Panel Speaker_3_Prof Carlos Bosch-Giral

Evidence Based Science Education in
Developing Countries
Carlos Bosch Giral
Instituto Tecnólogico Autónomo de
México
Academia Mexicana de Ciencia
Kuala Lumpur, Malaysia
May 27th, 2015
COLOMBIA
• Pequeños Científicos at Lycée Louis Pasteur ( a
french school) following Lamap (2000)
• Invited Ianas meeting and to a workshop on
startegic plan for IBSE projects in Chile (2004)
• 2005 Agreement of the academy of sciences
with the french embassy, Maloka and
University of Los Andes
Colombia
• Indagala 2008-2011
• Support: Academy of Sciences, Fundación Gas
Natural, Fundación Siemens, Lamap Ianas–
LCE.
• Module : Several translations and some
modules produced. For Stem they use
materials from Canada
• 381 schools 3420 teachers
• 40 hours Workshops to introduce Ibse
CUBA
• Same curriculum in all schools , teachers are in
general well prepared.
• The academy of sciences promote some
scientific activities on the side like : «Caffé
Scientifique»
• They have a big pedagogical event every other
year
CHILE
• 2000 creation of IAP in Tokyo . Jorge Allende was
introduced to IBSE by Bruce Albert and Pierre
Lena
• 2002 Chile adopted the american model and used
their materials
• By 2004 , 24 schools were participating in the
program supported by the ministry of education
and the academy of sciences.
• 2004 meeting in Chile and after that several
worshops to induce Venezuela , Perú , Bolivia and
Panama to adopt the same type of program.
CHILE 2002-20015
•
•
•
•
•
2004 -24 schools
2006-94 schools
2008-Evaluation of the program was positive
2009-250 schools
2010 earthquake reduction of the support that
was a little more than one million dollars
• 2015 National Diploma to prepare teachers
• 2013-2014 portable laboratories(4) on molecular
biology
Argentina
• 2004 Ianas meeting and then sign an agreement
with Lamap.
• Following IAP advise in 2006, creation of HaCE
(making Sciences at School) supported by the
academy of sciences and the ministry of education
• 2007 the first 52 teachers of teachers were
prepared using Lamap philosophy and their
materials
• Only primary school
Argentina 2007
• 15 Modules :The colors of light, Water: a
resource we need to save, the universe and
the solar system, Acids, bases, mixtures ...
• Want to be evaluated by international
standards: Pisa , Unesco (PERCE,SERCE,TERCE)
• Supported by the Academy (relation
academician-teacher)
Argentina
388
388
Years 2009and 2012
Chile
421
•
423
Average 2012, 494
México
413
419
Peru
• 2004 IANAS meeting in Chile
• Workshops in Chile, Colombia, Venezuela, Brasil,
Bolivia …
• The academy of sciences organized fourtuples,
teachers of teachers ( Math.,Bio.,Phy.,Chem.)
• 6 fourtuples at university level and 24 at
secondary level
• The fourtuples work with teachers
• 895 teachers
VENEZUELA
• First Ianas meeting and a workshop on
startegic plan for IBSE projects in Chile. (2004)
• Venezuela started in 2006 with 420 students
of 5th. grade and 315 of 6th. grade. They used
translations from materials of Lamap and the
chilean spanish version of the materials of
NSRC
VENEZUELA 2005-2013
• Support: Academy of Sciences, Empresas Polar
( beer) Total (oil) … Lamap – LCE.
• Module : Polvos (6th. grade) work with 10
more modules adapted from Lamap.
• 42 schools 45 251 students
• 128 one week workshops, 2416 teachers
MEXICO : Diagnosis (2001)
What is wrong with the Teaching
System?
• Emphasis on memorization rather than
reasoning
•
Inadequated teacher training
• Poor use of programs and textbooks
• Changes in the programs every four, five
years (last one in 2014-2015)
Initially
• Program imagined, structured and
coordinated by the Mexican
Academy of Sciences.
• Some support from the Ministry of
Education
We want:
• We wanted to work with teachers not students
• We wanted to work on primary and secondary school
(9 grades)
• We wanted to work with mathematics and language
not only sciences
• We wanted to work with history of sciences
• We wanted to have students from last year of their BA
going to help teachers at their school
• The program must be free
• Only volunteers teachers-student
• One year long program
2002
First year of “La Ciencia en tu Escuela”
The group
• Scientists (including mathematicians)
• Good university teachers
• People from popularization of sciences and
mathematics
• Teachers
• Principals
• Students from the scientific areas in their last
year of studies
Goals
• Change teachers’ and students’ attitude
towards sciences and mathematics
• Bring together teachers and scientists to find
new and attractive ways to teach mathematics
and sciences (IBSE)
• Look for alternative teaching methods to
awake the interest and curiosity of the
children through more interaction with direct
and simple experimentation, to incite a better
and a more dynamical learning
Guidelines
• Follow the Mexican educative curriculum and
program.
• It has to benefit teachers and students .
• We will work with teachers, the central piece
of education.
• We have to evaluate all of our work to have
solid basis to change or to continue with the
same material, organization …
La ciencia en tu escuela
• The centerpiece of this AMC program is a course
offered to teachers of primary and secondary
education with content and pedagogy. 32
saturdays, for a total of 160 hours
• This course has now three modalities on-site
started in 2002, rural parts started in 2009 and
on-line (distance) started 2011.
2009 Conafe
Consejo Nacional de fomento educativo
Places not reached by the ministry of education
are where Conafe works.
All are rural parts of the country
The village provides two rooms one to be the
school and another one as the teacher ‘s home.
The village is in charge of the food of the
teacher.
About 20 students (multi-grade)
Preparation of instructors
• Students finishing secondary school (9years, about 15
years old) have 6 weeks of preparation during summer
and are provided with a map and send to the rural
village, where they will teach for two years in that
village as the primary school instructor (6 grades).
• They get a salary for four years equivalent to about 140
US dollars a month.
• They go to the Conafe centre in the state once a
month.
• We work with them at that time two day per month.
Plus during Christmas vacations.
Same situation for students finishing the
high school(12 years, about 18 years old) ,
They become secondary school instructors
• In general this students are very
interested to participate with us and to
learn from us since usually they want to
go to a high school or a college.
• So they use also the time with us to
preprare themselves for admission
exams.
Conafe y Enlace
Guerrero primary level
520
500
480
español
460
matemáticas
440
español
420
l
io
na
na
c
ta
ta
l
es
om
ad
di
pl
n
si
co
n
di
p
lo
m
ad
o
o
400
Estado de México
600
500
400
español
300
matemáticas
200
promedio
100
0
con
diplomado
sin
diplomado
estatal
nacional
•
•
•
•
2009
Turning point
Money to make an external evaluation
Valora ( very prestigious firm)
Good results in general
• http://www.lacienciaentuescuela.amc.edu.mx/
Evaluaciones
2009
• Support by the ministry of educaction
(subsecretaria de educación superior) .
• The AMC signed agreements with the
academies of some latin american countries.
(Colombia, Guatemala, Dominican Republic,
Panama, Peru, Bolivia , Nicaragua and
Venezuela)
• Supported by Conacyt
• Supported by Fundación Televisa.
LA CIENCIA EN TU ESCUELA
400 teachers each year studying at the
university , all volonteers, about 85% , 340
receive the diploma.
• Conafe (150 per year)
• Camp ( one week 200)
• Robotic course ( one week 50)
• Descartes computer course (26 teachers)
¿How to scale the program?
Excellent quality and results.
But impact almost null !!!!!!
From 2002 to 2009 we worked with about 4 100
teachers and there are in Mexico about ¡¡ one
million three hundred thousands teachers !! (
primary + secondary )
Scaling the program
• In order to scale up the program throughout
Mexico and other Latin American countries,
we considered using technology and designing
an on-line (distance) modality for "Science at
your School".
• The pilot phase of this modality began in
October 2009.
THE DISTANCE LEARNING MODALITY
• The on-line or distance modality is formed by a
sequence of modules with structured curricular
characteristics designed with the necessary
quality to ensure their equivalence with the onsite modality.
• Different methods, techniques, strategies, media
and as much multimedia were used, but with the
guidance of an expert (mathematician, biologist..)
consultant in the discipline.
Work
• There is an advisor/teacher for a small group of
students (25), who will become a creator of
innovative teaching situations that allow
individualized instruction.
• The participant and the advisor will be in touch
through the website, using internal messaging
tools, discussion forums and Skype or telephone.
• With that we have a record of the communication
and request of assistance, with the date it was
made.
Work
• The advisor is responsible for clarifying doubts
about the content, correcting activities,
answering forums, integrating work teams,
providing information to the group on the dates
of video-conferences, chats and exams.
• The on-line modality does not require a fixed and
determined schedule to perform the assigned
activities, but the instructional design of this
course requires compliance with the timelines set
for the delivery to the advisor, in a timely manner,
of all work assigned.
TECHNICAL DESIGN
• AMC has a physical space that has all the
necessary security measures to provide
optimum performance. The site hosts a
cluster consisting of eight high-performance
servers. (4000 participants simultaneously)
• Platform: open source Moodle Learning
Management System (LMS) , in some case
Moodle’s source code was modify.
• The system is programmed in PHP which
allows a rich functionality.
Implementation of the pilot-phase
• The pilot phase of the on-line course "Science at
your School" started in October 2009 with the
participation of 350 primary school teachers from
all the states, that were summoned by the
Mexican Ministry of Education.
• To know the opinions and experiences of the
teacher-students about content, implementation,
advice, and materials, the Ministry of Education
(SEP) conducted an assessment on the quality of
the course.
(question 1) content ,(question 2) platform (Question 3),
performance of advisors, (question 4), instructional design,
(question 5) materials, (question 6) didactic sequences.
Home of the current version
Participation of latin-american
teachers 2010-2012
• Dominican Republic
21 out of 98
• Guatemala
9 out of 15
• Peru
36 out of 45
• Panama
2
• El Salvador
1
• Argentina
3 out of 4
• Venezuela
10 out of 12
Latin america (82 finished on line) +44 in 2013
2002-2014
• 7,486 teachers have finished the 32 week
diploma La Ciencia en tu Escuela
• 2,870 public schools
• more than 595 students from last university
year have done their social service with us.
• 955 teachers on the distance program 20102014
CONTACTS
Página Web
www.lacienciaentuescuela.amc.edu.mx
Facebook
www.facebook.com/lacienciaentuescuelaamc
Twitter
Correo del programa
Correo para
materiales
@infolaciencia
[email protected]
[email protected]
What is new ?
• We started a pilot for preschool teachers
(children from 3 to 6 years old)
• We will start as a distance program the pilot of
a latin american Ibse master for primary
school teacher (january)
• We will launch in june the new format of the
web page Indagala for latin america with an
Ibse orientation
Conclusion
• A lot of enthousiastic people
• In general programs similar, now a days all are
working with teachers
• All programs are of good quality
• All programs depend on the support of the
ministries of education
• All programs need to be scale
• Very little impact for the amount of work involved
Last note
• Latin America and the Carribeans are getting
behind.
• Something need to be done.