„Communication“ Requirements in Science Education in Germany: National Educational Standards

1. „Communication“ Requirements in Science Education in Germany: National Educational Standards Helmut Vollmer Seminar „Subject Literacy and Access to Quality Education“ Council of Europe, Language Policy Division 27-28 September 2012

2. Competence Model for Natural Science Educationin Germany: Four Dimensions

3. 1. Subject-specific knowledge (knowing basic notions, concepts, structures, frameworks, models + use them)2. Procedural or Methodological Competence (knowing how to proceed, how to acquire and expand knowledge, how to construct meaning)3. Subject-specific communication competence (exchanging about results, changing between forms of representation)4. Evaluation competence which integrates personal, ethical and societal values/ perspectives with subject-specific knowledge in a critical way. Let us look at 3. Communication standards for Chemistry Education (Germany)

4. C1 “search/make searcheson a chemical issue in diverse sourcesC2 choosetopic-related and relevant/convincing pieces of informationC3 examinepresentations in the media in terms of their subject- specific correctnessC4 describe, illustrate and explainchemical facts using subject- specific language and/or models or other non-verbal forms of representationC5 relatechemical facts to everyday phenomena and translate consciously between subject-specific and everyday language and vice versaC6 recordthe process and the results of experiments and of discussions in appropriate formsC7 document and presentthe process and the results of their own work according to situation and addresseesC8 arguecorrectly and logically in subject-specific termsC9 support/defend their positions/viewpoints relating to chemical issues/facts and reflect objectionsself-criticallyC10 plan, structure, reflect and presenttheir work as a team”

5. Clustering three sub-dimensions of „communication“ in chemistry education (Germany) 1. Processing information 2. Transforming information or passing it on 3. Arguing.

6. Text types/genres mentioned for Chemistry Education (by grade 10) • Descriptions, • Explanations, • Protocols, • Reports, • Presentations, • Argumentations.

7. Example: Communication in Biology • “Communication means to process information in a focused, subject-related way and to exchange about it with others”. • “Communication enables us to interact with reality of life and thus to understand and mediate biological facts and conditions. Forms of communication are, just like in Chemistry, seen as a direct learning object and as a tool (or medium) in the learning process. Acquiring knowledge and gaining language power constitute one another” (KMK 2005a, 11).

8. Communication Standards for Biology Education (National Educational Standards) References Kultusministerkonferenz (KMK) (2005a). Bildungsstandards im Fach Biologie für den Mittleren Schulabschluss (Beschluss vom 16.12.2004). Neuwied: Luchterhand. Kultusministerkonferenz (KMK) (2005b). Bildungsstandards im Fach Chemie für den Mittleren Schulabschluss (Beschluss vom 16.12.2004). Neuwied: Luchterhand.

9. B1 “communicateand arguein different social forms B2 describeand explainoriginals or authentic representations with the help of drawings and idealised diagrams/pictures B3 illustrate dataof measurable units (related to system, structure and function as well as to developments) with verbal, mathematical or visual means of representation in appropriate ways B4 analyse and evaluate deliberatelypieces of information related to biological issues from different sources and process thesealso with the help of diverse techniques and methods in ways adequate for specific audiences and situations B5 present (demonstrate) biological systems (e.g. organisms) appropriate to conceptual/subject base, situation and audience B6 present the results and procedures of biological investigation and experimentation and build their argumentson that B7 relateto socially relevant biological themes/topics and those important in everyday life B8 explainbiological phenomena and relateeveryday ideas to them B9 describe and explainthe meaning of subject-specific as much as everyday texts and pictures in a structured linguistic presentation B10 applyidealised representations, schemata, diagrams and symbolic language to complex biological issues” (KMK 2005a, 14-15).

10. BUT: Additional language demands even outside the defined area of communication competence Formulations within Procedural competence and Evaluation competence (see above) clearly show that communicative activities (either language comprehension or production) are directly implied/needed even there. Examples Learners can P11 “Describestorage and transmission of genetic information”… P10 “Analyse interactions[between variables] with the help of models”… E5 “Describe and evaluatethe effects of human interference into an ecological system”… E7 “Discuss optionsof behaviour for participation in an environmental and nature-preserving way in terms of sustainability” (KMK 2005a, 14, 15).

11. Elements of „good“ subject-based language use • Formal (reduce instead of becoming less) • Precise (precipitation vs. rain) • Explicit/Detailed (e.g. moving in a quick way) • Abstract/Generalised/“Academic“ Word choices • Embedded into sem. fields/networks of concepts • Structured (logic of sequencing, because, as a result) • Cohesion (linking) and Coherence (overall clarity) • Goal-oriented/purpose-+addressee-driven comm.

12. Subject Literacy, Knowledge Building and Communication: TO QUALITY EDUCATION FOR ALL MERCI – THANK YOU DANKE!