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Doing science as if citizenship mattered critical informed responsible participants

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Essence Statement Learning Area Science In science, students explore how both the natural physical world and science itself work so that they can participate as critical, informed, and responsible citizens in a society in which science plays a significant role. The New Zealand Curriculum 2007 p17

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Doing science as if people and the planet mattered

Pam Hook - HookED pam.hook@gmail.com www.pamhook.com

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environmentally economically culturally politically socially © HookED Pam Hook, 2012. All rights reserved.

http://efs.tki.org.nz/

Education for sustainability


Te Wharehou o Tūhoe http://vimeo.com/42519736

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Doing science as if wellbeing mattered

Pam Hook - HookED pam.hook@gmail.com www.pamhook.com

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5 Ways to Wellbeing http://www.neweconomics.org/programmes/well-being

Connect

Take notice

Give

Be active

Keep learning Š HookED Pam Hook, 2012. All rights reserved.


What would science in schools look like if its main aim were to promote well being? Science for making connections

Science for taking notice

Science for giving

Science for being active

Science for keeping learning Š HookED Pam Hook, 2012. All rights reserved.


http://www.neweconomics.org/programmes/well-being

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What science will help us connect?

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http://www.neweconomics.org/programmes/well-being

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What science will help us be active?

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5788323557_55a1ce4c29_b_russteaches Š HookED Pam Hook, 2012. All rights reserved.


http://www.neweconomics.org/programmes/well-being

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What science will help us take notice?

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1430509591_4fee93e144_o_woodleywonderworks

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http://www.neweconomics.org/programmes/well-being

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What science will help us keep learning?

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http://www.neweconomics.org/programmes/well-being


What science will help us give?

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2473305239_a00cf30a3f_b_Lamerie Š HookED Pam Hook, 2012. All rights reserved.


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http://www.neweconomics.org/programmes/well-being

“Wellbeing” in the context of the “Nature of Science” Strand in the NZC making connections

taking notice

giving

being active

keeping learning © HookED Pam Hook, 2012. All rights reserved.


- Appreciate that scientists ask questions about our world that lead to investigations and that open-mindedness is important because there may be more than one explanation.

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http://scienceonline.tki.org.nz/Nature-of-science

Nature of Science Understanding about science Level One and Two


What questions might a scientist ask about ‌ ? making connections

taking notice

giving

being active

keeping learning Š HookED Pam Hook, 2012. All rights reserved.


- Appreciate that science is a way of explaining the world and that science knowledge changes over time. - Identify ways in which scientists work together and provide evidence to support their ideas.

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http://scienceonline.tki.org.nz/Nature-of-science

Nature of Science Understanding about science Level Three and Four


What explanations do scientists have about ‌ ? making connections

taking notice

giving

being active

keeping learning Š HookED Pam Hook, 2012. All rights reserved.


- Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models.

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http://scienceonline.tki.org.nz/Nature-of-science

Nature of Science Investigating in science Level One and Two


Explore, play and ask questions about ‌ ? making connections

taking notice

giving

being active

keeping learning Š HookED Pam Hook, 2012. All rights reserved.


- Build on prior experiences, working together to share and examine their own and others’ knowledge. - Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.

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http://scienceonline.tki.org.nz/Nature-of-science

Nature of Science Investigating in science Level Three and Four


What can you find out about ‌ ? making connections

taking notice

giving

being active

keeping learning Š HookED Pam Hook, 2012. All rights reserved.


- Build their language and develop their understandings of the many ways the natural world can be represented.

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http://scienceonline.tki.org.nz/Nature-of-science

Nature of Science Communicating in science Level One and Two


What words would a scientist use to describe ‌ ? making connections

taking notice

giving

being active

keeping learning Š HookED Pam Hook, 2012. All rights reserved.


- Begin to use a range of scientific symbols, conventions, and vocabulary. - Engage with a range of science texts and begin to question the purposes for which these texts are constructed.

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http://scienceonline.tki.org.nz/Nature-of-science

Nature of Science Communicating in science Level Three and Four


What symbols, conventions and vocabulary would a scientist use to describe ‌ ? making connections

taking notice

giving

being active

keeping learning Š HookED Pam Hook, 2012. All rights reserved.


- Explore and act on issues and questions that link their science learning to their daily living.

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http://scienceonline.tki.org.nz/Nature-of-science

Nature of Science Participating and contributing Level One and Two


How can you use what you find out about the science in ‌? making connections

taking notice

giving

being active

keeping learning Š HookED Pam Hook, 2012. All rights reserved.


- Use their growing science knowledge when considering issues of concern to them. - Explore various aspects of an issue and make decisions about possible actions.

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http://scienceonline.tki.org.nz/Nature-of-science

Nature of Science Participating and contributing Level Three


What should you do about ‌? making connections

taking notice

giving

being active

keeping learning Š HookED Pam Hook, 2012. All rights reserved.


knowledge skills attitudes behaviours

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SOLO Taxonomy - Biggs and Collis 1982 The Structure of Observed Learning Outcomes Biggs, J.B., and Collis, K.F. (1982) Evaluating the Quality of Learning-the SOLO Taxonomy (1st ed) New York: Academic Press.

Prestructural Unistructural

Multistructural

Relational

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Extended Abstract


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http://pamhook.com/store/

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Constructive alignment

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what the learner does

http://www.johnbiggs.com.au/academic/constructive-alignment/ http://pamhook.com/solo-apps/learning-intention-generator/ Š HookED Pam Hook, 2012. All rights reserved.


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http://pamhook.com/wiki/SOLO_based_ap proaches_and_effective_strategies

SOLO Hexagons

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http://pamhook.com/solo-apps/hexagongenerator/


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The HookED SOLO Exploded Describe Map

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SOLO Functioning Knowledge Self-assessment Rubrics http://pamhook.com/solo-apps/functioning-knowledge-rubric-generator/

6478199133_954a69e583_b_NWABR

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SOLO Functioning Knowledge Self-assessment Rubrics http://pamhook.com/solo-apps/functioning-knowledge-rubric-generator/

8559902400_588d830b0e_b_UCLMathematicalandPhysicalSciences Š HookED Pam Hook, 2012. All rights reserved.


SOLO Functioning Knowledge Self-assessment Rubrics 6478243677_e168296b2c_b_NWABR

http://pamhook.com/solo-apps/functioning-knowledge-rubric-generator/

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http://pamhook.com/solo-apps/functioningknowledge-rubric-generator/

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Workshop: Title: Do you teach science in ways that will help students live well with others in a society where science plays a significant role? Abstract: This workshop explores how teachers (and students) can use SOLO Taxonomy and backward design to plan learning experiences that genuinely integrate the New Zealand Curriculum's - science context/content, Nature of Science (NOS) dimensions and science essence statement.

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Pam Hook pam.hook@gmail.com www.pamhook.com

Š HookED Pam Hook, 2012. All rights reserved.


SOLO Taxonomy and Doing Science