Bridging the Gap between Research and Science - PH

Transcription

International Conference, 12th to 14th of March 2008, Vienna
Bridging the Gap between
Research and Science Education
Conference Proceedings
The Form-it project consortium:
Österreichisches Ökologie-Institut (coordinator)
Kauno Technologijos Universitetas
Universität Zürich - Institut für Gymnasial- und Berufspädagogik
Institut Jožef Stefan
National Institute for Curriculum Development
Università degli Studi Roma Tre - Scuola di Specializzazione all’Insegnamento Secondario del Lazio
London Southbank University
Freie Universität Berlin - Arbeitsbereich Erziehungswissenschaftliche Zukunftsforschung - Institut Futur
Robert Bosch Stiftung
Österreichisches Bundesministerium für Wissenschaft und Forschung
Österreichisches Bundesministerium für Unterricht, Kunst und Kultur
Leibniz-Institut für die Pädagogik der Naturwissenschaften an der Universität Kiel
imprint
Editors: Markus Meissner and Nadia Prauhart, Austrian Institue of Ecology
Publisher: Austrian Institute of Ecology, Seidengasse 13, A-1070 Wien, Web: www.ecology.at, Mail: [email protected],
Phone: 0043-1-523 61 05, Fax: 0043-1-523-5843; Graphik Design, Production: Ulli Weber; Print: gugler crossmedia;
Vienna, August 2008, credits photo titlepage: GenaU / Gläsernes Labor Berlin-Buch
Sponsored by the European Commission within the sixth Framework Programme (2002-2006)
Project no. 042938
Project acronym FORM-IT
Project title: Form – it “Take Part in Research”
Instrument: Specific Support Action
Thematic Priority: Science and Society
D 4.1 – Proceedings of the International Conference
”Bridging the Gap between Research and Science Education”
Due date of deliverable
Actual submission date
Start date of project: 01.11.2006 Duration: 24 months
Organisation name of lead contractor for this deliverable:
BMUKK – Bundesministerium für Unterricht, Kunst und Kultur (as Task Leader)
BMUKK – Bundesministerium für Unterricht, Kunst und Kultur (as WP Leader)
Revision
Project co-funded by the European Commission within the Sixth Framework Programme (2002-2006)
Dissemination Level
PU
Public
PP
Restricted to other programme participants (including the Commission Services)
RE
Restricted to a group specified by the consortium (including the Commission Services)
CO
Confidential, only for members of the consortium (including the Commission Services)
x
Form – it “Take Part in Research”
Bridging the Gap between Research and Education Coop.
Bridging the Gap between Research and Science EducationCooperation makes Europe competitive in Science
Vienna, 12th to 14th of March 2008
Conference Report
No copyright restrictions along as an appropriate reference to this original material is included.
Thanks to all authors for their contribution.
The project Form-it “Take Part in Research” is supported by the
European Commission within the Sixth Framework Programme (2002-2006).
The sole responsibility for the content of this report lies with the authors. It does not represent the
opinion of the European Commission. The European Commission is not responsible for any use that
may be made of the information contained therein.
Österreichisches Ökologie-Institut
Jozef Stefan Institute
Università degli Studi Roma Tre Scuola di Specializzazione all’Insegnamento Secondario del Lazio
Freie Universität Berlin Arbeitsbereich Erziehungswissenschaftliche Zukunftsforschung-Institut Futur
2
Preface
The future global position of the European Union in terms of economic welfare and scientific
excellence will depend on the knowledge and the learning skills young people can acquire in today’s
schools. The efficiency of national education systems and especially the quality of science education
are decisive factors for the performance of tomorrow’s research and economy.
Amongst the key competencies the next generation will need to succeed on the labour market as well
as in R&D are self-directed and self-motivated learning strategies, communication skills, the ability to
work in teams and above all the ability to differentiate, select, apply and replace information from the
daily growing global knowledge base. Science education is therefore confronted with a high pressure
to replace outdated teaching approaches by modern didactic concepts and new learning methods.
The Specific Support Action form - it “Take Part in Research” contributes to these innovation efforts by
supporting Research Education Cooperation (REC) and networking initiatives of scientists, teachers
and pupils who collaborate in joint projects.
The International Conference “Bridging the Gap between Research and Science Education, held in
Vienna in March 2008 assembled an international community of very competent experts in Research
Education Cooperation: Teachers, Researchers and policy makers from 15 European countries as well
as from Australia their experiences and discussed cooperation initiatives of universities and schools,
quality criteria for joint projects and new approaches to curricula development for science education.
The atmosphere of the conference was very inspiring and - a clear feedback of the participants - the
exchange of cooperation experiences was highly productive.
I want to thank all participants for sharing their knowledge and their motivation with us and I hope, that
the results of the conference will be useful for their present and future activities.
Céline Loibl
Project coordinator
Form-it Take Part in Research!
3
4
Table of Content
1. Background ............................................................................................................................ 7
2. Setting the Frame...................................................................................................................9
2.1. Project description................................................................................................................................ 9
2.1.1.Motivation................................................................................................................................................ 9
2.1.2.Objectives ................................................................................................................................................ 9
2.1.3.Results ................................................................................................................................................... 10
3. Bridging the Gap between Research and Science Education – The international
conference in Vienna........................................................................................................... 11
3.1. Setting the scene................................................................................................................................. 11
3.2. Plenary ................................................................................................................................................. 11
3.2.1.Wednesday ............................................................................................................................................ 11
3.2.2.Thursday................................................................................................................................................ 11
3.2.3.Friday ..................................................................................................................................................... 16
3.3. Workshops........................................................................................................................................... 26
3.3.1.Workshop 1: What are good practices of Research Education Cooperation?................................26
3.3.2.Workshop 2: How to realise good cooperation projects?................................................................. 42
3.3.3.Workshop 3: Could an REC be an element of modern science education?.................................... 45
3.3.4.Workshop 4: How to use a single REC project to move the system?.............................................. 48
4. Main conclusions and Recommendations........................................................................ 59
5. Appendices........................................................................................................................... 62
5.1. Abstracts of Posters presented at the Exhibition ............................................................................ 62
5.2. Presentations of Cooperations out of the Catalogue of Good Practice Examples....................... 84
5.3. Bibliography......................................................................................................................................... 85
5.4. List of participants.............................................................................................................................. 86
5.5. List of Referents, Moderators and Workshop leaders..................................................................... 90
5.6. Conference programme...................................................................................................................... 95
5
6
1. Background
Science Education challenges in Europe
Maria Pilar Jimenez Aleixandre
An overview of the main challenges that Science Education is facing in Europe: 1) research findings
from science education don't find the way to school; 2) there is a decline in students' interest and
enrolment in science; 3) it is necessary to meet the needs of all students, to appeal to both girls and
boys, and to contribute to citizenship education. Other European reports (e.g., Nuffield Foundation,
2008) and projects (e.g. ROSE; Mind the Gap) on the same issue, as well as PISA results are
discussed.
7
8
2.Setting the Frame
2.1. Project description
Form-it “Take part in Research” provides a Specific Support Action for networking experts who work
with and on new didactic concepts for science teaching. One of these new concepts is to
systematically establish closer links between research institutions and education organisations. Such
cooperations are considered to be innovative didactic models for developing the basic skills young
people nowadays need for effective, life long learning and for building scientific excellence. In many
European countries initiatives have been launched to facilitate partnerships between universities and
schools. In some rare Member States such institutional collaboration is already promoted
systematically through national programs and additional funding, a strategy for improving science
teaching which is already common standard in the United States.
Form-it assembles experienced partners from five universities and research institutions, practising
Research Education Cooperation (REC) for many years, two ministries and foundations, supporting
modern science teaching through promoting and funding institutional collaboration projects and five
research partners specified on innovative didactic models and new learning arrangements, who have
particular expertise in analysing impacts of REC (some of them working in both fields: collaboration
with schools and research on RECs).
Objectives of the project are to develop a practical guideline for realising such cooperations, to
assemble a joint policy paper, addressed to national and European decision makers within the
educational system and to compile a concept for preparing joint research on the issue within FP7.
2.1.1. M o tivation
The future success of the European Research Area is mainly depending on young people developing
skills and competencies to tackle the future challenges. The institutional structures of the educational
sector in Europe are very inhomogeneous. The plurality of national school systems, didactic traditions
and curricula produces a diversity of knowledge levels and skill profiles. Reformation and
harmonisation programs are being pressed since it became obvious that one of the essential factors
for the prosperity of the European economy will be, to equip the generations of tomorrow with
adequate knowledge resources and learning skills.
The key competencies needed today however, are self motivated and self directed learning strategies,
team-working and communication skills and above all the capacity to differentiate, select, apply and
replace information from the enormous and daily growing global knowledge base. Science excellence
building has a very central function for successfully positioning Europe in international research
activities and for assuring economic progress and wealth. In consequence, science teaching in
schools is confronted with a high pressure to replace outdated teaching approaches by modern
concepts. These modernisation efforts must take into account the findings from state-of-art
educational research and must reflect the function of science education within society, university and
school system.
One very promising model to test and improve such new learning designs is Research and Education
Cooperation (REC). Quite a number of experimental projects and programs are currently being
realised in Europe in this field and their experiences seem very relevant in this context of reforming
science education. These programs improve teaching quality as well as the didactic and motivational
impacts for schools and its pupils. Universities engage in such collaborations and programs because
the close co-operation with schools will result in attracting talented and motivated students.
2.1.2. Ob jectives
The objectives of Form-it are to strengthen the collaboration between education research and science
teaching in Europe and to promote young people´s interest in science to enhance a more critical and
analytical way of thinking and learning. Form-it has been designed to establish recommendations for
the different stakeholders in the field of teaching and training of young people, including policy-makers.
Furthermore, this initiative has been set up towards the creation of a perfect platform for the
preparation for FP7 in order to provide best possible starting conditions for building up the knowledgebase in policy-related research, gender research, and research on innovative education systems.
9
To achieve this overall objectives the following sub-objectives have been set :
•
Increasing the efficiency of national and European educational systems by identifying and
promoting the success factors of several Research Education Cooperations (REC) in Europe.
•
Supporting the collaboration between institutions running such RECs by setting up a European
network of experts in science teaching and education research.
•
Building up a sustainable network of institutions.
•
Increasing the engagement of policy-makers and other decision makers in educational matters by
promoting policy recommendations and guidelines on the organisation of RECs.
•
Supporting the development of joint EU research projects related to „Science and Society“ within
the 7th Framework Programme through identifying relevant research topics in this field.
2.1.3. R esults
Activities of Form-it aim at developing a practical guideline for realising RECs, assembling a joint
policy paper, addressed to national and European decision makers within the educational system and
compiling a concept for preparing joint research on the issue within FP7.
A best practice catalogue will summarize and publish the relevant RECs in the consortium member
countries. This catalogue will be suitable for use for researchers from other member and non-member
states as well as for the European Commission. In this respect, it will also function as a promotion tool
increasing visibility and accessibility of RECs. The knowledge assembled will be placed at the disposal
of the consortium members and other potential stakeholders and multipliers.
10
3. Bridging the Gap between Research and Science Education –
The international conference in Vienna
3.1. Setting the scene
Research and Education Cooperation (REC) is a powerful new approach in science education. It
offers very effective learning settings and early inspiring contacts to research in practice.
At the conference the results of the »Report on Research and Education Cooperation in Europe« and
a catalogue of Good Practice Examples of REC were provided by the Form-it consortium for
discussion. The conference introduced established cooperation models and new and experimental
forms of cooperation. Outstanding projects presented their experiences in an interactive exhibition.
The objectives of the conference were to:
• discuss REC as a new approach in science education and to compare different cooperation
models,
•
jointly reflect on quality criteria for different forms of REC,
•
outline strategies about how to implement REC into a modern education and science system on a
broader basis and to
•
discuss recommendations for policy makers and stake holders.
To work along these objectives four workshops have been planned, focussing on different aspects of
Research Education Cooperation:
• Workshop 1: What are good practices of Research Education Cooperation?
•
Workshop 2: How to realise good cooperation projects?
•
Workshop 3: Could a REC be an element of modern science education?
•
Workshop 4: How to use a single REC project to move the system?
In addition to that a Call for Posters was launched. All posters were reviewed by the Form-it
consortium and the exhibition was embedded into the first day of the conference. To initiate
discussions the posters were presented in the foyer, where all coffee breaks were arranged.
3.2.Plenary
3.2.1. We d n e s d a y
Research Education Cooperation and the Austrian framework conditions
SEISER Christian, Federal Ministry of Education, the Arts and Culture, Austria
Science Education in Europe
BERLINGUER Luigi, Interministerial Committee for the Advancement of Scientific Culture, Italy
Science Education in Europe
JIMENEZ ALEIXANDRE Maria Pilar, University of Santiago de Compostela, Spain
(Summary and slides see chapter 4)
3.2.2. Thur sday
„Cecil and the penguins“, produced by Climate Change Explorer
PIETIKAINEN Soile, London South Bank University, United Kingdom
The film-makers describe the film project: "Cecil is an 11-year old penguin fanatic. One day, on his way
home from the zoo, he sees a newspaper billboard warning about the ice caps melting because of
global warming. Cecil is thrown into panic about the plight of the penguins and embarks on a quest to
find out how he can save his favourite creatures. This film is the result of teenagers from Dowdales
School and Dropzone Cafe working with Shoreline Films to explore ideas around the theme of climate
change and to learn about filmmaking process as part of the Climate Change Explorer project. The
film elicited so much discussion that a second presentation was arranged on Friday.
Climate Change Explorer brings together young people, artists, educationalists and environmental
scientists to develop creative approaches to raising awareness of climate change".
11
Images of Research and Education Cooperations in Europe
KYBURZ-GRABER Regula, University of Zurich, Switzerland
The images of research and education cooperations (RECs) in Europe are based on a nonrepresentative survey in eight countries. 159 RECs of all scales of projects have been identified,
sustainable and short-term initiatives, institutionalized or not. The main pattern is the cooperation
between a secondary school and a university research institute. Both partners reported positive
impacts, e.g. increasing teachers’ competencies and researchers’ contact with pupils respectively.
Difficulties are experienced due to lack of resources, promotion and appreciation. A desirable REC is
characterized by: ownership and participation, real life methodologies, impact on teachers’
Images of Research and
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(4 countries)
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• By the partners involved
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13
Difficulties
• Most widespread in all countries:
Lack of resources (time, money)
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2
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• students
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• considering
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• science
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• Is
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gender
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disseminates
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• Is self-evaluated
• Documents and disseminates its activities
A „typical“ European International
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Conference
Switzerland Similar initiatives in different (language)
Flashes
on without
national
characteristics
regions
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personal
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Switzerland Similar initiatives in different (language)
support
is rare knowing from each other.
regions without
Success
of RECs is heavily
on in
UK
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for education
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Science
Learninginstitutionalized
Centres and STEM
support is
rare
Centres
can
coordinate RECs at local,
regional
and national level.
UK
Strong governmental
support for education in
S&T. Science Learning Centres and STEM
Centres can coordinate RECs at local,
regional and national level.
in Europe
Time is needed for a change in existing
educational system and thinking. Many
projects
in lower cost
social sciences, all
Flashes
on national
characteristics
RECs studied use ICT
Lithuania
Time is needed for a change in existing
Netherlands educational
RECs strongly
supported,
multidisciplinary,
system
and thinking.
Many
focused
onlower
the interface
upper
secondery
projects in
cost social
sciences,
all –
higher
education,
revealed
RECs studied
useevaluation
ICT
increased students‘ interest in S&T. High
Netherlands potential
RECs strongly
supported,
multidisciplinary,
is seen
in developing
innovative
focused
the interface
upper
secondery –
teachingon
strategies
and new
subjects
higher education, evaluation revealed
Slovenia
RECs
partly
integrated
in
the
obligatory
increased students‘ interest in S&T. High
curriculum,
e.g. research
camps.
A coherent
potential is seen
in developing
innovative
national
is missing.
teachingstrategy
strategies
and new Integrated
subjects
science material is needed
Slovenia
RECs partly integrated in the obligatory
curriculum, e.g. research camps. A coherent
national strategy is missing. Integrated
science material is needed
Promotion Initiative „Sparkling
Science“
over 10 years.
Small,
Flashes
on national
characteristics
individual RECs are most motivating
and inspiring
Austria
Promotion Initiative „Sparkling
Germany
Regional
networks
of school
labs
Science“ over
10 years.
Small,
developing.
Integration
in curriculum
individual RECs
are most
motivating
and
REC offers
and extracurricular
inspiring
Italy
Several
STS
initiatives,
Germany
Regionalsuccessfull
networks of
school
labs but
not
acceptedIntegration
as „real culture“.
RECs
developing.
in curriculum
starting
from
the
bottom
are
more
and extracurricular REC offers
innovating than ministerial RECs
Italy
Several successfull STS initiatives, but
not accepted as „real culture“. RECs
starting from the bottom are more
innovating than ministerial RECs
in Europe
Flashes on national
characteristics
International
Conference
Austria
in Europe
• „Innovative science education initiatives often rely on the
motivation and the goodwill of a few individuals“ (European
and Promotion
CommissionFunding
2007)
Grants are usually
•• „Innovative
sciencetemporary
education initiatives often rely on the
• Ministries
authorities
funding
motivationand
andlocal
the goodwill
of aare
fewimportant
individuals“
(European
Commission 2007)
resources
• Implementation
of RECs
as an element of the regular
Grants are usually
temporary
research and
systemare important funding
• Ministries
andeducation
local authorities
• resources
Promotion, lobbying, patronage, public relation provided most
frequently
by
research
institutions
• Implementation of RECs as an element of the regular
• Foundations
local industry
research andand
education
systemas promotors
Promotion, lobbying,
patronage,ispublic
provided
most
• Communication
and promotion
rarelyrelation
included
in formal
mutual
agreements
frequently
by research institutions
• Foundations and local industry as promotors
• Communication and promotion is rarely included in formal
mutual agreements
RECs linked to obligatory curriculum
Institutional Background and Links
Courses included in curriculum „Science and
Society“,
„Nature
and Technology“,
RECs linked
to obligatory
curriculum„Nature and
Health“
Courses included in curriculum „Science and
Out-of-school
activities
on a regular „Nature
basis inand
Society“, „Nature
and Technology“,
science
Health“ classes (e.g. research camps)
•• Extra-curricular
forms ofon
RECs
Out-of-school activities
a regular basis in
science classes (e.g. research camps)
in Europe
Funding and
Promotion
International
Conference
•
•
•
•
•
in Europe
Lack
long-term in
financial
support
Most of
widespread
all countries:
Lack of resources
(time,
money) efforts in their
Partners
involved do
considerable
spareoftime
Lack
long-term financial support
Little
support
for promotion
and public
relations
Partners
involved
do considerable
efforts
in their
Lack
appreciation
spareoftime
Little support for promotion and public relations
Lack of appreciation
in Europe
Institutional Background
Links
International and
Conference
in Europe
• Most widespread in all countries:
Lack of resourcesDifficulties
(time, money)
• Positive experiences from cooperating with experts
from different fields
the
partnersteamwork
involved
• successfull
resulting in high quality of
activitiesexperiences
(research byfrom
pupils,
workshops
forexperts
teachers)
• Positive
cooperating
with
different fields
• from
„Enthusiasm“,
„inspirational atmosphere“
•• successfull
resulting
researchers‘teamwork
contact with
pupilsin high quality of
activities (research by pupils, workshops for teachers)
• better mutual understanding
• „Enthusiasm“, „inspirational atmosphere“
• role models for the adolescents
• researchers‘ contact with pupils
• better mutual understanding
• role models for the adolescents
in Europe
Difficulties
• By the partners involved
• By
14
Conclusions – Recommendations
in Europe
• A successful long-term establishment of a REC involves
– A Conclusions
good and workable–idea
Recommendations
– An experienced and committed project leader and
promoter with
perseverance
and a reasonable
(time)
• A successful
long-term
establishment
of a REC
involves
budget
– A good and workable idea
3
3
students
• Its primary goal is to promote public understanding for
science
• Looks to support career buildung, in few cases explicitly
considering gender specific aspect
• Enhances teaching competences in S&T
• Is self-evaluated
• Documents and disseminates its activities
personal commitment, institutionalized
support is rare
Strong governmental support for education in
S&T. Science Learning Centres and STEM
Centres can coordinate RECs at local,
regional and national level.
UK
in Europe
in Europe
• A successful long-term establishment of a REC involves
• „Basing a project on the voluntary commitment of
teachers for several years turns out to be a non
(GRID 2006)
productive strategy“
• „Research shows clearly that educational projects that
do not have the backing of the management (and of
teachers) and other members of the education
community have limited (or no) chances of success“
– A good and workable idea
– An experienced and committed project leader and
promoter with perseverance and a reasonable (time)
budget
– A thorough analysis of the starting conditions, including the
important stakeholders
– A structured course of action, clear objectives, written
agreements, communication concept, „pragmatic rolling
wave“
– A pilot phase with only a few partners
– „Successful RECs are the best promotion for establishing
new RECs“ (National survey report Slovenia)
(GRID 2006)
in Europe
Form-it
Desirable
RECs
•
in Europe
Diversity
Conclusions – Recommendations
Recommendations
in Europe
in Europe
• Involvement of various partners from informal education
Desirable RECs
Meaning of Science and Technology in Society
4
•
• Critical view on the nature of knowledge, limits to science, ethical
• Diversity
aspects
• Involvement of various partners from informal education
•• Ownership
Participation
Meaning of and
Science
and Technology in Society
• All partners learn from each other and respect specific experience
• Critical view on the nature of knowledge, limits to science, ethical
aspects
• Real Life
methodologies
• Including
people,
places, activities, open-ended tasks, creative
• Ownership
and
Participation
thinking
• All partners learn from each other and respect specific experience
•• Impact
onmethodologies
Curriculum
Real Life
• Influence on class, school, regional/national level, teacher training
• Including people, places, activities, open-ended tasks, creative
• Linkedthinking
to science education research
• Scientific
analysis of interests and career choice, students‘
• Impact
on Curriculum
understanding, needs, values, beliefs and questions
• Influence on class, school, regional/national level, teacher training
• Linked to science education research
• Scientific analysis of interests and career choice, students‘
understanding, needs, values, beliefs and questions
in Europe
in Europe
Images of Research
and
‘Take part
Possible
impulses
ofForm-it
a REC
onin research‘
teachers‘
Conference
professionalInternational
development
in Europe
Possible
impulses
of atoREC on teachers‘
A REC
should engage
teachers
• question their
science teaching
and their subjective
professional
development
th
in Europe
Thanks
th
Thanks
theories on science education
engage
•A REC
have should
a closer
look toteachers
teachingto
and learning in their
• classroom
question their science teaching and their subjective
theories new
on science
• develop
modelseducation
like inquiry based science
education
aimed
up competencies
• have
a closer
looktotobuild
teaching
and learningininstudents
their
• classroom
implement new models and explore the effects on the
learners
• develop new models like inquiry based science
education aimed to build up competencies in students
• implement
new models and explore the effects on the
Action
Research
learners
•
•
•
•
To Chrissie Gerloff and Peter Jann
To all partners who contributed
To Chrissie Gerloff and Peter Jann
To all partners who contributed
Action Research
Research and Education Cooperation on Stage: Tick Patrol - A tiny foe, an underestimated
enemy, a school project for your health!
STEINER Konrad, et al, HBLA Ursprung, Austria
Pupils of the HBLA Ursprung for agriculture presented on stage their project/REC "Tick Patrol".(http://
zecken.ursprung.at). This REC is only one of several collaborations with research institutes and
universities since 1997. (http://projekte.ursprung.at/)
15
5
5
3.2.3. Fr iday
Positions and Perspectives of the Austrian Federal Ministry for Education, the Arts and Culture
WIRTITSCH Manfred, Federal Ministry of Education, the Arts and Culture, Austria
Input on national programmes – The Netherlands
ANKONE Henri, National Institute for Curriculum Development, The Netherlands
Content: integration of
Sciences, Technology
& Math at A-level
Aim: to increase number
of science students
Content: integration of
Sciences, Technology
& Math at A-level
Curriculum & syllabus:
context-led, school
Content: integration
examination,
modular, of
Sciences,
flexibleTechnology
& Math at A-level
context-led, school
examination, modular,
flexible
Nature, Life & Technology
Nature,
Life development
& Technology
The interactive
of a
new interdisciplinary science
subject
in the development
Netherlands
for
Nature,
Life
&
Technology
The
interactive
of a
16+
new interdisciplinary
science
Profile
of NLT
Profile
of NLT
Implementation:
teamteaching,
context-led,
school
out-of-school
learning
examination, modular,
flexible
subject
in the development
Netherlands for
The
interactive
of a
16+
new interdisciplinary
science
subject in the Netherlands for
16+
Profile
of NLT
Aim: to increase number
of science students
Development:
cooperative, bottom-up,
prototyping,
Aim: to increase
number
short
time
of science
students
Development:
cooperative, bottom-up,
prototyping,
short time
Evaluation:Development:
quality checks and
cooperative,
formative
researchbottom-up,
till 2010
prototyping,
short time
Implementation: teamteaching,
out-of-school learning
Evaluation: quality checks and
formative research till 2010
Implementation: teamteaching,
out-of-school learning
Evaluation: quality checks and
formative research till 2010
Participation of girls in science in
upper sec. in NL
Participation of girls in science in
Pre-polytech Pre-univ.
upper sec. in NL
5 years
6 years
Participation of 53
girls
in science
in
Girls
%
54
%
Pre-polytech
Pre-univ.
upper sec.
in NL6 years
5 years
Reasons
Why
Reasons
introduce a new science subject?
Why of:
Because
Reasons
introduce a new science subject?
- low % of students in sciences and
Why
Because
mathematics
in of:
secondary
a new
science
subject?
schools,
universities
and and
- introduce
low %
of students
in sciences
polytechnics
in NL
mathematics
in of:
secondary
Because
Nature
& Technology 1,4
%
3,5
%
Girls
53 %
54 %
Pre-polytech Pre-univ.
schools,
and and
- very
low
% universities
of female
students
- low
%
of students
in sciences
polytechnics
in NL
mathematics
in secondary
- very
low % universities
of female students
schools,
and
polytechnics in NL
5 years
Nature &&Health
Technology 17,2
1,4 %%
Girls
53 %
6 years
34,5%%
3,5
54 %
Nature &&Health
17,2%%
Nature
Technology 1,4
34,5%%
3,5
Nature & Health
34,5 %
17,2 %
- very low % of female students
Netherlands:
educational system
Netherlands:
educational system
Final (central) exam
Upper secondary
Netherlands:
Upper secondary
Pre-university
Pre-college
educational
system
16-19
FinalAge:
(central)
exam
Lower vocational
Causes
• OECD, 2006 -> Student choices are
Causes
determined by:
– Image of S&T professions
• OECD,
2006 -> Student choices are
– Content of S&T
curricula
Causes
determined by:
– Quality of S&T teaching
– Image of S&T professions
education
•
2006 -> Student choices are
• OECD,
Netherlands:
– Content of S&T curricula
determined
by:teaching
– Quality
Fairly traditional
S&T curricula, lack of
–
of S&T
Age:
13 - 16
Final
(central)
exam
Lower vocational
education
Age: 13 - 16
& team-teaching
– interdisciplinarity
Image of S&T professions
• Netherlands:
– Contacts
ofS&T
schools
with scientists in
Content of
curricula
• Netherlands:
– Contacts of schools with scientists in
Lower vocational
education
Age: 13 - 16
– proffessional
Fairly traditional
S&T curricula,
contexts
is limited lack of
– Quality of S&T
teaching
interdisciplinarity & team-teaching
contexts
is limited lack of
– proffessional
Fairly traditional
S&T curricula,
interdisciplinarity & team-teaching
– Contacts of schools with scientists in
proffessional contexts is limited
Age: 16-18
Upper secondary
Upper secondary
Age: 13-15
Pre-university
Pre-college
Age:
16-19
Final
(central)
exam
Age:
16-18
Primary
education:
Final (central)
examsecondary
Lower
Upper secondary
Age 4 - 12
Upper secondary
Age: 13-15
Pre-university
Pre-college
Age: 16-19
Age:
16-18
Primary
education:
Lower
secondary
Age 4 - 12
Age: 13-15
Final (central)
examsecondary
Lower
Primary education:
Age 4 - 12
1
1
1
16
Upper secondary
Objectives of NLT
• Compulsary part: dutch, english, civics,
Upper secondary
culture, sports
• Offer students:
‘profilepart:
sets’:
• Core:
Compulsary
dutch, english, civics,
Upper
secondary
– Economics
& Society: Ec, Hist, Math
culture,
sports
•
Objectives of NLT
– a wider & deeper science curriculum
– n orientation on S&T studies and carreers
Offer
students:
– choice:
on basis of interest and ability
– a wider & deeper science curriculum
Show students the relevance of
Offer
students:
interdisciplinarity
– choice:
on basis of interest and ability
– a wider
& deeper
science
curriculum
Built
bridges
between
school
and
Show
students
the relevance
of
university
/ private enterprise
interdisciplinarity
– choice: on basis of interest and ability
Objectives of NLT
•
•
– Culture & Society: Art/MFL, Hist,
• Compulsary
dutch, english, civics,
Core: ‘profilepart:
sets’:
– Nature & Health: Bio, Chem, Math
– Economics
& Society: Ec, Hist, Math
culture,
sports
– Nature & Technology: Phys, Chem, Math
•
sets’:
• Core:
1– or
2 ‘profile
elective
subjects:
forMath
instance
Nature
& Health:
Bio, Chem,
– Economics & Society: Ec, Hist, Math
NLT
• 1– or
2 elective
subjects:
forMath
instance
Nature
& Health:
Bio, Chem,
NLT
•
•
• Contribute
tobetween
school
and
teacher
•
Built
school
and
Showbridges
students
the relevance
of
development
university / private enterprise
interdisciplinarity
tobetween
school and
teacher
• Contribute
Built bridges
school
and
development
university / private enterprise
• 1 or 2 elective subjects: for instance
NLT
• Contribute to school and teacher
development
Syllabus pre-university
A
Skills (in combination with B – I)
B
Foundations of science and technology
C
A
D
B
E
C
A
F
D
B
G
E
C
F
H
D
G
IE
Earth and climate
Skills (in combination with B – I)
Stellar information and processes
Foundations of science and technology
Biophysics, biochemistry, bioinformatics
Earth
and
climate with B – I)
Skills (in
combination
Biomedical technology and biotechnology
Stellar information
and and
processes
Foundations
of science
technology
Sustainable
use
of resources,
energy and
Biophysics, biochemistry, bioinformatics
environment
Earth and climate
Biomedicalprocesstechnology
biotechnology
Materials,
andand
production
technology
Stellar information and
processes
Sustainable use of resources, energy and
Tools,
vehicles
and products
Biophysics,
biochemistry,
bioinformatics
environment
Development process
• Time frame: short !
Syllabus pre-university *
Development process
•
Syllabus pre-university***
F
H
G
I
Biomedical technology and biotechnology
Materials, process- and production technology
Sustainable use of resources, energy and
Tools, vehicles and products
environment
H
Materials, process- and production technology
I
Tools, vehicles and products
– preparation 2005
– project start 2006
Time frame: short !
– first students august 2007
– preparation 2005
Cooperative
– project startstrategy
2006
Time
frame:
short !
–
ownership
– Teachers
first students
august 2007
–
20052 schools, teachers
– preparation
Small networks:
Cooperative
– college/university,
project startstrategy
2006 experts, coach
– Teachers
ownership
first students
august 2007
– Small networks: 2 schools, teachers
Cooperative strategy
college/university, experts, coach
– Teachers ownership
– Small networks: 2 schools, teachers
college/university, experts, coach
Development process
•
•
**
*
•
***
**
•
***
***
Teacher teams for aSMaT
Developing content
100
90
Developing content
80
percentage
percentagepercentage
– Units of 40 study hours (modules)
– Interactive development
– Quality criteria
– Development in 4 series (wave model)
– 50 modules developed by 2009
Developing content
70
100
60
90
50
80
40
100
70
30
90
60
20
80
50
10
40
70
0
60
30
50
20
fys geo
biol
phys
chem
math
chem
math
chem
math
subject
40
10
!
0
30
20
fys geo
biol
fys geo
biol
phys
subject
10
!
0
phys
subject
!
Development of modules
Curriculum development:
prototyping
2
• ‘Cycles’ of content development:
formation
networks
– 4 cycles, 50 modules (required for havo: 8, vwo: 11)
– Evaluation + adaptation
cycle I
cycle
III
cycle II
cycle
IV
2
• Strict cycle-schedule
develop
ment
–
–
–
–
Formation of network -> GO by NDC/SC
Design of module -> GO by NDC
Development of test version -> GO by NDC
Testing at 2 schools + evaluation acc. to quality
criteria NDC -> test & evaluation report
– Adjustment -> GO by NDC certified by SC
– Full use in classroom
± 15
kin
en
id
Dynamic modelling
afgifte
?
?
?
drinken
urine
transpiratie
ns
re
Fo
Sport performance
Zero-energy house
La condition
Humaine1935
René Magritte
2007
2008
2009
More topics for modules
second cycle
Locate & navigate
ic
ev
water_in_lichaam
opname
2
1 1 1
1 1 1
1 1 1
5 6 7 8 9 0 1 2 1 2 3 4 5 6 7 8 9 0 1 2 1 2 3 4 5 6 7 8 9 0 1 2 1 2 3 4 5 6
g
ce
Drin
g&
± 10
delivery
First modules
The best egg??
± 10
testing
2006
in
driv
± 15
17
• Medical imaging
• Brain and behaviour
• Living soil
• Measuring galaxies
• Glue
• MP3-player
• Biotechnology
• Zero-energy
greenhouse
• Technical design in
health care
• True or false?
• H2 -car
• Bio-informatics
– Development
of test version -> GO by NDC
• Strict
cycle-schedule
–
–
–
–
–
–
testing
develop
ment
Testing
at 2
evaluation
acc. to quality
Formation
ofschools
network+->
GO by NDC/SC
criteria of
NDC
-> test
evaluation
Design
module
->&GO
by NDC report
Adjustment ->ofGO
byversion
NDC certified
by NDC
SC
Development
test
-> GO by
Full
use at
in 2
classroom
Testing
schools + evaluation acc. to quality
delivery
&
king
ce
en
id
ev
ic
?
transpiratie
Zero-energy house
ce
en
ns
ev
id
re
?
urine
water_in_lichaam
opname
Dynamic modelling
Sport performance
?
?
La condition
Humaine1935
René Magritte
afgifte
?
W
Zero-energy
house
hat d
id yo
u sa
Sport performance
y?
Aerosoles
in
dirty
air
Designing your disco
Wha
t did
you
say?
Designing your disco Aerosoles in dirty air
urine
drinken
transpiratie
ns
re
La condition
Humaine1935
René Magritte
2007
2008
2009
Measuring galaxies
second •cycle
•
Glue
• Medical
imaging
•
• Biotechnology
Living soil
•
design in
• Technical
Glue
health care
• Biotechnology
• True or false?
• Technical design in
• Farmacology
health care
•
MP3-player
• Brain
and behaviour
•
• Zero-energy
Measuring galaxies
greenhouse
• MP3-player
• H2 -car
• Zero-energy
• Bio-informatics
greenhouse
•
• Climate
H -car change
• True or false?
• Bio-informatics
• Farmacology
• Climate change
Implementation
2
Research
• 30-35% of schools in 2007 (172)
• Objective is to evaluate
• Team of teachers: min. 3 o/o 5
biology, chemistry, geography, math, physics
• 30-35% of schools in 2007 (172)
– content development process
– implementation
• Objective
is to
– attainment
ofevaluate
goals
– curiculum
content development
process
–
in relation to
aims advice ministry in
– 2010
implementation
– attainment of goals
• Means
–
in relation
to aims
advicedata
ministry in
– curiculum
data analysis:
registration,
official
2010
ministry, questionaires
Implementation
Research
– School & teacher development
• Team
ofthe
teachers:
– Teach
teacher min. 3 o/o 5
chemistry, geography, math, physics
• biology,
Organisation
–
& teacher
development
– School
Time table
adapted
–
the teacher
– Teach
Out-of-school
learning
•
• Organisation
Regional support centers: universities +
– Time table adapted
colleges involved
• Means
– casestudies on development + implementation
analysis:
official
data
– data
PhD studies
onregistration,
innovation of
science
education
ministry, questionaires
– casestudies on development + implementation
– PhD studies on innovation of science education
– Out-of-school learning
• Regional support centers: universities +
colleges involved
Info & Contact
Curriculum levels
• Nano : individual learner
• Micro : classroom
www.betavak-nlt.nl
• Meso : school
[email protected]
• Supra : EU
Info & Contact
Curriculum levels
Curriculum
Curriculum
• Nano : individual
learner
ent
• Micro : classroom
sm
www.betavak-nlt.nl
ca
tio
n
[email protected]
Rationale
Con
te n
the
multi
• Macro : state / country
headed
• Supra : EU
monster
As
Time
ses
• Meso : school
t
Gro upi ng
M
ri
&
Re
so
Teacher role
at
e
al
s
ur
ce
s
Curriculum
Curriculum
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2
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fun.’http://curriculum.qca.org.uk/subjects/designand-technology/#page4_p
2
2
20
The function of Research Education Cooperation in sustainable educational systems
DE HAAN Gerhard, Freie Universität Berlin, Germany
The presentation describes the future of natural sciences in the context of the European educational
system and the role of RECs in their function between school and scientific-technical research. The
PISA studies, their environment and the importance of RECs in this context are addressed as well as
the aim of a global sustainable development as a normative basis for RECs and its use as a possibility
to increase the surveyed low personal interest of young people in science and technology.
I am very pleased to be allowed to speak to you today. My theme is “The function of Research
Education Cooperations in sustainable educational systems”. I have divided my presentation – limited
to 20 minutes - into three sections: the future of natural sciences in the context of the European
educational system, some remarks about the importance of REC and the aim of a global sustainable
development as a normative basis for REC.
1) The future of natural sciences in the European educational system.
If one looks at the attitude of pupils towards natural sciences, the world appears to be in order – at
first. Natural sciences are accepted in their importance in very high degrees: 93% of the pupils think
that natural sciences are important in order to be able to understand the natural world. This is a good
basis for scientific education. One can also say that an aversion against natural sciences or even a
technology hostility of young people does not exist because 92% are of the opinion that natural
sciences and technology improve our living conditions in general.
The situation becomes more problematic if one doesn’t ask for the general relation to natural sciences,
but for the personal relation to natural sciences. Then there are only 57% in the OECD average who
think that natural sciences are important for themselves. The values go further down if it is a matter of
aspiring to a position in the future connected to natural sciences. Here there are only 37% who can
imagine such a profession. And if one looks at who aims for a natural scientific study, there are only
21% which are left.
What we can say is that there is a considerable gap between the importance accredited to natural
sciences in general, and the interest to take up an occupation in natural sciences.
I don’t know what it looks like in the other countries participating in our Form-it project, but regarding
natural sciences in Germany we do have more bad news.
In Germany after PISA 2004 a subsequent study was carried out measuring the increase in learning of
pupils from 9th to 10th grade. One wanted to know how many competencies pupils had gained a year
after the PISA test in the 9th grade. Results were frustrating, but in Germany the collective depression
about the PISA results had obviously progressed so far that nobody wanted to discuss about the
results when these were published in 2006.
Namely the result was: In the natural sciences the pupils and female pupils merely achieve an
average competence increase of 21 points. This corresponds to a learning increase as actually
expected in half a grade – and not in a whole school year. It is even more serious, that 56% (!) of all
pupils achieved no significant competence increase in one year going to school, and that even more
than 10% of the pupils in the 10th grade had less scientific knowledge than one year before. One
wonders how the teachers managed not to let half of the pupils repeat this grade, as the results were
hardly better in mathematics.
This short view at the situation of natural sciences at school shows that something has to be changed
if the interest in natural sciences should be strengthened. And a strengthening of the interest is
urgently necessary. I would like to clarify this exemplarily in only one problem:
We all know that in Europe we live in a knowledge society. Innovations and economic prosperity as
well as social services depend on innovative knowledge.
In this process natural sciences and technology play an extremely significant, even growing role.
However, in Germany we nowadays have a situation where more engineers retire from the
professional life than engineer students finish universities. This may be good for young engineers
looking for a job, but it is bad for economy and society in a whole. No wonder that the RECs take an
important function between school and scientific-technical research.
21
2) If one looks at the RECs more exactly , our project shows a large variety of different attempts which
at all are not perceived in a particularly strong way by the state educational policy, and much less
supported to such an extent that a wide strengthening of the scientific education can result from the
initiatives. At the same time, however, the RECs claim to strengthen the motivation of pupils for
scientific lessons – to the point of hope that pupils feel motivated by the initiatives to aim for an
occupation in natural sciences.
Concerning their objectives the involved RECs can be arranged into two groups. The first group is
aimed, above all, at the motivation to decide for a scientific or technical occupation. From the goodpractice examples chosen by the Form-it consortium the following examples belong - among many
others – to this group:
•
Creative Science Centre – Great Britain
•
Climate Change Explorer - Great Britain
•
The project “UK-Japan Young Scientists” – Great Britain
•
Genetic Research Days – one day stages in labs - Switzerland
As the second group the initiatives can be identified which directly or indirectly look for a relation to
scientific education at schools. Then the purpose is to raise the number of scientifically interested
young people. Initiatives working in this direction are - among others:
•
The project “Future Scapes” – Austria
•
The Danial – Duesentrieb Contest – Germany
•
Furthermore the project “Penser avec les mains” - Switzerland
Hybrid forms pursue both objectives, while they (as for example the „Ada-Lovelace-Project“ –
Germany) want to extend, on the one hand, scientific lessons and, on the other hand, inspire
specifically girls and women for natural sciences and technology. A special form is also shown by the
Austrian project “Future Scapes”, because this
one is focussed on the contact of young people with a precise theme – that is “global change”. Here a
stronger scientific education is also reached, but is not the primary purpose of the REC.
However, do these initiatives also pay off in the long term? About that we know quite little, because
solid long term studies about RECs do not exist. We just don´t know whether the number of students
in natural sciences increases on the base of these initiatives or whether school achievements improve
in the natural sciences.
Now RECs cannot solve all the problems. Alone the time spent by pupils in the research facilities is
too short. One should not expect as well that the RECs could solve the problems going along with
scientific education at school. There has to be some compromise from both sides.
Natural science education at school has to admit own activities of pupils in an increasing way and has
to begin with everyday problems and -phenomena as well as everyday experiences of pupils.
Research facilities, on the other hand, should increasingly search for a connection to the school
specific curricula.
Because the cooperation is worthwhile. The RECs seem very well to be able to raise the interest in
natural sciences and technology. However, there should not be only a general, but a personal interest
which develops in this way. If we are really able to reach this personal motivation by RECs and,
besides, if we could prove – by a long-term study - that there is even the effect of an increased
occupation in areas of natural sciences and technology because cooperation between research and
education has been intensified, then I think it is plausible to put these many initiatives on a solid
organizational and financial base. That means: The existence of forms of cooperation between
schools and research facilities should be a standard. At least schools with a main focus in a scientific
school-specific curriculum should maintain such cooperations as have become visible within our
project. In addition the facilities then also have to be budgeted by the educational administration.
Because a maintenance and expansion of these initiatives is only possible if the state provides
material and personnel resources.
How these cooperations develop, however, must be left to the cooperation partners because,
otherwise, there is the danger that these wonderful initiatives become very school-like so that the
problem of natural sciences at school will only be extended into the labs and research facilities.
22
3) Sustainable Development as a Normative Basis for RECs
In my first part I have emphasized the difference between the general interest in natural sciences and
the personal interest of pupils in natural sciences as an important aspect. I would like to take up this
point once again. If one wants to raise the number of those who have a personal interest in natural
sciences, however, this can not be strengthened by RECs alone. These are – as mentioned in part 2 –
of a high importance as a methodical instrument in order to strengthen the personal interest and to
develop pleasure in natural sciences. But the strengthening of the importance of natural sciences by
RECs will – that is what I suppose - not be adequate to develop and maintain a long term interest in
this field.
Therefore I would like to suggest to - in the future - take into account the general interests and fears of
young people regarding social and global development stronger than before.
As we know from international studies like the Civic Education Studies of the International Association
for the Evaluation of Educational Achievement (IEA), young people like to get involved in areas where
more equity in the world can be reached, and in areas which deal with environmental protection. This
interest in the commitment in social and ecological matters goes along with a high-grade pessimism
regarding the development of the environment. In the OECD countries an average of 21% of the
pupils state that they do not count on an improvement of the environmental situation for the coming 20
years. That the energy shortage will continue is believed by almost 80%, the continuation of water
shortage, air pollution, the extinction of animal and botanical species is believed by an average of 85%
of all interviewees / people surveyed. If one brings together these data about pessimism regarding the
change of the environmental situation on the one hand with the interest of young people in social and
ecological commitment and, on the other hand, takes into account that 92% of the young people have
the opinion about natural sciences and technology generally improving our living conditions then
something would have to be gained for the personal interest in activities connected to natural
sciences.
From there my suggestion is that the scientific curriculum in the schools and also cooperations
between schools and research labs etc. increasingly refer to the problems of a non-sustainable and
the perspectives of a sustainable development. For “sustainable development” means to bring
together ecological criteria like reduction of resource consumption and environmental protection on the
one hand with an international social change, minimizing social injustice and, on the other hand, to
strengthen a socially and environmentally sustainable economy.
That an orientation towards a sustainable development is not only an idea preferred by myself can be
seen by the guidelines of the educational strategy of the OECD. A few years ago the OECD installed
an international workgroup – the DeSeCo group. DeSeCo stands for „Definition and Selection of
Competencies“. The workgroup had the task to identify key-competencies „for a good life in a well
functioning society“. The key-competencies identified by the DeSeCo group do not matter in our
context for a start, however, the higher educational aims matter from which the key-competencies
were compiled. Common values are the anchor for the key-competencies.
The DeSeCo group formulates as following, I quote:
“Insofar as competencies are needed to help accomplish collective goals, the selection of key
competencies needs to some extent to be informed by an understanding of shared values. The
competency framework is thus anchored in such values at a general level. All OECD societies agree
on the importance of democratic values and achieving sustainable development. These values imply
both that individuals should be able to achieve their potential and that they should respect others and
contribute to producing an equitable society. This complementarity of individual and collective goals
needs to be reflected in a framework of competencies that acknowledges both individuals’
autonomous development and their interaction with others.”
At another point they say:
“Thus basic principles of human rights, democratic value systems and postulated objectives of
sustainable development (i.e. integrating environmental protection, economic well-being and social
equity) can serve as a normative anchoring point for the discourse on key competencies, their
selection, and development in an international context.“ (DeSeCo / OECD 2002, § 26)
If one considers that the OECD sets these general educational purposes as the basis for future
studies in the educational area and for lifelong learning one is well advised to follow questions and
23
problems of sustainable development if looking for a connection between natural scientific matters at
school and extracurricular research institutes.
Here also the results of Form-it offer some good advice. For example the projects “Climate Change
Explorer” from Great Britain and “Future Scapes” from Austria which primarily deal with global change
offer all criteria for the focusing on subjects of sustainability. We should arrange the connection
between schools and research institutes in such a way that subjects of sustainability have a priority.
Not only because most likely a theme is taken up that interests children and young people personally,
but also because the United Nations have proclaimed a world decade of education for sustainable
development from 2005 till 2014. The years to come we should also use with this global initiative to
support and strengthen our concern.
Vienna, 12 th to 14th of March 2008
Aspects of this presentation
The Function
Vienna, 12of
to 14 of March 2008
th
th
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Research Education
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International
The Function
of Conference
in Sustainable Educational Systems
Research Education Cooperations
The Function of
in Sustainable Educational Systems
Research
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Prof.Education
Dr. Gerhard de
Haan
th
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Freie Universität
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Prof. Dr. Gerhard de Haan
Freie Universität Berlin – Institut Futur
Prof. Dr. Gerhard de Haan
Freie Universität Berlin – Institut Futur
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24
2
The importance and goals of RECs
2
Questions, problems and aims
• Do the REC-initiatives pay off in the long term?
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along with scientific education at school
• Science education at school has to be changed
• Research facilities should increasingly search for a
connection to the school specific curricula
• RECs should develop a personal interest in natural
sciences
Strategy
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and personal resources
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should be a standard
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2
3
25
• We should arrange the connection between
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2
3.3. Workshops
The overall frame for the four workshops held within the conference was the intention to link
experiences and visions for Research Education Cooperation.
Choice and relevance of quality criteria depend on the form, the partners and the specific objectives of
collaboration projects. The heterogeneity of national school systems and curricula is on one hand a
precious source for a productive development of different modernisation concepts and strategies of.
On the other had this diversity is quite a challenge for comparing potentials and restraints of the
different approaches. In order to find answers to the question how to improve the interface between
school and university - and how to bridge the gap between research and education - research will
have to study in depth the preconditions and impacts of Research Education Cooperation.
The participants discussed these main issues of the conference in four Workshops:
Workshop 1 “Good practices”
What are good practices of Research Education Cooperation (REC)?”
Workshop 2 “Implementation”
How to realise good cooperation projects?”
Workshop 3 “Education”
Could a REC be an element of modern science education?”
Workshop 4 „Curriculum”
How to use a single REC project to move the system?”
3.3.1.
Wo r k s h o p 1 : W h a t a r e g o o d p r a c t i c e s
of R e s e a r c h E duc a ti on Co o p e r a t i o n ?
reported by Michela Mayer, University of Rome 3 SSIS Lazio, Italy
Workshop1 has as a main aim the discussion on what we mean for a ’good and effective cooperation’.
The main questions to the participants were: What exactly could »good« mean? What exactly could
»effective« mean?
The participants – about 30, coming from various European and not European countries and from
different disciplines and positions- where all dedicated research educations persons, deeply involved
into their own projects in Research Education Cooperation.
The point of departure of the working group was the ‘draft catalogue of Good Practices’, published by
the Form-it Consortium and distributed during the Conference, and the presentation (link to the power
point: WS1present) offered by Michela Mayer, with the help of Günther Pfaffenwimmer and Robert
Lorenz, on the quality criteria explicitly and implicitly guiding the choice of the Good Practices
presented in the Catalogue.
The presentation highlighted the previous work done by the Consortium in order to define and identify
the quality characteristics of the REC Good Practices, and the way the catalogue was organised in
order to give to the public the information needed to appreciate quality.
The main quality features identified by the Consortium and proposed in the workshops were:
•
Ownership and participation’
•
Attention to the ‘ethical and social aspects of science’,
•
Educational methodologies where authentic life problems and open ended tasks are used
•
Development of critical thinking in a creative and collaborative learning environment.
•
Time offered to students for the development of independent thought,
•
Opportunity for students to make choices between different points of view, learning materials or
activities.
•
The ‘mutual gain hypothesis’: what have teachers and researchers learned from the REC and if it
has brought about any changes in local curriculum.
26
•
If there were new hypotheses for future REC activities.
•
If Science Education Research was consciously accompanying the REC activities.
After the general presentation, two of the ‘Good practices’ described in the catalogue have been
presented to the participants by their proponents:
•
Dr. Toru OKANO and Dr. Eric ALBONE presented the UK-JAPAN young scientists Good Practice
•
Prof. Wolfgang MACKENS presented the Daniel Düsentrieb Prize
The 3 presentations raised questions and issues for the debate:
•
What kind of ‘quality’ we are looking for?
•
High quality research could be directly measured?
•
Do we look for long time effects? How may we foresee the complex effects of education and
society?
•
What we mean for ‘quality criteria’? The risk is to seek for short term effects, the kind of thing that
can be easily used ‘politically’.
The discussion was organised dividing the group in 5 smaller groups, where each one had the
possibility to present his/her own experience and to propose his/her own quality features,
characteristics of a ‘good practice’.
The groupwork was very fruitful, and at the end each group was able to present and ‘argument ’ their
own negotiated quality features while sticking them on the paper walls, where different titles –
following the quality criteria proposed by the Consortium – have been prepared.
The discussion, and the difficulty in organising the working groups criteria following the proposed
scheme, had as a result a reorganisation of the criteria themselves according a different scheme.
Quality for the group strongly depends from the point of view we assume for evaluating and judging,
this means that we can speak of REC quality from the point of view of:
the image of Science and Technology in Society, looking for ‘authentic science’ not only in research
but also in professional applications, enabling creativity and not only providing entertainment, showing
uncertainties in science and giving the possibility to say ‘I don’t know’, asking for minds (and not only
hands) on the experiments, giving opportunity for different solutions (open ended problems), offering
opportunities for ‘frustration’, …..
the scientists involved, offering a possibility to communicate their findings, aims and beliefs to society
through pupils and teachers, asking them to reflect on their own assumptions and learn from schools /
public, challenging their communication abilities, ….
pupil interest and ownership, fascinating them, linking head and heart, asking to be active, proposing
open ended questions, asking for social cooperation and understanding, asking for evidence based
autonomous thinking, for products (material or immaterial), giving feelings of competence and
ownership, …
the teachers involved, showing the value of science and science learning, recognizing the crucial role
of science teachers, showing that RECs are challenging but not frustrating, involving them in team
works and offering new points of view on science education, providing enough time for co-evolution
(teachers/pupils/researchers), offering possibilities for professional development, school and society
recognition, asking for teachers own research (educational action research),…
the school and the image of science learning and teaching, asking for a bottom-up approach to
scientific issues and for looking for questions and not only for solutions, showing the complexity of
science and of science research, that science teaching is based on ‘authentic’ problems (real life, real
research, real pupils´ concerns) that can be implemented into the school curriculum, making the
invisible visible (offers new eyes to look at the world), asking for interdisciplinarity and team work ,
providing role models, ….
On the basis of the quality features collected a draft group report was proposed to the debate, deeply
discussed and amended, and finally approved (link to Form-it_WS1reportdef).
27
The following questions were collected and proposed for further debate:
•
What is the meaning of ‘authentic science’ at different age levels?
•
What is the level of understanding of basic principles we can reach (or we want to reach in a
REC)? Is it ‘real science’ or a Trojan horse for teaching ‘school science’?
•
How could RECs transfer the acquired knowledge to other RECs? What could be transferred and
what is ‘unique’?
•
What instruments do we have for evaluating the effects of RECs?
•
How to build a long-term benefit into the life of the school?
A common reached agreement was that in RECs, ad for every deep educational innovation and
research questions, there is no possibility for shortcuts, and that RECs need time and support for their
evolution.
28
Input statements
What are Good Practices of
Research Education Cooperation REC?
Michela Mayer, SSIS, Università di Roma Tre, Italy, Gunther Pfaffenwimmer, Ministry of Education,
Austria, Robert Lorenz, Freie Universitat of Berlin
AIMS of the WORKSHOP
Workshop 1
Research Education
Cooperation REC?
•
•
•
•
•
•
•
•
•
AIMS of the WORKSHOP
To present the Form-it catalogue of GP
To compare
theof
experiences
of the participants
AIMS
the WORKSHOP
To
the Form-it
catalogue
of GP
andpresent
their ideas
for ‘good
quality’ RECs
the experiences
of thequality
participants
To compare
propose and
discuss common
To
theeffective
Form-it
catalogue
of GPREC
andpresent
their
for ‘good
quality’
RECs
criteria
forideas
an
and
successful
compare
the experiences
of thequality
participants
initiative
To
propose and
discuss common
andcollect
their
for
‘good
quality’
RECs REC
criteria
forideas
an effective
and
successful
To
ideas
and
recommendations
for future
initiative
RECs
guidelines
ad quality
assessment.
To
propose
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quality
criteria
for ideas
an effective
and successful REC
To
collect
and recommendations
for future
initiative
RECs
guidelines ad quality assessment.
• To collect ideas and recommendations for future
RECs guidelines ad quality assessment.
Michela Mayer, SSIS, Università di Roma Tre, Italy
Gunther Pfaffenwimmer,
Ministry
of Education,
Workshop
1
Austria
Robert Lorenz, Freie Universitat of Berlin
Gunther Pfaffenwimmer, Ministry of Education,
Workshop
Austria 1
Michela
Mayer,
SSIS,
Università
di Roma
Tre, Italy
Robert
Lorenz,
Freie
Universitat
of Berlin
Gunther Pfaffenwimmer, Ministry of Education,
Austria
Survey on Research and Education
Cooperation
Survey on Research and Education
• The results of the survey highlighted the
Cooperation
diversity of REC projects: all areas of science
Survey
on Research
andhighlighted
Education
and technology
are
represented,
in many
• The
results of the
survey
the cases
Cooperation
through
or areas
interdisciplinary
diversityaofmultidisciplinary
REC projects: all
of science
approach,
various
subjects
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and
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in many
cases
• The
resultsinvolving
of the
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issues
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are not
per se all
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through
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or areas
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• Based
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se part
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awhat
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consider
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but
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se part
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to
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consider
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but alsoon‘good
quality’ partners
projects. have been able
• Based
this survey,
to define what they consider not only ‘successful’
but also ‘good quality’ projects.
Framework for a successful REC in S&T
A Catalogue of Good Practice Examples
•A A
collection of 26
Research Examples
and Education
Catalogue
of European
Good Practice
Cooperation projects (RECs) which emerged from the
taking
accountPractice
the
framework
the quality
• survey,
A
collection
of into
26
Research
andand
Education
A
Catalogue
of European
Good
Examples
areas
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taking
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1
1
1
29
26 GP, each one presented with:
26 GP, each one presented with:
! general aims and arguments for inclusion
a table offering
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What quality, and in what REC phases?
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What
quality,
and
in what
REC
phases?
Attention
to the ‘ethical
and social
aspects
of science’,
Educational methodologies where authentic life problems and open
ended tasks are used
‘Ownership and participation’
What
quality,
and
in what
REC
phases?
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thinking
in a creative
and collaborative
learning
Attentioncritical
to the ‘ethical
and
social aspects
of science’,
•
•
How we organise the workshop
environment.
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to students
(and teachers) for the development of independent
endedoffered
tasks and
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thought,
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environment.
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view, learning materials or activities.
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endedoffered
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‘mutual
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thought,
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thinking
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andchanges
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it brought
about any
in locallearning
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Diversity
in partners, competences,
approaches…
view,
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What
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‘mutual
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andaccompanying
researchers learned
activities?
from the REC; has it brought about any changes in local curriculum;
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What Science Education Research is consciously accompanying the REC
activities?
Conceptions of quality
we organise the workshop
•How
IMPUT
•
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! Dr. Eric ALBONE and Dr. Toru OKANO
weWolfgang
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! Prof.
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ALBONE
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Dr. Eric
ALBONE
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! definition
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MACKENS
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quantity are not inof
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but quality cannot be reduced to numbers (Aristotele)
Conceptions
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Pirsig
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and Zen
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means
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defined
but
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and Zen
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are art
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contrast ..
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and the
! Dynamic Quality, means the attempt to do something not
! done
Static
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defined
but
quality
cannot
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before,
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are fixedin(Aristotele)
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(what
wethe
areart
able
to
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and
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! RECs
needs
both:
a ‘stable’
is needed to sustain the
!
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means
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attempt to doinsomething
! dynamic
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means
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defined not
of
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done
before,
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are fixed
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(what
we no
arestandards
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!
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! Dynamic Quality, means the attempt to do something
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of innovation
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where no standards are fixed
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dynamic of innovation
• Plenary discussion of the results
Quality Criteria as bridges
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Quality Criteria as bridges
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Quality
Values
Principles
Conceptions
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Principles
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as bridges
criteria
descriptors
criteria
descriptors
descriptors
reality
reality
reality
3
3
3
31
UK Japan Young Scientists
Dr Eric Albone, Clifton Scientific Trust Bristol and Dr Toru Okano, The Rikkyo School England
Dr Toru Okano ([email protected]) summarised ways in which the UK-Japan Young Scientist
Workshops (most recently Kyoto 2007) developed by Clifton Scientific Trust with partners in both
countries address key educational concerns in Japan (and also in Britain) particularly the growing
disaffection of young people for school science. Dr Eric Albone ([email protected])
outlined the workshop structure; Senior High School students from both countries live and work
together for a week in small UK-Japanese teams with scientists on open-ended projects in cutting
edge science and its application. Their thinking is valued and their school knowledge is put to use. At
the end of the week, the teams give public presentations of their achievements. In the process,
students experience science as a cultural bridge as well as a real life challenge. Preliminary evaluation
indicates that the impact of the experience of working between cultures is profound and long lasting,
and is valued by students of both sexes. Involvement of teachers and longer term impact on the
schools and the scientists were also discussed.
UK-Japan Young Scientists
Japanese
Education in Context
UK-Japan
Young
Scientists
Japanese
Education
in Context
! Top Priority
Japanese Education in Context
UK-JAPAN YOUNG
UK-JAPAN
YOUNG
SCIENTISTS
UK-JAPAN
YOUNG
Dr EricSCIENTISTS
Albone
SCIENTISTS
!
!
Clifton Scientific Trust, Bristol, UK
Dr Eric
Albone
[email protected]
Clifton
Scientific Trust, Bristol, UK
Dr Eric
Albone
Toru
Okano
!
[email protected]
Dr Toru
Okano
[email protected]
The Rikkyo
School in England
Dr Toru
Okano
!
!
[email protected]
Clifton
Scientific
Trust,
Bristol, UK
The Rikkyo
School
in England
[email protected]
The Rikkyo School in England
[email protected]
catchPriority
up with Western Achievement
Top
in Science and Technology
Top Priority
catch
up with Western Achievement
in Science
andWestern
Technology
catch
up with
Achievement
The
Means
in Science and Technology
focus
teaching
on
the
most
efficient and
The Means
effective transfer of knowledge; independent
The
Means
thought
not valued
focus
teaching
on the most efficient and
effective
transfer
knowledge;
independent
focus
teaching
onofthe
most efficient
and
thought
valued
effectivenot
transfer
of knowledge; independent
thought not valued
Current Issues in Japan
UK-Japan
Young
Scientists in Japan
Current
Issues
Current
Issues
in ofJapan
!
Students’ growing
dislike
science at
Current
Issuesasinmemorizing
Japan
!
Science experienced
facts
Science experienced as memorizing
facts
Science
experienced as
Lack of investigations
in memorizing
the syllabus
facts
! Lack of investigations
the syllabus
laboratories in in
schools
! Lack of investigations in the syllabus
! Lack
of
laboratories
in
schools
Large class sizes
! Lack of laboratories in schools
! Large class sizes
! Large class sizes
secondary level
Students’ growing dislike of science at
secondary
level teaching
Students’
growing
dislike ofstyle
science
Teachers’didactic
andat
secondary
level
avoidance of
dialogue with students
! Teachers’didactic teaching style and
of dialogue
with
! avoidance
Teachers’didactic
teaching
style and
Science teaching
driven
by students
avoidance
ofpressure
dialogue with students
examination
! Science teaching driven by
examination
pressure
! Science
teaching
driven by
examination pressure
!
!
!
!
Current
Issues
UK-Japan
Young
Scientists in Japan
UK-Japan
Young
Scientists in Japan
Current
Issues
! Lack of Partnership
Current
IssuesPerformance
in Japan
!
Declining Japanese
!
" between educationalists and schools
Lack
of Partnership
measured internationally
Declining Japanese Performance
OECD
PISA
internationally
! measured
Declining
Japanese
Performance
!
" between
scientists
and schools
! Lack
of Partnership
" between
educationalists
and schools
" between universities
and
schools
educationalists
and
schools
" between scientists
and
schools
measured
internationally
OECD
PISA
Declining
Birth Rate
leading to
OECD
PISA pool
rapidly decreasing
student
! Declining Birth Rate leading to
rapidly decreasing
student
poolto
! Declining
Birth Rate
leading
rapidly decreasing student pool
!
" betweenIrrelevance
scientists
and
universities
and
schools
! Practical
ofschools
most
!
!
" between
universities
andinschools
educational
research
Japan
Practical Irrelevance of most
educational
research
Japan
Practical
Irrelevance
of in
most
educational research in Japan
32
1
1
Response
to the Challenge
Response
to the Challenge
! Japanese Universities and Research Institutes are
Response to the Challenge
developing partnerships with schools
!
!
!
!
!
!
!
!
Japanese Universities and Research Institutes are
" Open Laboratory
Open
Campus Institutes are
Japanese
and
Research
developingUniversities
partnerships
with
schools
developing
partnerships
schools
" Open Laboratory
Open
Campus
Japanese
Government
iswith
fostering
future scientists
"
"
Open Laboratory
Open Campus
Super Science High School Programme (SSH)
Japanese Government is fostering future scientists
" ScienceGovernment
Partnership Programme
(SPP) scientists
Japanese
is fostering future
" Super Science High School Programme (SSH)
" Super Science High School Programme (SSH)
" Science
Partnership
Programme
(SPP)
Why
the UK-Japan
Young
Scientist
Partnership
" Science Partnership
Programme
(SPP)
Programme
is of value to
both countries
Why the UK-Japan Young Scientist Partnership
Why
the UK-Japan
Young
Scientist
Partnership
Programme
is of value
to both
countries
Programme is of value to both countries
UK-Japan Young Scientist Workshops
A
Profound
Learning
Experience
UK-Japan
Young
Scientist Workshops
A Profound Learning Experience
!
experienced
as a Real
AScience
Profound
Learning Experience
Life Challenge
! Science
experienced as a Real
! Science experienced as a Real
Life
Challenge
" where
answers are not known
Life Challenge
ScienceYoung
as a Cultural
Bridge
UK-Japan
Scientist Workshops
"
"
"
"
"
"
"
"
Science as a Cultural Bridge
Science
astogether
a Cultural
Bridge
working
British
and
! By
students
to
! Japanese
By working
togethercome
British
! By
working together
understand
and valueBritish
each
and
Japanese students come to and
Japanese
students
come
to
other’s
culture
and
form
understand
andand
value
each
understand
andand
value
lasting friendship…
other’s
culture
andeach
form
other’s
culture
andlanguage
and formof
…thefriendship…
common
lasting
lasting
friendship…
science
…the common language of
…the common language of
science
science
where school
answers
are not known
knowledge
is put to use
where answers are not known
where school
knowledge
is put to use
questioning
is valued
where school knowledge is put to use
where questioning
is
valued
they are challenged to be
where
questioning
is valued
creative
and think for
themselves
where they are challenged to be
where
they
are
challenged
to be
creative and think for themselves
Science
Projects
UK-Japan Young
Scientist Workshops
! ExamplesProjects
of Science Projects
Science
Science
Projects
" Surrey University,
2006
! Examples
of Science Projects
• Sleep Research
! Examples
of Science
• Nanotechnology
" Surrey
University,
2006Projects
Monitoring
the Earth
by Satellite
• Sleep
Research
" Surrey
University,
2006
EffectsResearch
of Global Warming
Nanotechnology
• Sleep
Water resource
in developing
countries
Monitoring
the Earth
by Satellite
• Nanotechnology
Effects of Global
Warming
• Monitoring
the Earth
by Satellite
" Kyoto University of Education, 2007
Water resource
developing countries
• Effects
of GlobalinWarming
• Stirling Engine construction and performance
• Water resource in developing countries
• Immunology
" Kyoto
University of Education, 2007
plasma
physicsconstruction
• Stirling
Engine
and performance
" Kyoto
University
of Education,
2007
microfauna
of streams
Immunology
• Stirling
Engine
construction and performance
• chemistry
of carbon transport in natural waters
plasma physics
Immunology
microfauna
of streams
• plasma
physics
• chemistry
transport in natural waters
microfaunaofofcarbon
streams
• chemistry of carbon transport in natural waters
2
2
2
33
UK-Japan
Young Scientist Workshops
What
Happens
What Happens
What
Happens
! Post-16 school students
! Post-16
school
" from Britain
andstudents
Japan
! Post-16 school students
" from
Britain
Japanfor a week
live and
workand
together
" from Britain and Japan
" live
and UK-Japanese
work together teams
for a week
in small
" live and work together for a week
" in
small
UK-Japanese
with
scientists
on openteams
ended projects
" in small UK-Japanese teams
" with
scientists
on open
finally,
the teams
giveended
publicprojects
" with scientists on open ended projects
of their
" presentations
finally, the teams
give public
" finally,
the teams
give public
achievements
presentations
of their
presentations
achievements of their
achievements
UK-Japan
Teachers
Teachers
Teachers
Teachers
accompany the students to
! Teachers
thepart
students
to
" observe accompany
but do not take
in projects
! Teachers accompany the students to
"
but do not
take part in projects
" observe
provide pastoral
support
" observe but do not take part in projects
"
pastoral
support
" provide
share their
own experiences
with
" provide pastoral support
teachers
from
other country
" share
their
ownthe
experiences
with
" share
their
own
experiences
with
(Teachers’
Workshop)
teachers
from
the other country
teachers
from
the other
country
Workshop)
" (Teachers’
take the experience
back
to their
(Teachers’
Workshop)
schools
" take
the experience back to their
" take
the experience back to their
schools
schools
!
3
3
3
34
The Scientists
Outcomes
!
working with Clifton ScientificTrust,
the scientists taking part
!
develop projects related to their own
work specifically for the Workshop
" develop their own skills in relating their
work in appropriate ways to challenge
and motivate young people
"
Outcomes are measured by
"
the quality of the team presentations
"
detailed evaluation completed by all
participants… changed perceptions
of science and of life
"
open ended student responses
"
continued impact reported by the
schools following the Workshop
The
Scientists
UK-Japan
OutcomesStudent Views
! working with Clifton ScientificTrust,
Outcomes
!
!
!
Outcomes- a Teacher’s view
!
the scientists taking part
at the beginning of the week,
" develop projects
related
to theirbut
own
communication
was
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work
specifically
for the Workshop
now
it has
been overcome
and
everything
is exciting..
" develop their own skills in relating their
work
in appropriate
ways
challenge
it has
made
me realise
howtomuch
differences
we all
have,
yet we all have
and motivate
young
people
so much in common and can enjoy our
differences instead of having conflicts
!
[it] was awe inspiring… it has changed
me and my outlook on life and science.
I cannot thank you enough
Outcomes are measured by
"
the quality of the team presentations
It was amazing to watch the teams
" detailedfrom
evaluation
completed
by all
transform
two groups
of students
participants…
changed
from
Japan and UK
into oneperceptions
group of
of science
andyoung
of lifepeople wrestling
bright,
intelligent
with a problem. The benefits of this are
" open ended student responses
obvious. There is no better way for my
students
to learn
that
scienceby
is the
an
" continued
impact
reported
international
activitythe
underpinned
schools following
Workshopby
UK teacher 2007 Workshop
collaboration.
The Scientists
UK-Japan
Outcomes- Student Views
Outcomes- a Teacher’s view
Outcomes
Kyoto
2004 UK-Japan
!
Outcomes
are measured by
Young
Scientist
" the quality
of theWorkshop
team presentations
! It was amazing to watch the teams
working with Clifton ScientificTrust,
the
scientists
taking
Where
now?
!
at
the
beginning
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week,
!
communication
was
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transform
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This
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!
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itand
has
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much
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Hosted at Ritsumeikan University Biwako Kusatsu Campus, Kyoto
OutcomesViews
UK-Japan
Young Student
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Kyoto 2004 UK-Japan
Where
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international activity underpinned by
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4
Hosted at Ritsumeikan University Biwako Kusatsu Campus, Kyoto
35
Where now?
Kyoto 2004 UK-Japan
Young Scientist Workshop
4
Quality Evaluation of RECs – Necessary? Dispensable? Counterproductive? What for?
Wolfgang Mackens, Hamburg University of Technology
Recently, RECs received questionnaires that asked for structures as well as for qualities. Is politics
looking for rules to rule RECs? Is autonomy – one of the key features of RECS – in danger?
RECs have become – and they should remain – autonomous educational research-laboratories for the
development of new school education. “Diversity” is another characteristic of RECs, which would be
lost by lumping them together.
Eventually, RECs want to improve research. High quality research can only be measured by its final
Mackens,
Prof.
oftime,
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Quality
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quality
Vienna, 12 toresearch
14 of March 2008
can not be measured directly.
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Quality
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1
1
36
1
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.
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W.Mackens
.
to 14measured
of March 2008
High
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only by its
impact.
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to 14measured
of March 2008
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only by its impact.
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hundreds – or at least „some“ - years
only by its impact.
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research:
m
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Conjecture:
th
.
Education has to be measured by impact, too .. and
Conjecture:
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Conjecture:
Example of m
high-quality
research:
a = F (Isaac
Newton; 1687)
m a = F (Isaac Newton; 1687)
W.Mackens
.
W.Mackens
W.Mackens
.
PROBLEM
1:
W.Mackens
.
Politicians want results
hic at nunc.
th
Quite some RECs want
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International
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W.Mackens
.
(by
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th
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PROBLEM
1:
W.Mackens
.
Actions taken
by politicians
fruit
Vienna,have
12 to 14toofyield
March 2008
Politicians want results hic at nunc.
early within the actual legislative period
PROBLEM
1:
to taken
support
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reelection
Actions
bytheir
politicians
to yield fruit
Politicians want results hic at nunc.
early within the actual legislative period
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support
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reelection
politicians
to yield
fruit
in Actions
orderto
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be in by
thetheir
newspapers
every
week
with
early
within
the actual
period
Good,
good,
goodlegislative
evaluations
Politicians
have
to initiate
actions
continuously
to
support
their
desired
reelection
inThe
order
to be inchopping
the newspapers
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week
with
resulting
and changing
school
Good,
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evaluations
have
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isPoliticians
certainly
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week
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school
th
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(by confrontation
research)
Quite some
RECs want with
to improve
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th
Good,
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onegood,
of the good
very main
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is certainly one of the very main reasons for the
many educational shortcomings.
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.
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Problem
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EvenW.Mackens
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th
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Give us more time.
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&
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to more
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out,
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Give
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time!
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.
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.
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NWPs
Nobel prize winners 2048
Our situation is similar to that of the US immigration
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o
whether you want to kill the American president,
o
whether you are a member of some dangerous
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37
o
o
whether you are a member of some dangerous
whether
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oor the
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.
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.
I further
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.
.
I suggest
W.Mackens
to 14th of March 2008
and
W.Mackens
Vienna, 12
The Al-Quaida-man
knows the answer
The
Al-Quaida-man
but won‘t
tell,
knows the answer
but won‘t tell,
and
W.Mackens
.
to define general quality criteria to
INot
suggest
judge and assess a REC from outside
Not to define general quality criteria to
judge and assess a REC from outside
but
the young people
would like to tell
thebut
young
theypeople
do
would
like
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not yet
know.
but they do
not yet know.
To look for properties, attributes and
but
features of RECs which are felt to be
To lookinfor
properties,
useful
setting
up andattributes
running and
RECs
features
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RECs
felt to be
that might
to which
createare
NPWs
useful in setting up and running RECs
that might help to create NPWs
W.Mackens
.
W.Mackens
• Diversity of RECS will not be given up
I further suggest that
• RECs will not be streamlined.
• Diversity of RECS will not be given up
• RECs will not be subject to a set of rules being
• RECs
not bethe
streamlined.
definedwill
outside
RECs
•but
RECs
will
not
be
subject
to a set of rules being
that instead
defined outside the RECs
• School-curricula-designers adopt qualities that are
but
that useful
instead
found
in RECS, and are allowed to do so.
•• School-curricula-designers
qualities
that are.
diversity of RECs finds adopt
its way
into schools
found useful in RECS, and are allowed to do so.
.
RECs are and should stay
RECs are and should stay
Research-laboratories
for the
development
Research-laboratories for the
of new school education.
development
of new school education.
• diversity of RECs finds its way into schools.
W.Mackens
.
W.Mackens
.
W.Mackens
W.Mackens
Success?
Success?
Competition is in its
eighth year
W.Mackens
.
W.Mackens
.
.
3
1. Year
3
W.Mackens
.
W.Mackens
Overlooking the years we find some suggestions:
Quality Evaluation of
RECs
2003
1. Year
Daniel-Düsentrieb
Competition is in its
eighth year
Daniel-Düsentrieb
.
.
2003
Overlooking
the years
we find asome
suggestions:
1. Teachers
and pupils
like building
PRODUCT.
2. The task must be open ended an hard enough.
1. Teachers and pupils like building a PRODUCT.
3. Too many industrial partners will tie up resources
4. Partnerships between industry and schools need
3. Too
many industrial
partners will tie up resources
continuous
moderation.
2004
2006
2007
2006
2007
2004
continuous moderation.
W.Mackens
.
W.Mackens
.
The 2008- group of 33 supporters
38
W.Mackens
.
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Network of cooperating
schools
International
Conference
.
School-Lab
Network of cooperating schools
Exhibiting
at
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2004
3. Too many industrial partners will tie up resources
2007
2006
continuous moderation.
W.Mackens
.
W.Mackens
.
Network of cooperating schools
School-Lab
The 2008- group of 33 supporters
Exhibiting at
(education) fairs
NORTEC, Einstieg
NextLevel
university courses
Robotics
Create
qualified
freshmen
for
TUHH
Information
events
Open House at TUHH...
More Competitions
Initiative NaT Ltd
W.Mackens
.
4
Thank you for your attention
39
5
Research Education Cooperation REC? WS 1 Results
Michela Mayer, SSIS, Università di Roma Tre, Italy,
Gunther Pfaffenwimmer, Ministry of Education, Austria,
Workshop 1
Report
Workshop 1
Report
Workshop 1
Report
Workshop 1
Conference
Report
General
assumptions International
Workshop 1 Report
Michela Mayer, SSIS,
Università di Roma Tre,
Italy
Research Education
Cooperation
REC?
•General
Diversityassumptions
is a richness, also in the educational
environment: RECs diversity needs to be maintained
•• REC
quality
related toalso
contexts,
society and school
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is aisrichness,
in the educational
needs
environment:
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cooperation
andto
mutual
benefits
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the school
basis of
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is related
contexts,
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good RECs
needs
Networks
at regional,
international
level
seem
•• Good
cooperation
andnational,
mutual benefits
are the
basis
of
to be good
good
RECscontexts for improving the quality of RECs
Gunther Pfaffenwimmer, Min.of Education, Austria
Workshop 1 Report
Referents:
Gunther Pfaffenwimmer, Min.of Education, Austria
Dr. Eric Albone
Dr. Toru Okano
Prof. Wolfgang Mackens
Referents:
Dr. Eric Albone
Dr. Toru Okano
Prof. Wolfgang Mackens
• Networks at regional, national, international level seem
to be good contexts for improving the quality of RECs
Workshop 1
Report
Workshop 1
Report
Workshop
1
UK-Japan
Young Scientist
Workshops
Report
A Profound
Learning Experience Vienna, 12 to 14 of March 2008
Dr. Albone
Dr. Okano
• Science experienced
A Profound Learning Experience
Dr. Albone
Dr. Okano
th
th
Workshop 1
How do you measure
the quality
of
International
Conference
Report
High quality research
as a
Real Life Challenge
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experienced
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Life
Challenge
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school
knowledge is put to use
and high quality education
Highbe
quality
research
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to Goedelquality
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and
education
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cannot be measured
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questioning
valued
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challengedis to
beto use
– where school
put
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– In International RECs science provides
a cultural
bridge
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they
are challenged to be
– In International RECs science provides
a cultural bridge
Important
positive
of system
RECs are
be understood
by a effects
more complex
. time
seen only after a long
Important positive effects of RECs
are
Prof. Mackens
seen only after a long time
Prof. Mackens
Workshop 1
Report
Prof. Mackens
Workshop 1
Workshop 1
Report
Workshop 1
Report
REC Conference
International
Report
DD contest-2003
REC
Report
International
REC Conference
Workshop 1
Prof. Mackens
Workshop 1
RECs
Report
DD contest-2003
REC
DD contest-2003
REC
Prof. Mackens
REC
REC
but...
are and
should stay
International
Conference
Educational
research-laboratories
RECs are
and should stay
for the development
and should
stay
Educational
research-laboratories
ofRECs
neware
school
education
for the development
Educational
of new research-laboratories
school education
for the development
Prof. Mackens
of new school education
REC prize winners 2048
Nobel
REC
but...
Prof. Mackens
but...
Prof. Mackens
1
1
40
Workshop 1
Report
Workshop 1
Report
th
‘Take part but
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science’
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inof
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professional
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th
Workshop 1
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th
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quality
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the crucial role of science teachers
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Offers
possibilities
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development,
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for co-evolution
school
and
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(teachers/pupils/researchers)
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enough
for co-evolution
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recognition
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pupilsscientists
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Offers
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quality
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12 to 14 of March
2008
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14 of March
2008
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2008
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it ‘real12science’
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of ‘authentic science’ at different age levels?
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the acquired
knowledge
to other
RECs?
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tooftransfer
be
researched
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is theRECs
level
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of basic
principles
we can
reach
What
transferred
and what
‘unique’?
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to reach
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science’ or a Trojan horse
• for
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instruments
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we have for evaluating the effects of RECs?
teaching
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to build
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into theknowledge
life of the school?
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the acquired
to other
RECs?
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is theRECs
level of
understanding
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we can
reach
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transferred
and what
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wecould
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to reach
in a REC)?
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science’ or a Trojan horse
• for
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instruments
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‘school
to build
a long-term
into theknowledge
life of the school?
• How could
RECs
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the acquired
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• What instruments do we have for evaluating the effects of RECs?
• How to build a long-term benefit into the life of the school?
th
th
th
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view
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questions
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and
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science
learning
and teaching
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(offers and
newofeyes
to look
at the world)
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complexity
of science
science
research
• Asks
interdisciplinarity
for a
Is based
onbottom-up
‘authentic’approach
problems (real life, real research,
real pupils´
concerns)
• Uses
team
work
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for questions
and not only for solutions
Makes therole
invisible
visible
(offers and
newofeyes
to look
at the world)
• Provides
models
Shows
complexity
of science
science
research
• Asks
forimplemented
interdisciplinarity
Can
be
the school
Is based
on ‘authentic’into
problems
(realcurriculum
life, real research,
real pupils´
concerns)
• Uses
team work
Makes therole
invisible
visible (offers new eyes to look at the world)
• Provides
models
• Asks
forimplemented
interdisciplinarity
Can be
into the school curriculum
• Uses team work
• Provides role models
• Can be implemented into the school curriculum
Workshop 1
Report
researched
2
Message to policy makers:
Give RECs more time
and support
to find out what‘s good there are no
short-term solutions
2
2
41
3.3.2.
Wo r k s h o p 2 : H o w t o r e a l i s e g o o d c o o p e r a t i o n p r o j e c t s ?
reported by Atje Drexler and Louise Baker, Robert Bosch Stiftung
Introduction
Workshop 2 posed the question, “what are the deciding factors in making a REC successful and
sustainable”? Before trying to answer this question the workshop participants heard good practice
examples from two speakers: Yves Quéré, physicist and co-founder of “La main à la pâte”, a
programme concerning the renovation of science education in French primary schools, with a large
number of international interactions; and Heinz Lingen, Head Teacher of a secondary school in Jülich,
near Aachen in Germany, which is very much focussed on the development of cooperation models for
schools, science and economy and who has been able to turn a successful REC into a sustainable
addition to the school.
In both examples the involvement of regional and national institutions was essential in ensuring that
the activities were transformed from projects with a limited timeframe to long term activities with
considerable educational impact. The motivation and engagement of the teachers involved was also
clearly highlighted.
Approach
The workshop was divided into two groups. Group A concentrated on the criteria needed for setting up
and establishing a successful REC, whilst Group B discussed the stabilisation and dissemination of a
REC. In their individual groups, participants where asked to name upto three criteria, which they
personally considered to be essential for that particular theme. The two groups then discussed these
criteria before clustering them together in order find common themes as well as structuring the results.
At the end of the workshop the two groups came back together and presented their results to each
other. The results were discussed intensely so that a combined summary could be compiled.
Results
The following conclusions were drawn up as a direct result of the workshop discussions:
When setting up a REC, the importance of researching or exploring, which RECs are already
available in and around the institution’s area was emphasised. This research is imperative when
setting up a new project in order to ensure that a similar project is not already being carried out within
the region.
Searching and finding suitable, competent partners was also considered to be key when starting up a
REC and the importance of good personal relationships with all partners was not to be
underestimated. Determining the benefits and motivation of all partners involved in a REC could be
a way of establishing whether a potential partner was suitable or not. This could be done on either an
individual basis or on a wider scale, depending on the project. The group believed that it is essential
that all partners are clear and honest to each other about why they are involved in the REC and what
they aim to get out of it in order to avoid discovering any hidden agendas at a later stage, as well as
ensuring that there is a shared vision for all involved.
A formal agreement should be drawn up between project partners so that responsibilities, tasks,
project structure, resource input and availability are clearly defined and agreed upon. Partners should
also agree on the project culture, respecting the different mindsets of the schools and research
institutions. Securing the acceptance of the initiative at an institutional level, for example from the
Head Teachers of the schools involved was a further criterion to be met when setting up a REC.
It was agreed that in order to be successful, a REC requires not only organisational development
from both sides, but also personal development of those involved. Consequently, those involved may
have to accept a different role within the project to the one that they practice in their professional, daily
lives and must be open to new ideas and agendas. The structural differences in each institution should
also be acknowledged and respected.
The creation of a network, especially between teachers, as well as for recruiting others to help with the
setting up and running of the REC was also a further factor for success. Enlisting helpers and
alliances ensures that project responsibility is not left to just one person, but delegated to a number of
individuals. No only does this have organisation benefits, but it also ensures continuity. It was also
decided that there should be a Liaison Officer for each partner institution in order to ease
communication between project partners.
42
When deciding on how a REC could be transferred from a short term project into a long term activity
the group was adamant that the REC needed to become part of the institution’s mission, once again
underpinning the importance of institutional commitment as well as devoted leadership.
The dissemination of the benefits of the REC to all levels, in order to establish institutional
ownership, was underlined. The group agreed that for a REC to be developed in the long term there
needed to be a stable and reliable framework in place so that activities could be planned and
implemented successfully, even if personnel changes occur. This factor was then extended to include
a framework policy and the group was convinced that reliable education policies and funding
schemes were essential for a REC’s sustainability.
The usefulness of feedback loops so that the REC can be modified and optimised throughout the
project was highlighted. Evaluation should be part of the project and implemented throughout as
opposed to just being carried out at the end of the project.
In order to ensure that the REC had a long term future the next generation of children, students,
teacher and researchers should be involved as early as possible, as it is they who will continue to
develop the project at later stage.
Finally, financial resources need to be secured and so it was recommended that local and regional
stakeholders should become involved.
Input statements
The French "Le main à la pate" program as an example for a nationwide REC
Yves Quéré, Académie des Sciences, France
Synergetic Effects and Impediments in the Colaboration between Secondary and Tertiary
Educational Sectors – from a High School Perspective
Heinz Lingen, Gymnasium Haus Overbach, Jülich
Precisely defined objectives ...
Synergetic Effects and Impediments in
the Colaboration between Secondary and
Synergetic
Effects andSectors
Impediments
Tertiary Educational
– from in
a
the Colaboration
between
Secondary and
High School
Perspective
Tertiary Educational Sectors – from a
High School Perspective
offer a didactic framework and help address target
groups, Precisely defined objectives ...
are a aprerequisite
of cost effectiveness
for alltarget
parties
offer
didactic framework
and help address
involved,
groups,
provide
protectionof
against
unauthorized
are
a prerequisite
cost effectiveness
forcurricula,
all parties
involved,
prevent
unfocused aims and improve communication
amongprotection
institutions
and their
representatives,
provide
against
unauthorized
curricula,
help to avoid
curricular
redundancies
and ineffective
prevent
unfocused
aims and
improve communication
"educational
tourism".
among institutions and their representatives,
help to avoid curricular redundancies and ineffective
Science
Foundation / Robert Bosch Foundation:
"educational
tourism".
Heinz Lingen, Gymnasium Haus Overbach, Jülich
Heinz German
Lingen,
Gymnasium
Haus
Overbach,
Science
Foundation / Robert
Bosch
Foundation: Jülich
Science in Education, Berlin 7.6. – 8.6.2004
German Science Foundation / Robert Bosch Foundation:
Science Foundation / Robert Bosch Foundation:
A consensual choice of appropriate
measures ...
A consensual choice of appropriate
presupposes a knowledge
of specific
measures
... methods,
Allocation of responsibilities on the basis of
respective resources and competencies
Allocation of responsibilities on the basis of
A differentiated
of respective
resources and
respectiveanalysis
resources
and competencies
their allocation enhance synergetic effects and help
a straining
of resources.
A avoid
differentiated
analysis
of respective resources and
their allocation
enhance synergetic
effects
and help
Without
clear–cut arrangements
regarding
resources
avoid
a
straining
of
resources.
and competencies synergetic effects are bound to be
inefficient
and
to
fail
expectations.
Without clear–cut arrangements regarding resources
inefficient and to fail expectations.
ensures that the competencies of of the involved
presupposes
knowledge
of specificsynergies,
methods,
institutionsaachieve
the intended
ensures
the competencies
of ofand
the increases
involved
providesthat
target
group orientation
institutions and
achieve
the intended
motivation
focussed
learningsynergies,
in the student body
thus guaranteeing
optimal
learning
provides
target group
orientation
andoutcome.
increases
motivation and focussed learning in the student body
thus guaranteeing optimal learning outcome.
Orientation towards students' prior
knowledge yields positive results ...
in case of educators and scientists engaging in
knowledge
yields positive results ...
colaborative
planning,
if
are encouraged
to prepare
subjectinlists and
instudents
case of educators
and scientists
engaging
questionaires
prior to workshops,
colaborative planning,
if resources
areencouraged
provided that
bridge the
gap between
students are
to prepare
subject
lists and
prior knowlegde,
curricular
standards and the
questionaires
prior
to workshops,
respectiveare
state
of scientific
research.
if resources
provided
that bridge
the gap between
43
Three prerequisites that ensure long-term
learning efficiency ...
1. With respect learning
to high school
education:
efficiency
...
A science-based culture that provides ample
1. opportunity
With respectfor
to scientists,
high school
education:
students
and teachers to
interact must be
a primary
concern. ample
A science-based
culture
that provides
opportunity
for scientists,
studentsshould
and teachers
to
The
various forms
of collaboration
meet with
interact
must be a primary concern.
due appreciation.
their allocation enhance synergetic effects and help
avoid a straining of resources.
Without clear–cut arrangements regarding resources
inefficient and to fail expectations.
ensures that the competencies of of the involved
institutions achieve the intended synergies,
provides target group orientation and increases
motivation and focussed learning in the student body
thus guaranteeing optimal learning outcome.
knowledge yields positive results ...
learning efficiency ...
Science in Education,
Berlin 7.6. – 8.6.2004
Research
and Education Coop.
in case of educators and scientists engaging in
colaborative planning,
if students are encouraged to prepare subject lists and
questionaires prior to workshops,
if resources are provided that bridge the gap between
prior knowlegde, curricular standards and the
respective state of scientific research.
1. With respect to high school education:
A science-based culture that provides ample
opportunity for scientists, students and teachers to
interact must be a primary concern.
The various forms of collaboration should meet with
due appreciation.
learning efficiency
... long-term
Three prerequisites
that ensure
learning efficiency
... long-term
Three prerequisites
that ensure
to the involved
government
efficiency
...
departments:
3. With respect to the involved government
Colloboration
between
tertiary
/
secondary
education
departments:
and scientific research centres should be given a high
Colloboration
between
tertiary
/
secondary
education
priority.
and scientific research centres should be given a high
Collaboration
between
tertiary
/
secondary
education
priority.
and scientific research centres require adequate
Collaboration
between tertiary / secondary education
funding.
and scientific research centres require adequate
Innovative
funding. forms of collaboration involving Youth
Education Centres should be encouraged.
Innovative forms of collaboration involving Youth
EducationScience
Centres
should
be Bosch
encouraged.
Foundation
/ Robert
Foundation:
efficiency
... centres:
to universities
and research
Workshops
musttobeuniversities
oriented towards
the cognitive
and
2.
With respect
and research
centres:
didactic dynamics at the secondary level
Workshops must be oriented towards the cognitive and
Quality
standards
concerning
collaborative
didactic
dynamics
at the secondary
level workshops
involving the tertiary and secondary levels will have
Quality
standards concerning collaborative workshops
to be defined
involving the tertiary and secondary levels will have
"Flashes
in the pan" should be avoided and those
to be defined
involved should come down on the side of long-term
"Flashes
in the pan"
should be avoided and those
collaborative
strategies.
involved should come down on the side of long-term
Science
Foundation / Robert Bosch Foundation:
collaborative
strategies.
Special thanks go to the following institutions and corporations
for their financial and practical support in advancing
Special
thanks between
go to theuniversity
following/institutions
and corporations
collaboration
scientific research
and high
for their financial
and practical
support in advancing
school
communities
collaboration between university / scientific research and high
school communities
Organisations that collaborate with Gymnasium Haus Overbach, Jülich
Organisations that collaborate with Gymnasium Haus Overbach, Jülich
44
3.3.3.
Wo r k s h o p 3 : C o u l d a n R E C b e a n e l e m e n t o f m o d e r n s c i e n c e
ed uc a ti on?
reported by Dirk Hillebrandt1, Regula Kyburz-Graber2, Christine Gerloff-Gasser2, Katharina KohseHöinghaus3, and Edith Oberkofler4
1IPN
Leibniz-Institute for the Education of Science, Kiel, Germany
of Zurich, Institute for Teacher Education, Switzerland
3University of Bielefeld; teutolab Chemistry (REC at the University of Bielefeld), Germany
4HBLA Ursprung; Tick Patrol (REC at HBLA Ursprung), Austria
2University
Can a REC be an element of modern science education? This was the leading question for the
authors and the participants of Workshop 3. Everyone knew that there would be no definite answer to
this. But the workshop provided the opportunity to come up with an appropriate diagnosis of the
current European situation, practical suggestions about current and future needs, and necessary
developments: Teachers, teacher trainers, scientists, and educational researchers from eight
European countries with different professional background met for the purpose of trying to give at least
a provisional answer to this difficult but urging question.
We found the short answer to be: RECs in their various forms of appearance are a necessary element
of modern science education. For various reasons, they provide an adequate learning environment for
dealing with science. However, and as always in our business (of science education), there is a “but”
to this … so the long answer is more complex. But we all agreed on one aspect: the beauty of RECs
lies in their diversity. Looking for change on all system levels while keeping this diversity alive is our
main motivation.
The longer, more detailed, but nevertheless still fragmentary and incomplete answer after the
workshop therefore reads: Science education needs resources particularly with regard to time,
demanding a great amount of flexibility, and has to aim at the understanding of basic concepts in
context. It is based on the openness and the preparedness of all actors to changes.
Future science education accounting for and incorporating RECs leads to the re-thinking of learning
environments, e.g. the classroom setting, materials used, tasks to develop, and experiments to be
conducted.
The development and formation of sustainable networks in order to promote professional (teacher)
development is one major task for the future, especially among teachers, teacher education
institutions, and science. Cooperation, interaction, and systemic support during pre-service and inservice training as well as in further education of teachers are essential for a successful change.
During the workshop quite a lot of different aspects and details to be considered have been
mentioned. This short report cannot possibly give every detail on, but the following lists reflect the
main topics of our lively discussions.
Visions of modern Science Education
In order to change science education the following fields are important:
On the level of society and culture, one of the main challenges is to give science (and science
education) a face. One purpose is to help the public to understand science. This comprises the
language used to describe important scientific topics as well as showing the necessary links between
science, research and every day life. Science is an ongoing (often interdisciplinary) process, which is
changing along the course but nevertheless deals with real problems important to all members of a
society. In order to make people understand this complex nature of science the scientists therefore
themselves have to understand the needs of the public. The goal is to create a culture of science in
which all participants respect each other and understand the respective needs. RECs are able to
bridge the existing gap because they are bringing science to everyday life in order to improve
understanding. Showing the relevance of science to everyday life is a central effect of the work of
RECs.
The key effect of RECs is that they offer a whole bunch of different approaches to learning science.
This goes from introducing scientific results with the help of simple experiments up to enquiry-based
learning approaches which are quite similar to the “real” scientific enterprise. The potential for possible
innovation to science education is – apart from the aforementioned diversity – a second key feature of
45
RECs, which is to be preserved while integrating these approaches to formal schooling. Loosing this
focus could mean loosing the potential of bringing about change.
Changing the learning environment by changing the approaches to acquire knowledge is one way by
which RECs can change future education of science. The other important way is to change the way
science is taught and teachers are trained. Keeping in mind that teachers are able to multiply the
positive effects of RECs, this is a rather powerful instrument in order to bring about change. It is our
opinion that RECs should play a major and central role in future education and training of science
teachers. This includes amongst others the design of flexible work time budgets, systemic support to
be able to take advantage of RECs, the implementation and support of networks among teachers
themselves and among teachers and scientists (science coaches, tandems), as well as money
(grants).
In the beginning, the installation of win-win-networks for all contributors and actors in this field is
important. The movement of RECs all over Europe (and in parts being shown at the conference and
during our workshop) was a starting point. The inclusion of other important actors in the field of
science education will follow. In addition to scientists, teachers, and pupils, administrators and
politicians will eventually join in to change the system in a fruitful way.
Can a REC be an element of modern
science
Can a REC
be aneducation?
element of modern
science education?
Can
a
REC
be
an
element of modern
Moderator:
Regula Kyburz-Graber
(Zurich)
science education?
Workshop 3 „Education“
Workshop 3 „Education“
Introduction
Workshop
3 „Education“
Introduction
Moderator:
Assistance:
Regula
Kyburz-Graber
(Zurich)
Christine
Gerloff-Gasser
(Zurich); Dirk
Assistance:
Moderator:
Hillebrandt (Kiel)
Christine
Gerloff-Gasser
(Zurich); Dirk
Regula
Kyburz-Graber
(Zurich)
Guest
Speaker:
Hillebrandt
(Kiel)
Assistance:
Katharina Kohse-Höinghaus
(Bielefeld)
Guest
Speaker:
Christine
Gerloff-Gasser (Zurich); Dirk
Rapporteur:
Katharina
Kohse-Höinghaus
(Bielefeld)
Hillebrandt
(Kiel)
E. Oberkofler
(HBLA Ursprung,
Austria)
Rapporteur:
Guest
Speaker:
E. Oberkofler
(HBLA Ursprung,
Austria)
Katharina
Kohse-Höinghaus
(Bielefeld)
Introduction
Rapporteur:
E. Oberkofler (HBLA Ursprung, Austria)
Can a REC be an element of modern
science
Can a REC
be aneducation?
element of modern
science education?
• Modern
science
Can
a REC
be education?
an element of modern
• RECs as science
an elementeducation?
of science education
• Modern
science education?
/their potential
Outline
Outline
• First session (Th, 10:30-12:30)
Outline
– Visions of modern
science education
• First session (Th, 10:30-12:30)
• Second
Session (Th, 14:30-16:45)
– Visions of modern science education
•• RECs
as an element of science education
Conditions?
/their potential
• Modern
science education?
• Expectations, recommendations, needs,
Conditions?
• RECs
as an
element ....
of science
education
research
questions,
aspirations
/their
potential
research questions, .... aspirations
• Conditions?
research questions, .... aspirations
– Input K. Kohse-Höinghaus
– Discussion; Identifying the outcome
–
modern science education
– Visions
Input K. of
Kohse-Höinghaus
Third session (Fri, 11:00-12:00)
– Discussion;
Identifying
the outcome
Second
Session
(Th, 14:30-16:45)
– Identifying the outcome
– Input
K. Kohse-Höinghaus
Third
session
(Fri, 11:00-12:00)
– Summarizing results
–
Discussion;
Identifying
– Identifying the outcomethe outcome
– Summarizing
results
Third
session (Fri,
11:00-12:00)
• First
session
(Th,(Th,
10:30-12:30)
Second
Session
14:30-16:45)
•
•
•
•
– Identifying the outcome
– Summarizing results
Areas of Concern: Education
• Baseline: Status quo science education?
• Interaction:
Top-down educational
systems
Areas
of Status
Concern:
• Baseline:
quo
scienceEducation
education?
(e.g. schools)
and
bottom-up
educational
• Successful
instructional
Areas
of Concern:
Education
arrangements
• Successful
instructional
•
••
•
••
•arrangements
Amount of necessary guidance
• ••Successful
instructional
Danger:of
Busy
getting guidance
nowhere!
Amount
necessary
arrangements
„Learning
Science
- Learning
•• Danger:
Busy
getting
nowhere!about
• Amount
necessary
guidance
Scienceof
- Doing
science!“:
All within
• „Learning
Science - Learning about
the same learning
experience?
• Danger:
getting
nowhere!
Science -Busy
Doing
science!“:
All within
• „Learning
Science experience?
- Learning about
the same learning
•••
•••
••
Science - Doing science!“: All within
the same learning experience?
•
46
Interaction:
Top-down
initiatives (e.g.
RECs) educational systems
(e.g.
andquo
bottom-up
Baseline:
Status
scienceoreducational
education?
REC:schools)
longer
lasting
impact
temporary and
initiatives
(e.g.
RECs) educational systems
passing fashion?
Interaction:
Top-down
REC:
longer
lasting
impact
or
temporary
and
(e.g.
schools)
and
bottom-up
educational
REC: alternative or replacement
or
passing
fashion?
initiatives
(e.g. RECs)
accompanying
measure or ...
REC:
alternative
or
replacement
or
REC:
lasting
impact or temporary
and
Wayslonger
and forms
of successful
collaboration
accompanying
measure
or ...
passing
fashion?
and cooperation
(e.g. pragmatic
agreements)
Ways
and
REC:
or
replacement
or
Waysalternative
andforms
formsof
ofsuccessful
integrationcollaboration
and cooperationmeasure
(e.g. pragmatic
accompanying
or ... agreements)
Ways and
and forms
forms of
of successful
integration collaboration
Ways
and cooperation (e.g. pragmatic agreements)
Ways and forms of integration
1
1
1
Background
Background
Can a REC be an element of modern science education?
Source: Science Education Now: A Renewed Pedagogy for the future of Europe;
„Rocard-Paper“
Can a REC be an element of modern science education?
•
•
•
•
•
•
• RECs as an element of changing
science
• RECs
aseducation
an element of changing
• science
Conditions?
education
Ways of exploiting REC‘s potentials
• Conditions?
to bring
necessary
• Ways
ofabout
exploiting
REC‘schanges
potentials
• toExpectations,
bring about recommendations
necessary changes....
and aspirations
• Expectations,
recommendations ....
and aspirations
Source: Science Education Now: A Renewed Pedagogy for the future of Europe;
„Rocard-Paper“
Observation 1
–
A major threat to the future of Europe: science education is far
–
worsening.
A major threat to the future of Europe: science education is far
–
worsening.
The origins of this situation can be found, among other causes,
from attracting1 crowds and in many countries the trend is
Observation
from attracting3 crowds and in many countries the trend is
Observation
in the way science
is taught. (‘chalk and talk’)
Observation
3
–Observation
The origins of4this situation can be found, among other causes,
the on-going
way science
is taught.
(‘chalk actively
and talk’)
– inMany
initiatives
in Europe
contribute to the
renewal of science
education. Nevertheless, they are often
Observation
4
–
small-scale
andinitiatives
do not actively
take actively
advantage
of European
Many on-going
in Europe
contribute
to the
support
dissemination
and integration.
real
renewal measures
of sciencefor
education.
Nevertheless,
they are...often
impact are simply
exploited.
small-scale
and donot
notbeing
actively
take advantage of European
support measures for dissemination and integration. ... real
impact are simply not being exploited.
Areas of Concern: General
Areas of Concern: General
• Funding
• Funding
Support (e.g. non monetary
support) (e.g. non monetary
• Support
• support)
Staff
• Staff
....
• ....
Input statements
Chemistry? - yes, please! Informal Science Education in the teutolab in Bielefeld University
Katharina Kohse-Höinghaus, University Bielefeld, Germany
2
2
47
3.3.4.
Wo r k s h o p 4 : H o w t o u s e a s i n g l e R E C p r o j e c t t o m o v e t h e
sys te m?
reported by John Meadows, London Southbank University, United Kingdom
The working session of Workshop 4 circulated about following main issues:
•
Research centres and university researchers should open up to schools
•
School autonomy needs to be supported
•
Curriculum development should be linked to school development
•
Schools need flexible spaces to support a flexible curriculum
•
Scientific thinking can exist at many levels – even very young children can be said to be thinking
scientifically
•
Change in science education can be top down and bottom up
•
Science curriculum can be seen as a culture
•
RECs need to deal with complexity, not try to simplify it.
•
Young researchers and scientific workers should be encouraged to link with RECs, particularly
when dealing with children’s own questions.
Input statements
Policy Issues
John Meadows, London Southbank University, United Kingdom
Workshop 4
Workshop 4
Workshop 4
Workshop 4 Policy
Workshop 4
issues
Workshop 4 Policy
• Can single4projects
Workshop
Policy influence
issues national policy?
•• Prepare
Develop ascience
literacy in of
all pupils
pupils to go on to
small proportion
further science studies
• Prepare a small proportion of pupils to go on to
further science studies
Workshop 4
Workshop 4
th
Policy Options in Primary schools
Workshop 4
th
• Be healthy
48
ECM Workshop
detail 4
th
5 outcomes
of children’s
English
Policy
– Everyservices
Child Matters 2004
th
• Or
Policy Options in Primary schools
• Link science to literacy and numeracy by including
science topics as contexts
• Or
• Or
• Link science to literacy and numeracy by including
• science
Replacing
science
as a marginal weekly lesson by
topics
as contexts
longer periods of time, like a whole day or a science
• week
Or
Replacing science as a marginal weekly lesson by
•• Or
• week
Develop a set of open ended investigations of relevance
to learners
• Or
• Develop a set of open ended investigations of relevance
to learners
• Learning large chunks of science
knowledge?
• Learning large chunks of science
• Developing curriculum materials?
knowledge?
• Teacher Professional Development
Conference
English Policy – EveryInternational
Child
Matters
2004
International
Conference
Policy Options in Primary
schools
Workshop
4
Policy
Options
in Primary
schools
Workshop 4
• Either/or/and
• Aims of science education
•• Either/or/and
Develop science literacy in all pupils
Workshop 4
issues
• Aims of science
education
Workshop
4 Policy
issues
• Do national policies encourage innovative
projects?
• Can
single projects influence national policy?
Hownational
can single
RECs
help to change
policy?
• Do
policies
encourage
innovative
projects?
• How can single RECs help to change policy?
Workshop 4
ECM detail
•
•
•
Be healthy Physically healthy, Mentally and emotionally healthy, Sexually
healthy, Healthy lifestyles, Choose not to take illegal drugs, Parents, carers and
families promote healthy choices
Stay safe Safe from maltreatment, neglect, violence and sexual exploitation,
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bullying healthy,
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healthy,
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week
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Workshop 4
Workshop 4
ECM detail
English Policy – Every Child Matters 2004
•
5 outcomes of children’s services
• Be healthy
• Stay safe
• Enjoy and achieve
• Make a positive contribution
• Achieve economic well-being
How does science fit with these?
www.everychildmatters.gov.uk
Workshop 4
4
More Workshop
ECM detail
•
•
Be healthy Physically healthy, Mentally and emotionally healthy, Sexually
healthy, Healthy lifestyles, Choose not to take illegal drugs, Parents, carers and
families promote healthy choices
Stay safe Safe from maltreatment, neglect, violence and sexual exploitation,
Safe from accidental injury and death, Safe from bullying and discrimination,
Safe from crime and anti-social behaviour in and out of school, Have security,
stability and are cared for, Parents, carers and families provide safe homes and
stability
Enjoy and achieve Ready for school, Attend and enjoy school, Achieve
stretching national educational standards at primary school, Achieve personal
and social development and enjoy recreation, Achieve stretching national
educational standards at secondary school, Parents, carers and families support
learning
Workshop 4
Workshop 4
Policy
options in secondary
schools
International
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community and environment, Engage Form-it
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households free from low income, Parents, carers and families are supported to
be economically active
• Assessment
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curriculum
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curriculum
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More
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•• Links
with
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th
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Or just science
all learners?
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teachers?
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• The project “Schnuppertage im Labor” (Visit a lab CH)
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or biological
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imbut
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facilitates the personal contact between a scientist and a
non-scientist. This authentic contact and insight appeals
especially to girls and women, but not exclusively.
th
th
th
2
49
2
2
Workshop 4
Workshop 4
Workshop 4
Global/ethnic issues
Workshop 4
in research‘
• Studying
the4 history of scientific
discoveries
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issues International
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include understanding
Muslim
contributions
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include understanding Muslim contributions to
• clocks,
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the history of scientific discoveries may
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physics
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pupils, rather than adapting it for girls or boys?
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Workshop 4
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exams
• Teachers and pupils to link with science
researchers in Industry and Universities
50
3
3
3
Research Education Cooperation as Learning Systems – A Short Illustration of an Austrian
Adventure
Franz Radits, Austrian Educational Competence Center Biology – University of Vienna, Austria
Research Education Cooperation as
Research
Education
Cooperation
as
Learning
Systems
–
Systems
–
Research
Education
Cooperation
as
A ShortLearning
Illustration
of
an Austrian
A ShortLearning
Illustration
of
an
Austrian
Systems
–
Adventure
Adventure
A Short Illustration
of an Austrian
Adventure
•
•
•
•
•
•
••
•
•
Franz Radits
Franz Radits
Austrian Educational
Competence Center
Austrian
Educational
Competence
Biology
– University
of ViennaCenter
Franz
Radits
Biology – University of Vienna
Austrian Educational Competence Center
Biology – University of Vienna
Workshop »Curriculum«
März 2008
März 2008
Franz Radits
März 2008
Franz Radits
Franz Radits
content
content
content
rec & system – a mythologic reflection
rec & system – a mythologic reflection
cases & and case study research
rec
& system
– a mythologic
reflection
cases
& and case
study research
discussion: changing the roles - learning
cases
&
and
case
study
research
discussion:
changing
the
roles
learning
about the science & education -system
about the science
& education
discussion:
changing
the roles -system
learning
résumé: chances
for implementation
about
thechances
science for
& education
system
résumé:
implementation
résumé: chances for implementation
März 2008
März 2008
Franz Radits
März 2008
Franz Radits
Franz Radits
rec & system
rec & system
rec & system
1 rec & system
1 rec & system
1 rec & system
How to use a single REC project to move the system?
März 2008
März 2008
Franz Radits
März 2008
Franz Radits
Radits to move the system?
How to use a single RECFranz
project
rec & system
rec & system
rec & system
März 2008
März 2008
Franz Radits
März 2008
Franz Radits
Franz Radits
März 2008
März 2008
Franz Radits
März 2008
Franz Radits
Franz Radits
heracles
taurus
cretienis
heracles
taurus cretienis
heracles
taurus cretienis
cases & case
cases
& case
study research
study research
cases
& case
study research
heracles
cleaning the stable of augias
heracles
heracles
März 2008
März 2008
Franz Radits
März 2008
Franz Radits
Franz Radits
1
1
1
51
•
2 cases & case study
Case Studies –
2 casesresearch
& case study
Case
Studies
–
interfaces
between
research
interfaces
between
Science and
Education
Gerhard Strohmeier
/ Hansand
Guggenberger:
Überschreitungen in
Science
Education
Landschaft, Sprache und lokalem Wissen – Flurnamen im Lesachtal
• Gerhard Strohmeier / Hans Guggenberger: Überschreitungen in
• Georg
Pfligersdorffer:
Die lokalem
Entwicklung
einer
Multimedia-CD-ROM
zum
Landschaft,
Sprache und
Wissen
– Flurnamen
im Lesachtal
Thema „Supermarkt-Biologie“
• Georg Pfligersdorffer: Die Entwicklung einer Multimedia-CD-ROM zum
• Franz
/ Kurt Allabauer / Christine Eberl / Claudia Mewald:
ThemaRadits
„Supermarkt-Biologie“
Landschaft im Kopf
• Franz Radits / Kurt Allabauer / Christine Eberl / Claudia Mewald:
• Manfred
Durchhalter
Landschaft
im Kopf / Martin Scheuch: Biodiversität in der Schule –
Vegetationsökologen als Aktionsforscher in einem Gymnasium
• Manfred Durchhalter / Martin Scheuch: Biodiversität in der Schule –
• Vegetationsökologen
Martin Scheuch / Günther
Pass: Expedition
als Aktionsforscher
in Kulturlandschaft
einem Gymnasium
Ingeborg
Schwarzl:
Klimaforschung
mit Schulen
•• Martin
Scheuch
/ Günther
Pass: Expedition
Kulturlandschaft
Doris Elster:
Vom Umgang
der Lehrkräfte
mit neu erworbenem Wissen
•• Ingeborg
Schwarzl:
Klimaforschung
mit Schulen
•• Friedrich
Palencsar
/ Isoldeder
Kreis:
Das Kaufverhalten
von Jugendlichen
Doris Elster:
Vom Umgang
Lehrkräfte
mit neu erworbenem
Wissen
• Friedrich Palencsar / Isolde Kreis: Das Kaufverhalten von Jugendlichen
80 classes; 7 seminars TE (pre- & postservice)
80
März 2008
März 2008
Franz Radits
März 2008
März 2008
classes; 7 seminars TE (pre- & postservice)
Franz Radits
2 cases & case study
Case Studies –
research
interfaces between
Science and Education Case 1
Case 1
Daten collection& analysis
Daten collection& analysis
Franz Radits
März 2008
März 2008
Franz Radits
Franz Radits
Interdisziplinary
Research on Toponymy
Case 1
Case 1
Reporting…
Reporting…
HS Lesachtal
Uni Wien (Sprachwissenschaft, Ökologie)
Uni Klagenfurt (Soziologie)
TU Wien (Architektur)
classes;
7 seminars
TE (pre- & postservice)
Interviewing local experts80
about
field names
…
HS Lesachtal
Uni
Wien (Sprachwissenschaft, Ökologie)
HS Lesachtal
Uni Wien
Klagenfurt
(Soziologie)
Uni
(Sprachwissenschaft,
Ökologie)
TU Wien
(Architektur)
Uni
Klagenfurt
(Soziologie)
Franz Radits
TU Wien (Architektur)
Case 1
• Gerhard Strohmeier / Hans Guggenberger: Überschreitungen in
Landschaft, Sprache und lokalem Wissen – Flurnamen im Lesachtal
• Georg Pfligersdorffer: Die Entwicklung einer Multimedia-CD-ROM zum
Thema „Supermarkt-Biologie“
• Franz Radits / Kurt Allabauer / Christine Eberl / Claudia Mewald:
Landschaft im Kopf
• Manfred Durchhalter / Martin Scheuch: Biodiversität in der Schule –
Vegetationsökologen als Aktionsforscher in einem Gymnasium
• Martin Scheuch / Günther Pass: Expedition Kulturlandschaft
• Ingeborg Schwarzl: Klimaforschung mit Schulen
• Doris Elster: Vom Umgang der Lehrkräfte mit neu erworbenem Wissen
• Friedrich Palencsar / Isolde Kreis: Das Kaufverhalten von Jugendlichen
Interviewing
März 2008local experts about field names …
Interdisziplinary
Interdisziplinary
Case 1
Case 1
Analysing data
Analysing data
Franz Radits
März 2008
Franz Radits
März 2008
März 2008
Franz Radits
Franz Radits
Case 1
Case 1
Traces of students‘
Traces
of
students‘
research in the scientific
Datenincollection&
research
the scientific analysis Case 1
paper
Case 1
paper
Traces of students‘ Reporting…
research in the
Traces
students‘ research in the
scientificofpaper
Case 1
scientific paper
Case 1
Interviewing local experts about field names …
Analysing data
März 2008
Franz Radits
März 2008
Franz Radits
März 2008
März 2008
Franz Radits
März 2008
März 2008
Franz Radits
Franz Radits
Model of co-operation
Case 1
Franz Radits
Patterns of „communication“
Traces of students‘
• One research field – two
research in the scientific
types of questions Case 1
paper
• Scientists and students
act separated
• Ownership: two reports
• Moderation of the
teacher
• Teachers as metascientists
• Scientists negegotiated research
questions with teachers
• Teachers involved / informed / students
• Students as local experts – investigating
in their home village
• Scientists and Students met first during
the presentation of results in the village
center…
(Bencze / Elshof 2004)
März 2008
Franz Radits
März 2008
Franz Radits
März 2008
Franz Radits
März 2008
Franz Radits
2
Emigration of ecologists into teacher
education
März 2008
Franz Radits
2
2
Case 2
Case 2
• Ecologists created a TE seminar…
• Goal: transfer of knowledge
• TE-Students should investigate and learn in the
research field of the ecologist (development of
landscape and land use) together with teachers
and their students
Case 1
Traces of students‘ research in the
• Private relationship beween some
scientific
paper
Case 1
reseachers and teachers
52
März 2008
Franz Radits
• Scientists and students
• act
Ownership:
two reports
separated
• Moderation
Ownership: of
twothe
reports
• teacher
Moderation of the
• teacher
Teachers as meta• scientists
Teachers as meta-
• Scientists negegotiated research
• Teachers
/ informed / students
questions involved
with teachers
•• Teachers
Students as
local experts
– investigating
involved
/ informed
/ students
in their home village
• Students as local experts – investigating
• Scientists
andvillage
Students met first during
in their home
the
ofPart
results in
in the
village
Form
– presentation
it “Take
Research”
• Scientists
and Students
met first
during
center…
the presentation of results in the village
Franz Radits
center…
März 2008
scientists
März 2008
Franz Radits
März 2008
Franz Radits
Workshop
»Curriculum«
Radits
Bridging
the
Gap betweenFranz
Research
and Education Coop.
März 2008
Case 2
Case 2
Emigration of Case
ecologists
2 into teacher
•
••
••
Case 2
Emigration ofeducation
ecologists into teacher
Ecologists created
a TE seminar…
education
Goal:
transfer
of knowledge
Ecologists
created
a TE seminar…
TE-Students
investigate and learn in the
Goal:
transfershould
of knowledge
• TE-Students should investigate and learn in the
and their students
and their students
März 2008
Franz Radits
März 2008
Franz Radits
März 2008
Franz Radits
März 2008
Franz Radits
Vanishing teachers – teaching
Vanishing
teachers –…
teaching
meteorologist
meteorologist Case
… 3
Case 2
•
•
•
•
•
•
Vanishing
ecologists
Case
2
Vanishing
ecologists from the
… No transfer
of knowledge
science
projectofinto
TE or school
… No transfer
knowledge
from the
science
project
into TE or school
…Teachers
reconstructed
scientific
issues
offered
by ecolologists
into
…Teachers
reconstructed
scientific
traditional
curriculum
content matter
issues
offered
by ecolologists
into
traditional
curriculum
content matter
Action research:
TE started
systematic
reflection
! Data based
Action research:
TE started
restructuredreflection
course …
systematic
! Data based
restructured course …
Case 3
März 2008
Franz Radits
März 2008
Franz Radits
März 2008
Franz Radits
März 2008
Franz Radits
Back stage of science
Back stage of science
Discussion: Learning from Heracles or
Discussion:
Learning
fromsystem
Heracles or
REC as
a learning
REC as a learning system
Case 3
Case 3
If pupils, researchers and teachers go
through
more or lessand
complete
research
If pupils,aresearchers
teachers
go
process ainmore
co-operation
with researchers
through
or less complete
researchthis
causes ….
process
in co-operation with researchers this
1.
Conflicts:
causes
….Research questions, Time Accuracy,
Accepting
open questions
& gaps
Conflicts: Research
questions,
Time Accuracy,
Chances: Researchers,
knowledge
Accepting
open questions
& gaps and science
become objects
of research
and/or reflection.
“A
2. Chances:
Researchers,
knowledge
and science
general
for the
necessity
and “A
become understanding
objects of research
and/or
reflection.
functioning
of
science
evolved“,
says
the
general understanding for the necessity and
meteorologist.
functioning of science evolved“, says the
3. meteorologist.
Vanishing teacher as “administrater”…
1.
2.
changing the roles: heracles and omphale
Franz Radits
März 2008
März 2008
Franz Radits
März 2008
März 2008
3.
Vanishing teacher as “administrater”…
Résumé
Meaningful Learning
about science
Meaningful
Learning
Where is the teacher?
Following Kattmann, Duit,
Gropengießer, Komorek
1997
1997
epistemological
competences
epistemological
ces t Nature of
eten
abou
comp
Learing
Science
re of
Learing about Natu
Science
Learners
Learners
Franz Radits
März 2008
März 2008
März 2008
Franz Radits
März 2008
Résumé
Cooperation as an adventure:
Education and
(e.g.: Universities)
Cooperation
asScience
an adventure:
are strong and
cultures…
Education
Science (e.g.: Universities)
are strong cultures…
Franz Radits
! kriterias for successful rec
Franz
Radits !
evaluation
kriterias for successful rec
values
Franz
Radits
evaluation
values
Collaborative research prevents from
Collaborative
research prevents from
incapacitation
incapacitation
Résumé
März 2008
action & communication
knowledge
about science
Experts –
Scientific
research
Experts
–
Scientific
research
Franz Radits
Résumé
Implementation Résumé
into Curriculum: Scientific
Literacy
Implementation into
Curriculum: Scientific
knowledge
Literacy action & communication
Résumé
Educational Reconstruction
Educational Reconstruction
Franz Radits
changing the roles: heracles and omphale
53
We produce through education a majority
We
through not
education
ruledproduce
by knowledge,
served abymajority
it – an
ruled by knowledge,
not
servedproletariat
by it – an
intellectual,
moral and
spiritual
intellectual, moral
and spiritualcompetencies
proletariat
characterised
by instrumental
rather than autonomous
power.
characterised
by instrumental
competencies
than autonomous
power.
(L.rather
Stenhouse,
1978)
(L. Stenhouse, 1978)
Résumé
März 2008
Franz Radits
Résumé
3
3
about science
1997
epistemological
competences
Experts –
Scientific research
re of
Learing about Natu
Science
Learners
! kriterias for successful rec
Workshop
Radits
Bridging
the»Curriculum«
Gap between Franz
Research
and Education Coop.
März 2008
März 2008
Franz
Radits
evaluation
values
Collaborative research prevents from
incapacitation
Résumé
We produce through education a majority
ruled by knowledge, not served by it – an
intellectual, moral and spiritual proletariat
characterised by instrumental competencies
rather than autonomous power.
(L. Stenhouse, 1978)
Cooperation as an adventure:
Education and Science (e.g.: Universities)
are strong cultures…
März 2008
Résumé
Franz Radits
März 2008
Franz Radits
State of research about REC:
Dear Sir from ministry of science & Edu:
2 We don‘t have proper research results about
too ambitious
REC!Don‘t
We areset
just exploring
a new field of
research! Cutting
funding could cause the lost
deadlines
4
of important data…
Thank you
Deadline is deadline !
for yor attantion!
Stefan Pölt, FRA IN/P
März 2008
Franz Radits
5
54
Can a single REC help to change policy?
Alenka Mozer, Gimnazija Vic Ljubljana, Slovenia
Two Slovenian RECs were presented that had positive influence on the recent national science
curricula changes: the most important was the project »Lifetime education of natural science
teachers« and the other was »Didactic renewal of gymnasia curriculum«. Although both of the RECs
were addressed to teachers only and no students were involved, they had an important impact on
chemistry, biology and physics curricula changes. Recent Slovenian PISA 2006 results showed very
good students' achievements especially in science literacy (12th place) and were probably strongly
influenced by the systematic teacher in-service training in the last 4-6 years, including those two
RECs.
No matter what are the policy options in secondary schools, there is always place for students
activities in the classroom. Good Slovenian practice examples were given how teaching for the
students interest and learning can bring also great results at test and at final external assessment (as
Workshop
4
Workshop 4
less relevant side
"product").
Workshop 4
Workshop
Gimnazija
Vic
Vic4 Ljubljana
CAN A SINGLE REC HELP TO
Vienna,CHANGE
12 to 14 of March POLICY?
2008
th
Workshop 4
th
• Grammar school
Gimnazija
Vic
Vic4 Ljubljana
Workshop
pre-university level
CAN A SINGLE REC HELP TO
Vienna,CHANGE
12 to 14 of March POLICY?
2008
th
th
CAN A SINGLE REC HELP TO CHANGE POLICY?
Alenka Mozer
Gimnazija Vic Ljubljana
Slovenia
Alenka
Mozer
• 99%
transition
800 students
• 50 teachers
(age 15 – 19)
• 100% success
• 99% transition
final exams
• 50atteachers
establised in 1939
www.gimvic.org
establised in 1939
www.gimvic.org
establised in 1939
www.gimvic.org
Slovenia
Alenka
Mozer
Slovenia
Workshop 4
Workshop 4
• 100% success
• 99% transition
at final exams
• 100% success
at final exams
Workshop 4in your school
Policy options
system, the role
of teachers
Form-it ‘Take
part in research‘
Policy options
system,
the role
Workshop 4in your school
International
Conference
• Traditional rigid prescribed
curriculum
vs. more open
of teachers
and flexible one
Policy options in your school system, the role
Traditionalfor
rigid
curriculum vs. more open
• Teaching
theprescribed
students interest
ofand
teachers
flexible one
th
th
•
•
•
•
•
•
•
•
•
Workshop 4
Workshop 4
International
Conference
Policy options in Slovenian
secondary
schools
th
th
th
Workshop 4
th
Workshop 4
th
Policy
options
in Slovenian
secondary
schools
Conference
Updating
gymnasium
andInternational
science
curricula
in
Slovenia in 2008
gymnasium
andapproach
science
curricula
in
Policy
options
in Slovenian
secondary
•Updating
shift from
traditional
rigid
towardsschools
more
Slovenia
2008 one
open
and in
flexible
•Updating
shift from
traditional
rigid
towards
more
gymnasium
and
science
curricula
in and
towards
teaching
for approach
the
students
learning
open
and in
flexible
Slovenia
2008 one
interest
shift towards
teaching
forsubjects,
the students
learning
and
fromtopics,
traditional
rigid
approach
towards
more
• optional
optional
science
days,
interest
open andweeks
flexible
one camps)
science
(research
• optional
topics,
optionalforsubjects,
science
days,and
shift towards
teaching
the students
learning
science
interest weeks (research camps)
• optional topics, optional subjects, science days,
science weeks (research camps)
th
School curriculum vs. national (the same?): optional
Teaching
for
thesubjects,
studentsscience
interest
Traditional
rigid
prescribed
curriculum
more open
topics,
optional
days,vs.
science
and
flexible
one vs. national (the same?): optional
weeks
School
curriculum
topics,
optional
subjects,
science
days, science
Teaching
for the
students
interestchanges?
Can
teachers
influence
curricula
weeks
School
vs. national
(thewant
same?):
How to curriculum
involve teachers
that don‘t
any optional
change?
Can teachers
topics,
optionalinfluence
subjects,curricula
sciencechanges?
days, science
weeks
How to involve teachers that don‘t want any change?
Can teachers influence curricula changes?
How to involve teachers that don‘t want any change?
Workshop 4
• Grammar school
• 800 students
pre-university level
(age 15 – 19)
• Grammar school
• 800 students
• 50 pre-university
teachers
level
(age 15 – 19)
Gimnazija Vic
Vic Ljubljana
Workshop 4 Science Education - PISA
International
Policy options in Slovenian
secondary
schools
International
Conference
Form-it
‘Take part
in research‘
• PISA
2006
results
show very
good
Slovenian
Workshop
4 Science
International
Education
- PISA
students' achievements in science
(12th
Vienna, 12 performance
to 14 of March 2008
place),
significant
improvement
from
2003
TIMMS
results
• PISA
2006
results
show
very
good
Slovenian
International Science Education - PISA
students' achievements in science performance
(12th
• also good in mathematics performance (18th place)
place),
significant
improvement
2003
TIMMS
results
• PISA 2006
results
showfrom
very
good
Slovenian
•students'
Speculation:
have these
results atperformance
least partly been
achievements
in science
(12th
• also good
in mathematics
performance (18th place)
influenced
by systematic
teacher
in-service
place), significant
improvement from
2003 TIMMS
results training in
the
last 6 yearshave
due to
curricular
on different
• Speculation:
these
resultschanges
at least partly
been
th place)
• also good
in systematic
mathematics
performance
(18training
levels
and areas
of schoolteacher
system
(subjects, methods,
influenced
by
in-service
in
materials, texbooks, teacher training ….)
the
last 6 yearshave
due to
curricular
on different
• Speculation:
these
resultschanges
at least partly
been
levels
and areas
of schoolteacher
systemin-service
(subjects, methods,
influenced
by systematic
training in
the last 6 years due to curricular changes on different
levels and areas of school system (subjects, methods,
Form-it
‘Take part
research‘
•Policy
curriculum
guides:
list of subject
contents
butinalso
aims,
Workshop
4
options
in Slovenian
secondary
schools
International
objectives, specific materials & activities,
possible Conference
experiences & forms of
evaluation?
• curriculum guides: list of subject contents but also aims,
Policy
options
in
Slovenian
secondary
• objectives,
linking science
to literacy
andpossible
numeracy
by schools
including
specific materials
& activities,
experiences
& forms of
evaluation?
science topics as contexts
•• curriculum
guides:
list of subject contents but also aims,
links
with
linking
science to literacy and numeracy by including
objectives, specific materials & activities, possible experiences & forms of
– industry,
to help
students think about future jobs
science
topics
as contexts
evaluation?
th
– links
with universities,
help
studentsby
make
•• linking
links
with
science
to literacyto
and
numeracy
including
– transitions
industry,
to help
students think about future jobs
science
topics
as contexts
level, not
system
level make
yet
– problem:
links
withschool
universities,
to help
students
• links
with
– transitions
industry, to help students think about future jobs
level, not
system
level make
yet
– problem:
links withschool
universities,
to help
students
transitions
problem: school level, not system level yet
th
55
1
1
Workshop 4
Workshop 4
Workshop 4
Changing role of teachers/teaching
(PISA)
th
th
Changing
role of teachers/teaching
(PISA)
Do science teachers
meet PISA requirements?
Do teachers stimulate/facilitate students to:
Do science teachers meet PISA requirements?
• ask open scientific questions
• explain phenomena scientifically
• ask open scientific questions
• present scientific evidence (not opinion)
• explain phenomena scientifically
• present scientific evidence (not opinion)
Workshop 4
Workshop 4
Changing role of
Workshop 4
teachers/teaching
(PISA)
International
Conference
natural
science
teachers
Lifelong
education
of PISA
Do science
teachers meet
requirements?
Vienna,
th
th
Context: there
was a previous
projectscience
addressedteachers
to chemistry
Lifelong
education
of natural
•teachers
ask open
scientific
only
(primary,questions
secondary and tertiary level)
•Context:
explainthere
phenomena
scientifically
was a previous project addressed to chemistry
The aims only
of that(primary,
project: secondary and tertiary level)
•teachers
present scientific
evidence (not opinion)
•The
to identify
difficult/abstract topics in the existing
aims ofthe
thatmost
project:
chemistry curricula through all three levels of education
• to identify the most difficult/abstract topics in the existing
•chemistry
to develop
a set ofthrough
effective
approaches
and didactic
curricula
allteaching
three levels
of education
strategies for several topics in the chemistry curricula of primary
and
secondary
schools.
• to develop a set of effective teaching approaches and didactic
strategies for several topics in the chemistry curricula of primary
and secondary schools.
Workshop 4
th
Workshop 4
Workshop 4
th
th
International
Conference
Context: there
was a previous
projectscience
addressed
to chemistry
Lifelong
education
of natural
teachers
teachers only (primary, secondary and tertiary level)
th
th
PARTNERS
INVOLVED:
Lifelong
education
of natural science teachers
The
aims ofofChemistry
that project:
• Faculty
and Chemical Technology, University of Ljubljana (coordination,
•
management),
Faculty of Mathematic and Physics, Department of Physics,
••
•
Faculty of
of Science
Mathematic
Physics, Department
Faculty
andand
Technology:
Department of
of Physics,
Chemical education and
Biotehnical Faculty: Department of Biology,
Informatics,
PARTNERS
INVOLVED:
• identify
Biotehnicalthe
Faculty:
Department
of Biology,
• to
most
difficult/abstract
topics of
in the existing
Faculty of
of Chemistry
Chemical Technology,
University
(coordination,
•• Faculty
Education, and
departments
sciences,
biology,Ljubljana
chemistry,
physics (all
management),
chemistry
curricula
through for
allearly
three
levels
of education
primary
schools)
Faculty
of Education,
early sciences,
biology, chemistry,
physics
(all
• to
aEducation
set ofdepartments
effective
teaching
approaches
and
didactic
•• develop
The
National
Institute
of for
Republic
Slovenia,
primary
schools)
• 59
primary,
lower
and upper
secondary
schools
and gymnasiums
strategies
several
topics
in
the
chemistry
of primary
• Faculty offor
Science
and Technology:
Department
of Chemicalcurricula
education and
Informatics,
and
secondary
schools.
Again,
a fullEducation
co-operation
researchers
from universities
• The National
Institute of of
Republic
Slovenia,
• 59
lowersciences,
and upper secondary
schools and
gymnasiums
forprimary,
applied
educational
researchers
and
teachers was established.
Again, a full co-operation of researchers from universities
for applied sciences, educational researchers and
Workshop 4
Workshop 4
PROCESSES
education
of natural
•Lifelong
schools were
mainly involved
science teachers
–PARTNERS
in identifying
interdisciplinary/abstract/difficult topics to be
INVOLVED:
• discussed
Faculty of Chemistry and Chemical Technology, University of Ljubljana (coordination,
•
management),
of Mathematic
Physics, Department
Physics,
–• inFaculty
evaluation
of and
education
modelsoffor
the teachers of natural
• Biotehnical Faculty: Department of Biology,
science.
• Faculty of Education, departments for early sciences, biology, chemistry, physics (all
primary schools)
coordination
andand
management
was done
by Faculty
of
• Faculty of Science
Technology: Department
of Chemical
education and
Informatics,
Chemistry
and
Chemical
FKKT, prof. dr. Natasa
• The National
Education
Institute Technology
of Republic Slovenia,
• 59 primary, lower and upper secondary schools and gymnasiums
Bukovec
Again, a full co-operation of researchers from universities
for applied sciences, educational researchers and
Workshop 4
RESULTS
Model of Lifelong Education for Teachers
• researchers and expert teachers as bearers of in-service
teacher training, sharing responsibility for the scientific
Examples of RECs
science
curricula
changes
the
last
6 years
Form-itin
‘Take
part in
research‘
Workshop
4
International
Conference
Lifelong education of natural
science
teachers
»Lifelong education of natural science teachers«
Outcomes education
of the previous
Lifelong
ofproject:
natural science teachers
»Didactic
updating of gymnasium curriculum«
• full collaboration among all partners involved was established
International
Conference
which
influenced
Slovenian
th
th
th
th
Outcomes of the previous project:
• bothteaching/learning
of the RECs were
addressed
to teachers
only
• several
materials
were produced
(published
•infull
collaboration
among
all partners
involved was established
students
directly
involved)
a(no
leaflet,
also onwere
the Internet)
•• several
teaching/learning
materials
produced
(published
unexpected
outcomes
at faculties
ofwere
applied
sciences
• an important
impact
on chemistry,
biology
and
in a leaflet, also on the Internet)
physics
curricula
changes
• awareness of difficult/abstract chemical topics (cognitive levels
• unexpected
outcomes
faculties
of applied
was
evoked sciences
of students and
pupils areatdifferent)
•• awareness
chemical
topics (cognitive
levels
recognition of
of difficult/abstract
importance of effective
teaching
approaches
of students and pupils are different) was evoked
• recognition of importance of effective teaching approaches
Workshop 4
Workshop 4
Workshop 4
International
Conference
science
teachers
th
th
Outcomes of the previous project:
Vienna, 12science
to 14 of March teachers
2008
th
th
• full collaboration among all partners involved was established
Lifelong
education of natural science teachers
THE AIM:
• several
teaching/learning materials were produced (published
• to develop models for lifelong education of natural
in a leaflet,
on the(early
Internet)
sciencealso
teachers
science, biology, chemistry,
THE
AIM: in primary, secondary schools, gymnasiums).
physics
• unexpected
outcomes
at faculties
of appliedofsciences
• to develop models for
lifelong education
natural
science teachers (early science, biology, chemistry,
• • physics
natural
science
teachers
(in
primary,
secondary
schoolslevels
awareness
of
difficult/abstract
chemical
topics (cognitive
in primary, secondary schools,
gymnasiums).
and
gymnasiums)
should
be
continuously
improving
their
of students and pupils are different) was evoked
teaching strategies and didactic approaches
• • natural
science
teachers
(in
primary,
secondary
schools
recognition of importance of effective teaching approaches
and gymnasiums) should be continuously improving their
• teaching
by this they
should be
building
up their didactical
strategies
andalso
didactic
approaches
and proffesional competencies
• by this they should be also building up their didactical
Workshop 4
Workshop
4
Lifelong
education
of natural
science teachers
Vienna, 12
to 14allofpartners,
March 2008 covering
• a steering committee (representatives
from
all science subjects and all levels of education) was formed to
share the
responsibilityofofnatural
planning and
coordinating
Lifelong
education
science
teachers
scientific lectures and pedagogical support.
th
th
• THE
the identified
difficult topics were presented by university
AIM:
(theoretical
background),
• teachers
to develop
models for
lifelong education of natural
science teachers (early science, biology, chemistry,
• “how
to do
in the classroom”
by primary and
physics
in itprimary,
secondaryworkshops
schools, gymnasiums).
secondary school teachers - effective didactical
strategies how to enable students to obtain better
• understanding
natural science teachers (in primary, secondary schools
and gymnasiums) should be continuously improving their
teaching strategies and didactic approaches
• interdisciplinary approaches
2
2
• by this they should be also building up their didactical
Workshop 4
Lifelong education of natural science teachers
Workshop 4
Workshop
4
Lifelong
education
of natural
science teachers
th
»Didactic
updating ofofgymnasium
curriculum«
»
Lifelong education
natural science
teachers«
• both of the RECs were addressed to teachers only
»Didactic updating of gymnasium curriculum«
(no students were directly involved)
• both of the RECs were addressed to teachers only
• an important impact on chemistry, biology and
(no students were directly involved)
physics curricula changes
• an important impact on chemistry, biology and
physics curricula changes
International
Conference
science
teachers
International
Conference
Examples of RECs which
influenced
Slovenian
science curricula changes in the last 6 years
Examples of RECs which influenced Slovenian
curricula changes
the last
6 years
»science
Lifelong education
of natural in
science
teachers«
Workshop 4
56 Lifelong education of natural science teachers
OUTPUT
• “pilot” models for lifelong education of science teachers
were developed through the project
2
– in evaluation of education models for the teachers of natural
discussed
science.
– in evaluation of education models for the teachers of natural
• coordination and management was done by Faculty of
science.
Chemistry and Chemical Technology FKKT, prof. dr. Natasa
• coordination
and management was done by Faculty of
Bukovec
Chemistry and Chemical Technology FKKT, prof. dr. Natasa
Bukovec
• the identified difficult topics were presented by university
• teachers
“how to do
it in the classroom”
workshops by primary and
(theoretical
background),
students
to obtainbybetter
• strategies
“how to dohow
it in to
theenable
classroom”
workshops
primary and
understanding
strategies how to enable students to obtain better
• understanding
interdisciplinary approaches
• interdisciplinary approaches
Workshop 4
Workshop 4
Workshop 4
Workshop 4
International
Conference
science
teachers
th
th
th
Lifelong
OUTPUT education of natural science teachers
Model of Lifelong Education for Teachers
RESULTS
• researchers and expert teachers as bearers of in-service
Model
of Lifelong
for Teachers
teacher
training, Education
sharing responsibility
for the scientific
content, all tools
developed
and educational
methodologies
• researchers
and expert
teachers
as bearers of
in-service
used
teacher training, sharing responsibility for the scientific
content, all tools
developed
and educational
methodologies
• developing
innovative
approaches
of teaching
difficult and
used
abstract
science concepts
developing innovative
approaches
of teaching
• incorporating
new scientific
achievements
into difficult
curriculaand
abstract science concepts
• innovative approaches priority: real life situations,
• interdisciplinary
incorporating new
scientific achievements
into curricula
approaches,
hands-on approaches,
and
of ICT
• usage
innovative
approaches priority: real life situations,
interdisciplinary approaches, hands-on approaches, and
usage of ICT
Workshop 4
teachers
Vienna, 12 science
to 14 of March 2008
th
RESULTS education of natural science teachers
Lifelong
Workshop 4
• “pilot” models for lifelong education of science teachers
OUTPUT
were developed through the project
“pilot” models
for lifelong
education ofmaterials
science were
teachers
•• several
innovative
teaching/learning
were
developed through the project
produced,
• several
innovative
teaching/learning
materials
were
– a leaflet/monography was published, website
produced,
http://srv10.fkkt.uni-lj.si/moodle/
– a leaflet/monography was published, website
• a list of possible bearers of in-service teacher training
washttp://srv10.fkkt.uni-lj.si/moodle/
formed (networking)
• a list of possible bearers of in-service teacher training
was formed (networking)
Workshop 4
Workshop 4
teachers
Vienna, 12 science
to 14 of March 2008
Didactic updating of gymnasium
curriculum
Vienna, 12 to 14 of March
2008
Lifelong
education
FEEDBACK,
OUTCOMEof natural science teachers
Didactic updating of gymnasium curriculum
th
th
th
PARTNERS INVOLVED:
• National Institute of Education: school development
PARTNERS
INVOLVED:
advisors, school
subject advisors, …
Nationalnetwork:
Instituteschool
of Education:
school teachers
development
• School
management,
advisors, school subject advisors, …
•INPUT:
School
network:
school
management,
teachers
all school subject areas were involved
• “pilot” models were evaluated (questionnaires)
FEEDBACK, OUTCOME
• improved models were presented at Ministry of
• “pilot”
models
evaluated (questionnaires)
Education
andwere
Sports
• improved
models were
presented at Ministry of
– to be financially
supported
Education and Sports
– included into yearly catalogue of in-service teacher
– to
be
financially
supported
training
– other
included
into yearly
of in-service teacher
–
possibilities
forcatalogue
project outcomes
training
implementation – teacher study groups…
– other possibilities for project outcomes
implementation – teacher study groups…
Workshop 4
Workshop 4
(not science subjects only)
INPUT: all school subject areas were involved
(not science subjects only)
Workshop 4
Workshop 4
AIMS:
Didactic
th
th
•AIMS:
developing different teaching methods and approaches within
existing gymnasium curriculum, subject curricula
• developing different teaching methods and approaches within
• teaching
- shift from curriculum,
content knowledge
to process knowledge
existing gymnasium
subject curricula
•• teaching
to create -authentical
learningknowledge
situations, to
to process
achieve knowledge
enduring
shift from content
understanding, lifelong learning
• to create authentical learning situations, to achieve enduring
• crosscurricular
were
pointed out
understanding, links
lifelong
learning
•• crosscurricular
different taxonomic
approach
linkslevels
were pointed
outin teaching and
assessing
• different taxonomic levels approach in teaching and
assessing
Workshop 4
Workshop
4
GOOD
PRACTICE
EXAMPLE
Science Courses at Gimnazija
Vic
GOOD PRACTICE EXAMPLE
TRADITION
OF
RECs
Science Courses at Gimnazija Vic
Workshop
4
GOOD
PRACTICE
EXAMPLE
Science Courses at Gimnazija
Vic
GOALS
th
th
• to increase students interest in different areas of science and
GOALS
technology and to improve their knowledge through practical
•experience
to increase students interest in different areas of science and
technology and to improve their knowledge through practical
• students are bearers of in-class activities, as well as out of
experience
classroom activities
• the courses are focused on active teaching methods,
interdisciplinary approaches, hands-on activities
• students projects are fully incorporated in school and/or subject
curriculum
• students projects are fully incorporated in school and/or subject
curriculum
Workshop 4
RESPONSIBILITIES:
th
th
Workshop 4
th
including: authentic problems, interdisciplinary and crosscurricular
approaches
th
PROCESSES
Didactic updating of gymnasium curriculum
• good practice examples – analysis and comparison
PROCESSES
• self evaluation (reflection), action research, external
• evaluation
good practice
examplesquestionnaires,
– analysis andfinal
comparison
(interviews,
reports)
• self
evaluation
(reflection),
research,
external
targert
approach
in teacheraction
proffesional
development
evaluation expert
(interviews,
questionnaires, final reports)
(beginner,
teacher…)
•RESULTS/OUTCOMES
targert approach in teacher proffesional development
(beginner, expert teacher…)
• Team approach – all teachers from the school were
involved
RESULTS/OUTCOMES
• Good
examples
materials
produced,
Team practice
approach
– all teachers
fromwere
the school
were
including:
involved authentic problems, interdisciplinary and crosscurricular
approaches
• Good practice examples materials were produced,
updating of gymnasium curriculum
Workshop 4
curriculum
curriculum
Vienna, 12 to 14 of March
2008
th
th
th
• science days, research camps (science week)
TRADITION OF RECs
• open ended investigations of relevance to students:
• science days, research camps (science week)
students are (individually/in teams) involved in science
• open ended
of of
relevance
students:
projects
underinvestigations
the mentorship
teacherstoand
researchers
students atare
(individually/in
teams) involved
in instutions
science for
different
research institutions,
industry and
/experts
projects under
the mentorship of teachers and researchers
popularization
of science
at
different
research
institutions,
industry
and
instutions
forin
/experts
• students’ contributions and presentations are assessed
popularization of science
class according to criteria defined at the beginning of the
• students’ contributions
project/research
work and presentations are assessed in
project/research work
57
Workshop 4
Workshop 4
OUTCOMES
th
th
• efficient individualisation and differentiation of lessons
3
3
• open ended investigations of relevance to students:
students are (individually/in teams) involved in science
projects under the mentorship of teachers and researchers
/experts at different research institutions, industry and instutions for
experience
popularization of science
• students’ contributions and presentations are assessed in
project/research work
Form
– it
“Take
Part
in Research”
• students
projects
are fully
incorporated
in school and/or subject
curriculum
Workshop 4
Workshop 4
OUTCOMES
RESPONSIBILITIES:
• a team of science teachers is planning activities,
deciding on the teaching and learning style
• efficient individualisation and differentiation of lessons
• teaching for students interest and learning brings
also better knowledge (enduring understanding, higher
taxonomical levels)
• students are involved in identifying interesting topics to
be carried out as project/research work
• good results at tests and final assessment (as less
relevant “side product") – example – chemistry results
• researchers/experts from different institutions are
involved according to students’ fields of interests and
according to topics in science curricula.
• every year more students choose science subjects for
their final exam – matura (from cca 70 in year 2000 to 180
in year 2007).
Workshop 4
Workshop 4
GOOD
PRACTICE
EXAMPLE
Workshop
4
Vienna, 12 to 14
of March 2008
Science
Courses at Gimnazija
Vic
in research‘
Workshop 4
OUTCOMES
Science
Courses at
Gimnazija Vic
GOOD PRACTICE
EXAMPLE
th
th
th
th
Workshop 4
• First contacts among researchers, teachers and students were established
OUTCOMES
on
personal connections mostly, by years a network is building up
First contacts amongofresearchers,
teachers
and students
were established
••OUTCOMES
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science and
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cca
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and
studies)
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•and
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Workshop 4
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in research‘
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Using simple
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ourForm-it
first year
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Chemistry
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- examples
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juices and
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14 of March
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colourings in
and
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in lollypops
on selected
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simple
first
year students
analyzed
organic
chemical
compounds
in
tulips.
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yearexperiments
students
didour
more
complex
researches:
on
colourings
in
fruit
juices
and
candies
of
several
producers.
colourings and additives in lollypops and on selected
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year students
did more
complex researches: on
organic
compounds
in tulips.
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International
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results
at final
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• more students choose chemistryVienna,
as their
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at final exams
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•• significantly
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national
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and
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average grades
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at final exams
14th
th
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• problem of longterm activities
• on career building in this field.
12th
th
•Science
cooperations
with research
institutions and
DIFFICULTIES/PROBLEMS
Courses
at Gimnazija
Vicinstitutions
for popularization of science are usually based on informal
agreements,
onwith
enthusiasm
individuals
only
•DIFFICULTIES/PROBLEMS
cooperations
research of
institutions
and
institutions
for popularization of science are usually based on informal
cooperations
with
research
institutions
and
institutions
•agreements,
system
level:
moral
support?,
low/if
any
continuous
on enthusiasm of individuals only
for popularization
financial
support of science are usually based on informal
onmoral
enthusiasm
of individuals
only
•agreements,
system level:
support?,
low/if any continuous
• problemsupport
of longterm activities
financial
• system level: moral support?, low/if any continuous
•financial
problemsupport
of longterm activities
is building
on
connections
mostly,
by years a network
to personal
the important
field
of research
in science
and up
• First contacts among researchers, teachers and students were established
Workshop 4
Workshop
4
Science
Courses
at Gimnazija
Vic
DIFFICULTIES/PROBLEMS
Science
Courses at
Gimnazija Vic
GOOD PRACTICE
EXAMPLE
2
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4
Chemistry
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- examples
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Workshop 4
Workshop 4
International
Conference
Second year students
properties
of the matter at
Chemistry
Coursepresented
- examples
Some of the most motivated third
year students designed a
Chemistry
Course - examples
Vienna,
12 Inorganic
to 14 of March 2008
multimedia presentation “General
and
Chemistry
Chemistry
Course
- electronic
examples
taken
at year
dentist
and from
microscope.
Second
students
presented
properties
of the matter at
Course
Others
wereyear
interested
in designed
bio diesela
Some ofExperiments”.
the most
motivated
third
students
Chemistry
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- examples
th
th
th
macro and submicro level: human teeth and fillings pictures
th
and
other alternative
fuels,
in respiration
processChemistry
as an
multimedia
presentation
“General
and Inorganic
Some
the
most motivated
year
students
example
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…
CourseofExperiments”.
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were
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in designed
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multimedia
presentation
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and
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Chemistry
and other alternative fuels, in respiration process as an
Course Experiments”.
Others were
example
of chemical equilibrium
… interested in bio diesel
and other alternative fuels, in respiration process as an
example of chemical equilibrium …
Second
students
presented
properties
of the matter at
taken at year
dentist
and from
electronic
microscope.
taken at dentist and from electronic microscope.
58
5
5
5
4. Main conclusions and Recommendations
reported by María Pilar Jiménez-Aleixandre, USC.
A catalogue of good practices
Taken all together the posters, the key note speeches, and the cases summarized in the catalogue
and presented in the workshops, offer an impressive wealth of good practices. To cite just one
example, the project “Les mains à la pâte” presented by Yves Quéré shows how to involve whole
classrooms in inquiry. The challenge that we face is how to disseminate these practices and increase
their number and quality.
Braiding the strands, bridging the gaps
In my opinion, there are more than one gap that we need to bridge, because there are at least three
strands that we need to braid:
1) D-research, disciplinary research in science.
2) SE-research, research in science education.
3) School science.
The gap between 1 & 3, D-research and school science, has been addressed in the conference. But
there is also the gap between SE-research and schools, and between both strands of research. In the
last 25 years science education research has been exploring how to get pupils interested in science,
aware of the tentative nature of science, how to enculturate them in the practices of science, how to
get them ready to take ownership of their own learning (Driver et al, 1996). What has been learned is
summarized in the constructivist perspective that views students as builders or producers of their own
knowledge (Jiménez-Aleixandre & Pereiro, 2002). I perceive this strand as being largely absent from
the conference. Taking a metaphor from women’s language and experience, I propose to braid these
three strands together.
Outcomes from the workshops
From the many questions formulated in the workshops, I would select some issues that are worth to
explore:
WS1) What do we mean by quality? In other words, How can we tell when a REC is a good REC? It
was suggested that REC is just one component of the complex processes related to supporting inquiry
in classrooms.
WS2) How to implement good cooperation projects? It was emphasized that there is no master recipe
for success. One important notion is to make cooperation part of the institutions’ goals. And because
we need extension, a conclusion may be: “Don’t let enthusiasm overrun careful planning”.
WS3) How to make REC an element of science education? It was suggested that science education
needs time and flexibility, and has to concentrate on the understanding of basic concepts. This calls
for a rethinking of the learning environments.
WS4) How to use REC projects to move the system, particularly the curriculum? Three key issues
emerged: students’ ownership; curriculum openness (expressed at the nano / micro and macro levels);
and the embedment or contextualization of practices and content.
The next steps: some recommendations for integrating Form-it inputs
I see several common issues emerging from the four workshops, and also from the cases presented:
1) Authentic science: by this we mean to give students the opportunity of exploring real life problems
(e.g., Are ticks carrying diseases?). But also to get involved in scientific practices, including the
discursive practices of science, as the evaluation of evidence (Jiménez-Aleixandre, 2008).
2) Students as protagonists of their won learning, finding answers to their own questions.
59
3) Curriculum: Who is afraid of curriculum? We need to transform school curriculum, but I think that
we cannot ignore it.
4) Teachers: We need to make teachers part of the picture. I noticed that there were many pictures,
photographs of students, but too few of teachers. We need to seduce teachers into inquiry and
good practices.
About the next step, how to integrate Form-it inputs, I see four main challenges ahead of us:
A) Double goals: to involve all students from a science classroom in inquiry as part of their regular
science courses. This is much harder than engaging a few interested students in voluntary work,
but it has to be our target.
B) Build on teachers’ good practices in order to transform science teaching, rather than coming
into the classroom from “outside”. We need to help teachers to gain confidence and ownership.
C) Motivation and competencies: Motivation is important, but we need also the development of
competencies as doing inquiry, using evidence to back their claims.
D) Recruiting science teachers: Many EU countries have more problems recruiting science
teachers than science researchers: we have to learn from Finland, to improve the social image of
teachers.
Conclusion
of the Conference
Vienna, 12th-14th March 2008
Bridging the GapSInternational
throughConference
reflection
Conclusion
of the Conference
Conclusion
of the Conference
Conclusion
Bridging
the GapS
of the Conference
through
reflection
International
Conference
-A wealth of initiatives about cooperation
between
and reflection
schools: a
Bridging
the D-research
GapS through
catalogue of good practices
-More
thanofone
Gap about cooperation
-A wealth
initiatives
-Outcomes
and new questions
from
between D-research
and schools:
a
Workshops
catalogue of good practices
-The
the challenge of
-Morenext
thansteps:
one Gap
integrating
input
into from
-Outcomes Form-it
and new
questions
transforming
Workshops science curriculum &
science
teaching
practices
-The next
steps: the
challenge of
integrating Form-it input into
transforming science curriculum &
science teaching practices
Mariathe
Pilar
Jimenez-Aleixandre
Bridging
GapS
through reflection
University of Santiago de Compostela
Maria Pilar Jimenez-Aleixandre
1/10
1/10
Conclusion
of the Conference
2/10
Conclusion
of the Conference
Conclusionof good practices
A catalogue
of the Conference
Conclusion
of the Conference
MoreConclusion
than one Gap
of the Conference
MoreConclusion
than one Gap
of the Conference
-Together, the posters, the cases
in good
the catalogue,
Asummarized
catalogue of
practicesthe key note
speechs and the cases presented in the
workshops
offerposters,
an impressive
wealth of
-Together, the
the cases
good
practices
summarized
in the catalogue, the key note
-Just
oneand
example:
Yvespresented
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mains a
speechs
the cases
in the
la
pate; howoffer
to involve
whole classrooms
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an impressive
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inquiry
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howYves
to disseminate
-Just challenge:
one example:
Quere, Lesthese
mains a
practices
& increase
their
number
& quality
la pate; how
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whole
classrooms
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-The challenge: how to disseminate these
practices & increase their number & quality
More than one Gap
D-R
SE-R
School Science
D-R
SE-R
School Science
3/10
4/10
3/10
4/10
Conclusion
of the Conference
Conclusion
Outcomes
& new questions
fromConference
Workshops
International
of the Conference
Science Education research has been
exploring
the Gap
last 25 years how to get
More
thaninone
pupils interested in science / enculturated
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What has been learned: constructivism,
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2/10
-1. What do we mean by quality? How can
we tell if a REC
is aquestions
good REC?
REC
as
Outcomes
& new
from
Workshops
ONE component of process
-2.
Nobymaster
recipe
-1. Implementation:
What do we mean
quality?
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can
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part REC
of theas
we tell if aMake
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is a good REC?
institutions´
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(goals?).
Don’t
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careful
planning
-2.
Implementation:
master
recipe for
success. Make cooperation part of the
institutions´ mission (goals?). Don’t let
enthusiasm overrun careful planning
5/10
5/10
60
6/10
6/10
workshops offer an impressive wealth of
good practices
-Just one example: Yves Quere, Les mains a
la pate; how to involve whole classrooms in
inquiry
-The challenge: how to disseminate these
practices & increase their number & quality
School Science
3/10
4/10
Conclusion
of the Conference
Conclusion
of the Conference
More than one Gap
Outcomes & new questions from Workshops
Science Education research has been
exploring in the last 25 years how to get
into the practices of science / aware of the
tentative nature of science /ready to take
ownership of their own learning (Driver,
Lederman, Crawford)
What has been learned: constructivism,
pupils build their own knowledge
-1. What do we mean by quality? How can
we tell if a REC is a good REC? REC as
-2. Implementation: No master recipe for
success. Make cooperation part of the
institutions´ mission (goals?). Don’t let
enthusiasm overrun careful planning
5/10
Conclusion
of the Conference
6/10
Conclusion
of the Conference
Conclusion
of the Conference
Outcomes
& new questions
from
Workshops
th March 2008
Vienna,
12th-14
The
-3. Education: Science Education needs time
Outcomes
new
from on
Workshops
& flexibility &
and
hasquestions
to concentrate
the
understanding of basic concepts. Rethinking
-3.
Education:
Science
Education
needs
time
the learning environment
&
and three
has tokey
concentrate
on the
-4.flexibility
Curriculum,
issues: students’
understanding
of basicopenness
concepts.(nano
Rethinking
ownership; curriculum
/
the learning
environment
micro
/ macro
levels); embeddment /
-4.
Curriculum,
three
key
issues:
students’
contextualization
ownership; curriculum openness (nano /
micro / macro levels); embeddment /
contextualization
Conclusion
of the step:
Conference
next
integrating
Form-it
input
Vienna, 12th-14th
March 2008
Common issues:
The
next step:
integrating
Form-itthe
input
-Authentic
science:
giving students
opportunity to explore real life problems (e.g.
Common
issues:
are ticks carrying diseases?
-Authentic
science: givingofstudents
-Students protagonists
their ownthe
learning:
opportunity
to explore
problems (e.g.
to
find answers
to theirreal
ownlife
questions
are ticks carrying
-Curriculum:
Who diseases?
is afraid of curriculum?
-Students protagonists
of their
own learning:
-Teachers:
we have to make
teachers
part of
to
answers to their own questions
thefind
picture
-Curriculum: Who is afraid of curriculum?
-Teachers: we have to make teachers part of
the picture
7/10
7/10
Conclusion
of the Conference
The
8/10
8/10
Conclusion
of the Conference
Conclusion
of the step:
Conference
next
integrating
Form-it
input
Vienna, 12th-14th
March 2008
The challenges:
The
next goals:
step: integrating
1)Double
involving allForm-it
studentsinput
from a
science classroom in inquiry as part of their
The
challenges:
regular science courses
1)Double
goals:
involving
all students
from a
This
is much
harder
than engaging
a few
science
part of their
students,classroom
but it has in
to inquiry
be our as
target
regular
science
courses
2) Building on Teachers’ ideas of good
This
is much
harder than
engaging
a few
practices
to transform
science
teaching.
students,
but it has
be confidence
our target &
Helping teachers
to to
gain
2)
Building
on
Teachers’
ideas
of
good
ownership
practices to transform science teaching.
Helping teachers to gain confidence &
ownership
1
The
Conclusion
of the step:
Conference
next
integrating
Form-it
input
Vienna, 12th-14th
March 2008
The challenges:
The
next step:
integratingbut
Form-it
input
3) Motivation
is important,
we need
also the
development of competencies as doing inquiry,
The
challenges:
or using evidence to back their claims
3) Motivation is important,
also the
(argumentation,
discursivebut
partwe
of need
science)
development
of competencies
as problems
doing inquiry,
4) Many EU countries
have more
or
using
evidence
to
back
their
claims
recruiting science teachers than researchers:
(argumentation,
discursive
science)
learn from Finland,
improvepart
the of
image
of
4)
Many Teachers.
EU countries have more problems
Science
recruiting science teachers than researchers:
learn from Finland, improve the image of
Science Teachers.
9/10
9/10
10/10
10/10
61
2
2
5. Appendices
5.1.Abstracts of Posters presented at the Exhibition 1
A partnership between School and Physics Research
The “Progetto Lauree Scientifiche “ at Roma Tre University
Aldo Altamore1, Enrico Bernieri 2, Marco Litterio 3 and Orietta Proietti 4
(1) Dipartimento di Fisica, Università Roma Tre, Via della Vasca Navale 84,00146 Roma,[email protected]
(2) Sezione Roma Tre, INFN Via della Vasca Navale 84,00146 Roma, [email protected]
(3) Liceo Scientifico Statale “A. Labriola, Via Capo Sperone 50 - 00122 Roma and SSIS Lazio, [email protected]
(4) Liceo Scientifico Statale “F. Enriques”, Via Paolini, 196, 00122, Roma, [email protected]
In the last years, the decrease of the students enrolments in the university courses addressed to the
"hard sciences", i.e. Mathematics, Physics and Chemistry, has revealed the need of a close
collaboration between schools, universities and research institutions.
For this reason, the Italian Education Ministry and the Sciences Faculties Deans Conference have
promoted the National Project "Lauree Scientifiche” which has the aim to improve the scientific
vocations.
In this context, starting from year 2005, the Department of Physics of Roma Tre University developed
a substantial experience of collaboration between university teachers, schoolteachers, researchers of
scientific institutes and pedagogues.
This collaboration has the aim not only to improve the interest of young people for Physics but also to
develop new educational approaches in which the laboratory activities and the engagement of
students carry a key role.
Our work concerns the study of conceptual nodes and strategies that can support a meaningful
learning of Physics and the planning of "learning contexts" addressed both to formal and non-formal
education.
The main targets of our activities are the following:
•
to find new ways to teach and communicate Physics, also based on daily experience
•
to plan and experiment educational and communication modalities based on physics laboratory
•
to test the educational use of modern technological devices
•
to plan and experiment new didactic approaches addressed to students understanding of the role
of models in physics and natural sciences
•
to study transversal links between the teaching of Physics and the teaching of Mathematics,
Chemistry , Biology and Astrophysics
•
to promote the general idea that the school is a place where educational research must be
performed
In our project are involved four Scientific Lycea and one Technological Lyceum, which strongly
interacted between them and with the University.
We have obtained the e following main results:
•
a network permanently linking schools and university and devoted to educational research was
created
•
our activities really improved the interest of students for Physics and Sciences
•
interactions and exchanges between students of different school were promoted
•
no traditional ways of professional upgrading of teachers were experimented
For these reasons we believe that our approaches can be classified as good practices in the
framework of the Research Education Cooperation.
1
In alphabetical order regarding the first author
62
Reflective Coeducation in MSI 1-lessons
Ilse Bartosch
Institute of Instructional and School Development /IFF – University of Klagenfurt
Some of the projects supported by the Fonds for Instructional and School Development – this fonds is
based on the project IMST (Innovations in Mathematics, Science and Technology Teaching) – focused
on motivating female students to choose a carrier in the field of mathematics/science/technology. The
qualitative contents analysis shows typical features of “Undoing Gender” in MNI lessons. The analyzed
documents deal with three issues: Blended Learning - implementing computers in the classroom,
maths and science in context and single-sex lessons in the 8th grade. Self-depending and cooperative
working is an essential aspect along with a broad variety of methods. The projects also focused on the
ability of communicating science. As content knowledge was considered equally important as being
able to communicate this knowledge, girls were promoted in a field where they see themselves
competent due to gender stereotypes. This enables the girls to deal successfully with the scientific
contents, whereas boys are provided with new experiences. Single-sex classroom activities and
concepts are referred to in all of the projects.
IT knowledge is acquired in various contexts in school and job carriers. Technology is considered to be
a serving tool rather than a field of science. The analyzed projects set science in contexts which are
interesting for students or cause direct concern. The science lessons do not deal with isolated
phenomena, materials, objects or processes, but with the relation that science creates with everyday
life and social situations. Focusing on these aspects enables the students to reflect their own relation
to nature and technology and motivates them to change and enhance it. Meeting “real” scientists is an
important requirement in order to break down stereotypes. By observing and encountering people
working in the field of scientific research students start to get a more realistic idea of research. Getting
to know scientists makes these people and their working conditions visible as well as their personal
side. Great attention is paid to female students encountering role models which provide the possibility
of identification. In the reports a lot of evidence is found that these classroom activities enhances the
experience of competence and therefore helps students to build up a positive self concept related to
the subject. In the projects that were realized in the last grades of secondary school (students aged
18), there is some evidence that female students consider choosing study and job careers in the field
of science and technology. It is clearly shown that preconditions due to the system play a vital role.
The vast majority of schools involved in the projects display their engagement in gender
mainstreaming and gender sensitivity on their homepage. Nevertheless it is also revealed that due to
the school system which schedules nearly irreversible carrier decisions at the age of 14 a certain
asymmetry regarding the choices of study and job fields is predetermined. Choosing educational
carriers connoted as masculine interferes with the female gender identity and is hardly ventured in the
phase of early adolescence (8th grade).
1
MSI stands for maths, science and information technology
63
Sparkling Science, School & Garden (SSS&G)
Evidence based developments of healthy open and green learnscapes 1
Cervinka Renate2, Karlegger Annelies2, Weitzl Ulrike3 and Ilse Öhlinger3
(2) Medical University of Vienna, Center for Public Health, Institute of Environmental Health
(3) BG & BRG Wien 3 Boerhaavegasse (HIB)
Mail to: [email protected]
Background:
Because of urban stressors healthy and restorative spaces in cities gain importance. Open and green
spaces at school serve as learnscapes, for exercise and recreation. Activities in the garden bring fun
and give joy to all users. The school garden under research has been designed and developed since
2002. About 400 persons participated in the development of the school garden up to now. The school
called “HIB”, is exceptionally innovative and got several awards in different categories. More than 1000
pupils from 38 nations and about 150 employees are on-site.
Objectives:
It is the main objective to initiate further evidence based development of the school garden. Thereby
all groups of users will be included into the scientific process. In doing so, an extended form of a Post
Occupancy Evaluation (POE+) of the garden and relevant spaces will be achieved. Basic research on
human-environmental interaction shall be imbedded into applied research in order to use synergistic
effects. Additionally, innovative forms of communication and co-operation between researchers, pupils,
school staff and the public will be implemented and tested. To have fun and joy while doing research
are also important targets.
Methods:
State of health and environmental quality will be assessed with techniques from the natural sciences
and medicine. Basic research will focus on psycho-social issues (connectedness to nature, body
image, personal resources). A strictly participatory and gender-specific approach is intended. The
users express their needs and investigate the research questions with the help of the scientists. The
project involves a wide range of disciplines including social sciences, natural sciences, medicine,
languages, sports and art. Scientists come from Public Health, Environmental Education, Landscape
Planning and Innovative Publishing.
Results:
Findings will extend basic knowledge about human-environmental interactions. Stepwise evidence
based improvements of the garden will be implemented. Makeing young people part of a healthpromoting development of an exciting playing and learning environment can stimulate their
engagement in positive personal and environmental developments and can serve as a basis for
further steps toward a scientific career. Within the project young people (1) are encouraged to create
ideas for analysing, planning and designing their environment according to their needs, (2) get used to
a variety of scientific research methods, (3) display their findings in traditional as well as innovative
forms of scientific communication (4) transform findings from science into art, (5) improve intellectual
and physical capacity.
1 Excerpt from a project proposal submitted for the First Call of the Austrian Research Programme „Sparkling
Science“.
64
Knowledge transfer and educational practice:
How teachers handle new information about Austrian Landscape
Research (KLF)
Elster Doris
Austrian Educational Competence Centre Biology, University Vienna, Faculty of Life Sciences
Althanstraße 14, 1090 Wien , [email protected]
Austrian Landscape Research (KLF) is an interdisciplinary research programme which wants to
contribute to the solution of social problems (see http://www.klf.at). Therefore, written and oral
accounts of the Austrian Landscape Research should be made available for the public. This raises the
problem of finding ways to make knowledge about landscape research of use for educational practice.
A possible solution is to delegate this task to teacher in-service courses because high quality teacher
development seems to be involved in the dissemination of new research results (Elster, 2005).
This study reports results of the qualitative evaluation in the KLF- dissemination project. The key
players of the project are on the one hand researchers of the University of Vienna and of the Ludwig
Boltzmann Institute Vienna and on the other hand 21 teachers of nine different Viennese schools
(gymnasium) who took part in an in-service curriculum of interdisciplinary teaching at the Pedagogical
Institute Vienna. According to the paradigm of didactical re-construction (Kattmann, 2000) the teachers
planned school projects and units in interdisciplinary teams and in discourse with the KLF –
researchers. The teachers wrote reflective papers about the planning process and about their
classroom experiences. The papers and the processes were evaluated with methods of collaborative
action research (Posch & Rauch, 2000).
The focus of the study is on the reflection the question of how teachers handle new information from
research and how they transmit new knowledge, mostly available in a form not appropriate for their
learners. Moreover, this study discusses the fact that given sufficient time and autonomy in teacher
development courses the teachers plan lessons or longer teaching sequences that demonstrate their
professionalism. This study also discusses how teachers select topics, it describes their motives, and
how they plan and implement tuition (with a domain focus on agriculture and nutrition).
References:
Elster, D. (2005). Vom Umgang der Lehrkräfte mit neu erworbenem Wissen. Unterrichtsplanung und
Wissenstransfer in der Lehrerfortbildung. In: Radits Franz, Kattmann Ulrich, Rauch Franz (Hrsg)
Gemeinsam Lernen - Gemeinsam Forschen. Wissen, Bildung und Nachhaltige Entwicklung.
Innsbruck-Wien-München: StudienVerlag. S. 307-330.
Kattmann, U. (2000) Lernmotivation und Interesse im Biologieunterricht. In: Bayrhuber, H./
Unterbruner, U. (Hrsg.): Lehren und Lernen im Biologieunterricht. Innsbruck, Wien, München:
StudienVerlag, S. 13-32.
Posch, P./Rauch, F. (2000) Zur Vernetzung von Lehrer/innenbildung, Schule und Umwelt:
Vergleichende Analyse der Fallstudien. In: Posch, P./Rauch, F./Kreis I. (Hrsg.): Bildung für
Nachhaltigkeit. Studien zur Vernetzung von Lehrerbildung, Schule und Umwelt. Innsbruck. Wien,
München: StudienVerlag. S. 252-280.
Project group:
Teacher trainers: Doris Elster, Elisabeth Langer, Karl Jost
KLF-Researchers: Thomas Lindenthal, Thomas Maurer, Franz Radits
Teachers: Christa Leopold, Irene Solly, Ulrike Köberl, Christine Rötzer, Christoph Kastinger, Ines
Stiedel, Edith Hoffmann, Judith Huemer, Anita Herla, Verena Schreier, Erika Bartl, Bele Pausch,
Brigitte Gruber, Rosemarie Robenau, Ernst Plaimauer, Sabine Vlach, Mike Jenner, Karin Nemeth,
Brigitte Husa, Ingrid Häusler, Tanja Tajmel.
65
„IKARUS“ – Pupils and Pre-Service Teachers Work with Scientists to
Discover the Physics of Flying
Frantz-Pittner Andrea, Grabner Siliva, Kern Thomas and Bachmann Gerhild
Schulbiologiezentrum "NaturErlebnisPark"
The Science-Education-Centre of Graz/Austria developed a specific type of learning environment, the
so-called “learning laboratory”. This instructional model which is based on constructivist learning
theories can be used as well for the training for pre-service-teachers as for the teaching of pupils. The
learners work together with scientists of the technical university and the technical college and do a lot
of hands-on activities. Afterwards every single learner can pose own scientific questions and answer
them by using techniques of science. The evaluation of this project was done by the pedagogical
institute of the University of Graz. The results of this study show a positive impact on the motivation of
learners.
66
VIENNA OPEN LAB - THE ROLE OF HANDS-ON LABORATORIES
IN BRIDGING THE GAP BETWEEN RESEARCH AND SCIENCE
EDUCATION
Garber Karin
dialog<>gentechnik (Vienna Open Lab), Vienna, Austria
The kind of science education pupils get at school has an important share in the discourse about
applications, chances, risks and ethical aspects of genetic research. In current science curricula there
is a strong emphasis on putting theoretical knowledge in a meaningful context. Additionally the
demand on the integration of practical experiments into regular biology classes is getting stronger.
Since appropriate equipment and required expertise is missing, teachers are sometimes overtaxed in
fulfilling this task. DNA hands-on laboratories provide support.
During the last ten years of its existence, the independent Austrian society dialog<>gentechnik took
different approaches to foster the dialogue between science and the public. Beside its main function
as a competent information office on life sciences, dialog<>gentechnik organized numerous projects,
some of them specifically intended for schools, i.e. teachers and students. The establishment of the
Vienna Open Lab – an initiative of dialog<>gentechnik and the Institute of Molecular Biotechnology –
is an example for a successful strategy to improve the relationship between science and the public.
Located at the Campus Vienna Biocenter – a Life Science cluster of research institutes and small
biotechnology companies – the Vienna Open Lab benefits from its surrounding. Young scientist are
recruited as tutors, senior scientist can be enlisted as speakers and new experiments can be
developed together with research groups, thus linking the experiments to actual scientific problems.
The Vienna Open Lab offers hands-on laboratory experiments for the public. Pupils are able to
manipulate equipment and materials in an environment suitable for them to construct their knowledge
of molecular phenomena and scientific concepts. A total number of 4.800 enthusiastic visitors
participated in Vienna Open Lab courses so far. Above all high-school classes are attracted by our
courses. The proportion of visitors falling into this category comprises more than 60 percent.
In contrast to the United States, where genetic hands-on laboratories have a long tradition, no such
institutions existed in Austria so far. After the first two years of operation the Vienna Open Lab has
become established as an interface between research and school. Thus the concept will be extended
to Styria where the “Offenes Labor Graz” is currently under construction.
67
NAT-WORKING GLÄSERNES LABOR / TRANSPARENT LAB
(GEFÖRDERT DURCH DIE ROBERT BOSCH STIFTUNG)
Geyer Tobias
Deutsches Hygiene-Museum Dresden
What is NaT-Working?
NaT-Working is the name of a support program by the Robert Bosch Foundation. Already for many
years it supports projects that bring together secondary-school students, teachers and scientists. It
supports activities that encourage the curiosity towards science and technology. Practical training,
workshops, and sommer schools are part of it.
What is NaT-Working Gläsernes Labor?
NaT-Working Gläsernes Labor (Transparent Lab) is a project of the German Hygiene Museum
(Deutsches Hygiene-Museum), which joins partners from the research and education in the area of
Dresden. In numerous events, workshops and meetings, secondary-school students and scientists
have an opportunity to discuss, to carry out experiments and to get to know each other. The project
continues till 2008.
What is being done?
•
Evening lectures, seminars for specially interested secondary-school students, courses on
fluorescence microscopy in the Transparent Lab at the German Hygiene Museum
•
Summer courses on biological systematics (Botanics/Zoology) of the Zoological Museum and the
Institute of Botanics
•
Supervision of extended research projects and BeLL (special learning achievements) for
secondary-school students
•
Talks by the local scientists in participant schools
•
Development of the online learning environment for biotechnology designed by the Institute of
Food Technology and Bioprocess Engineering
•
Advanced teacher training, particularly at the Saxon education association for environmental
protection and professions in the chemistry sector
•
Workshops on microbiology and cell culture technology at 2 professional schools in Dresden
•
Courses and seminars at the Max Planck Institute of Molecular Cell Biology and Genetics
Who is participating?
Max-Planck-Institut für Molekulare Zellbiologie und Genetik (Molecular Cell Biology and Genetics)
TU Dresden, Institut für Werkstoffwissenschaft (Materials Science)
TU Dresden, Institut für Lebensmittel- und Bioverfahrenstechnik (Food Technology and Bioprocess
Engineering)
TU Dresden, Institut für Botanik (Botanics)
Museum für Tierkunde Dresden (Zoology)
BSZ für Agrarwirtschaft Dresden-Altroßthal (Agricultural Economy)
BSZ für Gastgewerbe Dresden (Hotel and Restaurant Industry)
BSZ für Technik Pirna (Technology)
BSZ für Wirtschaft Dresden (Economics)
Glückauf-Gymnasium Dippoldiswalde
Romain-Rolland-Gymnasium Dresden
Marie-Curie-Gymnasium Dresden
Martin-Andersen-Nexö-Gymnasium Dresden
Sächsische Bildungsgesellschaft für Umweltschutz und Chemieberufe mbH (Saxon education
association for environmental protection and professions in the chemistry sector)
Landesverband Sächsischer Jugendbildungswerke e.V. (Saxon national association for youth
education)
Fachhochschule Mittweida (University of Applied Sciences)
Berufliches Schulzentrum Dippoldiswalde (Professional school)
68
»Pannonia Research Award« for young researchers in education
The University of Applied Sciences Burgenland awards a Prize for
Applied Research – a Good-Practice Example for Research and
Education Cooperation
Ingrid Schwab-Matkovits, Prof.in(FH) Mag.a; Franz Guttmann, Mag.
University of Applied Sciences Burgenland, Campus 1, A-7000 Eisenstadt
By initiating the »Pannonia Research Award« for young researchers in education the University of
Applied Sciences Burgenland has created a Good-Practice Example showing that “Research and
Education Cooperation (REC)” can have lasting effects on early inspiration in research and (scientific)
publications.
This is a possibility for “young researchers” – students still in training – to hand in and publish scientific
articles, which are academically reviewed. Furthermore an award is given to the best papers in each
category. In addition, the “Researchers Night” at an Award Dinner is an ideal chance to network with
renowned researchers and business partners from Europe with focus on Central and Eastern
European Countries (CEEC).
We perceive the »Pannonia Research Award« for young researchers in education to be:
•
a possibility to communicate to young people in education that their first steps in terms of
research are interesting for, and appreciated by, the Scientific Community
•
a strategic project encouraging the didactical integration of research in education
•
an instrument/means of encouragement for young researchers
•
Brief description of the »Pannonia Research Award« for young researchers in education
The Pannonia Research Awards are designed to encourage research and publishing activities in the
academic areas offered by the programmes of study of the University of Applied Sciences Burgenland.
With the creation of these awards, persons who have achieved excellent standards in the research
and development areas prioritised by the study programmes, should be supported and gain
recognition for their endeavours.
The Pannonia Research Awards are targeted towards both experienced and junior researchers whose
work fulfils either the category of “research excellence” or of “applied academic theory transfer”.
Entries for the Pannonia Research Awards are welcomed from lecturers (full and part-time),
researchers and junior researchers (graduates, students) from the University of Applied Sciences
Burgenland, in addition to their contracted partners from central and eastern European universities or
higher education institutions. Selection of the applications received is made by an academic jury using
a double blind system. Originality, academic quality and applicability are taken into consideration.
Of particular importance is to motivate and initiate junior researchers (also people who are still in
education) to publish. All papers that are awarded are published in the „Pannonia Research Report –
ausgezeichnete angewandte Forschungsergebnisse des Awards der Fachhochschulstudiengänge
Burgenland”.
The presentation of the works submitted, along with the notification of the prize-winners, take place
under the auspices of a “Researchers Night”. In addition to the individual prize money, all the prizewinners have the opportunity to present their research to the wider public. Further, they will be invited
to participate in a “Pannonia Research Award Dinner” – a possibility for discussion, exchange and
networking with renowned personalities from the fields of research, business and politics with focus on
Central and Eastern European Countries (CEEC). Thus junior researchers - also people that are still in
education – get the chance for exchange with renowned researchers in a relaxed and appreciative
atmosphere.
Further information:
•
www.fh-burgenland.at/award
•
„ Pannonia Research Report – ausgezeichnete angewandte Forschungsergebnisse des Awards
der Fachhochschulstudiengänge Burgenland”. (ISBN 978-385253-394-0)
69
The DLR_School_Lab Oberpfaffenhofen
Attracting young people to science and engineering
Hausamann Dieter, Schüttler Tobias, Haigermoser David, and Kästner Britta
DLR - German Aerospace Center, Wessling, Germany
The DLR_School_Lab Oberpfaffenhofen is an extracurricular science lab, its main objective being to
attract secondary school students to science and technology. It has been developed and operated
since 2003 by the German Aerospace Center DLR, Germany's national research centre for
aeronautics and space as well as Germany's space agency.
For this purpose, each of the eight DLR institutes at the Oberpfaffenhofen research site has designed
experiments which are, on one hand, based on its respective core research areas and which, on the
other hand, are suitable for secondary school students (age 14 to 20). In total, the School_Lab offers
12 experiments in the research areas of
•
earth observation sensor technologies
•
operation of space-borne and airborne missions
•
analysis of earth observation data
•
environmental research
•
meteorology
•
communication and navigation
•
robotics and mechatronics
The scientific concept behind each of the experiments includes the involvement of scientific and
technical experts, a combination of specialist know-how and high-tech equipment (hardware and
software), continuous updating and permanent development of the experiments, and close relation to
state-of-the-art research.
The didactic concept for each experiment is based on small experimental groups (four students and
one supervising student), emphasising autonomous and haptical work, in a time frame of two hours
per experiment. This approach is a straightforward application of the concept of IBSE (inquiry-based
science education, as proposed by the European Commission ), allowing the level of complexity to be
adjusted to each individual group, with the results depending on the students’ ages and capabilities.
In its regular operation the experiments are open to secondary level school classes with up to 30
students. The visiting classes usually stay for one day, allowing each student to perform two different
experiments. To date, more than 5,500 students have visited the DLR_School_Lab Oberpfaffenhofen.
The second important activity of the DLR_School_Lab Oberpfaffenhofen is teacher education. Physics
and natural science teachers learn about the science lab’s concept by overview lectures, by science
lessons about the ongoing research at the institutes, and by actively performing the School_Lab’s
experiments. Additionally, teachers are provided with written material about the science and didactics
of the experiments. This facilitates to incorporate the experiments into standard curricula and the
school education process and, thereby, helps to achieve a sustainable effect of the School_Lab
experiments. Nearly 1.000 teachers have already been educated, the respective groups coming from
individual secondary schools, or in the frame of teacher education seminars organised by regional
school authorities. The highest multiplication effect is achieved by educating seminar teachers (i.e.
teachers educating offspring teachers) which has, up to date, been initiated three times by the
Bavarian Teacher Education Academy.
Altogether, the concept of the DLR_School_Lab is an excellent paradigm for a Research and
Education Cooperation, the corresponding concept is worthwhile being adopted by other similar
research organisations in Europe.
70
BIT – Biology by Team is the first Austrian biology contest for Upper
Secondary Schools
Holub Peter
Centre of Science Teaching at the Pedagogical University Carinthia – Viktor – Frankl – University
Students at upper secondary schools, who are especially interested in biology, can deepen their
knowledge and broaden their competence in experimental biology within the frame work of this
contest.
Each year, a team of teachers choose modules of key themes on which students work in the form of a
voluntary exercise. The evaluation focuses in particular on the practical work, and, since the school
year 2004/05, also on teamwork.
In April or May, a two-day closing competition takes place, in which groups of six students, each from
one of the six participating schools, are given various problems to solve. There is no concurrence
between the schools, as the groups are mixed. A jury (persons from the science and corporate
communities) evaluate the results and how they are presented.
The concept was developed by a team of teachers in cooperation with the AHS - Department of the
Pedagogical Institute in Carinthia. The first contest in the school year 2002/03 took place under the
motto: Hell is loose in the Ground Under Us. Other themes included Beautiful But Dangerous, wwwworld wide water 1 and 2 and expedition forest.
The closing ceremony of the school year 2006/07 took place on May 31st and June 1st, 2007 at the
BG/BRG Villach St. Martin in Carinthia.
The theme for the year 2007/08 is “Relationship Boxes”. It deals with all different kinds of relations
between animals and plants.
Currently, the following schools are participating:
•
BG/BRG Mössingerstraße Klagenfurt
•
BG/BRG St. Martinerstraße Villach
•
BORG Wolfsberg
•
BRG Viktring
•
Stiftsgymnasium St. Paul
•
Österreichisches Gymnasium Prag
BIT was submitted for the German Innovations prize for Sustainable Education and placed among the
13 „best of“all nominated projects.
This sort of team competition appears to be rare. This is why colleagues from Austria and other
countries are again and again surprised to find such a program in the southernmost province of
Austria. The base premise is also innovative. To replicate this effort in other regions requires teachers
who are prepared to work in teams and school officials who can offer similar financial and
organizational conditions.
With these prerequisites the base concept of „Biology By Team“ can be replicated for other science
and instructional fields and could provide an important contribution for the improvement of the subject
and also team competence of our youth.
Contact:
Mag. Peter Holub
Centre of Science Teaching at the Pedagogical University Carinthia – Viktor – Frankl – University,
Kaufmanngasse 8, A 9010 Klagenfurt, AUSTRIA, Tel.: +43(0)664 3672219, Email: [email protected],
Website: http://www.ph-kaernten.ac.at/index.php?id=191
71
Introducing the Competence Centre of Neuroscience - CCN
Ilg Uwe J.
Hertie-Institut for Clinical Brain Research, Cognitive Neurology , University of Tübingen
Integrative neuroscience addresses not only how individual neurons operate, but how multiple
neurons orchestrate with their neighbors to generate the impressive wide spectrum of brain functions
which allow humans and animals to operate successfully in their natural environments. The disclosure
of these mechanisms is the mission of the newly founded Werner Reichardt Centre for Integrative
Neurosciene (CIN) in Tübingen.
Another important goal of the CIN is the enforcement of research oriented training by the Graduate
Training Centre for Neuroscience. This training centre will be supplemented by a Competence Centre
for Neuroscience - CCN that provides unique training opportunities for high school students and their
teachers in order to provide insights into exiting new developments in integrative neuroscience. By
doing so, we aim to promote public understanding of neuroscience and encourage talented young
high school students to consider careers in this vibrating field.
Classes of students from high schools will be invited to visit the CCN for one day. Approximately 10
different experiments and exhibitions covering various fields of integrative neuroscience will be set-up
and can be explored. They include neuroanatomy, electric properties of biological membranes,
sensory systems, motor systems and computational neuroscience. It is important to note that the
topics of these experiments are substantially influenced by the research topics addressed in the CIN.
High school students perform these experiments under the supervision of young research associates,
usually doctoral students from the fields. Background information on the experiments will be provided
through the CCN-website. Small groups of students perform a single, previously selected experiment
and, at the end of the day, report their obtained results to their class mates. This seminar will complete
the exciting visit of the CCN. In addition to the above outlined experiments, frequent seminars
designed for teachers and grade 12 students intend to inform about the research activities within the
CIN. This vocational education will inform high school teachers with state-of-the-art research activities
not only in the CIN but in neuroscience in general.
The CCN activities aim to satisfy four major objectives. First, the interest of talented young high school
students in neuroscience might be sparked quite early in their education. Talented students are
essential to further promote research in neuroscience. Second, the CCN will satisfy the increasing
demand for practical courses in biology as envisioned by modern high school concepts. Third, the
designed experiments are thought to facilitate the realization of the high school syllabus in biology
touching on neuroscience. Fourth, the CNN might help to counteract the resentment of the young
generation against basic research, high tech approaches and the use of animals in basic research.
The Competence Centre of Neuroscience – CCN is funded by the Robert-Bosch-Foundation.
72
Earth System Research in Berlin and Brandenburg - A Network
Connecting Schools With Science Institutes
Kirchner Ingo, Tschendel Martin
Freie Universität Berlin
Beginning in summer 2006 the project, as called in the title, is going into its active phase. As a
research education cooperation with the focus on Earth Science (funded by the Robert Bosch
Foundation in the NaT-Working programme), the aim is to transfer scientific research results to Berlin
and Brandenburg high schools. All project activities are related to three scientific topics: climate
change, working with earth system data and earth system modelling. The interrelation of different
scientific areas will be the play ground for the high school students.
Our project supports three fields of activity:
First the transfer of newest research results to the classes, second the design and development of
comprehensive education modules and third the organisation of common activities. Regarding to the
first field of activity, we already organised two workshops to open the possibility to present expert
knowledge by scientists for teachers.
We are going to realize our next workshop in April this year with the focus on geographical information
systems. In addition to the information transfer from science towards schools during these workshops,
the participants develop the education modules together, which is our second field of activity. In each
module a specific subject or activity is picked up and scientific material will be prepared usable on the
high school level.
In order to connect the three scientific topics, we try to develop modules, which can not only be used
in a single course, e.g. geography, mathematics, computer sciences, physics, chemistry or biology, but
applicable for activities combining different disciplines. Giving an example, one module is dealing with
a "Climate Game". This board-game sensitizes the students to problems of the climate change and
makes them aware of the relations between economic development interests, environmental
protection needs and scientific findings provided by the Intergovernmental Panel on Climate Change.
Another module offers portable analyser kits for meteorological and environmental measurements.
This module also establishes a network of automated meteorological stations in schools and our
research institute. The collected data will be provided on the internet for the schools.
Our third field of activity is the implementation of the module results, obtained by intensive preparatory
work in the workshops and education modules. Giving an illustration, our partner schools organise
"Climate Game" competition days or they use the analyser kits for field trips, e.g. as in September
2007 during the Berlin Marathon. In the three project years with funding we will publish all our activities
and results on our projects web page. This should support our members to interact between the
different fields of activities.
But it should also reach not directly involved people to become interested in our work. For the future, it
is our objective to equip the project with a certain autonomy. Even after the end of the sponsorship,
there should be teachers, students and researchers, who will continue to run the meteorological
stations and to keep the "Climate Games" and analyser kits in good condition.
73
Education for Sustainable Development
Exemplary curriculum units developed in a school of lower secondary
level (grade 7-9) in Switzerland
Kocher Urs
Alta Scuola Pedagogica – Locarno, Switzerland
At the beginning of the UN decade for Education for Sustainable Development (2005-2014) a project,
aiming to integrate and embed the Education for Sustainable Development in the syllabus and
everyday teaching on lower secondary level (grade 7-9), was started in Switzerland. The development,
reflection, and evaluation of exemplary curriculum units on this subject takes place in a participatory
double loop process: first, pilot schools in the French-, German-, and Italian-speaking parts of
Switzerland integrate the Education for Sustainable Development in their school development,
considering their particular school situation. These schools document their experiences and reflect
upon them in case studies (action research approach). Second, students from eight teacher-training
colleges across the country develop and evaluate further curriculum units during their practical
periods. Thus, the Education for Sustainable Development will be included in their personal teaching
repertory, in their practical schools as well as in teacher-training. The final product of this project will
be a curriculum-concept for the Education for Sustainable Development grade 7-9, a collection of
useful background material, a broad set of authentic, creative curriculum units and case studies on
how to address Education for Sustainable Development at lower secondary level.
From the Swiss project of the Education for Sustainable Development, an example has been taken out
and showed on a poster. This, aims to illustrate a sequence of curriculum units on the specific topic
named “Mobilità sostenibile – una scelta possible?” (sustainable mobility – is it feasible?).
This project on the traffic was developed in the Scuola media in Morbio Inferiore in order to sensitize,
deepen and work up with the students (grade 9) on this typical and actual problem of the school
surroundings as well as of the whole region.
The large curriculum units contain one game on mobility, an extensive inquiry in a shopping centre,
four didactical unities, three excursions and several single lessons of Geography, History and Natural
Sciences.
74
Schools and the Technische Universität München (TUM)
Kratzer Andreas
Zentralinstitut für Lehrerbildung and Lehrerfortbildung, Technische Universität München,
Lothstrasse 17, 80335 München
This report can not cover all the activities at TUM. It will only give a few examples and it tries to deal
with some important questions.
Since several years TUM (Technische Universität München) is working on programmes to improve
school education in science and technology. Already in 1998, TUM started to participate in Global
Hands-on Universe (HOU), an international effort to bring research projects in astrophysics to teachers
and high-school students. HOU came into being in 1992 as part of the famous “Supernovae
Cosmology Project” (Lawrence Berkeley National Laboratory). TUM promoted the introduction of HOU
in Germany. Recently, an international group of high-school students succeeded in discovering an
asteroid using images of a telescope in Illinois, USA. They were introduced in the field at Deutsches
Museum in Munich where we had a HOU workshop for one week in August 2007. Participants came
from Austria, Canada, China, South Africa and Bavaria. The internet was used for the asteroid search
later on.
Within the TUM ScienceLabs project high-school students gain access to laboratories of the Garching
research centre. Real research is done each year in so-called “Facharbeiten” which are small
research projects of high-school students. One of the more recent examples is a student who studied
the process of mummification of a body displayed at the museum of archaeology in Munich
(Archäologische Staatssammlung). Many scientists were involved as well in order to find the origin of
the body which is not known in detail.
Each year, TUM organizes a conference in March or April where high-school students present their
projects. Students have to talk in front of an audience of more than 100 people. Many of them are
students of a lower grade who will hopefully become interested in research through the examples on
stage.
Projects between research institutes and school dependent strongly on the persons involved. In order
to achieve long-term success it is important to improve the cooperation between universities, research
institutes and schools. Recently, TUM started to have contracts with selected schools
(“Referenzschulen”) which puts cooperation on a solid basis.
In addition, it was possible to found the first cluster of schools (“TUM Schulcluster Berchtesgadener
Land”) in November 2007. Schools fixed by contract their cooperation including their efforts to improve
science education. In this special case we approach another problem of partnerships between schools
and research institutes. In many cases schools are simply to far away. The cluster guarantees that the
efforts of the university reach many students and we can develop new concepts for partnerships and
science education. We are already planning summer and winter schools for gifted students which
include examinations at the university. A local research centre for school students will probably be
founded in the near future in Berchtesgaden. We are also planning to increase the number of clusters
in Bavaria.
75
Form-it Take Part in Research
Meissner Markus , Prauhart Nadia
Österreichisches Ökologie-Institut
Form-it - Take Part in Research! supports networking experts who work with and on new didactic
concepts for science teaching. The overall objective of Form-it is to promote the interest of young
people in science and to qualify them for a critical and analytical way of thinking and learning. Form-it
provides a platform for supporting reform and modernisation of science education in European
member states. Through comparing and analysing national activities and programmes a common
knowledge based on innovative didactic approaches to teaching of science is continuously upgraded.
This should motivate schools and research institutions to establish new research based models of
science education. To achieve this overall objective, the following sub-objectives have been set:
•
Increasing the efficiency of science education strategies by identifying and promoting the success
factors of Research and Education Cooperation Projects (RECs).
•
Supporting the collaboration between institutions running RECs by setting up a European
network of experts in science education and education research.
•
Supporting the development of joint EU research projects by identifying research questions on
REC as a new model of science education.
•
Building up a sustainable network of institutions that will keep up cooperation and mutual
exchange beyond the duration of the project.
•
Increasing the engagement of policy-makers and decision makers in educational concerns by
promoting policy recommendations and guidelines for RECs.
The essential questions that Form-it deals with are:
•
Which general conditions are necessary to provide high quality cooperation?
•
How is collaboration organised, which partnership models exist?
•
Why are many projects successful - but others not?
Form-it brings together European institutions, researchers, promoters and initiatives in REC-projects
with the aim of empowering all involved actors. Three main activities are carried out:
Analysing selected RECs: A Catalogue of Good Practice Examples of REC of the eight participating
EU-countries will be developed. The preliminary GP-list will be discussed on the International
Conference »Bridging the Gap between Research and Science Education« from 12th to 14th of March
2008. The analysis generates important benchmarks that are the basis for improving these kinds of
programmes and to promote the interest of young people in science.
Networking in expert working groups, at workshops and at the International Conference. In order to
exchange national experiences in science education, to develop a common strategy for REC in
Europe and to build up strong partnerships for future cooperation and research in this area.
Increasing public awareness for excellence in science education: Detailed knowledge on innovative
REC-activities in Europe will be disseminated to encourage modern science education.
The Form-it consortium carried out a survey on the situation of REC in their countries and found 159
REC examples in Austria, Germany, Italy, Lithuania, Netherlands, Slovenia, Switzerland, United
Kingdom. They show the multifaceted possibilities and difficulties within Science Education, Research
and Science Cooperation and innovative didactic concepts. The »Report on Research and Education
Cooperation in Europe« was the basis for the development of the Catalogue of Good Practice
Examples. Practical guidelines and a proposal of quality criteria for initiating, realising and embedding
of REC are developed throughout the project Form-it. A joint policy paper will be addressed to national
and European decision makers within the educational system to support the realisation of RECs.
76
BioValley-College Network (BCN): Trinational Network to Intensify the
Teaching of Natural Science at Gymnasia Level.
Kilian Ingo1, Walter Bernadette2, Glardon Sacha3, Hermann Janine4
(1)Kant-Gymnasium Weil am Rhein DE, (2)Lycée Jean Marmoz St. Louis FR, (3)Gymnasium Bäumlihof Basel
CH, (4)Sekretariat BCN Basel CH http://www.biovalley-college.net/
The Bio Valley College Network (BCN) was created in Autumn 2003, namely to improve the crosslinkage of the Gymnasiums / Cantonal Schools located in the regions South Baden, Alsace and Basle
on the one hand, and with research and the economy in the field of Life Sciences in the BioValley
(Regio Basiliensis) on the other. Therefore, BCN is an example of Public Private Partnership.
Core Objectives of the BCN:
1. Furtherance of engaged and gifted young persons in the field of Life Sciences through the
definition and implementation of a «Curriculum Plus»
2. Support for teaching staff imparting the knowledge of Life Sciences (Symposia, School
Laboratories)
3. Intensification and enrichment of the teaching of natural science at gymnasia level
4. Minimization of the loss of competence incurred on the critical career-interfaces
Structures and Events:
•
School laboratories in CH, DE and FR
•
Scholar Congress and Scholar Olympiad
•
BioValley College Day with the bestowal of the College Award
•
Practical training places at institutes of technology and in industry
•
Symposium for teachers, common projects with teachers from CH, DE, FR and the USA (MiniGrant Projects, as well as the Biotech Symposium, have resulted in an intensive exchange of
ideas between the BCN and High Schools in the region of Boston, and were co-ordinated by the
Museum of Sciences, MOS Boston)
Future Projects:
•
Development of a Corporate Identity, creation of a new logo
•
Adaptation and professionalization of the home page
•
Expansion of the co-operation with other institutions in the region (Universities, Specialist
Colleges, MOS Boston, Life Science Learning Center Zurich, Industry) etc.
•
Setting-up of constructive interactions with institutions beyond the BioValley region
•
Development of standards, setting of benchmarks
•
Intensification and professionalization of the public relations work (visibility in the media,
publications by members of the BCN in technical journals)
Partners of the BCN:
•
Education Departments of the Cantons Basel-Stadt and Basel-Land (CH)
•
Regierungspräsidium Freiburg im Breisgau, Department Schools & Education (DE)
•
Académie de Strasbourg, Pole Pédagogique (FR)
•
Interpharma, association of research-based Swiss pharmaceutical companies, Basel (CH)
There is a very firm opinion in the BioValley that the competitiveness and prosperity of the region on
the Rhine Bend depend greatly on an excellent education and further training in the core disciplines of
life sciences and biomedicine.
77
“Hands-on” Minds-on”
Teaching Science at the XLAB
Neher Eva-Maria
XLAB- Experimental Laboratory for Young People, Justus-von-Liebig-Weg 8, 37077 Goettingen, Germany
XLAB is an educational institution, which wants to bridge the gap between high school and university.
XLAB organizes experimental courses in Biology, Chemistry, computer science and Physics for
classes and individual students from European countries and from all over the world. The students do
intensive experimental work with state-of-the-art-equipment. Theoretical teaching by experienced
scientists runs parallel with the experiments.
In nearly all industrialized countries the number of students enrolling in natural science studies at
universities has been decreasing dramatically for more than 15 years. On the other hand science and
technology provide the key to the problems and challenges that our societies are facing today. Much
effort has to be invested to encourage young people to pursue scientific careers. Young people have
to get enthusiastic about the great research adventure of today. Students should get to know how to
do research: what it means to work in a laboratory, what it means to solve a theoretical problem, and
for what purpose a computer is really needed. This means students should get to know the reality! The
economical situation of high schools does normally not allow to install highly sophisticated
experiments: the equipment is much too expensive and teachers are not trained in supervising
experiments on a more or less scientific level. However central laboratories can serve regional
schools and may also be accessible nationwide and - as is the case for XLAB – worldwide.
Aims of XLAB
Concurrent with the Bologna Process XLAB is following the general aims of the EU in promoting the
attractiveness of the European Higher Education Area and promoting the mobility of the students and
encouraging them to take up university studies abroad.
Teaching at the XLAB
XLAB tries to provide an atmosphere of real research laboratories with authentic tools and machines
and most important our lecturers are experienced scientists. XLAB offers a variety of practical
experiments in biology, chemistry, computer science, mathematics and physics. The experiments are
designed and supervised by scientists. Scientists and science schoolteachers work together in a very
tight collaboration; the performance of the experimental courses is supported by qualified technical
assistance.
Students work in the laboratories for the entire day. They concentrate on one subject; that means
there is no interruption by other lessons as it is the case at school. This provides an intensive learning
at a level, which can be compared with university teaching.
Target groups are:
1. School classes and 1st year University Students coming from Germany, other European countries
and even Asia. Classes and Students stay for one to five days up to three weeks.
2. International students participating in the XLAB Science Camp for nearly four weeks during the
summer holidays. The number of students representing one nationality is limited to 2-4 only. The
number of participants per camp is limited to 30 students.
XLAB started in August 2000 and in 2008 we already count approximately 61.000 thousand students x
days.
78
MATHEON
Kramer Jürg
Humboldt-Universität
Summery of the Application Area
The basic motivation for the scientists of MATHEON to engage themselves in educational activities is
the need for more qualified young people in the MINT fields (Mathematik, Informatik,
Naturwissenschaften, Technik), in particular in mathematics. To archieve this goal, the basic for a
positive attitude towards mathematics has to be built already in school. Furthermore, the unbalanced
transitions from school to university, and later on to the working life, have to be smoothened out by
integrating these phases more strongly into each other, specifically in mathematical education. As a
consequence, the mathematical education for teachers and engineers must become more practiceand problem solving-oriented.
The scientists of the Application Area with the support of the members of MATHEON provide various
activities in this direction. Based on their application-oriented research and their teaching experience,
they develop concepts for teaching in a more application- and problem-driven way. At the same time,
through the close cooperations with schools, in particular the four mathematically profiled schools of
the Berlin Network, prototypical examples for a smooth transition from school to university have been
set up. This, in turn, leads to a fruitful cooperation between teachers, teacher students, and teacher
educators at the universities. In addition, the scientists of MATHEON with the support of the teachers
of the Network Schools provide crucial contributions to help bridging between mathematicians and the
public at large by their extremely successful outreach activities.
79
PARLAVIS - Participatory Landscape Visualisation
Participatory development of an instrument for demonstration of
landscape development scenarios
Elmer Sonya, Steiner Regina
FORUM Umweltbildung
(Interdisciplinary team of researchers: University of Natural Resources and Applied Life Sciences:
Prof. Dr. Otto Eckmüller and Dr. Sonja Vospernik (both Institute Waldwachstumsforschung), Dr.
Gerhard Weiss (Institut für Wald-, Umwelt- und Ressourcenpolitik), Dr. Tatjana Koukal (Institut für
Fernerkundung und Vermessungswesen) and University of Veterinary Medicine Vienna: Dr. Susanne
Reimoser (Research Institute of Wildlife Ecology), Team of teachers: Ing. Andreas Sulzer (Land- und
Forstwirtschaftliche Fachschule Alt-Grottenhof), DI Martin Kugler (HBLA für Forstwirtschaft, Bruck an
der Mur), Ing. Herbert Grulich (Office of the government of Lower Austria - LW. Koordinationsstelle für
Bildung und Forschung - "LAKO"; Fachschule Edelhof), DI Herbert Spicar (Forstliche
Ausbildungsstätte Ort/Gmunden), Interface management: Mag. Sonja Elmer, Mag. Regina Steiner
(both FORUM Umweltbildung) und Dr. Gerhard Weiss)
An interdisciplinary team of researchers together with four teachers of different agricultural and
forestry schools and training centres design an educational tool for the three-dimensional
demonstration of scenarios of landscape development. Goal of this simulation-model predeveloped by
the researchers and concretised together with the teachers for its use in schools is to show the
problems of sustainable usage of a natural resource, to enable people to understand humanenvironmental systems and to clarify the possibilities of shaping situations by stakeholders. The area
of Rax-Schneeberg is serving as an example where PARLAVIS seeks to investigate which possibilities
a presentation style like this is offering for ESD. On the other hand methods of inter- and
transdisciplinary cooperation shall be explored in the framework of the project and supporting and
inhibiting conditions shall be identified concerning this cooperative way of generating knowledge.
The project is made up of four stages: stage I (development) contained the technical construction of
the tool by the technicians in the team of researchers. In the course of this stage the teachers
introduced their wishes and needs for the application in school. Their propositions have been
implemented as far as possible by the team of technicians. Subsequently the teachers will test the tool
by conducting school projects using the tool, make records of the process of these tests and evaluate
the lessons using action research methods (stage II: test stage – just in progress). The results of the
test stage will be discussed among all participants of the project (stage III: evaluation of the tool) to
draw conclusions for further development and adaptation of the tool. The teachers will then get a
(slightly) improved version of the tool at the end of the project. The final (= fourth) stage of the project
is dedicated to the common reflection and evaluation of the entire cooperation process between
researchers and teachers. This evaluation will include the participation of all involved persons
(teachers, pupils and researchers) through a mixture of self-evaluation and external evaluation by the
interface management team.
The intermediate evaluation following stage I provided first results concerning the understanding of the
different roles by the project partners (and the modification of this comprehension), the motivation of
the involved project partners, the progression of the learning process and the challenges for the
project partners and for the interface management.
80
From the computer to nature – biodiversity education with simulation
models
Ulbrich Karin and Settele Josef
Helmholtz Centre for Environmental Research –UFZ, Dept. Community Ecology,
Theodor-Lieser-Strasse 4, 06120 Halle
Biodiversity is dramatically decreasing as a result of habitat loss, invasion of alien species,
overexploitation of resources, pollution, and climate change. However, little of current knowledge is
involved in school lessons. Opinion polls show that the majority of 15 to 18 year old pupils want to
know more about extinction risks of animal and plant species.
The educational software SINAS deals with the results of the EU research projects ALARM and
MacMan. Our approach includes (1) the demonstration of complex biodiversity issues at the example
of indicator species, (2) interactive usage of simulation models, (3) explanations of how the models
have been developed, and (4) the motivation to practical conservation measures. The indicator
species were derived from studies within the EU project ALARM and MACMAN which concluded that
both pollinators and amphibians are highly endangered by extinction. The diversity of bees and of the
plants they pollinate has declined significantly over the last decades. The existing studies demonstrate
the loss of pollination services for some major crops and imply a more general risk for pollination
services in the future, in both agricultural and natural ecosystems.
The impact of changing environment on pollinator populations was exemplified at the Red Mason Bee
Osmia rufa and the Maculinea butterflies. Amphibian species are represented by
the Common toad Bufo bufo and the Tree frog Hyla arborea. Simulation models demonstrate the
response of individuals and populations to environmental changes. The user can interactively select
“disturbance” or “protection” scenarios and test their impact on the population (total size, number of
females, males, and offspring). The extinction risk is displayed in terms of mean population life time.
Simulations show population development within a reproductive season on a daily time scale and on a
time scale of many successive years. Practical measures for conservation management are described
in a separate chapter of the SINAS software and include special offers of public visitor centres in four
German states.
Project results show that close collaboration of researchers with partners from schools and the public
allow finding new and effective ways in biodiversity education.
81
SUPPORT
Partnership and Participation for a Sustainable Tomorrow
Ulbrich Karin
Helmholtz Centre for Environmental Research –UFZ, Dept. Community Ecology,
Theodor-Lieser-Strasse 4, 06120 Halle
The Comenius network “Partnership and Participation for a Sustainable Tomorrow”, SUPPORT, has
been established in order to address the need to enhance the quality of educational practices and
material in line with the challenges of sustainable development (SD). The overall objective is to
promote education for sustainable development (ESD) in European schools. The SUPPORT network
consists of 31 partner institutions in 14 European Union and EFTA countries, plus 9 other participants
from 7 countries.
The project will bring concepts and issues of SD into the education system by linking schools,
research institutions and communities in a web-based network. Learning opportunities will be provided
that stimulate and empower individuals to acquire relevant experiences, knowledge, skills, values and
understanding and to reflect critically on their role in creating a sustainable tomorrow. In so doing the
project will contribute to lifelong learning for an active and responsible citizenry. SUPPORT will
generate and spread knowledge about how ESD can be effectively supported through cooperation
with actors outside the school using ICT. The project is expected to enhance the status of schools
through greater involvement in the local community and participation in democratic processes.
Interaction and cooperation among key stakeholders and best practice exchange will be facilitated by
thematic conferences, workshops, a Comenius mobility seminar, Comenius school partnership contact
seminars, Arion visits, and a web-based campaign on schools’ ecological footprints. The activities will
be managed and coordinated through annual advisory group and partner meetings.
82
phænovum Pupils Research Center
Schülerforschungszentrum Lörrach - Life Science
Wiederkehr Thomas
phænovum Lörrach, Justus-von-Liebig-Schule Waldshut-Tiengen, email: [email protected]
Our Pupils Research Center offers unique possibilities for research activities in the area of Life
Sciences and physics. The abstract and the poster is focused on the Life Science field. Situated in the
trinational region near Basel within the Biovalley region, high school students train their own first-hand
lab experiences in an university-like environment.
Our team of teachers aid the pupils in defining Life Science projects, designing experiments,
contacting experts from universities, participating and presenting results at symposia or contests.
Participants of the curriculum have to do an internship at selected companies that individually
establish partnerships with the students.
In our region there is an ever growing demand of very well educated, specialized and trained
employees in the industries of Life Science. On the other hand a high percentage of university studies
or vocational trainings are not completed. We aim to bridge this obvious hurdle between school and
higher education in the Life Sciences by encouraging the pursuing of real experiments that train addon-capabilities like self-responsibility, self-organization and frustration tolerance.
The pupils who are interested in Life Science are led in their research activities by an experienced
former researcher.
83
5.2. Presentations of Cooperations out of the Catalogue of Good
Practice Examples1
The following Good practice examples were exhibited within the poster session. Detailled information
to these Research Education Cooperations can be found in the report Good Practice Catalogue
(www.form-it.eu/download or www.ecology.at):
AUSTRIA
Children are Doing Research - A project on Archaeology
prepared by Cech Brigitte, Independent researcher
Report was available (Bericht, Wissenschaftskommunikationspreis des österreichischen Fonds zur
Förderung der wissenschaftlichen Forschung, Archäologieprojekt „Kinder forschen“)
Tick Patrol - A tiny foe, an underestimated enemy, a school project for your health!
prepared and presented by Steiner Konrad and students of the HBLA Ursprung, Elixhausen/Salzburg
Urban scapes - future scapes
presenting future.scapes – Global Change from children´s perspective
prepared by Tötzer Tanja et. al, ARC, systems research
GERMANY
Ada Lovelace - Mentoring for Women into Science and Technology
presenting Ada-Lovelace-Project Mentor network for women in techniques and science prepared by
Ebach Judith, University of Applied Science Koblenz
Daniel-Duesentrieb-Contest
prepared by Mackens Wolfgang, Technische Universität Hamburg-Harburg
ITALY
Material Science: an interdisciplinary laboratory course
prepared by Binetti Simona, University of Milano - Bicocca
How can young people participate in the scientific debate
presenting Ethics and Polemics. Learning to participate in the scientific debate
prepared by L'Astorina Alba, Istituto per il Rilevamento Elettromagnetico dell'Ambiente (IREA)
To observe, to understand, to respect
presenting Research and Ethics. To observe, to understand, to respect
prepared by Tranchida Flaminia, Institute of Cognitive Science and Technology of the Italian National
Research Council
LITHUANIA
Don't buy their lives
prepared by Lazarevičiené Violetta, Project CITES
Water is the main source of life
prepared by Silanskiene Loretta, Kaunas University of Technology
SLOVENIA
National Education Institute Slovenia
presenting Touching the Research Institute
prepared by Bačnik Andreja, National Education Institute Slovenia
1
Listed along countries and then in alphabetical order regarding the contact person
84
SWITZERLAND
Genetic Research Days
presenting Genetic Research Days. Project “Visit a lab”
prepared by Bodenmüller Kurt, Foundation Gen Suisse
Penser avec les mains – Thinking with the hands
prepared by Hulo Sophie, Université de Genève
The Life Science Learning Center
presenting Life Science Zurich – Learning Center
prepared by Jann Peter, University of Zurich and ETH Zurich
Explore-it
prepared by Providoli René, Pädagogische Hochschule Wallis PHVS
THE NETHERLANDS
JETNET - Jongeren en Technologie Network Netherlands
prepared by Boots Beatrice, Landelijk Coördinatiepunt Jet-Net
Bètapartners
prepared by de Beurs, Cor, University of Amsterdam
UNITED KINGDOM
prepared by Albone Eric and Okano Toru, Clifton Scientific Trust
In addition following initiatives were exhibited via posters:
A bunch of spring flowers
prepared by Ogrin Tomaz, Insitut Jozef Stefan (Slovenia)
NLT Nature, Life & Technology
prepared by Krüger Jenneke, Landelijk Ontwikkelpunt NLT (The Netherlands)
5.3. Bibliography
Driver, R., Leach, J., Millar, R. & Scott, P. (1996). Young people's images of science.. Buckingham,
UK: Open University Press.
Jiménez Aleixandre M.P (2008). Designing argumentation learning environments. In S. Erduran & M.
P. Jiménez-Aleixandre (Eds.), Argumentation in science education: perspectives from classroombased research (pp. 89-113). Dordrecht: Springer,
Jiménez Aleixandre M.P & Pereiro Muñoz, C. (2002) Knowledge producers or knowledge consumers?
Argumentation and decision making about environmental management. International Journal of
Science Education, 24: 1171-1190.
85
5.4. List of participants
Australia
Hofer Hans
Pädagogische Hochschule Tirol
Mackenzie Cam
Queensland Government, Department for
Education, Training and the Arts
Holub Peter
Centre of Science education at the
Pedagogical University Carinthia - Viktor Frankl - University
Winter Anthony
Jelen Ingrid
HTL Dornbirn
Austria
Bachmann Gerhild
University of Graz
Jungwirth-Weinberger Herbert
BHBLW 19
Bakonyi Tamas
University of Veterinary Medicine Vienna
Kainz Peter
Chemie-Ingenieurschule Graz
Bartosch Ilse
Alpen-Adria Universität Klagenfurt
Karlegger Annelies
Institut für Umwelthygiene Medizinische
Universität Wien
Cech Brigitte
Keller Erika
Vienna University - Austrian Educational
Competence Center Biology
Cervinka Renate
Institut für Umwelthygiene Medizinische
Universität Wien
Kern Thomas
Schulbiologiezentrum Graz
Czerny Wolfgang
Austrian Research Centers GmbH - ARC
Kirchdorfer Lisa
HBLA Ursprung
Eberharter Lukas
HBLA Ursprung
Kunnert-Wernhart Veronika
Kirchliche Pädagogische Hochschule
Ebert Veronika
HBLVA für chemische Industrie and IMSTFonds and IUS University Klagenfurt
Lackner Christian
Federal Research and Training Centre for
Forests Natural Hazards and Landscape
Ebner Rupert
Langer Ewald
Hoehere Technische Lehranstalt Villach
Elster Doris
Vienna University - Austrian Educational
Competence Center Biology
Loibl Marie Celine
Austrian Federal Ministry of Science and
Research
Frantz-Pittner Andrea
Meissner Markus
Austrian Institute of Ecology
Garber Karin
Vienna Open Lab
Nittinger Franziska
Austrian Science Fund FWF
Grabner Silvia
Oberhauser Irmgard
HTL Dornbirn
Gröschl Martina
Austrian Academy of Sciences
Oberkofler Edith
HBLA Ursprung
Guttmann Franz
Fachhochschulstudiengänge Burgenland
Ges.m.b.H.
Patzak Beatrix
Path.-Anat. Bundesmuseum
Hein Bettina
WasserKluster Lunz
Pfaffenwimmer Günther
Austrian Federal Ministry for Education, the
Arts and Culture
Heiss Gerhard
Pieslinger Herwig
HBLFA Raumberg
86
Pietsch Alice
Pädagogische Hochschule Steiermark
Denmark
Christensen Dorthe
Det Biovidenskabelige fakultet for
Føvevarevidenskab, naturressourcer og
Prauhart Nadia
Radits Franz
University of Vienna
France
Schauer Annemarie
GRG III
Quéré Yves
Académie de Science de France
Schwab-Matkovits Ingrid
Fachhochschulstudiengänge Burgenland
Ges.m.b.H.
Walter Bernadette
Academie de Strasbourg & Biovalley College
Network
Schwanzer Hanna
HTL Spengergasse
Simonne-Dombovari Eszter
Department of Geoinformation and
Cartography - TU Vienna
Germany
Smoliner Christian
Austrian Federal Ministry of Science and
Research
Bökehof-Reckelkamm Annette
Robert-Bosch-Stiftung
Baker Louise
de Haan Gerhard
FU Berlin
Steinbach-Buchinger Hermine
Agentursteinbach.at
Drexler Atje
Steindl Claudia
Steiner Regina
Forum Umweltbildung
Ebach Judith
University of Applied Science Koblenz AdaLovelace-Project
Steiner Konrad
HBLA Ursprung
Elsholz Markus
turmdersinne gGmbH
Stelzer Irmgard
Universität Wien, AECC Biologie
Geyer Tobias
Deutsches Hygiene-Museum Dresden
Tötzer Tanja
Hausamann Dieter
DLR - German Aerospace Center
Wagner Kurt
KulturKontakt
Hillebrandt Dirk
Leibniz-Institute for Science Education - IPN
Weigelhofer Gabriele
WasserKluster Lunz GmbH
Huck Jana
FU Berlin
Wirtitsch Manfred
Austrian Federal Ministry for Education, the
Arts and Culture
Ilg Uwe
Hertie-Institute for Clinical Brain Research
Kirchner Ingo
Institut fuer Meteorologie
Zuercher Reinhard
Pädagogische Hochschule Wien
Kohse-Höinghaus Katharina
University of Bielefeld
Czech Republic
Kratzer Andreas
TU München
Lukesova Jana
Palacky University Olomouc
Lingen Heinz
Gymnasium Haus Overbach
Pokorna Gabriela
Palacky University Olomouc
Lorenz Robert
FU Berlin
Mackens Wolfgang
87
Martin Ulrike
Kitz.do
Pecorone Giovanna
S.S.I.S. Lazio
Mathar Reiner
Ensi – environment and school initiatives
Schacherl Stefano
Itis Armellini - Rome - Italy
Neher Eva-Maria
XLAB - Experimental Laboratory for Young
People
Torracca Eugenio
University of Rome
Valente Adriana
National Research Council-institute of research
on population and social policies
Panknin Karin
K.Panknin SOLUTIONS GmbH
Post Angelika
Matheon
Lithuania
Raab Dagmar
Universität Bayreuth
Anceviciene Lena
Kaunas University of Technology
Scheller Ulrich
BBB Management GmbH Campus Berlin-Buch
Raila Saulius
Kaunas University of Technology
Steckemetz Bernd
Hochschule Bremen, Institut für AerospaceTechnologie
Norway
Telgmann Gisela
Robert-Bosch-Stiftung
Benedict Faye
Norwegian University of Life Sciences
Ulbrich Karin
Helmholtz-Centre for Environmental research UFZ
Poland
Zehren Walter
Universität des Saarlandes
Linard-Szuta Laetitia
Solvay Pharma Polska
Hungary
Romania
Czippan Katalin
Hungarian Society of Environmental Education
Cernat Petronela-Adriana
University of Bucharest
Varga Attila
Hungarian Institute for Educational Research
and Development
Slovenia
Italy
Artac Sonja
Altamore Aldo
Roma Tre University
Bacnik Andreja
Berlinguer Luigi
Ministry of Public Education
Mohorcic Gregor
The National Education Institute
Binetti Simona
Dipartimento di Scienza dei Materiali,
Università degli Studi Milano-Bicocca
Mozer Alenka
Ogrin Tomaz
Caravita Silvia
Istituto di Scienze e Tecnologie della
Cognizione del CNR
Poberznik Anita
Guattari Georgio
S.S.I.S. Lazio
Stres Spela
L'Astorina Alba
IREA - CNR
Mayer Michela
University of Rome 3 SSIS Lazio
88
Spain
United Kingdom
Espinet Mariona
Universitat Autònoma de Barcelona
Albone Eric
Clifton Scientific Trust
Jimenez-Aleixandre Maria Pilar
Meadows John
London South Bank University Education Dept
Mintz Joseph
Switzerland
Okano Toru
Rikkyo School in England
Providoli René
explore-it
Pietikainen Soile
Bodenmüller Kurt
Foundation Gen Suisse
Gerloff-Gasser Christine
University of Zurich - Institute of Secundary
and Vocational School Pedagogy
Hermann Janine
Interpharma
Jann Peter
Kocher Urs
Alta Scuola Pedagogica
Kyburz-Graber Regula
Stalder Laura
SGCI Chemie Pharma Schweiz
The Netherlands
Ankone Henri
Caris Iris
Utrecht University
de Kleijn Emiel
Timmemans Piet
Radboud University. Teacher training institute
89
5.5. List of Referents, Moderators and Workshop leaders
ALBONE, Eric (Referent Workshop 1) is Director of Clifton Scientific Trust, a charity dedicated to
developing innovative strategies for engaging young people of all ages and backgrounds in
experiences of real life science and its application, giving school knowledge meaning and motivation
and building skills for life through science. His current work includes the award-winning UK-Japan
Young Scientist Partnerships, and in his home city of Bristol in developing effective working
partnerships between primary schools and medical students. Dr. Albone holds a first degree and
doctorate in chemistry from Oxford and has divided his career between academic research and school
teaching. He is also much involved in Britain in “science in society” initiatives nationally and locally.
ANKONÉ, Henri (key note, Leader Workshop 4), is the contact person for the “Geography olympiade”
in the National Institute for Curriculum Development in the Netherlands. He accompanied the
development of the multimedial teaching tool.
BAKER, Louise (Moderator Workshop 2) joined the Robert Bosch Stiftung in December 2007. As
Programme Officer in the area of Science and Research she coordinates the funding Programme
"NaT-Working", which aims to network schools, universities and research institutes by funding projects
and initiatives aimed at getting more young people excited about science and technology. After
successfully completing her degree in German at the University of Liverpool, UK and a Masters in
European Studies at the University of Aachen, Germany, Louise went on to work for the Europe
Programme at the British Council in Brussels and "Culture 2000" at the European Commission, DG
Education and Culture.
BAKONYI, Tamas (Referent Plenary) is senior lecturer at the Institute of Virology, Department of
Microbiology and Infectious Diseases, Faculty of Veterinary Science, Budapest. Since 2001 he has
close and continuous research cooperation with Prof. Norbert Nowotny's group at the Clinical Virology,
University of Veterinary Medicine, Vienna. He obtained PhD degree on the molecular investigations of
bee viruses. His main scientific interest is the molecular diagnostics of animal and human viruses; in
particular the detection and characterization of previously unknown or less intensively investigated
agents. Dr. Bakonyi is the co-author of 38 scientific articles in the field of virology and epidemiology.
DE HAAN, Gerhard (Key note) is the director of “Institut Futur”, the Center for Educational Future
Science at the Freie Universität Berlin. His research activities are: development of future scenarios –
education for sustainable development - analysis of the effects of a knowledge based society exploring the transfer of knowledge and innovations - research on future and uncertainty. Several of
the institute’s research projects are being funded by the EU, the German Federal Ministry of Education
and Research and by DBU (German Federal Environmental Foundation). Among others, he is the
chairman of the German National Committee of the UN-Decade for Education on Sustainable
Development, Member of the Council of the Europäische Akademie GmbH and Member of the
Committee on Sciences of the German section of the UNESCO-Commission.
DREXLER, Atje (Leader Workshop 2) is deputy head of the Science department at the Robert Bosch
Foundation in Stuttgart, Germany. She supervises the Foundation’s funding programs for cooperative
projects between research and educational institutions such as “NaT-Working: students, teachers and
scientists network in science and engineering” and “Denkwerk: students, teachers and scholars
network in the humanities.” In addition, she is responsible for the research funding of the Foundation’s
medical institutes. NaT-Working is the largest funding program for research-education cooperation
projects in Germany. Since 2000 more than 130 initiatives have been funded. Atje Drexler joined the
Foundation in 2001, after completing her studies in Slavic literature, Economics and English, and a
three-year employment in industry.
90
EBERHARTER, Lukas (Referent Plenary), student at Höhere land- und forstwirtschaftliche Schule
Ursprung, projects: "Orchid Tissue Cultures" "pharmacogenetics - students test their own genes" ,
"Tick Patrol A tiny foe, an underestimated enemy, a school project for your health!", "Stevia: Illegal vs.
Healthy? Students bare their teeth at caries"; "bee important - students pit themselves against bee
virus diseases"
HILLEBRANDT, Dirk (Leader Workshop 3), Psychologist, since 2004 he has been working in
research regarding the effects of leaning science in out-of-school contexts, he is especially interested
in the merits of hands-on experiments for learning natural sciences. For him, inquiry-based learning
within an open-ended experimental approach is seen as a part of a modern teaching and learning
strategy which relies on those effects of solving complex problems which promotes and supports
learning.
JIMENEZ ALEIXANDRE, Maria Pilar (General Rapporteur) is science education Professor in the
University of Santiago de Compostela (Spain). Previously she was biology high school teacher for 12
years. Her ongoing research program revolves around the development of argumentation and critical
thinking in the science classroom, through authentic problems and socio-scientific issues. She has
authored about 45 books or book chapters on argumentation, environmental education and biology
education, being the last Argumentation in Science Education. Perspectives from Classroom based
research, Springer 2007 (co- edited by Sibel Erduran & M.P. Jiménez-Aleixandre). She has also
published as many papers in refereed journals, among the last “Contextualizing practices across
epistemic levels in the Chemistry laboratory” Science Education, 2006.
KIRCHDORFER, Lisa (Referent Plenary), student at Höhere land- und forstwirtschaftliche Schule
Ursprung, projects: "Orchid Tissue Cultures" "pharmacogenetics - students test their own genes" ,
"Tick Patrol A tiny foe, an underestimated enemy, a school project for your health!", "Stevia: Illegal vs.
Healthy? Students bare their teeth at caries".
KOHSE-HÖINGHAUS, Katharina (Referent WS 3), Full professor for Physical Chemistry at Bielefeld
University, main area of research: investigation of complex reaction systems. Founder of teutolabCHEMIE - das Mitmach- und Experimentierlabor für SchülerInnen an der Universität Bielefeld;
Furthermore she focuses on working out recommendations for promoting the collaboration and
cooperation between schools and Universities, especially in the area of natural sciences; this work is
based on the teutolab model. Award of the Public Understanding of Sciences and Humanities Program
of the Stifterverband für die Deutsche Wissenschaft for the chemical education project teutolabChemie and teutolab-NETZWERK; Cross of the Order of Merit of the Federal Republic of Germany
awarded by Federal President Horst Köhler, for her major contribution to the Program "Bildung für
alle" [„Education for all“], especially for the design, implementation, and successful establishment of
teutolab-CHEMIE.
KYBURZ-GRABER, Regula (Key note, Moderator Workshop 3): Biologist and biology high school
teacher by training, since 1998 she is professor for Secondary School Pedagogy (teacher education)
at University of Zurich, Switzerland. Her main research areas are environmental education
(approaches in natural and social science), science education, interdisciplinary teaching, new teaching
and learning methods, project-based teaching and learning, self-directed learning, reflective teaching,
and school development. In 2007, she received the Award of the North American Association for
Environmental Education for „Outstanding Contribution to Environmental Education Research“. Since
2007, she is director of the Institute of Secondary and Vocational School Pedagogy (teacher
education) at University of Zurich.
91
LINGEN, Heinz (Referent WS 2) is teacher for physics, pedagogics and psychology and heads the
Gymnasium Haus Overbach in Jülich/Aachen since 1989 (focus points: natural sciences, music and
assistance to gifted students). The school has contacts to Belgium, The Netherlands, Poland, Ireland,
France, Switzerland and the USA. He focuses on development of cooperation models for schools,
science and economy. Furthermore he promotes school development and teacher training (focus
points: job orientation, assistance to gifted students, school and science, school and economy, team
building and quality management).
LOIBL, Céline (Referent Plenary, Moderator Workshop 4) is leader of the Austrian Research
Programme Sparkling Science which has been implemented by the Federal Ministry of Science and
Research in December 2007 (www.sparklingscience.at). The programme finances exclusively
research projects that involve pupils directly in the research process as well as school projects that are
realised in cooperation with researchers. The duration of the programme will be 10 years with a yearly
budget of 3 Mio €. Projects from all disciplinary fields are funded; all school types and age-classes are
involved. Before taking over the responsibility for the programme, Céline Loibl carried out international
research projects on inter- and transdisciplinary, on research evaluation and on harmonisation of
research and education policies.
MACKENS, Wolfgang (Referent Workshop 1), PhD in Applied Mathematics at the University of
Muenster in 1976 after having studied mathematics, computer science and physics at the Universities
of Hamburg and Muenster. Assistantship at Ruhr-University Bochum until 1979. From 1979-88 lecturer
at RWTH Aachen. Habilitation (Scientific Computing) at Aachen in 1988. From 1989-96 Professor of
Mathematics at Hamburg University. then Professor of Mathematics at Hamburg University of
Technology (TUHH), Institute of Numerical Simulation. Spokesman of TUHH in school affairs;
responsible in VDI (Association of German Engineers, (Hamburg Section) for contact to School
Authorities. Initiator and promoter of several activities to increase pupils interests in Mathematics,
Computer Science, Natural Sciences and Engineering.
MAYER, Michela (Leader Workshop 1) is an international expert in Science Education, Education for
Sustainable Development (ESD) and Evaluation research. With a Ph.D. in Scientific Education and a
degree in Physics, Michela, formerly responsible for research at the Italian National Institute for the
Evaluation of the Educational System (INVALSI), is a Lecturer in the Teachers Postgraduate School,
SSIS Lazio, at the University of Rome3. She is responsible for the Science Area in the Italian
participation to the PISA OECD programme and she was a member of the PISA Science Expert
Group. As expert in action research and in evaluation she contributed to national and international
projects for the definition of Quality Criteria for ESD, and actually she is a member of the Italian
UNESCO commission fro ESD, and of the UNECE expert group for the development of ESD
indicators.
MEADOWS, John (Key note, Referent Workshop 4) works in the Education Department at London
South Bank University, where he is responsible for the science on primary and Early Years courses.
He has researched and published in science and ICT education and also teaches Masters in
Education for Sustainability and doctoral level students.
MOZER, Alenka (Referent Workshop 4) is a chemistry teacher at Gimnazija Vic Ljubljana and a
member of the National Committee for Chemistry Assessment in Slovenia. Students at Gimnazija Vic
bear in-class activities in science courses. Due to the collaboration with research institutions,
laboratories and faculties students are taught by school teachers and by scientists/experts. From 1994
– 98 Ms. Mozer was a school inspector at the Ministry of Education and Sport. In cooperation with
experts from the National Education Institute she is continuously involved in giving workshops within
the in-service training programme for chemistry teachers.
92
OBERKOFLER, Edith (Referent Plenary), PhD in Molecular Biology, 1998-2006 research assistant at
the University of Salzburg, Department of Cellular Biology. Since 1998 lectures and laboratory
exercises in microbiology and molecular biology. Research fields: gene regulation mechanisms during
yeast life cycle; yeast as model system in aging. Since 2000 external advisor at the HBLA Ursprung,
Elixhausen for biotechnology projects. Since 2006 teacher at the HBLA Ursprung for chemistry,
environmental technology laboratory and gene- and biotechnology.
OKANO, Toru (Referent Workshop 1) holds a first degree in chemistry from Rikkyo University, Tokyo
and a doctorate in education from King’s College London, and now teaches chemistry at the Rikkyo
School in England. His particular interest is in comparing methods and achievements in science
education in Britain and Japan and in developing exchange projects between the two countries,
initially in 1991 with the Japan Society for Science Education, and since 1994 with Clifton Scientific
Trust’s UK-Japan Young Scientist programme in which school students from both countries (with
teachers) live and work together with professional scientists and give team presentations of their
achievements, experiencing science both as a real life challenge and as a cultural bridge.; most
recently Kyoto 2007; Univ. Surrey 2006.
PFAFFENWIMMER, Günther (Moderator Workshop 1) is responsible for Environmental Education
programme development in the Subdepartment for Environmental Education in the Austrian Federal
Ministry Education, the Arts and Culture. Since 2004 he is the President of ENSI-Network (European
Network of Consultants for Social Inclusion) and acts as the official Austrian Contact Partner of the
GLOBE-Programme (Program for Global Learning and Observations to Benefit the Environment).
Furthermore he represents the official Austrian Contact Partner of the OECD/CERI-Network
(Organisation for Economic Cooperation and Development & Center for Educational Research and
Innovation).
QUÉRÉ, Yves (Referent Workshop 2) is a solid state physicist who has been working mainly on
crystal defects in solids, irradiation effects in materials and particle/solid interactions. He is a member
of the French Académie des Sciences and of the Pontifical Academy of Sciences. Being the foreign
Secretary of the Académie, he was elected co-Chair (2000-2006) of the InterAcademy Panel (IAP), the
Assembly of the Science Academies worldwide. He has been the President of the Department of
Physics and the Chair of the Senate of Professors at the Ecole polytechnique (Paris). Since 1996, he
is deeply involved, together with Nobel laureate Georges Charpak and Astrophysicist Pierre Léna, in
La main à la pâte, a programme of renovation of science education in French primary schools, with a
large number of international interactions.
RADITS, Franz (Referent Workshop 4), 1977–1992 Biology Teacher (Sec1&2), 1984 Research
Scholarship at Technische Hochschule Darmstadt (Lichtenberg-Gesellschaft). 1987 Award of Science
and Culture (Theodor Körner Stiftungsfonds). Since 1992 Professor at College of Education in Baden
(Austria). 1992 Research at Nihon- University, Tokyo, Japan. Since 1998 Lecturer and Researcher at
University of Vienna, Dep. of Evolutionary Biology (Science Education). Since 2003 associate of the
IMST Fond (University of Klagenfurt). Research fields: Science teacher education and action research;
Science learning in research and education partnerships; science learning as education for
sustainable development: RADITS, F., Rauch, F. & Kattmann, U. (2005) Gemeinsam Lernen –
Gemeinsam Forschen. Wissen, Bildung und Nachhaltige Entwicklung. Innsbruck, Wien, München,
Bozen: Studien-Verlag.Austrian Educational Competence Centre Biology, University of Vienna.
93
STEINBACH-BUCHINGER, Hermine (Moderator), as moderator she guides conferences and other
large group interventions such as public participation processes embedding all attendants in the
communication processes. As representative project manager she is involved into the local agenda 21
processes in two Viennese districts. Focussing on adult education she is member of the Austrian AGB
(Ausbildungsinstitut für Gruppe und Bildung) and of the international Anti Defamation League (ADL).
Furthermore she is lecturer at the University Klagenfurt and at the Universitiy of Applied Sciences for
Applied Knowledge Management. She studied pedagogic and holds a Master degree in Supervision,
Coaching and organisational development. As consultant she is specialised in the fields education,
non governmental organisations and public administration.
STEINER, Konrad (Referent Plenary) HBLA Ursprung, Austria Biology, Mathematics, Informatics
Teacher at Höhere land- und forstwirtschaftliche Schule Ursprung; manager of severeal
interdisciplinary school projects such as "Tick Patrol". http://projekte.ursprung.at
WIRTITSCH, Manfred (Key note), Since 2001 head of Department of Citizenship Education,
Environmental Education and Consumer Education in the Austrian Federal Ministry for Education, the
Arts and Culture. After his study of History and Mass Communication he started in the Austrian States
Archive. Between 1988 and 2000 he worked in the Federal Ministry of Science and Research,
Department for Social Sciences (Deputy Head since 1996), focussing on contemporary history,
cultural studies, and comprehensive security.
94
5.6. Conference programme
International
Conference
Wednesday 12th
12th - 14th of March 2008
Vienna
From 13:00
Registration
16:30 – 17:00
Opening
Welcome address
Johannes Hahn, Federal Minister of Science and Research, Austria
17:00 – 17:30
Setting of the conference
Form-it - Take Part in Research!
Marie Céline Loibl, Form-it Coordinator, Austria
17:30 – 17:50
Key note
»Science Education in Europe«
Maria Pilar Jimenez Aleixandre, General rapporteur, Spain
17:50 – 18:00
Introduction of Workshops
Workshop 1 »Good practices«
Michela Mayer, Università degli Studi Roma Tre - Scuola di
Specializzazione all’Insegnamento Secondario del Lazio 3, Italy
Workshop 2 »Implementation«
Atje Drexler, Robert Bosch Stiftung, Germany
Workshop 3 »Education«
Dirk Hillebrandt, Leibniz Institute for Science Education at the
University of Kiel, Germany
Research and Science Education
Workshop 4 »Curriculum«
Henri Ankoné, National Institute for Curriculum Development,
The Netherlands
Cooperation makes Europe competitive in Science
18:00 – 19:30
Good practice examples of Research and Education Cooperation
Poster Session
Programme
© HBLA Ursprung
Interactive exhibition
19:30
Dinner
Orangerie, Europahaus
Moderation: Hermine Steinbach-Buchinger
Thursday 13th
Friday 14th
9:00 – 10:00
Key note
»Images of Research and Education Cooperations in Europe«
9:00 – 10:30
10:00 – 10:30
Coffee break
10:30 – 12:30
Workshops in parallel session
Key notes
»Positions and Perspectives of the
Austrian Federal Ministry for Education, the Arts and Culture«
Manfred Wirtitsch, Federal Ministery of Education, the Arts
and Culture, Austria
»Input on national programmes«
Henri Ankoné, National Institute for Curriculum Development,
The Netherlands
»The function of Research Education Cooperation in
sustainable educational systems«
Gerhard de Haan, Freie Universität Berlin, Germany
12:30 – 14:00
Lunch
10:30 – 11:00
Coffee break
14:00 – 14:30
Research and Education Cooperation on stage
Tick Patrol
Edith Oberkofler, HBLA Ursprung, Austria
Konrad Steiner, HBLA Ursprung, Austria
Tamas Bakonyi, Veterinary University of Vienna, Austria - Hungary
Lisa Kirchdorfer, HBLA Ursprung, Austria
Lukas Eberharter, HBLA Ursprung, Austria
11:00 – 12:00
12:00 – 12:45
14:30– 16:45
Outcome of Workshops, questions and outlook
Workshop-leaders
Discussion
12:45 – 13:15
Conclusion of the conference
Maria Pilar Jimenez Aleixandre, General rapporteur, Spain
16:45 – 17:45
First impressions of Workshop sessions
13:15 – 13:30
Closing session
Marie Céline Loibl, Form-it coordinator, Austria
18:30
Beethoven walk and Dinner (optional)
Departure to Nußdorf/Vienna
13:30
Bus transfer to the hotels
14:30
Lunch
Departure
22:30
95
Impressum
What are good practices of Research Education Cooperation?
Workshop-Lead: Michela Mayer, Università degli Studi Roma Tre - Scuola di
Österreichisches Ökologie-Institut (Coordinator)
Institut "Jožef Stefan"
Università degli Studi Roma Tre - Scuola di Specializzazione all’Insegnamento Secondario del Lazio
Freie Universität Berlin - Arbeitsbereich Erziehungswissenschaftliche Zukunftsforschung-Institut Futur
Input:
Specializzazione all’Insegnamento Secondario del Lazio 3, Italy
Toru Okano, Rikkyo School, United Kingdom – Japan
Eric Albone, Clifton Scientific Trust, United Kingdom
Wolfgang Mackens, Technische Universität Hamburg-Harburg,
Germany
Moderation:
Günther Pfaffenwimmer, Federal Ministery of Education and the Arts,
Austria
Workshop 2
»Implementation«
How to realise good cooperation projects?
Workshop-Lead: Atje Drexler, Robert Bosch Stiftung, Germany
Input:
Heinz Lingen, Gymnasium Haus Overbach, Germany
Moderation:
Yves Quéré, Académie des Sciences, France
Louise Baker, Robert Bosch Stiftung, Germany
Workshop 3
»Education«
Could a REC be an element of modern science education?
Workshop-Lead: Dirk Hillebrandt, Leibniz Institute for Science Education at the
University of Kiel, Germany
Form-it »Take Part in Research!«
Katharina Kohse-Höinghaus, University Bielefeld, Germany
Cooperation between research institutions
and education organisations is considered to
be an innovative didactic model for develo-
ping the basic skills young people nowadays
need for effective, life long learning and for
building scientific excellence.
Within Form-it - Take part in Research! networking experts who work with and on such
Workshop-Lead: Henri Ankoné, National Institute for Curriculum Development,
The Netherlands
Input:
Alenka Mozer, Gymnasium Vic, Slovenia
Moderation:
Franz Radits, Austrian Educational Competence Centre Biology,
University of Vienna
Contact
Input:
Moderation:
Nadia Prauhart
Seidengasse 13
A-1070 Vienna
[email protected]
http://www.ecology.at
new didactic concepts will point out good
practice examples, develop practical guidelines and assemble a joint policy paper.
http://www.form-it.eu
The project Form-it »Take Part in Research« is supported by the European Commission within the
Sixth Framework Programme (2002-2006). The sole responsibility for the content of this programme
lies with the authors. It does not represent the opinion of the European Commission. The European
Commission is not responsible for any use that may be made of the information contained therein.
96
www.form-it.eu
4

Bridging the Gap between Research and Science - PH

Transcription

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