Supporting Science Studies for children with long term health problems using Nefreduca
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The document discusses a research project focused on teaching science to children with chronic kidney illnesses who miss school due to hospitalization. Utilizing the Nefreduca program, the project aimed to enhance science literacy by connecting lessons to the children's health issues and analyzing their understanding of kidney functions. The findings emphasize the varied initial conceptions students have regarding kidney function and urine content, suggesting a demand for tailored educational approaches in hospital settings.
Supporting Science Studies for children with long term health problems using Nefreduca
- 1. SUPPORTING SCIENCE STUDIES FOR CHILDREN WITH LONG TERM HEALTH PROBLEMS USING NEFREDUCADenise Whitelock, Roser Pinto* and Marcel·laSaez*The Open University*CRECIM, UniversitatAutònoma de [email protected] 2010
- 2. Context of the researchChildren with chronic illness hospitalised for long periodsMiss out on schoolingDifficult to catch up with Maths and Science
- 3. Context of the researchLower science literacy level Science/Medical nomenclaturelack of science teachers in hospital schools
- 4. Solving the ProblemTargeted children with kidney diseaseScience lessons have more effect targeted to child’s illness (Korta, 2003, Arnau et al, 2005)Science material delivered by MoodleNefreduca
- 5. It’s all connectedHolisticNutrition and kidney sequenceNormal kidney eliminates wasteWhat waste?How does the waste get to the kidney?
- 6. Informatics management blockIntroduction blockQuick accesstothelist of themestemplates and activitiesList of participantslistInitialquestionnaireTheSciencecontent blockThe Nefreduca materials
- 7. The Nefreduca blocks The Introduction and Informatics management blockThe Science content blockPresents the learning objectives for the whole series of activitiesThe instructions about how to use the program with its variety of teaching resourcesAn Initial questionnaire(to ascertain students’ prior knowledge of the science before they worked through the program).Separates the content into four major themes which included: a) Food digestion and nutrient absorption b) Blood transport of nutrients and waste products c) Kidney excretion of waste products d) Kidney dysfunction and the role of dialysis
- 10. Research Questions1. What were the hospitalized students’ Initial ideas of the normalbiological kidney function? 2. How do the students understand the role of the kidney in relation to Urine production and the blood transport system?3. What are the students’ initial ideas of the normal urine content? How do they explain alterationsto normal urine content?4. What are their explanations of the urine changes seen and blood alterations which are caused by kidney dysfunction?
- 11. Methodology32 chronically ill children(10-16 years). 22 finished.
- 12. Sessions in the hospital school,hospital roomsdialysis suite andlasted between 1-1h30min.
- 13. All the students’ logins and answers to the activities collectedby the systemprobing students’ ideas
- 14. Analysis and resultsExample : Consequences of kidney dysfunction in the urineQuestion 2 of the initial questionnaire Activity 4a from theme 4Imagine that you’re in charge of analyzing a sample of pee and blood of a hospital patient. The first test result is that the pee containts substances the body needs and have come out. Explain how those substances might have arrived to the pee and why.You know yet that the blood circulates to all parts of the body and gains and loss substances. So, if you suspect that a hospital patient has kidney problems, you could think that she/he might have more quantity of certain type of substances.Do you know which substances could be? Why it could be possible? What are the urine components? What happens to the urine when the kidney doesn’t work properly?Analysis and results: What were the hospitalized students’ initial ideas of the normal biological kidney function? (RQ 1)The data analysis revealed that the students initially held a number of different hierarchical conceptions for the kidney function .
- 15. Analysis and results: How do the students understand the role of the kidney in relation to urine and blood? (RQ 2)
- 16. Analysis and results: What are the students’ initial ideas of the normal urine content? How do they explain alterations to normal urine content? (RQ3)
- 17. Analysis and results: What are the students’ initial ideas of the normal urine content? How do they explain alterations to normal urine content? (RQ3)
- 18. Analysis and results:What are their explanations of the urine changes seen and blood alterations which are caused by kidney dysfunction? (RQ4)
- 19. Finding a Feedback modelRecorded teacher and student talk when using Nefreduca
- 20. Analysed with Bales categoriesDMW, CALRG, May 2010
- 21. BalesCategoriesDMW, CALRG, May 2010
- 22. Feedback incident 1 occurred when children were reading the text or templates for the activities
- 23. Feedback incident 2 occurred during a child’s activity with the Nefreduca program
- 24. Feedback incident 3 occurred after the children answered a question
- 25. Final ThoughtsPedagogy matches student needsCognitive change with holistic approachMaking connections Good teachers make connections tell coherent storiesBales analysis lens for viewing emerging pattern of feedbackOpen educational resources Call for standards
- 26. AcknowledgementsThe project was funded by both:Consell Social de la Universitat Autonoma de Barcelona (UAB, Ref: 200700047154) andSpanish Ministerio de Educacion y Ciencia (MICCIN, Ref: CCT005-06-00169)DMW, CALRG, May 2010