Workshop 1
 Contents
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Section E Transformations: values
Activity
E1 Energy transfer |
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Aims
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To explore factors related to personal values that
may influence teachers’ transformations of the ‘energy transfer’ innovation.
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To consider these issues in the light of your own
values and teaching experience.
Background
Our actions are guided by what we see as important
and what we value. Often, we may not make our values explicit, but they
have an effect all the same. When teachers described their work on teaching
energy, they referred to personal values about what should be in the curriculum
and how it should be taught in the classroom. What kind of science should
pupils be taught? What is the nature of scientific knowledge? What kind
of science is defined by the National Curriculum? The following stories
address these questions.
[N.B. These stories are based
on research into the work of teachers implementing this innovation. Though
they are not based on particular individuals, they do focus on issues that
were identified in the research.]
What to do
1. It is best to do this activity in a group
of two or three. Before you start discussion, however, work individually
and read through each of the stories on page 2.
For each story, decide whether you are:
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broadly sympathetic to the position outlined in the
story (S)
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broadly unsympathetic to the position outlined in
the story (U)
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neither (N)
Write the appropriate letter next to each story.
2. Discuss each story in turn within the
group. It may be useful to think about the following:
What is the key idea of the story?
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Are there points that the teacher makes that we all
agree with?
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Are there points that the teacher makes that we all
disagree with? If so, is this because we disagree in principle or because
we think the teacher has said something factually incorrect? Or because
they say something which may apply in their own situation but not in yours?
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What are the issues where we do not reach a consensus?
What are the reasons for this?
3. After discussion, work individually again
and look back over all of the stories. Pick out a few key sentences, which
you agree with and think address the most important ideas for you. Underline
them. Pick out a few sentences that you disagree with strongly. Underline
them in a different colour or style. (Make a note of what the colours/styles
mean so that you can work it out later.) You will be returning to these
sheets in a later session. |
