Authentic Learning Contexts for Action-based Problem-solving Dr Lindsey Conner University of Canterbury New Zealand

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 Reflection and review

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 RELEVANCY

Scientists ask driving questions and work with models ownload/9898/431020/version/7/file/FI RE05_computational- modelling_F9+512x288+%252816x9% 2529MASTER_576k.mp4

What is authentic learning? Focuses on real-world, complex problems and their solutions, using role- playing exercises, problem-based activities, case studies and participation in (virtual) communities of practice. (Lombardi & Oblinger, 2007, p. 2)

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 Connect a range of science concepts, learning approaches to personal and social agendas (STS, socio-scientific issues)

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. Connectivity: there is a new focus on networks, complexity, dynamic systems etc. How do we help students learn for an interconnected world awash with information, but not necessarily wisdom?

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 relevance is not clear to learners

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 Include authentic ways of learning

Examples In pairs, discuss what you do or teachers in your school do to include authentic contexts for learning and problem solving or project-based learning (PBL) Report back.

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 responsiveness collaboration partnerships

Authentic learning leads to affectiveness The difference it makes to people’s lives Self perception/ self worth Identity Sense of belonging (fit in) Sense of community (give and take/mutual support)

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 how to find out the answers (Roth, 2006).

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 studentse provide

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? Does the interpretation of the evidence consider alternative interpretations?

What is action competence? Where students use their “growing” knowledge and skills for making decisions in their own lives, for their family, local communities and society more generally

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), Addresses aspects of the Nature of Science Activities and questions designed to develop students’ creative and critical thinking skills

Science learning website

What alternative models for enhancing children’s learning, creativity and innovation? Sir Ken Robson says that creativity is as important as learning content. Why do we frighten children of being wrong? Could there be multiple solutions?

Science Learning Hub Currently 33 contexts and 19 science stories questions, T & L ideas, videos, interactives ++

Science Contexts

Science Stories

Science Story expanded

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? In your groups, write a driving question linked to water use or improving water quality

Explore the website Each group looks at one context and reports back to us about: 1How could you use each task in your teaching? 2What level of students would you use this with? 3How would you link it with other activities? 4What thinking skills could be promoted and how can they be promoted? 5How could you adapt this activity to your local context and resources?

Teaching and Learning resources Water testing Media/Images/David-Hamilton-testing-water Point source contamination Media/Video/Point-source-contamination - Media/Video/Point-source-contamination Non point source contamination Media/Video/Non-point-source-contamination - Media/Video/Non-point-source-contamination Waste water treatment Media/Images/Testing-types-of-denitrification-bedshttp:// Media/Images/Testing-types-of-denitrification-beds Isolating toxin Learning-Approaches

Other websites for resources about water and improving water quality

Students “being” like scientists- science is in the making Constructors of knowledge Critiquers of knowledge As constructors, they keep the critiquers in mind As critiquers, they use deep knowledge to look for flaws or possible alternative explanations (Ford and Forman, 2006)

Simulating separation of chemicals- chromotography How can we detect toxins?

How clean is the water? Testing water quality through bioassays

Designing an investigation What do students want to know? How could they find out? What resources would they need? What guidance do they need? What questions can you ask?

Reflection and Review What are authentic learning contexts? How can you use web resources to stimulate children’s thinking? What is one thing you have learned today that you could use in your teaching?