Avi Hofstein and Rachel Mamlok-Naaman

The Weizmann Institute of Science

The Department of Science TeachingThe Department of Science TeachingThe Department of Science TeachingThe Department of Science Teaching

The Structure of Science Education The Structure of Science Education in Israel in Israel

The Structure of Science Education The Structure of Science Education in Israel in Israel

Grade 0KindergartenScience and Technology

Grades 1

Primary SchoolScience and Technology

2

3

4

5

6

Grades 7

J.H.S

Science and Technology for

J.H.S 8

9

Grade 10Compulsory

Grades 11Upper Secondary

School 12

Secondary School

Specialize in Science

Chemistry

Physics

Biology

Do not specialize in Science

Mutav Science for all in

Society

Established by the Late Prof. Amos De-Shalitas part of The Israeli Science Teaching Center

Started with teachers who came to work onreforming the learning Material in:

MathematicsPhysics

Chemistry1967

The Department of Science TeachingThe Department of Science TeachingThe Department of Science TeachingThe Department of Science Teaching

Curriculum Development, Implementation andEvaluation for Junior & Senior High Schoolsin Israel

Continuous, Dynamic & Long-term Process

Based on:

How Students Learn (Learning) How Teachers Teach (Instruction) The Syllabi (Content)

160 People involved

Scientists Teachers R & D activities Students Technical Support

The Department of Science TeachingThe Department of Science TeachingThe Department of Science TeachingThe Department of Science Teaching

Textbooks

Teachers’ Guides

Remedial Materials

Educational Games

Computer Software

Special Units

Assignments and Projects

Curriculum DevelopmentCurriculum DevelopmentCurriculum DevelopmentCurriculum Development

Continuous in-Service Teacher Training In School Guidance Young Teacher Fellowships Journals and Newsletters National Teacher Centers

Surveys Evaluation Cognitive Research

ImplementationImplementationImplementationImplementation

Evaluation and ResearchEvaluation and ResearchEvaluation and ResearchEvaluation and Research

1. Senior High School2. Junior High School

ChemistryChemistry

1. Junior High School2. U-2: 2-3 point level ("low achievers")

MathematicsMathematics

1. Senior High School2. Junior High School

PhysicsPhysicsPhysicsPhysics

Senior High SchoolComputer SciencesComputer SciencesComputer SciencesComputer Sciences

K-12

Earth and Environmental SciencesEarth and Environmental SciencesEarth and Environmental SciencesEarth and Environmental Sciences

Senior High SchoolLife SciencesLife SciencesLife SciencesLife Sciences

1. Senior High School2. Junior High School

Science and Technology for allScience and Technology for all Science and Technology for allScience and Technology for all

(Tomorrow 98)

Current IssuesCurrent IssuesCurrent IssuesCurrent Issues

Educating and Future Citizen

Science and Technology for all

Junior High School

Making Science more relevant

Senior High School

Varying the learning environment in the science classroom

The process of chemistry e.g. Inquiry

The conceptual structureof chemistry

Chemistry as a personallyrelevant subject

The cultural aspectsof chemistry

O2(g) O(g) + O(g)

O(g) + O2(g) O3(g)

O3(g) + O(g) 2O2(g)

UV

The societal role andimplications of chemistry

The technologicalmanifestations of chemistry

Multidimensional Approach to School ChemistryMultidimensional Approach to School ChemistryMultidimensional Approach to School ChemistryMultidimensional Approach to School Chemistry

z

y

x

APTITUDE1. Ability

2. Development

3. Motivation

INSTRUCTION4. Amount

5. Quality

ENVIRONMENT6. Home

7. Classroom

8. Peers

9. Television

LEARNING Affective

Behavioral

Cognitive

b

c

a

Casual Influences of Student Learning (Walberg)Casual Influences of Student Learning (Walberg)Casual Influences of Student Learning (Walberg)Casual Influences of Student Learning (Walberg)

The "MUTAV" Project The "MUTAV" Project (Science and Technology in the Society) (Science and Technology in the Society)

for the Upper Secondary School for the Upper Secondary School

The "MUTAV" Project The "MUTAV" Project (Science and Technology in the Society) (Science and Technology in the Society)

for the Upper Secondary School for the Upper Secondary School

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).

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.

The Black Gold

Brain, Medicines and Drugs

Energy and the Human Being

Science in the Service of the Police

Titles of some exemplary Modules (Issues) Titles of some exemplary Modules (Issues) Developed for the:Developed for the:

Titles of some exemplary Modules (Issues) Titles of some exemplary Modules (Issues) Developed for the:Developed for the:

Science as an ever developing Entity

Science for All: Science in the Service

of the Police

Naomi Ernst

Dvora Katchevich

Department of Science Teaching

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

Topics in the Book

1. Why do thieves wear gloves? (fingerprints)

2. Whose blood is it? (blood typing)

3. The nucleus of truth (DNA identification)

4. True or false? (polygraph)

1. Input of crime scene fingerprints

2. Comparison with existing data

3. Identification by an expert

4. No identification – save under unidentified fingerprints

The Computerized The Computerized Data-AFISData-AFIS

The Computerized The Computerized Data-AFISData-AFIS

Identification in:

Work places

Jails

Intelligence organizations

Safes

Banks

Computer data security

FingerprintsFingerprintsFingerprintsFingerprints

Whose blood is it?

Constitution of blood and its functions

Antigen- antibody

Blood types- ABO and Rh

Transfusions

Semen

Probability

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?

When a stain suspected to be blood is foundwe must answer the following questions:

The Nucleus of Truth: DNA DNA structureThe genetic codeDNA fingerprintsPolymorphic sectionsPCR (polymerase chain reaction)Human genomeGenetic engineeringProbability

True or false?

Polygraph

Heart and blood circulation

Rate of heart beats

Blood pressure

Rate of breathing

Skin conductivity

The Polygraph Measures:

Heart beat

Respiration

Skin Conductivity

Blood Pressure

Teaching StrategiesGroup work

Discussions

Teacher’s lectures

Peer teaching

Solving crime cases

Concepts map

Experiments

Graph analysis

Skills acquired and trained

while composingthe crime story

Understanding subject matter

Locating and assessing information

Analyzing information

Applying scientific principals

General view on the subject

From Petroleum to From Petroleum to Tomatoes: An IdeaTomatoes: An IdeaFrom Petroleum to From Petroleum to Tomatoes: An IdeaTomatoes: An Idea

From Petroleum to Tomatoes From Petroleum to Tomatoes modulemodule

From Petroleum to Tomatoes From Petroleum to Tomatoes modulemodule

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

PedagogyPedagogyPedagogyPedagogy

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.

National Science Teachers CentersNational Science Teachers CentersNational Science Teachers CentersNational Science Teachers Centers

Science and Technology for Junior High Schools

Physics

Chemistry

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.

Activities in the National Centers for Activities in the National Centers for Science and Mathematics TeachersScience and Mathematics TeachersActivities in the National Centers for Activities in the National Centers for Science and Mathematics TeachersScience and Mathematics Teachers

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

The Role of the National Science & The Role of the National Science & Mathematics Teachers’ CentersMathematics Teachers’ Centers

The Role of the National Science & The Role of the National Science & Mathematics Teachers’ CentersMathematics Teachers’ Centers

Provide for:

Life Long

Continuous and

Dynamic

Regional Science & Mathematics Regional Science & Mathematics TeachersTeachers

Regional Science & Mathematics Regional Science & Mathematics TeachersTeachers

Regional Regional Regional Center Center Center

Leaders Leaders Leadersconducting conducting conductingworkshops workshops workshops

National centers Leadership professional development

Informal Science EducationInformal Science EducationInformal Science EducationInformal Science Education

The Science Garden

Young scientists

Science lectures for the public

Central laboratories in:

- Chemistry

- Physics

- Biology

ResearchResearchResearchResearchWe developed measures for assessing students’:

- Attitude towards Science

- Attitude towards Scientists

- Attitude towards School Science

Lykert-type and Semantic differential type

- Interest in Science

- Scientific Curiosity

- NOS

Students’ Perception of:Students’ Perception of:Students’ Perception of:Students’ Perception of:

The Science Classroom and Laboratory Learning Environment