Esof2012 ibse 14_jul2012
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Esof2012 ibse 14_jul2012

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“What is Inquiry Based Science Education? - sharing approaches from the four European projects Establish, Fibonacci, Pathway and SAILS” at ESOF 2012

“What is Inquiry Based Science Education? - sharing approaches from the four European projects Establish, Fibonacci, Pathway and SAILS” at ESOF 2012

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  • This is the overall objective for ESTABLISH. - that it accounts for all the science subjects (physics, chemistry, biology and technology)
  • Who are we?Consortium of over 60 partners from 11 European countries.We will bring innovation to the classroom through the provision of:Appropriate teaching and learning IBSE unitsAppropriate supports for teachers (pre-service & in-service)
  • Who are we?Consortium of over 60 partners from 11 European countries.We will bring innovation to the classroom through the provision of:Appropriate teaching and learning IBSE unitsAppropriate supports for teachers (pre-service & in-service)

Esof2012 ibse 14_jul2012 Esof2012 ibse 14_jul2012 Presentation Transcript

  • What is Inquiry Based Science Education? Dr. Eilish McLoughlin, Prof. Tina Jarvis, Dr. Margaret Farren, Dr. Anders Jönsson, Dr. Kara McGann
  • Symposium Overview1. Overview of Inquiry Based Science Education2. Specific features from four FP7 projects – • ESTABLISH - Eilish McLoughlin • Fibonacci - Tina Jarvis • Pathway - Margaret Farren • SAILS - Anders Jonsson3. Stakeholders viewpoint – IBEC - Kara McGann4. Round table discussions to identify key questions/concerns.5. Questions posed to panellists.
  • Europe needs scientists (1)By 2020 there will be 20 million high-skilled and 30million medium-skilled jobs using STEM in Europe.EUN
  • Europe needs scientists (2)The key point is equipping every citizen with the skillsneeded to live and work in the knowledge society bygiving the opportunity to develop critical thinking andscientific reasoning that will enable them to makeinformed choices.Science Education Now! The Rocard report for the EuropeanCommission, 2007
  • Skills supply and demand in Europe to 2020... a considerable shift in labour demand towards skilledworkers, implying that future jobs will become moreknowledge and skills intensive . Technicians and associate professionals ….. have the highest potential for job creation in the next decade (around 4.5 million)European Centre for the Development of Vocational Training, 2010
  • The basic elements of science education curriculumpedagogy assessment
  • Inquiry-based science education:what does it mean? 1. A curriculum that includes scientific processes as well as content. 2. Pedagogy that takes a practical, hands-on approach 3. Assessment that encourages 1 and 2.
  • Dr. Eilish McLoughlin, Dublin City University
  • ESTABLISHEuropean Science and Technology in Action: Building Links with Industry, Schools and Home2010-2013 -Funded under the Seventh Framework Programme for Science in Society. The objective of ESTABLISH is the dissemination and use of an inquiry-based teaching method for science with second level students (age 12-18 years) on a large scale in Europe by creating authentic learning environments, involving all stakeholders to drive change in the classroom.
  • ESTABLISH CONSORTIUM The ESTABLISH consortium is made up of science education researchers and teacher educators working with local teachers and students to develop and implement IBSE materials and workshops that are culturally adapted for each country. Coordinators: Dr. Eilish McLoughlin, Dr. Odilla Finlayson, Dr. Sarah Brady, Dr. Deirdre McCabe Centre for the Advancement of Science and Mathematics Teaching and Learning (CASTeL), Dublin City University, Dublin 9, Ireland ESTABLISH Kick off Meeting, January 2010, DCU, Ireland
  • forming coherent arguments Critiquing debating experiments with peers Distinguishing alternatives What is Inquiry?Diagnosingproblems searching for information Planning investigations researching conjectures Definition of Inquiry from: Linn, Davis and Bell, 2004
  • ESTABLISH Model for Inquiry“creating authentic learningenvironments for science” TEACHERS“bringing together … stakeholders..” STUDENTS
  • ESTABLISH FOCUSInnovation in science classroom practice- achieved through the development and provision of: Appropriate teaching and learning IBSE units (informed by scientific and industrial communities) Appropriate supports for both in-service and pre- service teachers
  • Prof. Tina Jarvis, University of Leicester
  • The Fibonacci consortium includes an initial 25 members from 21 countries.Coordinated by the Ecole Normale Supérieure (France) with Bayreuth University(Germany). http://www.fibonacci-project.eu
  • Extend innovation in primary science and mathematics in primary & secondary schools by working with approximately 25 teachers (Leicester focused on mathematics and science within IBSE.)‘Training’ for organisations in other EU countries:• Links to two ‘twinned’ centres – Dublin & Belfast• New TC3 – eg University of Almeria Spain.• Field visits – for educators and teachers• Conference ‘Bridging the gap between scientific education research and practice’International Cross-Cutting topic groups : on-line & hard copy materials• Scientific inquiry in maths• Scientific inquiry in natural sciences• Implementing and expanding a reference centre• Integrating inquiry across curricular• Using the external environment of the school
  • Integrating maths in IBSE – ‘big ideas’• Instruments and measuring• Averages and sample size• Active graphing• Looking for patterns• Classifying and exploring the significance of shape• Area and Perimeter,• Volume and surface area• Ratio and ProportionAt all stages the aim has been to focus onboth mathematics and science concepts andskills.
  • Dr. Margaret Farren, Dublin City University
  • Pathway is a project funded by the European Commission under FP7-Capacities to promote the effective widespread use of inquiry and problembased science teaching techniques (Inquiry Based Science Education - IBSE) inprimary and secondary schools in Europe and beyond.Specifics Aims:- Identifying the best of existing classroom practice, often arisingfrom previous EU initiatives.- Disseminating those practices through innovative programs ofteacher professional development (including competitions).- Develop guidelines to help future IBSE practices develop and alsobe disseminated to teachers across Europe.
  • Inquiry Types for IBSE• Structured: Strongly teacher-directed.• Guided: More loosely scaffolded.• Open: Strongly student-directed.• Coupled: A combination of two types of inquiry.
  • Work to date• Visionary workshops.• Good practice template for educational activities; – schools based activities. – science centre and museum activities. – school-research centre activities. – CPD activities.• Implementation of workshops in IBSE in countries around Europe.• Practice Reflection workshops.• Competition.
  • Dr. Anders Jönsson, Malmö University
  • Project aim The aim of SAILS is to support teachers in adoptingan inquiry based science education (IBSE) approach at second level across Europe.SAILS aims to prepare science teachers, not only to be able to teach science through inquiry, but also to be confident and competent in the assessment of their students’ learning through inquiry.
  • SAILS Work programme WP1: Critically map key skills and competencies with those promoted through IBSE WP 1 Review & MappingWP2: Devise models for assessmentinstruments to “measure” specific skills/competences in IBSE WP 6 WP 7 Dissemination Project & Management Project Promotion WP 4 WP 5 Teacher Professional Development Development of a Community of in IBSE Practice
  • Assessment strategiesComprehensive:Including the full range of skills in IBSENot only paper-and-pencil testsPerformance:Assessment of hands-on scientific workNot only indirect psychometric testing of latent variablesFormative:Transparency, feedback, and student involvement integral parts of theassessmentNot only summative, marks-oriented assessment (and definitely not norm-referenced)
  • Dr. Kara McGann, Irish Business and employers confederation (IBEC)
  • IBEC Budget Submission – November 2010• IBEC believes that radical reform of ……..teaching methods and curriculum content could have a profound impact on education outcomes including the development of critical thinking and moving away from the dominance of rote learning..… Therefore it should be regarded as a priority area for policy attention and investment.
  • Change in employment (%) 2008-2015 FAS/ESRI Manpower Forecasting Studies, Feb 2010
  • So why is inquiry based science education of importance toindustry?• Demand for it to be a core subject• This does not mean devaluing arts and social sciences• Science is related to personal and societal issues• Essential for global citizens of the 21st century• Talent pool inadequate
  • STEM GraduatesDecline of interest in science throughout* Under 17% of LC students Biology only sat at least 2 science in the core subjects1990-2010 top 10 in in 2010LC Physics 2010, chemistrdecline from y 13th, physics20% to 12% 15th
  • Skills challenges and talent pool shortages Biologists Microbiologists Chemists R&D project Higher value-add managers High-tech manufacturing Healthcare Green agendaExpert Group Future Skills Needs 2012
  • IBEC Education & Skills Survey 2010
  • Inquiry based education• System is being called on to innovate• Inquiry based education – key to success• Develops core skills of investigation & problem solving• Positive impacts on student content, learning & retention – conceptual learning• Link between enjoyment of learning science & science achievement• Business – education interaction essential
  • Thank you for your attention For further information, please visit:ESTABLISH - www.establish-fp7.eu/Fibonacci - http://www.fibonacci-project.eu/Pathway - http://www.pathway-project.eu/SAILS - http://sails-project.eu/IBEC - http://www.ibec.ie/