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Courage to Push the Boundaries

Universal Education is the noble vision shared by:The Commonwealth countriesThe OECDThe UN in general terms. The aim founders on resources available for the task:SchoolsBooksTeachers. The first two inspired a move from physical schools to distance education. Distance education is n

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Courage to Push the Boundaries

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    1. Courage to Push the Boundaries Dr Lone Jorgensen Massey University College of Education

    2. Universal Education is the noble vision shared by: The Commonwealth countries The OECD The UN – in general terms

    3. The aim founders on resources available for the task: Schools Books Teachers

    4. The first two inspired a move from physical schools to distance education. Distance education is now delivered in multiple, flexible modes: Paper copy Intense block courses Electronic delivery

    5. The third resource: Teachers were trained in central training institutions. Thus, either teachers were recruited from the centres, or they travelled to where the training took place. This was not always possible for some. Good teacher material was thus missed from remote areas.

    6. On-line learning during teacher training took a dual role: Accessing teacher material in remote areas, giving them the same skills as those in traditional teacher training. Providing on-line teaching presentation skills for already qualified teachers.

    7. Massey University College of Education provided a complete on-line training course for the BEd (Primary Teaching) programme in 1997. This started as an e-mail supported distance option, but quickly became WebCT embedded.

    8. This spread to the one year GradDipTchg (Secondary) programme. In this programme students are taught how to teach their specialist subject(s). The programme is internally, criterion based assessed and fully integrated. The students have to have a degree or a degree equivalent and undertake: Two pedagogical theory courses Two practicum courses Three teaching subject courses

    9. There was no ‘gentle’ lead-in for staff to the on-line teaching requirements. Little guidance was given mainly because no-one had much experience with the on-line teaching in the subject papers.

    10. Reaction: Shock Horror Can’t be done in a science course!

    11. We ‘sucked it in’ – and started our tentative excursions on the web.

    12. Figure 2 SECTION ONE: PRECOURSE WORK Online Requirements Please, go online and introduce yourself to your fellow students. Activity 1 1. Record the dates for your block courses in your diary now. 2. Record the assignment due dates in your diary now. 3. Do the Science Curriculum Pre-test on the next two pages and bring it with you to your block course. 4. Answer the following questions using your readings. i.(a) From Reading 1:1 define what the author describes as a “popular” view of science. (b) What arguments does the author present to support his contention that this is too narrow a perception of science? (c) What is meant when the author states that our conception of science is culture dependent? How does “Western” science contrast/conflict with other cultures? (d) What is the author’s view on school science? ii.(a) Earlier on the statement was made: “… Science is a western male dominated domain”. After reading Reading 1:2 why do you think this perspective developed? (b) What is your opinion about the present state of the “Science domain”? (c) Answer questions 1, 9, 11, 17, 20 of Reading 1:2. (Massey University College of Education, 2003, p. 29)

    16. Figure 3: LESSON 1 & 2: Start this work immediately It is very important that you are familiar with your curriculum documents and your study guide before you arrive for your first block course. It is also important that you have done some thinking about the nature of science and science teaching. The first reading and on-line activities challenge you to explore these concepts. Please complete the activities in Activity 1 before 3 March (so you have time to digest it all). Online Requirements 1. Access paper 210.406 on WebCT and write your personal profile (Part 3, Activity 1). 2. Go online on WebCT and access the tki website via the links there. 3. Also do Part 4 (a & b), Activity 1 on-line. 4. Start the mastery test on WebCT. 5. After Reading 1:01 choose any 5 of the questions on pp. 25-26 of the Reading. Answer these on-line and comment on the reading in general. 6. On the ‘paper information page’ you are told that we will teach you the processes of teaching science. What does this mean? (Massey University College of Education, 2008, p. 30)

    20. Figure 1: Online Requirements Access http://www.osh.dol.govt.nz. Then go to ‘Learn about Health & Safety Law’ in the left hand panel. Find out about the Health & Safety Act and the duties of employers and employees. Activity Who is the employer in the school situation? Who is the employee? Who is responsible when a child has an accident? (a) in the classroom? (b) outside the classroom? (Massey University College of Education, 2003, p. 139)

    22. On-line Work 13 Use your textbook, Chapter 7, to list ‘tools’ available to the Science educator. Choose 1 of these identified ‘tools’ and on-line write an example for when in your teaching you would use it. Debate the advantages and advantages of computer-based resources on-line. Either of these resources may be used in assignment 3. After completing the V-map in the activity, discuss the pros and cons of using a V-map for constructing a lab report with other students on-line. Doing activity (v) using the information on the earthworm as an example, illustrates the difference between teaching the concept and teaching recall. Discuss what this means in terms of education. Debate the advantages and advantages of computer-based resources on-line. Use your textbook, Chapter 7, to list ‘tools’ available to the Science educator. Choose 1 of these identified ‘tools’ and on-line write an example for when in your teaching you would use it. Another method of teaching students to think for themselves is to present them with a jumbled up set of instructions and asking them to reassemble in a logical sequence before carrying out the experiment and filling in the results and conclusion. On page 55 of Reading 3.01 is an example of such an activity. Copy this, cut it out, assemble and then construct one yourself for an experiment you have done or will do with your students. Attach this on-line for other students to comment on. (Massey University College of Education, 2008, p. 284)

    25. Where to from here? Moodle Separate discussion groups rather than the open groups at present Readings and ‘expert jigsaws’ in a shared forum Ill-defined problem presentation to students for group solutions Assignment posted and presented on the web

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