What people should work on in the future?
My maths colleague offered to run a small project with yr 7 who are doing excel work , next term. we may try to generate some data , probably in Biology and physics, then give it to him to explore how to seek patterns… starting with data before exploring further graphically. Our aim: to see how many yr 7 students have the skill, can learn the skill? It will be exploratory , to see if there is something in it worth investigating further, more deeply.
Are there any CAME lessons which would support this?
Is there a subtle difference between concepts and skills developed in CASE.?
Are some lessons focused more on potential misconceptions than others.?
Can we identify the CASE ‘way of thinking’ and repeat phrases , so they become embedded thinking routes.?
The initial variables values and relationships lessons, are almost skills of science investigation – How Science works.
Other lessons tackle preconceptions – early understanding of universally agreed science conceptions. Developing a full understanding of these concepts is a journey which may not /cannot be completed in one lesson. They may be relevant to all three science disciplines (given one accepts such a schism in classification). If met with the same approach in each subject this would bridge from CASE.
To be effective Staff in a school would need to sit down and identify where the concepts occur and how they may present an identifiable link between them for the students to grasp the connection and apply across disciplines. Guidance and support may be needed.
In one project, a group of teachers worked on identifying cognitive conflict (preconceptions being challenged) in the GCSE curriculum. They then thought of activities to use to move the students along the journey to the agreed conception
Challenges included: transmission of electricity with step up and step down transformers.
Multi variable effects
Modelling in genetics
Explaining avogadro’s number ( A level?)
What ever they chose.
The end result was not pure CASE. The gains were the teachers talked a lot about the CASE methodology as they developed their lessons and built a CASE approach to teaching into their lessons.: experiential learning, problem solving, challenging thinking, questioning, metacognitive reflection. Students feedback was universally positive. Teachers felt that conceptual understanding improved ( subjective and prone to bias)
Ways of thinking and reasoning apply outside science. Is there scope to use CASE like approaches with for example PSHSE where situations and problems are tied in with stages of development (for example the problems of centration in some young people) or where the problems require reasoning around multi variable situations. Kate Donegan
Refresh of some activities and direct curriculum mapping ( e.g, lets think science at ks3 did this well and needs a reboot). Ks2 curr mapping also. Extension to ks4. Julia Jenkins