Seminar on scientific programming
What are the experiences so far when it comes to implementing scientific programming in the Norwegian curriculum? In "Abels utsikt" at the very top of the math building, teachers and professors engaging in computing for science education got together to exchange ideas.
Discussing the challenges; UiO ProFag, Norges Realfagsgymnas and Bærum kommune
On Wednesday, February 26, the Center for Computing in Science Education (CCSE) at the University of Oslo, held a seminar to bring together teachers to talk about the work they are doing to integrate computing into science and math classes in "ungdomsskolen" and "videregående skole".
The presentations included the following:
Ellen England Flø (teacher at Mailand videregående skole) shared the work she has done to create lessons that mix programming and makerspace work.
Finn Aakre Haugen (docent at the University of South-Eastern Norway) described how he has designed "fagdager" for the course Programmering og modellering in videregående skole. The lessons have adressed the principles of automatic control using python and LabView, to model the control of a ship holding its position, and the regulation of fluid flow in a tank.
Stine Skattebøl (teacher at Øraker Ungdomsskole) shared her experiences from participating in UiO's Profag:U professional development program, and her efforts to learn programming and incorporate it into her teaching of math and natural science.
Ellen Thorsen and Miriam Castillo Amo (teachers at Norges Realfagsgymnas) shared takeaways from their efforts to incorporate programming into frequent short lessons in mathematics classes at the 9th grade and R1.
John Burk, a visiting researcher at CCSE, and high school teacher in the states, shared a series of introductory programming lessons in python he tested with yrkesfag students in a 1T mathematics class at Kuben videregående skole.
Sofie Aarnes (science teacher at Kuben videregående skole) shared lessons she developed for her classes to teach microbot and Arduino programming using the PRIMM-Model which is an inquiry-based approach to learning programming.
Following these presentations, participants had a good discussion about the efforts that must be made in order to assure that the 2020 mandate to incorporate programming into the Norwegian Mathematics Curriculum will be successful.