Teaching Science using Teaching Science using the TOC thinking tools the TOC thinking tools

과학수업 적용과학수업 적용Maya Kallir-MeyravMaya Kallir-Meyrav

Dr. Rami KallirDr. Rami Kallir

Active ScienceActive ScienceISRAELISRAEL

© All rights reserved to Dr. Rami Kallir Ltd

Remarks on the previous Remarks on the previous slide slide One of the TOC axiom is that people are basically good.

One of our axiom is that kids love and want to study. I will quote Sir Winston Churchill who said: I am always ready to

learn although I do not always like being taught. This is why we look for the ways that kids like to study. 근본적으로 아동은 공부를 좋아함 When we started to develop our programs we understood that

behind the scientific experiments must be “reasons”. The scientific phenomenon should be kind of solution for a problem. 과학의 인과율과 과학현상의 문제 해결

We believed that this way is more challenging encourage creative thinking. 창조적 사고를 고무함

We checked few thinking methods like the Six Thinking Hats of EDWARD DE BONO and Mind Mapping of Buzan.

At the end we decided that the TOC thinking tools match our programs in the best way.

“ONE PICTURE EQUALS A THOUSAND WORDS” 한 그림이 천 마디 말과 동일“ ONE EXPERIENCE IS WORTH A THOUSAND

PICTURES” 한 실험이 천개의 그림의 가치

If one picture equals a thousand words 만일 한 그림이 천 마디 말과 같다면 Then one experience is worth a thousand pictures. 그러면 한 실험은 천 개의 그림의 가치가 있게 된다

Because experience is engrave in memory more then words 왜냐하면 실험은 말 보다 기억을 각인하기 때문이다

Remarks on the previous Remarks on the previous slide slide

A little bit about my selfA little bit about my self…… PhD in organic chemistry from Weitzman

Institute of Science A Jonah. Developed science programs during my studies. Many years experience in the pharmaceutical

industry. Established “Active Science”. Teach in programs for gifted kids. My partner is my daughter, Maya who has a

degree in nutrition and in business administration

About Active ScienceAbout Active Science “Active Science” develops and operates unique

enrichment programs in science. “ 능동적 과학”은 과학 프로그램의 독창적 발전과 활동을 목표로 한다 .

We develop, build and field-test each and every kit, lesson or idea. 우리는 현장에서 아동 개개인과 단원 혹은 아이디어를 발전시킨다 .

Our Goal: To bring Science into everyday life and to bring life into Science! 우리의 목표 : 과학을 생활화하고 생활을 과학화한다 .

Obstacles in science Obstacles in science teachingteaching Many times, pupils find science lessons as

boring. 많은 경우 학생들은 과학을 지루하다고 본다 .

Many times, pupils recoil from study science because it seems difficult. 많은 경우 학생들은 과학공부에 움추린다 . 어려워 보이기 때문이다

Many times, the teacher do not have the means or method to make the lesson more interesting.

많은 경우 교사는 과학을 좀더 재밌있게 하는 방법이나 수단을 갖고 있지 못하다

Sometimes, there is a gap…

The gap between, The gap between,

The way kids imagine studying science.과학공부의 상상

The way kids actually study science..

실제적인 과학공부실제적인 과학공부

What can we do to overcome this gap?이 차이를 어떻게 극복하나 ?

Simplicity! Simplicity! Making simple experiments: 단순한 실험

Do not require complicated equipment 복잡한 도구를 요청하지 마라 Give every kid something to do 모든 아이에게 할 것을 줘라 Make sure it can be replicated at home 집에서도 반복된다고 확신시켜라

Explaining in simple language: 단순한 설명 Do not use formulas & equations 공식과 방정식을 사용하지 말라 Use terms that are relevant to their lives 생활과 밀착된 말을 써라 Use IF-THEN logic 만약 - 그렇다면 논리를 사용하라 Give structure but keep an open-mind 열린 마음으로 대하라

Remarks on the previous Remarks on the previous slide slide

Do not require complicated equipment: the most known example for this is Newton who saw the falling apple and phrase the classic physics. 뉴우톤의 사과

Give every kid something to do: it is impossible to learn how to swim or ride a bicycle without experiencing. Respectively it is impossible to learn science just from reading or watching the teacher. 수영이나 자전거 타기

Make sure it can be replicated at home: sharing the experience with others, and the need to describe and explain clarify and reinforce the martial.

Do not use formulas & equations: the formulas are not always clear for the teachers, and they are frighten for the students.

In order to teach science In order to teach science we use:we use:

a story The story can be historical, biblical,

mythological, a mystery, or anything. 역사 성경 , 신화 , 미스터리 같은 것The story contains a conflict or continuous

events and requires inventive thinking. 창의적 사고에 요구되는 충돌 , 지속적 사건

The story can be presented using a cloud or a branch. 구름이나 가지로 나타냄

In order to teach science In order to teach science we use:we use:

Practical experimentsThe experiments allow kids to Think 생각 Hypothesize 가설 Test 시험 Convince themselves 확신

Remarks on the previous Remarks on the previous slide slide

The meaning of Practical experiments is that the lessons are taking place in a regular class or even outside. Not in a accessorized laboratory. 일반교실

The tools are many times disposable tool. 도구는 여러 차례 사용된 것

The materials are easy to find for the kids. 재료는 쉽게 찾을 수 있는 것

HugeHuge soapsoap bubbles bubbles 큰 비누방울큰 비누방울

ColorsColors

Transferring water with siphonTransferring water with siphon

Wave MachineWave Machine

How do we use scientific How do we use scientific thinking?thinking?

Step 1: Present a phenomenon. 현상제시 Step 2: Explain the phenomenon. 현상설명 Step 3: raising assumption about

consequences if we change a parameter in the experiment. 매개 바꾸면 나오는 결과 상상

Our assumption is based on what we have seen before 과거 본것 our individual knowledge & experience 개인적 on our own intuition. 우리의 직관

Step 1: Present a Step 1: Present a phenomenonphenomenon

We put in a cup together: baking soda, citric acid & water

We get a lot of bubbles in the cup

컵에 많은 방울을 모은다

The bubbles are coming up

방울이 올라온다

The bubbles are coming out of the cup

비누방울이 나온다

We do:

한다

We see:

본다

Step 2: explain the Step 2: explain the phenomenonphenomenon

We ask:

What are these

bubbles?

Why do they come out of the

cup?

We answer:

The bubbles are gas - CO2

Gas has the tendency to expand in a given volume

We put in a cup together: baking soda, citric acid & water

We get a lot of bubbles in the cup

The bubbles are coming up

The bubbles are coming out of the cup

Step 3: changing a Step 3: changing a parameterparameter

We put in a cup together: baking soda, citric acid & water

We get a lot of foam

liquid soap

Why?

The soap is capturing the

gas

Gas has the tendency to expand in a

given volume

Step 3: changing a Step 3: changing a parameterparameter

We put in a balloonballoon

The balloon will swell

The balloon has elastic structure

What will happen?

Why?

Gas has the tendency to expand in a

given volume

Step 3: changing a Step 3: changing a parameterparameter

We put it in a tubetube and close it with a plugplug

The gas creates

pressure inside the tubeThe tube has

a stiff structure

What will happen?

Why?

Gas has the tendency to expand in a

given volume

The plug will jump out

The storyThe story

Pharaoh gave the command to kill all male babies born to the Israelites by throwing them into the Nile river.

Yoheved could not bear to obey the command. She chose to hide her baby at home.

After 3 months, he became too hard to hide. The family was in danger!

Yoheved’s conflictYoheved’s conflict::

Throw the baby to the Nile

Hide the baby at home

Protect the baby

Protect the family

members

Protect the whole

family

Assumptions: the baby cannot swimAssumptions: the baby cannot swim the baby cannot float on the waterthe baby cannot float on the water

The Injection:The Injection:

Put the baby in a box that Put the baby in a box that can float on the watercan float on the water

How to build the box?How to build the box?What materials can float What materials can float

on water?on water?

We ask:

Step 1: Present a Step 1: Present a phenomenonphenomenon

Float or sink:Float or sink: 뜨거나 가라앉음 Take different objects and assume

which will float and which will sink.

as example, we have here: candle, oil, paper, skewer, Styrofoam ball, Plasticine, plastic pipe.

Step 1: Present a Step 1: Present a phenomenonphenomenon

Check the assumptions by experiment.

The candle, skewer & Styrofoam ball are floating.

The plasticine & plastic pipe are sinking.

The paper floats, and then sink.

Step 2: explain the Step 2: explain the phenomenonphenomenon

The object is full with air

The object is floating on the

water

The concept: Density

The ratio between weight and volume The density of water is 1 g/ml

Why?

The object’s density is less

then 1

Step 3: changing a Step 3: changing a parameterparameter

How can we make a sinking object float? 어떻게 가라앉는 것을 뜨게하는가 ? How can we make a floating object sink? 어떻게 뜨는 것을 가라앉게 하는가 ?

Step 3: changing a Step 3: changing a parameterparameter

We add weight to the

Styrofoam ball

The ball will sink

The object’s density is more

then 1

Step 3: changing a Step 3: changing a parameterparameter

We block the pipe with plasticine

The pipe will

float

The object’s density is less

then 1

Step 3: changing a Step 3: changing a parameterparameter

We put oil on the paper

The object’s density is less

then 1

The paper will

floatThe oil is

blocking the strings and

prevents the exit of the air.

Back to the InjectionBack to the Injection::

Take the baby and put it in a box made of papyrus

The baby will float on the water

Coat the box with tar

The baby will safely float for long time

The object’s density is less

then 1

The tar prevents

absorption of water

The storyThe story

Till Eulenspiegel is a folk tale character.

In this story he walks on a tightrope over the lake and amuses the audience.

The local kids shake the rope and he falls into the lake.

What can he do?

The story as a branchThe story as a branch::

Till Eulenspiegel walks on the tightrope in

balance

The kids shake the rope

Till Eulenspiegel falls into

the lake

The story as a branchThe story as a branch::

Till Eulenspiegel walks on the tightrope in

balance

The kids shake the rope

Till Eulenspiegel falls into

the lake

WHY??

Because his center of gravity was above the rope

Because he lost his balance

WHY??

What is this “center of What is this “center of gravity” ? gravity” ?

Let us make an experiment to demonstrate:

Materials: 1 Styrofoam egg 3 wood skewer 2 beads Insulating tape Decoration objects

Follow the instructionsFollow the instructions:: Insert one wood skewer through

the Styrofoam egg from up to down, as shown in the picture.

Insert two wood skewers into the sides of the Styrofoam egg, as shown in the picture.

Put the beads on the side skewer.

Use the Insulating tape to set the beads on the end of the skewer.

Change the position of the central skewer to change the balance of the “acrobat”.

Find the best balanced point and let it stand.

Back to the InjectionBack to the Injection::

He takes shoes from the kids and hold them

below the rope

He walks on the rope without falling down

The center of gravity is below

the rope

HowHow dodo wewe operateoperate Self-operate Science kits:Self-operate Science kits:

We develop kits that are “Ready-Made-Meals” for teachers to use, with little or no preparation.

Each kit contains all the required background notes and materials to perform the experiments.

Each lesson plan is using the TOC thinking tools.

Our futureOur future……

Recently we joined to Orda (Creative group),

a well known and highly reputable name in the educational games field in Israel and worldwide

Orda will produce and market the Active Science kits all over the world, starting this year in Korea.

Thank YouThank You!!