Complex science education in gradual teacher training

1. Complex science education in gradual teacher training Katalin Papp, Anett Nagy Department of Experimental Physics, University of Szeged University of Szeged, Hungary

2. Precedents of the survey • Present position of the science subjects taught in school (loss of interest) • Radical changes in the number (and the level of knowledge) of students • Limits of one-major teacher training model University of Szeged, Hungary

3. Preference index BOYS GIRLS University of Szeged, Hungary

4. Number of students at University of Szeged MAJOR YEARS University of Szeged, Hungary

5. MAJOR YEARS University of Szeged, Hungary

6. The aim • The aim of this survey at the Faculty of Science is to develop the present model of one major teacher training with working out the material of theoretical and practical courses and student activities which offer the opportunity to students to expand their science knowledgeand make them be able to view and use the curriculum of their subjects in a more complex way. University of Szeged, Hungary

7. Features • practice oriented • flexible - variety of courses • developing teaching abilities University of Szeged, Hungary

8. List of courses (for those students whose major is not chemistry) • Chemistry of everyday life • Dangerous materials around us • Knowledge of materials for everybody • Chemical Nobel-prize winners • Radioactive radiation in Hungary • Chemistry and attendant arts • Alternative sources of energy • Environmental conflicts University of Szeged, Hungary

9. Requirements for students Students have to accomplish / take part in 1. 3 science courses which can be chosen from a list (different from their majors) 2. a special Science Laboratory course 3. a course related to education, teaching (e.g. science education) 4. a 2-week active performance in the work of one of our partner schools (visiting lessons,giving special classes, leading study circles) University of Szeged, Hungary

10. The aim of experiments is to help pupils to go through all the step of cognitive process • raising questions • predicting, constructing models • planning experiments • carrying out investigations • measuring, handling the data • analyzing • drawing conclusions • interpreting results University of Szeged, Hungary

11. To make pupilslove it Experiments (simple tools, toys, modern equippments interesting topics (history of science, examples frombiology, everyday events, humour attractive transfer (computer, internet, pupils activities, project work) Science Education - Strategies University of Szeged, Hungary

12. Traditional method New method The source of knowledge is the teacher (one-way communication) the cognitive process (several ways of communication) Pupils are usually passive participants of the lesson perform actively during the whole class University of Szeged, Hungary

13. Traditional method New method The learning process is individual and competitive collective and cooperative The main aim is to learn science facts methods to gain knowledge University of Szeged, Hungary

14. Traditional method New method The source of knowledge are texts (listening to or reading) experiments and practice The curriculum focuses only on the most important facts (to learn, to understand and to be able to apply) tries to cover all the important results of science (superficial) University of Szeged, Hungary

15. Traditional method New method Experiments are used for proving the theory raising questions Experiments are conducted by the teacher pupils University of Szeged, Hungary

16. Traditional method New method Technical equippments are rarely used often used Science subjects are taught separated from each other and from mathematics integrated, not isolated from each other University of Szeged, Hungary

17. Thematic of Science Laboratory • Investigation methods in science • Soil • Rubbish is not waste • Life-functions • Water • Air • The colours of nature, the light • Radiation around us • Burning, generation of energy University of Szeged, Hungary