based on:  How Students Learn (Learning)  How Teachers Teach (Instruction)  The Syllabi (Content) How? 160 People involved  Scientists  Teachers R & D activities  Students  Technical Support By whom? The Department of Science Teaching

  8. Curriculum Development  Textbooks  Teachers’ Guides  Remedial Materials  Educational Games  Computer Software  Special Units  Assignments and Projects

  9. Implementation  Continuous in-Service  Teacher Training  In School Guidance  Young Teacher Fellowships  Journals and Newsletters National Teacher Centers Evaluation and Research Surveys Evaluation Cognitive Research

  10. Mathematics 1. Junior High School 2. U-2: 2-3 point level ("low achievers") Chemistry 1. Senior High School 2. Junior High School Physics 1. Senior High School 2. Junior High School

  11. Senior High School Earth and Environmental Sciences K-12 Life Sciences Senior High School Science and Technology for all 1. Senior High School 2. Junior High School Computer Sciences

  12. Senior High School Varying the learning environment in the science classroom Current Issues (Tomorrow 98) • Educating and Future Citizen Science and Technology for all Junior High School Making Science more relevant

  13. Multidimensional Approach to School Chemistry The conceptual structure Theprocess of chemistry e.g. Inquiry of chemistry The technological manifestations of chemistry Chemistry as a personally relevant subject The cultural aspects The societal role and of chemistry implications of chemistry UV O2(g) O(g) + O(g) O(g) + O2(g) O3(g) O3(g) + O(g) 2O2(g)

  14. APTITUDE 1. Ability 2. Development 3. Motivation x b LEARNING Affective Behavioral Cognitive INSTRUCTION 4. Amount 5. Quality y a z c ENVIRONMENT 6. Home 7. Classroom 8. Peers 9. Television Casual Influences of Student Learning (Walberg)

  15. 1. Target Population High School students (grade 10-12) who opted to not to specialize in the science disciplines (Biology, Chemistry, and Physics). 2. Key Goal Attaining scientific literacy for all students ( The program will become compulsory in the future for the non-science population). The "MUTAV" Project (Science and Technology in the Society) for the Upper Secondary School

  16. 3. Rationale, structure, and content of the program a. The content is characterized by: Its relevance to the students, interdisciplinary nature, and optional modules provided to the science teacher. b. The modular nature (issue oriented approach) of the program (each module is taught during 35-40 classroom periods). c. Pedagogical approach (potential to vary the classroom learning environment) d. Assessment of students' achievement and progress aligned with teaching method and pedagogy.

  17. The Black Gold Brain, Medicines and Drugs Energy and the Human Being Science in the Service of the Police  Science as an ever developing Entity Titles of some exemplary Modules (Issues) Developed for the: "Science & Technology in the Society"

  18. Science for All: Science in the Service of the Police Department of Science Teaching Naomi Ernst Dvora Katchevich

  19. Goals: • Learning of scientific topics • Using news headlines to make science more relevant • Develop inquiring, analytical thinking skills. • Discussions of moral dilemmas • Introduce police work on scientific basis

  20. Topics in the Book • Why do thieves wear gloves?(fingerprints) • Whose blood is it?(blood typing) • The nucleus of truth(DNA identification) • True or false?(polygraph)

  21. The Computerized Data-AFIS • Input of crime scene fingerprints • 2. Comparison with existing data • 3. Identification by an expert • 4. No identification – save under unidentified fingerprints

  22. Fingerprints Identification in: Work places Jails Intelligence organizations Safes Banks Computer data security

  23. Whose blood is it? • Constitution of blood and its functions • Antigen- antibody • Blood types- ABO and Rh • Transfusions • Semen • Probability

  24. When a stain suspected to be blood is found we must answer the following questions: • Is it a blood stain? • Is it human blood? • What is the blood’s ABO antigen type? • What is the blood’s Rh antigen type?

  25. The Nucleus of Truth: DNA • DNA structure • The genetic code • DNA fingerprints • Polymorphic sections • PCR (polymerase chain reaction) • Human genome • Genetic engineering • Probability

  26. True or false? • Polygraph • Heart and blood circulation • Rate of heart beats • Blood pressure • Rate of breathing • Skin conductivity

  27. The Polygraph Measures: Skin Conductivity Heart beat Blood Pressure Respiration

  28. TeachingStrategies Group work Discussions Teacher’s lectures Peer teaching Solving crime cases Concepts map Experiments Graph analysis

  29. Skills acquired and trained while composing the crime story  Understanding subject matter Locating and assessing information Analyzing information Applying scientific principals General view on the subject

  30. From Petroleum to Tomatoes: An Idea

  31. From Petroleum to Tomatoes module Four parts: The issue: How to maintain suitable growing conditions for tomatoes in Israel?  The use of polyethylene tunnels  The use of nitrogen, phosphorus, and potassium (NPK) fertilizers  The use of pesticides

  32. Pedagogy  Students who explore this module are exposed to an important debate.  They collect relevant information from various sources, make decisions, and think critically.  These experiences enable them to take an active role in the scientific and technological issues that confront our society.

  33. Chemistry Physics Science and Technology for Junior High Schools National Science Teachers Centers

  34. Activities in the National Centers for Science and Mathematics Teachers Developments of teacher-leaders who will initiate, support, conduct and lead professional in-service development. Counseling and support for the regional teacher centers and other regional professional development activities for teachers. Development and establishment of high standards in the pedagogy of science teaching and learning. Developments of models for effective professional development of science teachers.

  35. The Role of the National Science & Mathematics Teachers’ Centers Professional Development of Leaders Providing Support for Regional Centers Design of Models for Effective Professional Development Providing continuous and Long-Term Support for Professional Development of Leaders in the Educational System

  36. Regional Science & Mathematics Teachers Goal Provide for: Life Long Continuous and Dynamic Professional Development of Science & Mathematics Teachers

  37. National centers Leadership professional development Regional Regional Regional Center Center Center Leaders Leaders Leaders conducting conducting conducting workshops workshops workshops

  38. Informal Science Education • The Science Garden • Young scientists • Science lectures for the public • Central laboratories in: - Chemistry - Physics - Biology

  39. Research We developed measures for assessing students’: - Attitude towards Science - Attitude towards Scientists - Attitude towards School Science Lykert-type and Semantic differential type

  40. - Interest in Science - Scientific Curiosity - NOS

  41. Students’ Perception of: The Science Classroom and Laboratory Learning Environment

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