ECB

 

FLEXIBILITY OF CURRICULA

The basic idea of this topic was to discuss about what contents should be left out or taken in the local or national curriculum.

In Czech Republic teachers are quite happy about their math curriculum. They seem to have quite much flexibility in their teaching because they can make their own time schedule and spend as much time as they want with every topic. At high school they would like to have more math lessons.

Some teachers were worried about the popularity of math. Pupils seem to find it one of the least popular subjects. Teachers would like to make math connected to everyday life and more fun. Some also thought that it’s not only the problem of curriculum but also the problem of the math books. One math teacher wanted also more practical side of analytical geometry to be added into curriculum. Computer based learning and statistics were also mentioned. Math teachers would like to leave out some difficult parts of algebra and integrals in secondary education and limits and derivatives shouldn’t be taught in detail.

Physics teachers would like to include in their curriculum new technology, particle physics, renewable energy and also more practice. In addition, modern physics (some spots of quantum physics related to solar cells and photovoltaic applications) were also mentioned. One feels that astronomy is a topic which is very attractive to children so that’s why it should be studied more.

In biology, one teacher would like to involve bioinformatics topics in curriculum because it will be the innovation of the future in biology. Some more “green” biology and ecology were also suggested into upper secondary education.

Chemistry teachers would like to have more laboratory exercises because it makes studying more motivating for students. In Israel there are a lot of web-labs on chemistry in high school. The use of plastics, recycling, greenhouse effect, surface tension, medicine, pharmacy and textiles were also the topics that would have been liked to include in curriculum. Using math in chemistry is the thing which could be left out from curriculum. One teacher suggests that there should be less micro topics, as molecule structures in chemistry.

Many teachers feel that they have quite much flexibility in their curriculum. Curriculum tells them what to teach, but not how to do it. They also think that there is always some space allowing teachers to implement their ideas into everyday lessons. This attitude requires active approach and enthusiasm. National exams put a lot of pressure on teachers. They feel that it is very hard to teach in a modern way when the exams are still old-fashioned and rely a lot on memorizing facts.

 

THE PERFECT INGENIOUS CURRICULUM

Teachers had a possibility to suggest how the perfect curriculum would look like. As an outcome we got the inGenious curricula for STEM-subjects. Below you can see the best parts of it.

There was highly philosophical considering about how to help students become civilized persons. It wasn’t very easy to define what a civilized person exactly means. If by civilization we mean dignity, solidarity and justice, it should be shown to students what happens when they are violated.

The lived experiences of students should be integrated into learning in the classroom. One method to do that could be project based learning (PBL). According to academic research in science education, informal learning in general and field trips in particular increase students' interest, motivation and learning.

There was a lot of discussion about how different kind of learners should be taken care of in the curriculum. The differentiated pedagogy in the classroom was seen as very important, but often there are no conditions to apply to the full. Learning for everyone was considered desired, but teachers found it difficult to find a pedagogy that gives adequate answers to the different interests of students.  Multiple intelligence theory of Gardner was mentioned as a one solution.  It could ensure that every student in heterogeneous class would find something that will fit his or her abilities and knowledge.

Teachers discussed about for how old student the theory of relativity should be thought to. Some thought that they would like to teach modern physics to students at the age of 13 – 16 by introducing them first the phenomenon and then afterwards the formulas and equations. Duality of light and Einstein’s formula was also mentioned. In the first stage the subject must be introduced to the secondary school science teachers in order to reduce the fear from this subject. In Slovakia modern physics is thought for 18-19 years old students which seem to have some problems of understanding it.

What skills should students learn? They should learn how to become curious of any subject. It is very important to learn to think critically, not to believe everything blindly. Students should also learn how to consume wisely the big amount of knowledge that they are exposed to. They should learn how to search for information which is relevant for them. Another important skill is to learn how to learn. It’s also very important to be able to work in teams.

To make curriculum motivating for students we should understand that teenagers for example are mostly interested in themselves. There are lots of topics that can be taught through their own world to create some inner motivation. Related to this approach teacher should collect questions that interests students according topics of curriculum. Then teacher should prepare teaching based on student's questions. Other suggestions to increase students’ motivation were games, activities related to technology, study visits, Facebook and mobile learning.

 

DIFFERENT NATIONAL CURRICULA

 

Here the participants introduced their national curricula and discussed what topics and concepts they must teach. The STEM curriculum seem to be quite similar in European countries, topics vary according to the age of children and type of school.

 

Unfortunately in several countries the approach is still very academical with lots of details and too much to do in a very short time. Only recently a more practical approach has started. Several countries have new curriculum. Teachers think that it is very important to pay attention to the use of knowledge and skills in everyday life context. The main question is how we teach, which teaching methodologies we are using. The number of lessons per week is also important. For example in the UK there has been a big focus on functional investigative maths, making it more relevant to everyday life and also problem solving activities. Students find it very challenging.

Many students think chemistry is difficult to study. To make it more attractive it should be integrated with other subjects such as physics, biology, even geography.

In several countries science is the subject that contains chemistry, physics and biology.

In some countries Technology is taught as a subject in other countries the STEM curriculum involves a big portion of technology.

 

Here are the examples of topics taught in different STEM subjects.

 

Maths: numbers and calculations, geometry from basics of triangles and squares to polygons and geometrical bodies, statistics and probability, algebra, functions, graphs.

 

Physics: classical mechanics, gravitation, energy, simple mechanisms, thermodynamics, electrostatics fields, electrical circuits, magnetic fields, electromagnetism, waves, optics, principles of modern Physics (Atomic,Nuclear), astronomy. The scientific method is taught.

 

Chemistry: how we work safely in a laboratory, mixtures and pure substances, atoms and elements, compounds, chemical reactions, oxygen, bases, acids, periodic table and bonds, organic chemistry (carbon chemistry) and its applications, metals.

 

Biology: cells, plants, animals, human body, ecology and inheritance, evolution. Main processes like nutrition, breathing, secretion, reproduction, growth and development.

 

Technology: electricity, electronics, basic materials, basic technological processes, structures, automation and robotics, visits to local technology companies.

 

Informatics: Information around us, communication through ICT, procedures, problem solving, algorithmic thinking and programming, the principles of operation of ICT, information society. I several countries ICT within the curricula is defined not only as an independent school subject but as a tool for solving problems and as a basis for creating an educational environment.

 

Other STEM-subjects: In Israel there is a subject "STEM for all". This is meant for students in high school who don't learn chemistry, biology or physics in depth. All topics are taught through socio-ethical issues in order to increase students' interest in STEM.

 

 

NANOTECH & REMOTE LABS

 

Here the participants could suggest and find inspiration on how to integrate Nanotech lessons and make use of Remote Labs in their schools.

 

Nanotechnology

Teachers think that this topic is very modern and interesting. It can be applied optionally to physics, chemistry and biology classes. In some countries some nanotechnology topics are in the curriculum already, in some countries nanotechnology is planned to be included into the curriculum.

 

Several teachers have been involved in NANOYOU and Nanochannels projects and have implemented a series of lessons in their school. NANOYOU is an European project that has different kinds of teaching materials on nanotechnology in 13 European languages (en, de, dk, el, es, fr, it, cat, lv, lt, sl, pt, ro ): http://nanoyou.eu/. Teachers have invited experts to school and organized other events. Teachers of different subjects should cooperate for better results.

Students are very excited about the new technologies and their future perspectives.

 

The main challenges for implementing Nanotechnology in the school curriculum is the lack of workshops and training courses for teachers and there are not enough teaching materials. Educating teachers is the easiest way to integrate nanotechnology into different subjects.

 

There is good news that European Schoolnet is working on the new nanOpinion project http://www.nanopinion.eu/ The project is currently developing teaching materials on Nanotechnology that will be available online later in 2013.

 

Remote labs

 

Teachers have used remote labs for demonstration and for practical tasks the students can do in the lessons. They don't do it very often. Remote labs have pros and cons.
Remote labs and virtual models allow to do experiments you can't do in real life, it needs less time, it is safe, teachers don't have to prepare too long and to clean up. The students can repeat the practice at home and review the results. In some cases Internet connection might be too slow or missing and it is more exciting to do real hands-on activities.
There are several remote labs available but the language problem may occur. The students can use the labs more easily when they are in their own language. Sometimes the remote labs don't work correctly.

All the participants of this CoP think remote labs are very useful and they would certainly like to have more well functioning remote labs.