Advanced Science, Mathematics and Technology (aSMaT)

1. Advanced Science, Mathematics and Technology (aSMaT) The interactive development of a new interdisciplinary science curriculum in the Netherlands for 16+ students

2. Authors • Ms. J.H.J. (Jenneke) Krüger, MSc. • secretary of the aSMaT Steering Committee • project manager aSMat • Ms. B.I. (Berenice) Michels, MSc. • aSMat National Development Committee SLO: Netherlands Institute for Curriculum Development

3. aSMat in a nutshell • New elective subject for 16+ • Integration of biology, chemistry, geofyisics, mathematics and physics • Development: 2006 – 2010 • Implementation: starting aug. 2007

4. Content: integration of Sciences, Technology and Mathematics at A-level Aim: to increase number of science students why aSMaT at ESERA? Curriculum & syllabus: context-led, no central examination, modular Development: cooperative, prototyping, short time Implementation: teamteaching, out-of-school learning Evaluation: quality checks and formative research till 2010

5. Content • Aim(s) and background • Examination requirements • Development of content • Implementation • Design Research activities

6. Background and aims Why aSMat?

7. Final (central) exam Final (central) exam Upper secondary Pre-university Age: 16-18 Final (central) exam Upper secondary Pre-college Age: 16-17 Lower vocational education Age: 13 - 16 Lower secondary Age: 13-15 Primary education: Age 4 - 12 Netherlands: educational system

8. Upper secondary • Basic subjects (dutch, english, social science, etc.) • Core: ‘profile’: • Economic • Cultural • Science & Health • Science & Technology • 1 or 2 elective subjects

9. Sci&Tech Sci&Tech Sci&Health Sci&Health Sci&Tech Sci&Tech Sci&Health Sci&Health

10. Woman in science Source: Eurostat, statistics in focus

11. Causes –> solutions? • OECD, 2006: Student choices determined by • Image of S&T professions • Content of S&T curricula • Quality of S&T teaching • Netherlands: • Fairly traditional S&T curricula, lack of interdisciplinarity at A-level, mono-teaching • Few contact with university / college / professional context

12. aSMaTdesigned with specific aims aSMaT To increase coherence between subjects (incl math) To make (a study in) S&T more attractive to students

13. Derived goals of aSMaT • Offer to students • Widening and deepening of science • Orientation to S&T studies and professions • Choices according to interest and ability • Show students the relevance of interdisciplinarity • Built bridges between school and university / college • Attribute to school and teacher development

14. A-level examination What and how?

15. Final exam aSMaT • Elective subject (for schools & students) • Not national final, but continuous exam •  flexibility •  perceived quality • Syllabus: context-led •  motivating, study/profession input •  synchronization of concepts + skills?

16. Programme havo (pre-college)

17. Programme vwo (pre-university)

18. Content development Quick, but not dirty

19. Characteristics • Short time • preparation 2005 • project start 2006 • first students august 2007 • Cooperative • Teachers ownership • Small networks: 2 schools, teachers college+university, experts, coach

20. Curriculum development:prototyping approach • ‘Cycles’ of content development: • 4 cycles, 50 modules (required for havo: 8, vwo: 11) • Evaluation + adaptation • Strict cycle-schedule • Formation of network with subject -> GO by NDC/SC • Design of module -> GO by NDC • Development of test version -> GO by NDC • Testing at 2 schools + evaluation acc. to quality criteria NDC -> test & evaluation report • Adjustment -> GO by NDC certified by SC • Full use in classroom

21. Development of modules

22. La condition Humaine1935 René Magritte First modules Drinking & driving The best egg?? Locate & navigate Dynamic modelling Forensic evidence Zero-energy house Sport performance What did you say? Aerosoles in dirty air Designing your disco

23. Medical imaging Living soil Glue and attachment Biotechnology Technical design in health care True or false? Farmacology Brain and behaviour Measuring galaxies MP3-player Zero-energy greenhouse H2-car Bio-informatics Climate change More topics for modulessecond cycle

24. Implementation Special subject, special requirements

25. Implementation • Registration encouraged: • 30-35% of schools in 2007 (172) • Team of teachers: min. 3 o/o 5 (avg: 3.8) ►(biology, chemistry, geofysics, math, physics) • School & teacher development • Teach the teacher • Organisation • Schedules adapted • Out-of-school learning • Regional support centers: universities + colleges involved

26. Design research A wealth of information

27. Research • Objective • Evaluate content development process • Evaluate implementation • Evaluate attainment of goals • Evaluate programme in relation to aims for ministrial advice in 2010 • Means • Data analysis: registration, official (CFI) data, questionaires • Casestudies on development + implementation • PhD studies on science renewal programs

28. Contact www.betavak-nlt.nl info@betavak-nlt.nl b.michels@slo.nl

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