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Asia-Pacific
Forum on Science Learning and Teaching, Volume 6, Issue 1, Foreword
(Jun.,
2005) Miia RANNIKMÄE Promoting Science Teacher Ownership through STL Teaching
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Asia-Pacific
Forum on Science Learning and Teaching, Volume 6, Issue 1, Foreword
(Jun.,
2005) Miia RANNIKMÄE Promoting Science Teacher Ownership through STL Teaching
|
The incorporating of the issue, the socio-scientific decision making into the teaching, sandwiching the concept learning, provides a new approach to the teaching of science. The new schema – a consequence map – heavily influences the teaching approach. The consequence map is thus a useful tool for the teacher. The consequence map differs from a simple "what if" consequence maps (Lock & Ratcliffe, 1998) in its complexity. By making the resolving of the issue, the focus of the whole teaching topic, means that the issue forms the framework through which science concepts are introduced. The consequence map thus incorporates the issue followed by the scientific concepts. Only those concepts that play a role in a subsequent socio-scientific decision making are included. The society now forms the limits on the concepts needed and hence the size of the concept map component. This is no longer left to a purely theoretical, scientific framework.
The consequence map thus included the following components:
- relevant problem for the students, determined by the teacher who supposedly should know much about the students needs and preferences and interests
- different teaching approaches which led to introducing science content helpful to the finding of a solution, or making a decision;
- science content as a heart of the teaching (could be presented as a concept map)
- and not necessarily come from one subject domain;
- solutions which lead to the final decision-making
The hierarchy within the consequence map can be expressed in terms of the amount of information/skills needed (taken) from the previous steps. Figure 1 gives an example of a teacher created consequence map. However this example does not highlight the state of art; it is a typical example by a chemistry teacher. All necessary components for the consequence map are included. The weakness appears in terms of involving ideas-solutions from other science subjects areas, rather than just chemistry and paying little attention to the development of social skills through students centred activities, other than experimentation.
Figure 1
Scenario – The farmer started growing grain 3 years ago. Unfortunately every year he is getting less and less grain. He is using the same land and even the same fertilizers. At the same time, his potatoes and vegetables are growing in the same conditions very well. He is very concerned and thinking who to consult to find out how to increase the grain crop.
Copyright (C) 2005 HKIEd APFSLT. Volume 6, Issue 1, Foreword (Jun., 2005). All Rights Reserved.
