Avi Hofstein and Rachel MamlokNaaman

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The Department of Science Teaching
Avi Hofstein and Rachel Mamlok-Naaman
The Weizmann Institute of Science
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The Structure of Science Education in Israel
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Secondary School
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The Department of Science Teaching
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The Department of Science Teaching
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Curriculum Development
? Textbooks ?
Teachers Guides ? Remedial Materials ?
Educational Games ? Computer Software ? Special
Units ? Assignments and Projects
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Implementation
? Continuous in-Service ? Teacher Training ?
In School Guidance ? Young Teacher
Fellowships ? Journals and Newsletters ?
National Teacher Centers
Evaluation and Research
? Surveys ? Evaluation ?
Cognitive Research
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Computer Sciences
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Current Issues
(Tomorrow 98)

• Educating and Future Citizen

Science and Technology for all
Junior High School
Making Science more relevant
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Multidimensional Approach to School Chemistry
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Casual Influences of Student Learning (Walberg)
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The "MUTAV" Project
(Science and Technology in the Society)
for the Upper Secondary School
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3. Rationale, structure, and content of the
program
a. The content is characterized by Its relevance
to the students, interdisciplinary nature, and
optional modules provided to the science teacher.
b. The modular nature (issue oriented approach)
of the program (each module is taught during
35-40 classroom periods).
c. Pedagogical approach (potential to vary the
classroom learning environment)
d. Assessment of students' achievement and
progress aligned with teaching method and
pedagogy.
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Titles of some exemplary Modules (Issues)
Developed for the
"Science Technology in the Society"
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Science for All Science in the Service of the
Police
Department of Science Teaching
Naomi Ernst Dvora Katchevich
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Goals

• Learning of scientific topics
• Using news headlines to make science more
  relevant
• Develop inquiring, analytical thinking skills.
• Discussions of moral dilemmas
• Introduce police work on scientific basis

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Topics in the Book

• Why do thieves wear gloves? (fingerprints)
• Whose blood is it? (blood typing)
• The nucleus of truth (DNA identification)
• True or false? (polygraph)

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The Computerized Data-AFIS

• Input of crime scene fingerprints
• 2. Comparison with existing data
• 3. Identification by an expert
• 4. No identification save under unidentified
  fingerprints

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Fingerprints
Identification in Work places Jails Intelligence
organizations Safes Banks Computer data security
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• Whose blood is it?
• Constitution of blood and its functions
• Antigen- antibody
• Blood types- ABO and Rh
• Transfusions
• Semen
• Probability

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When a stain suspected to be blood is found we
must answer the following questions

• Is it a blood stain?
• Is it human blood?
• What is the bloods ABO antigen type?
• What is the bloods Rh antigen type?

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• The Nucleus of Truth DNA
• DNA structure
• The genetic code
• DNA fingerprints
• Polymorphic sections
• PCR (polymerase chain reaction)
• Human genome
• Genetic engineering
• Probability

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• True or false?
• Polygraph
• Heart and blood circulation
• Rate of heart beats
• Blood pressure
• Rate of breathing
• Skin conductivity

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The Polygraph Measures
Heart beat
Skin Conductivity
Blood Pressure
Respiration
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Teaching Strategies
Group work Discussions Teachers lectures Peer
teaching Solving crime cases Concepts
map Experiments Graph analysis

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Skills acquired and trained while composing the
crime story
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Understanding subject matter
Locating and assessing information
Analyzing information
Applying scientific principals
General view on the subject
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From Petroleum to Tomatoes An Idea
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From Petroleum to Tomatoes module
Four parts ? The issue How to maintain suitable
growing conditions for tomatoes in Israel? ? The
use of polyethylene tunnels ? The use of
nitrogen, phosphorus, and potassium (NPK)
fertilizers ? The use of pesticides
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Pedagogy
? Students who explore this module are exposed to
an important debate. ? They collect relevant
information from various sources, make decisions,
and think critically. ? These experiences enable
them to take an active role in the scientific and
technological issues that confront our society.
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National Science Teachers Centers
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Activities in the National Centers for Science
and Mathematics Teachers
? Developments of teacher-leaders who will
initiate, support, conduct and lead
professional in-service development.
? Counseling and support for the regional
teacher centers and other regional
professional development activities for
teachers.
? Development and establishment of high
standards in the pedagogy of science teaching
and learning.
? Developments of models for effective
professional development of science teachers.
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The Role of the National Science Mathematics
Teachers Centers
? Professional Development of Leaders

? Providing Support for Regional Centers
? Design of Models for Effective
Professional Development
? Providing continuous and Long-Term
Support for Professional Development of
Leaders in the Educational System
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Regional Science Mathematics Teachers
Goal
Provide for ?
Life Long ?
Continuous and ?
Dynamic
Professional Development of Science
Mathematics Teachers
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Informal Science Education

• The Science Garden

• Young scientists

• Science lectures for the public

• Central laboratories in
• - Chemistry
• - Physics
• - Biology

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Research
We developed measures for assessing students
- Attitude towards Science
- Attitude towards Scientists
- Attitude towards School Science
Lykert-type and Semantic differential type
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- Interest in Science
- Scientific Curiosity
- NOS
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Students Perception of
The Science Classroom and Laboratory
Learning Environment