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Teaching science using hands on, storytelling and thinking process[1].
1.
– Experience is
Worth a Thousand Pictures Teaching science using hands-on storytelling and thinking process. Over the last 15 years, I have been developing science programs and using those programs working in different frameworks, including gifted programs. The programs, developed together with my father, Dr. Rami Kallir, emphasize hands-on science, use stories and specialized thinking tools called the theory of constraints (TOC). I hear all the time from my students that the way they study science in my class does not resemble the way they study at school. When I ask them to tell about the difference, the answer I get is that “your science lessons are much more fun!” When I ask if they think they study this way more, they are very definite that experiments and stories are the best way to study. One student told me that “you cannot not comprehend something that way” (("."אתה לא יכול שלא לקלוט ככה משהו My typical science lesson starts with storytelling. For example, in a lesson on specific weight I tell about Archimedes who looked for a way to identity the king crown’s metal ingredients. The second part is based on inquiry and experiments, performed by each one of the pupils. The experiment can explain something in the story, lead to solution or present a concept. The thinking tools are integrated into both parts. The story contains a conflict or continuous events and requires inventive thinking. The experiments are presented in a way that we can change a parameter and learn more from the consequences. The explanation use cause-effect logic. The goal of this review is to determine whether my understanding of science teaching, developed through practical experience, is supported by research scholarship. I deal with each of the factors that make up our approach – TOC, storytelling, experimentation – separately, summarizing the relevant literature and discussing it in the context of our own work. The Theory Of Constraints (TOC) thinking tools Theory of Constraints (TOC) is a management philosophy developed by Dr. Eliyahu M. Goldratt. The TOC management problem solving tools are used by thousands of companies and government organizations and are taught in hundreds of colleges, universities and business schools (Kim et al.; 2008). TOC takes a progressive approach to improve a system (Goldratt, 1990). The TOC method for brining desired improvements is developed through the answers to three questions: 1) what to change, 2) what to change to, 3) how to cause the change? In 1995, Dr. Goldratt established a non profit foundation called TOC for Education. He modified the original generic tools into three specific thinking tools - the Cloud, the Branch and the Ambitious target tree, and applied them in the field of education worldwide. At the moment, millions of children in over 17 countries are applying these generic tools. The cloud analyses the details of a conflict, meaningful action or decision in a concise and non provocative way. It is a diagram with five statements that describe the “wants”, the “needs” and the “common objective”. The cloud is appropriate for dealing with tough personal decisions, interpersonal conflict or negotiation. The Branch is used to understand cause-effect links between actions and consequences, make predictions, and create new and better solutions. The Ambitious Target Tree (ATT) supports the need to describe how to make the change happen and based on simple, "if-then" links. All rights reserved to Dr. Rami Kallir Ltd © Tel 972-4-6380422, Fax: 972-4-6380374, Kallir@netvision.net.il
2.
– Experience is
Worth a Thousand Pictures The major applications for the TOC thinking tools are behavior performing and contents teaching. Practical examples can be seen in the official website of TOC for Education organization at: http://www.tocforeducation.com/caseteach.html Little research has been done into the effectiveness of the TOC thinking tools in education. Kim et al. (2008) provide a review of TOC developments as reported in the public domain. According to this review, a total of 114 papers have been published between 1994 and early 2006. Among them there are three that deal with education and none of these addresses the teaching of science. Hatcher & Yen (2005) introduces the application of TOC tools in E-learning. They claim that E-learning method requires that instructors and students adapt a new way of communicating and interacting. The false sense of freedom may lead to degraded education and non-essential learning. They provide some examples for using the TOC tools in and conclude that “TOC offers critical thinking and visual communication tools in identification of the critical constraints. Instructors as well as students benefit from TOC in the design and planning of E-learning courses, including conflict resolution”. In the years 2000-2001 35,000 teachers in Malaysia were trained through curriculum development centers, and 650,000 students learned curriculum through TOC. The TOC has been introduced in all primary and secondary schools throughout the different subject matter. Balakrishnan (2007) demonstrate the use of TOC in teaching moral education in Malaysia. The article detailed the benefits of using the three tools, for students and teachers. The conclusion is that “The application of TOC in Moral Education enables students to identify the key ideas or moral dilemmas within a lesson or text. They are able to sequence what they have learned into a logical order for improved understanding... They can resolve their moral dilemmas and know how to predict the consequences of their own actions and therefore be able to control their own negative behavior. All these enable them to be moral students in the future.” Since there is no literature on the effectiveness of the TOC thinking tools in science teaching, I did not find the written proof I was looking for. Yet, both articles indicate that TOC is beneficial. Storytelling in science class Storytelling has long been used in the classroom. In fact, during almost all the history of Humankind, knowledge on all subjects has been passed on by storytelling. Aristotle and his peers used the spoken word to teach all that they knew and thus science was being developed and passed along. A narrative or story, in its broadest sense, is anything told or recounted; more narrowly, and more usually, something told or recounted in the form of a causally- linked set of events or connected series of happenings, whether true or fictitious. Green (2004) adds that "stories are a structure for organizing and transmitting information, and for creating meaning in our lives and environments. A story requires raising unanswered questions or unresolved conflicts; characters may encounter and then resolve a crisis or crises". Papadimitriou (2003) argues that “Stories are in a certain intrinsic sense interesting, in that they are attractive, high-priority memory fodder. Everything else being equal, we are much more likely to remember a story than a logical argument.” All rights reserved to Dr. Rami Kallir Ltd © Tel 972-4-6380422, Fax: 972-4-6380374, Kallir@netvision.net.il
3.
– Experience is
Worth a Thousand Pictures Stories can create interest in students. This idea has been substantiated by trials at the University of Buffalo, where attendance in science classes has been boosted from 50–65 % to 95 % by the use of stories and case studies in teaching (Goldbaum, 2000). The same study concluded that, as a result of the story approach, students who had appeared tired and disinterested during lectures were suddenly animated and involved. Kelleher (2006) in her thesis describes Storytelling Alice, a programming environment that gives middle school girls a positive first experience with computer programming. Participants who used Storytelling Alice and Generic Alice were equally successful at learning basic programming concepts. However, users of Storytelling Alice show more evidence of engagement with programming. Storytelling Alice users spent 42% more time programming and were more than three times as likely to sneak extra time to continue working on their programs. Relevance of the material to student's lives is often cited as an important motivational factor in teaching. Campbell (1998) suggests that pupils can be encouraged to view physics as relevant to their lives, rather than as a mere collection of facts, by teaching with stories culled from the media. Goldbaum (2000) adds that stories get pupils involved in science, not as spectators but as participants Although I have never used quantitive measures of achievement to assess my work, research shows that stories can improve students' achievement. Casey et al (2008) investigated the effects of a storytelling-context for teaching geometry skills to kindergarten kids compared two types of spatial interventions: one with a story context and one without. The findings showed that storytelling-contexts were more effective than de-contextualized formats for learning geometry across both near- and far-transfer tasks. Although many science teachers make use of anecdotes and stories in their lessons, storytelling is not a formally accepted teaching skill. However, Cooper et al. (1983) provides some formal basis. They analyzed the complex teaching behaviors of a distinguished professor at a large university, reputed to be a gifted instructor. His teaching was investigated to determine specifically how he accomplished his teaching goals. A major finding was that the instructor incorporated a storytelling technique to impart information and to involve students. Stories provide a structure for remembering. Because stories provide natural connections between events and concepts, mentioning one part of the story may help evoke the other parts of the story. Weber (1993) has shown that stories are easily incorporated into the memory as chains of events, and thus storytelling may help children to link cause and effect; hence, illustrating a scientific concept in the form of a story improves pupils’ science learning. My practical experience shows that when I say “once upon a time” I get full attention of the class and students tend to relate scientific concepts to the relevant story. The literature’s findings give consistent evidence on the successful use of storytelling in class and strengthen my claim. Hands-on science A major element in my classes is the hands-on science. I believe that “If one picture equals a thousand words, then one experience equals a thousand pictures”. This concept is combined in our programs with a constructivist teaching method that enables every student to conduct the experiment by himself. All rights reserved to Dr. Rami Kallir Ltd © Tel 972-4-6380422, Fax: 972-4-6380374, Kallir@netvision.net.il
4.
– Experience is
Worth a Thousand Pictures Research on the effectiveness of activity-based science programs is extensive and there have been many measures of its effect on student performance. Rissing & Cogan (2008) measured the performance of college biology students. They compared an inquiry-based, hands-on laboratory exercise with a standard exercise. The result showed that student performance increased significantly after completion of the inquiry exercise, and did not increase after completion of the control, standard exercise. Stohr-Hunt (1996) examines the relationship between frequency of hands-on experiences and standardized science achievement scores. The research studies a sample of 24,599 eighth-grade students. A cognitive test battery was used to measure student achievement. Results from a self administered teacher questionnaire provided information regarding the frequency of hands-on experience. Teachers were asked “How often do students conduct science experiments in class?’ To ensure that teachers did not confuse student hands-on experience with teacher experience, teachers were also asked “How often do you demonstrate a science experiment in class?’ Students who experienced hands-on activities frequently had significantly ( p < .OOl) higher scores of science achievement than those students who experienced hands-on science infrequently. Roberts & Wassersug (2009) evaluated the effect of early exposure to original scientific research on producing career scientists. They examined a hands-on summer science research program for high school students and compared participants in that program with science students that only began their hands-on research experience once in university. The data indicated that students who participated in original scientific research while in high school were significantly more likely (p<.005) to both enter and maintain a career in science compared to students whose first research experience didn’t occur until university. Their conclusion was that more hands-on high school science research programs could help increase the number of students entering and maintaining scientific careers. Yet, Roberts & Wassersug also argue that: "… it is patently absurd to believe that an infant could understand a null hypothesis or what it would mean to design and execute a controlled experiment. Starting in science young could inspire children to a career in the field. However, starting in science too young might lead students to reject science as a career because of the monotony of the methodology or the tedium of its execution". The literature’s findings give evidence on the effectiveness of activity-based science. The conclusions of Stohr-Hunt (1996) strongly support my approach. I disagree with Roberts & Wassersug (2009) stand regard starting in science young. I believe that using the right methods can prevent this monotony in every age. Conclusion It is generally accepted that in order to teach effectively, a wide range of methods can be used. This approach comes from the belief that traditional teaching methods do not help students understand scientific concepts or transfer the principles learned in the classroom to other situations. Each aspect of our pedagogical approach – TOC, story telling, and active learning, provides, on its own, an enriched learning experience. Research supports my own practical experience: storytelling and hands-on experience improve science learning. All rights reserved to Dr. Rami Kallir Ltd © Tel 972-4-6380422, Fax: 972-4-6380374, Kallir@netvision.net.il
5.
– Experience is
Worth a Thousand Pictures Although initial studies indicate that TOC is also beneficial, there is not enough research on this question to conclude that TOC really is helpful. But, in my experience, the strength of our method is not that in the individual methods but in the synergy. The storytelling is a stimulus for experiments; the experiments lead to solution or present a concept in the story. The TOC tools, a powerful thinking tool in themselves, naturally support hands-on experiments and storytelling. Hypothesis A: Using the combination of the three factors (hands-on learning, storytelling and TOC thinking tools) to teach can increase children’s performance on assessment tests compared with standard or cookbook formats. B: Using the combination of the three factors (hands-on learning, storytelling and TOC thinking tools) to teach is better than using them serially. Research Questions To examine whether children learn science better when they study through inquiry and storytelling approach: • Do they remember the material longer? • Do they improve their achievements in science? • Are they more able to transfer knowledge or ways of thinking and apply them in different contexts? • Are they more motivated to learning? • Do they improve their ability to analyze problems and solve them? All rights reserved to Dr. Rami Kallir Ltd © Tel 972-4-6380422, Fax: 972-4-6380374, Kallir@netvision.net.il
6.
– Experience is
Worth a Thousand Pictures REFERENCES Balakrishnan V, The Use of Theory of Constraints (TOC) in Teaching of Moral Education: Malaysia, Conference .Presentation, Philosophy of Education Society of Australasia, 2007 Campbell, P. (1998) Using stories to enrich the physics curriculum. Physics Education, 33(6), 356–359. Casey B, Erkut S, Ceder I, Mercer Young J, Use of a storytelling context to improve girls' and boys' geometry skills in kindergarten, Journal of Applied Developmental Psychology, Vol. 29 No.1 p29-48 Jan-Feb 2008. Cooper C, Orban D, Henry R, Townsend J, Teaching and storytelling: An ethnographic study of the instructional process in the college classroom, Instructional Science, Vol.12, No. 2, July 1983. Goldbaum, E. (2000) Grant to advance case study approach. University of Buffalo Reporter, 31(21), 1. Goldratt, E.M. (1990), What is This Thing Called Theory of Constraints and How Should it be Implemented?, North River Press, New York, NY. Green M, Storytelling in Teaching, Observer, vol. 17, No. 4, April 2004. Hatcher M, Yen M, Using theory of constraints in E-Learning for overcoming internal, external, cultural, and international constraints, Journal of the academy of Business and Economics, March 2005. Kelleher C, Motivating programming: using storytelling to make computer programming attractive to middle school girls, Carnegie Mellon University, 2006. Kim S, Mabin VJ, Davies J, The theory of constraints thinking processes: retrospect and prospect, international Journal of Operations & Production Management, Volume 28, Issue 2, 2008 Papadimitriou, Christos H., MythematiCS: In Praise of Storytelling in the Teaching of Computer Science and Math, ACM SIGCSE Bulletin, Volume 35, Issue 3, Sept. 2003. Rissing SW, Cogan JG, Can an Inquiry Approach Improve College Student Learning in a Teaching Laboratory? The Ohio State University, Columbus, 2008 Roberts L, Wassersug R, Does Doing Scientific Research in High School Correlate with Students Staying in Science? A Half-Century Retrospective Study, Research in Science Education, Vol. 39, No. 2, pp. 251-256, March 2009. Stohr-Hunt PM, An Analysis of Frequency of Hands-on Experience and Science Achievement, Journal of research in science teaching Vol. 33, No. 1, PP. 101-109, 1996. Weber, S. (1993) The narrative anecdote in teacher education. Journal of Education for Teaching, 19(1), 71–82. All rights reserved to Dr. Rami Kallir Ltd © Tel 972-4-6380422, Fax: 972-4-6380374, Kallir@netvision.net.il
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