1. Bètadidactiek Group Iaonnina April 2012 Bètadidactiek Group Iaonnina April 2012 Light in Science & Society

2. Introduction Group Members Redouane Eddeane Martijn van Gerwen Joost van Heijst Ralph Huijgen Jurgen Jongmans Jos van Mil Ruud de Wit Erasmus Intensive Programme University of Ioannina, 11 – 21 June, Ioannina, Greece

3. Lessons Focus point lesson series: ‘Light’ 1.Series of 9 lessons for 4 th grade pre-university education 2.Prepare a half day workshop for in Ioannina with a very diverse audience 3.Participate in curriculum development in Greece

4. Challenges 1.Learning objectives: have to be formulated to clarify the expected level of sophistication 2.Prevent overloaded curriculum: Lessons cover both chemistry and physics concepts, no need to address separately 3.Irrelevant content: one overall context links the different concepts Artificial Solar Tree

5. The lessons LessonDescription 1Sunlight! Source of sustainable enery 2The Global Carbon Cycle 3The energy within the light 4Solar cells 5Electrolysis 6Carbon dioxide capture (CO 2 ) 7Catalysis 8Fuel cells versus combustion engines 9 (Lab work)Lab work on solar cells and the fuel cell

6. Type of learning objectives Scientific Literacy Pitfall:scientific subject structure  only for scientists  focus is on scientific literacy Lessons:connect ‘Light’ to the discussion about (sustainable) energy. The overall context creates: Increase in scientific literacy New solution to the energy problem will motivate Social & environmental component

7. Type of learning objectives Bloom’s taxonomy Lesson series: mainly cognitive and affective domain (no skills). The lesson series has to contain/stimulate the following activities Context based Helps students to relate different concepts and motivates students. They recognise the problem and how it affects their life (Chin & Brown)

8. Teacher regulation Process oriented teaching style Shared control strategy Students: structure and highlight Teacher: activate, monitor, give feedback Gradual transfer: of learning activities from teacher to student Promote: congruence and constructive friction

9. Learning objectives Need for sustainable energy All energy traces back to the sun Carbon cycle Photosynthesis CO 2 Greenhouse effect Light = energy Yearly use of liquid fuels Photovoltaic cell Electrochemical cell Electrolysis Reaction kinetics CO 2 capturing and storage Catalysis Fuel cell Combustion engine Environmental problems

10. Existing conceptions Expected conceptions Originate from: school, media, life Conceptions: greenhouse effect, carbon cycle, solar cells, fuel cells Misconceptions During electrolysis current produces ions Electrons migrate through the solution Cathode is always - and anode is always + + and – poles carry charges (Schmidt, Marohn & Harrison, 2007) The context provides means to link with real life conceptions. If misconceptions interfere with the learning objectives they have to be taken away.

11. Diversity Context approach: content for intrinsic and extrinsic motivated students Types of assignments: social and scientific assignments ‘Genius’ assignments: the smart student can do these assignments Dealing with diversity will be build into the lesson series.

12. Beta didactical approach Pro’s of context based lesson series Strong link between the concepts and real life Goal is scientific literacy Address issues like: real life, profession, environment, student’s life Cognitivism Constructivism Lesson series Although the context approach is constructivism, we’ll build the lesson series between cognitivism and constructivism.

13. Beta didactical approach Consequences for the series Rationale: Aims: Content: Learning activities: Teacher’s role: Materials: Grouping: Location: Time: Assessment: Scientific Literacy Context – Real life Active – Responsible Shared regulation Context, applets Internet, assignments Group discussion Team  advice Class room, IT-room, open spaces Standard school time Homework Place in society Report with advice & dicussion

14. Beta didactical ingredients Information gathering IT Java applets demonstration, home study to prepare for school Simulations understanding cause –effect Examples Carbon cycle Electrolysis Lab work (minds-on) Give meaning to new theory, adjust conceptions Develop scientific skills

15. Artificial Solar Tree THE END

16. Opdracht 7 Roadmap 1 gram CuO + Cu 2 O x gram CuO y gram Cu 2 O mol CuO mol Cu 2 O mol Cu gram Cu 0,839 gram Cu THE END x + y = 1 x  molmassa CuO y  molmassa Cu 2 O 1Cu:1CuO 2Cu:1Cu 2 O ∙ molmassa Cu