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IYC Conference for Nordic Chemistry teachers Stockholm, 28.10.2011

IYC Conference for Nordic Chemistry teachers Stockholm, 28.10.2011. Marja Montonen Curriculum Development Unit Finnish National Board of Education Marja.montonen@oph.fi. A subject teacher. typically teaches at grades 7 to 12 (ages 13 to 19)

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IYC Conference for Nordic Chemistry teachers Stockholm, 28.10.2011

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  1. IYC Conference for Nordic Chemistry teachersStockholm, 28.10.2011 Marja Montonen Curriculum Development Unit Finnish National Board of Education Marja.montonen@oph.fi

  2. A subject teacher • typically teaches at grades 7 to 12 (ages 13 to 19) • is qualified for teaching positions in all kinds of schools in his or her major or minor subject • teaches typically one major and one minor subjects (e.g. math and chemistry/physics) A primary school teacher • teaches at grades 1 to 6 (ages 7 to 13) • teaches typically all 13 subjects

  3. Bachelor’s level (180 p.) Master’s level (120 p.) Ped. thesis Master-thesis Structure of the master degree of a subject teacher: 3 + 2 years 180 160 140 points 120 100 Study 80 60 40 20 0 Major Subject Minor Subject Pedagogical Communication studies and language studies

  4. Science Curriculum Theory Understanding, models, explanations Laws and principles Experiments,variables,correlation Observations, describing, identification, classifying, presentation Phenomena 1 - 4 Upper Secondary 5 - 9

  5. Competencies are complex by definition. They can be best developed by experiences; ”how” is even more important in education than ”what”

  6. What do we mean by competence? Competence includes • Knowledge • Skills • Values • Attitudes • Ability to use all these elements in different contexts in a relevant way

  7. Competence approach effects curricula and teaching • Competence is not a single skill, it is a very complex set of knowledge, skills, values, attitudes, and behaviour • This complexity sets high demands on curricula and teaching: • How to create good knowledge base? • How to provide opportunities to practice skills? • How to help students to understand and adopt values? • How to support students to develop their attitudes? • How to combine all these together across different school subjects? • How to strengthen students to understand different contexts (cultural and social literacy)

  8. Do we still need schools for learning? • We can learn practically everywhere but in school we can enhance • the long-spanned, systematic learning • understanding of information and construction of new knowledge • dialogue and cooperation between learners, and between generations, between different people • coherence of pupil’s identity by taking care of supportive, encouraging and respective atmosphere

  9. CooperationbetweenNordicCountries • Curriculum in Sciences • Assesmenttools • Teachersin-servicetraining • ICT in ChemicalEducation

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