Authentic Learning Contexts
for Action-based
Problem-solving
Dr Lindsey Conner
Overview
Session 1: Introduction-
What is authentic learning?
Why is authentic learning important?
Examples of learning contexts for
problem-solving
Introduction to the science Learning hub resources
Session 2: Exploration and integration of
resources for water and water quality
Explore the science learning hub digital interactive objects and teaching resources
Session 3: Practical activities for water
related problem-solving issues
What research tells us about
deep learning – Hargreaves
Need to include:
Learning to learn strategies
Authentic assessment
Student voice – what interests them?
Deep (targeted) guidance/ support
Depth and breadth of experiences
Purpose for teaching content and skills
Scientists ask driving
questions and work with
models
http://www.sciencelearn.org.nz/content/
download/9898/431020/version/7/file/
FIRE05_computational-modelling_F9+512x288+
What is authentic learning?
Focuses on real-world, complex problems and their solutions, using role-playing exercises,
problem-based activities, case studies and
Drivers for authentic science
Increase student engagement in science internationally (UNESCO, 2007;
Lewthwaite & Fisher, 2004; Porter & Parvin, 2008); NZ (Crooks et al. 2008). Students connect with scientists and scientists work
Many examples (implicit and explicit) of Nature of Science
The world has changed!
Learning does need to lead to
different types of outcomes in the
twenty first century!
A “shrinking world” and a global economy: the nature of work has
changed and will change more. This needs different skills, knowing how to use different types of knowledge, and a disposition for lifelong learning
Identity issues/managing diversity: we interact with more people from different cultures/backgrounds, and have to make decisions about complex issues where there is not necessarily a “right” answer. Autonomy and personal agency are needed here.
21
ST
Century learning
Students need to become:
•Engaged in thinking
•Critical about knowledge claims
•Active users of knowledge rather than
passive recipients of content whose
Authentic Contexts (for learning)
Content that is relevant or can be applied to
children’s lives and what they’re interested in (why is this important?)
Today’s students will contribute to the quality of life in the future (decisions and work they do)
Students connect with real issues that scientists work on
Examples
In pairs, discuss what you do or teachers
in your school do to include authentic
contexts for learning and problem
OECD- 21stC skills
Teach the google learner
collaboration communication critical thinking
creative problem solving (innovation)
Help students to monitor their own
learning
Connect learning to community needs
Authentic learning leads to
affectiveness
The difference it makes to
people’s lives
Self perception/ self worth
Identity
Inquiry and PBL
Practical inquiry and informational inquiry,
problem and project-based learning
enables students to:
• learn practical skills
• experience real problem-solving
• to ask real questions that need solutions
• to be involved in making decisions about
1.How can I make this meaningful for the students? 2.How do I provide opportunities for students to:
• learn, generate and use knowledge?
(analyse, interpret, integrate, connect ideas, evaluate, apply, etc)
• foster student self direction through reflection and awareness as a learner?
• learn about how scientific knowledge is
developed, ideas are connected within science disciplines and to other disciplines (systems thinking)?
Questions about the learning
experiences we provide for students
e
Science can help students to:
Know when to trust a knowledge claim
Develop capabilities in scientific
literacy-in-action
Distinguishing between a claim (is it
implied or stated?)
Can an author be trusted?
What is action competence?
Where students use their “growing”
knowledge and skills for making
Science Learning Hub
Uses learning contexts for collating free resources Combines a range of teaching methods:
structured and open-ended activities: practical work and inquiry (PBL)
supports a wide range of content,
uses driving questions (Krajcik & Mamlok-Naaman, 2008),
links to scientists and their work, key concepts (big ideas),
Science learning website
What alternative models for
enhancing children’s learning,
creativity and innovation?
http://www.ted.com/talks/lang/eng/kiran_bir_sethi_teaches_kids_to_take_charge.html
Sir Ken Robson says that creativity is as
important as learning content.
Why do we frighten children of being
wrong?
Science Learning Hub
Water Quality- Discussion
What do you do with your students so they learn about improving water quality?
What resources do you use? What resources would you like?
What practical work do you give your students to test water or change water quality?
What actions, linked to environmental concerns, could students develop?
Explore the website
www.sciencelearn.org.nz
Each group looks at one context and reports
back to us about:
1 How could you use each task in your teaching?
2 What level of students would you use this with?
3 How would you link it with other activities?
4 What thinking skills could be promoted and how
can they be promoted?
Teaching and Learning resources
Water testing
http://www.sciencelearn.org.nz/Contexts/H2O-On-the-Go/Sci-Media/Images/ David-Hamilton-testing-water
Point source contamination
http://www.sciencelearn.org.nz/Contexts/H2O-On-the-Go/Sci-Media/Video/
Point-source-contamination - http://www.sciencelearn.org.nz/Contexts/H2O-On-the-Go/Sci-Media/Video/Point-source-contamination
Non point source contamination
On-the-Go/Sci-Media/Video/Non-point-source-contamination - http://www.sciencelearn.org.nz/Contexts/H2O-On-the-Go/Sci-Media/Video/Non-point-source-contamination
Waste water treatment
• http://www.sciencelearn.org.nz/Contexts/H2O-On-the-Go/Sci-Media/ Images/Testing-types-of-denitrification-beds
• Isolating toxin
