Abstract:

In Slovakia, we are preparing a new curriculum for lower secondary schools these months. We plan to set the new science and physics curriculum not only on the experience with the previous Slovak curriculum but also on research results in various disciplines. In this contribution, we present our analysis of the possible implementation of The Brain, Mind and Education Science (The Learning Science by T. Tokuhama-Espinosa) on the topic of light refraction. For the selection of this example, we have more reasons. Sight or vision is one of the human senses and a traditional science and physics curriculum topic. In the Big Ideas that the team around W. Harlen formulated, sight and light are mainly present in the second idea of objects affecting objects at a distance and in the fourth idea related to energy. It is a phenomenon that children encounter in everyday life. In this contribution, we use selected phenomena related to light and vision to present some of the ways of applying the views of learning sciences. We offer analysis of teaching-learning activities based on light-related and vision-related phenomena selected for science education from the age of 12 to the age of 17. Within the activities, we identify the five pillars of the mind – symbols, patterns, order, categories and relationships. Pillars were identified within a holistic, bio-psycho-social approach. Biology of the brain (neuroscience), psychology of the mind, and social aspects of Education science, all together offer an interesting view on the theories of learning and curriculum design. Due to the complexity of the five pillars approach in curriculum design, we consider it appropriate to present concrete examples. In our contribution, we also offer the evolution of children ideas related to light refraction through different levels of education. We compare our ideas with implementing this topic in a well-known series of textbooks for the International Baccalaureate curriculum. In conclusion, we confirm that applying the new knowledge related to brain-friendly education in the science curriculum design seems meaningful and beneficial. The benefits seem to be more about a deeper understanding of the process of learning than about radical changes. Although, as the results of our analysis, we propose some innovations.

Keywords:

Physics education, science curriculum, curriculum design, learning sciences.