# ICT + STEM in Finnish upper secondary schools

M.Sc. Lauri Hellsten (      laurihellsten, lauri.k.hellsten@gmail.com)

math and physics teacher in Espoon yhteislyseon upper secondary school

in-service teacher trainer and textbook author

using GeoGebra since 2009 (or was it 2010...)

Examples of the usage of GeoGebra and Google Sheets

CC BY SA naosuke ii

# What guides the teacher?

CC BY SA naosuke ii

# What's new?

New national curriculum 2015

• Focus on assessments for learning.
• Emphasis on the formative assessment.
• Student must show diverse knowledge on the contents and goals of a course for the courses assesment.
• Specific ICT skills as goals in STEM-courses.

Digital matriculation exam (math 2019, chemistry & physics 2018)

• Use of programs (GeoGebra, LoggerPro, etc.) in STEM-courses.
• New type of problems involving large scales of different type of digital materials (real life data, videos, simulations, etc.) that couldn't be done in the paper exam.

Finnish Association of STEM-teachers has been training in-profession teachers from 2015 onward on the new curriculum and digital matriculation exam. There has been approximately 40 training days each semester all over Finland that the Finnish national board of education has financed.

• 2015 - 2016 New upper secondary school curriculum
• 2016 - 2017 ICT in upper secondary school courses
• 2017 - 2018 Digital materials in STEM

# Examples

problems given to teachers, students and examples of
interactive materials from digital books

+ Self-assesment during the course

# Modeling and solving problems using multiple representations

Example problem from MAOL training material; Hellsten, Setälä, Mäkiö

How high is the highest pyramid made of spheres when four have the radius of 1 and one has the radius of 2?

Three circles tangent to one another as seen in the picture below. Centerpoints of the circles are A, B and C and the radius of the circles are 1, 2 and 3. What is the radius of the largest circle inside these three circles?

# Modeling and solving problems using CAS

Example problem from MAOL training material; Hellsten

# Creating new type of problems involving material

Hero swims at speed v and monster runs at speed 4v. The hero knows he can outrun the monster if he can get to the shore safely. Can the hero escape?

Example problem from MAOL training material; Hellsten

Radius of the lake is 2 and it's centerpoint is (0,0).

# Creating new type of problems involving material

Example problem from MAOL training material; Hellsten

Long story short: What is the max volume when you know the sides but don't know the angle or when you know the angle but don't know the sides?

# Visualizing math in different ways and creating open/closed assignments

How does the population of bacteria change over time? Make the necessary assumptions and create a model

From book MAB4: Matemaattiset mallit; Hellsten, Hellsten, Luisto; Tabletkoulu

# Visualizing atomic level interactions

From book Resonanssi 3: Haapola, Hellsten, Huuska, Viitanen; e-Oppi

From book Resonanssi 4: Haapola, Hellsten, Huuska, Viitanen; e-Oppi

# Visualizing forces and interactions

From book Resonanssi 4: Haapola, Hellsten, Huuska, Viitanen; e-Oppi

# Visualizing atomic level interactions

In-development material from Resonanssi 6: Haapola, Hellsten, Huuska, Viitanen; e-Oppi

# Creating and analyzing graphs from a given or acquired data set.

Old physics matriculation exam problem solved; Hellsten

The teacher guides the student to identify what the studied topic is about and compare their own perceptions and views on the whole.

Unit 1

Self-assessment

1A

passed

Unit 2

Self-assesment

2A

failed

Self-assessment

2A

failed

passed

passed

# MASTERY LEARNING  + SELF-ASSESSMENT

Guidelines for the course; Peura, Hellsten

Text

# Self-assessment problems

Solve the problem.

Evaluate your own solution with the given criteria.

Polku-material; Peura, Hellsten

flippedlearning.fi

polku.opetus.tv

tabletkoulu.fi

e-oppi.fi

eyl.fi

maot.fi

eduhakkerit.fi

bit.ly/fyohjeita