Research results and documents - MTA-DE Early Science Learning Research Group

A brief overview of the development programme for an integrated approach to science in primary grades 1 and 2 (2023-2024)

The principles of development

1.    Basic principles of STEM and STEAM education

Observation of the complexity of phenomena and objects, taking into account the thinking level of the 6-8 year old child, their complex understanding in context

  • Play-based learning
  • Providing more play time
  • More outdoor, natural, outdoor activities (Lange et al., 2021)
  • More free, open-ended activities, free experimentation (Romanathan et al., 2021)
  • Group work
  • Cooperative work
  • Inquiry-based learning
  • Authentic, everyday problems, authentic environment
  • Involving learners in assessment
  • Modelling, building, drawing (different materials, LEGO, building blocks, etc.)
  • Designing experiments, tests
  • Analysis of simple data (mainly based on measurements in the open field)
  • Giving explanations
  • Be able to reason from evidence, observations, evaluation and communication information
  • Produce simple tables and graphs

2.    RMR

A key element in the structure of the lessons is the application of the theoretical framework of three-phase thinking, the RJR (Reflection - Meaning Making - Reflection) model.

R: The recall (or attunement) phase

Students first actively recall their knowledge of the topic. This encourages them to examine what they know and start thinking about the topic they are about to learn in detail. This step is of particular importance, since any knowledge that remains is embedded in the context of the knowledge that is already known and understood. Information presented out of context, or information that the learner cannot relate to their own knowledge, is soon forgotten.A tanulók először aktívan felidézik a témáról való tudásukat. Ez arra ösztönzi őket, hogy vizsgálat alá vegyék mindazt, amit tudnak, és gondolkodni kezdjenek arról a témáról, amelyet hamarosan részleteiben is megismernek. Ennek a lépésnek kiemelt jelentősége van, hiszen minden maradandó tudást a már meglevő és megértett ismeretek kontextusába ágyazzuk be. A kontextus nélkül bemutatott információ illetve azon információ, amelyet a tanuló nem tud összekapcsolni saját tudásával, hamarosan feledésbe merül.

M: The meaning creation (or meaning acquisition) phase

This is the stage where the learner becomes familiar with new information and ideas. The main purpose of the meaning-making phase is to maintain the attention developed during the recall phase. Another aim is to help learners monitor their own comprehension process. People who learn and read effectively keep track of what is happening when they encounter new information. In this way, they make targeted connections between what is new and what they already know. They build bridges between what they already know and what they learn, allowing them to absorb the new.

R: The reflection phase

It is during the reflection phase that learners consolidate newly learned knowledge and actively shape the theoretical framework of their thinking to accommodate new ideas. It is during this phase that they 'really' acquire knowledge. They acquire lasting knowledge. One of the aims of the reflection phase is for learners to formulate in their own language the new ideas and information they have encountered. This is necessary in order to create new patterns of thought. The acquisition of lasting knowledge and deeper understanding is a personal matter. The learner remembers best what he has understood in his own context, put into his own words. Understanding becomes permanent when the information is embedded in a meaningful contextual framework (Pearson & Fielding, 1991). Not only are their expressive skills developed, but they also become familiar with the thought systems of others. During the discussions of the reflection phase, learners are also exposed to a range of different ways of thinking, a diversity of ways of integrating new information, so that a more flexible way of thinking can develop. They can then apply this in a more useful and targeted way.

3. Drama in science learning

Drama play is a regular feature of the sessions, from sensory refinement to the creation of "as if" situations, experiential processing of different types of texts, which help to understand scientific concepts and their interrelationships.

Developing vision and refining the senses is a priority. The child uses vision to perceive space, shape, colour, movement and to follow natural phenomena.  The sensory refinement of hearing is linked to the development of focused attention. The child's ability to filter out the sounds from the environment that he or she needs is the result of conscious activity.    Taste is an element of non-verbal communication, as the perception of taste is unconsciously linked to face play. Memory and imagination also develop as smell is refined. The sensory refinement of touch is beneficial for the development of attention, imagination and fantasy. And the combined development of the senses helps spatial orientation. It encourages focused attention and mobilises pupils' prior knowledge.

Adaptation to the world is made possible by processing experiences. Through social games, children learn to manage conflicts and solve problems. The dramatic approach to natural processes and phenomena builds on these everyday experiences. The teacher keeps in mind the child's abilities, which are necessary for the development of the ability to see, to formulate assumptions, to observe and analyse processes, to draw conclusions, to acquire the attitudes and behaviours necessary for sustainable development.

4. Drawing for a complex approach to science

Expressing complex natural knowledge and global thinking through drawing as a creative activity also serves to achieve the aims of the research. This creative activity is the element of STEAM education that overlaps with engineering activities through the planning, execution and evaluation of the creation. Drawing as creative reception involves a positive emotional attitude towards the learning process, the observation and observation of the beauty of natural phenomena, the strengthening of the experience of learning about natural phenomena, and enthusiasm for learning about nature.

The content of the development activities includes air, earth, water, light, movement and nutrition. Two drawing activities per half term integrate the knowledge of the previous 5 weeks. For example, the knowledge of movement - nutrition, light - earth, air - water is linked in the artwork. We prefer to work collectively: in pairs, in groups or together. We print on wrapping paper, draw on a school blackboard, draw on an interactive whiteboard and then enrich the picture with birds with movable wings.......stb.

5. Experimentation

There are two experimental lessons per term, when the children just experiment. At the same time, the other lessons (except drawing) include simple experiments. During the experiments, we regularly follow the logic of scientific problem solving (problem identification, question; hypothesis generation (here only prediction); planning; execution; experience; explanation), which is also mentioned on the worksheets and small protocols for the children. The interpretation of the experiments is supported by a worksheet for teachers for each experiment. Detailed instructions are given on the worksheets for children in the first grade, while in the second grade the number of instructions is reduced, giving more room for independent and creative thinking. During the experimentation, we devote extra time to student questions,  encouraging children to ask as many questions as possible.

Groups carrying out the development programme

  1. Curriculum developers (https://ttk.unideb.hu/fejleszto-csoport-mta-de-kttk-kutatocsoport)
  2. Teachers conducting experimental teaching (https://ttk.unideb.hu/fejleszto-csoport-mta-de-kttk-kutatocsoport)

Curriculum development structure

  1. Developing the professional content of the sessions.
  2. Designing the sessions based on the professional content.
  3. Designing the experiments and the teacher and student worksheets for the experiments.
  4. Planning the activities in nature.
  5. Planning and carrying out project work to introduce life of the water.

Reflection

The teachers of the pilot classes send a reflection on each session, with photos, based on thecriteria given, evaluating the positives and negatives of the feasibility.

Timetable for the sessions

The sessions will take place once a week for 45 minutes (integrated in the timetable or in the afternoon). The sessions will take place between March-June 2023 for the first grade and between September 2023-May 2024 for the second grade. In autumn and spring, we also have outdoor activities in nature, mostly in the schoolyard or in a green area close to it (in practice, this can be done on a timetable), which are specifically related to nature and include activities related to it. Every third session is an experimental activity or drawing (see uploaded files), even if it takes place outdoors.

Activities to build a complex scientific approach for the first year of primary school (6-7 year olds)

Activities to build a complex scientific approach for the second year of primary school

Galéria

Last update: 2024. 09. 16. 10:17