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25. materials science

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  • 1. Inquiry-based teaching and learning: an example from Materials Science C. P. Constantinou Learning in Physics Group Department of Educational Sciences University of Cyprus
  • 2. Materials Science: Process Outputs
    • A mechanism for engaging Science Education Researchers Teachers Educational Authorities in a process of designing, developing and validating curriculum materials
    • Transfer the developed modules to new educational settings and monitor the implementation and outcomes through peer review study visits
    • Network of local partnerships between University researchers and school teachers focused primarily on promoting inquiry-based teaching and learning in Introductory Materials Science through design research
  • 3. Materials Science: Product Outputs
    • PUBLICATIONS
    • Implement the mechanism in producing ICT-enhanced modules in Materials Science MODULES
    • Reflect on the mechanism to develop Handbook of Guidelines for Module Development and Evaluation. Use the network to validate the mechanism. CURRICULUM DEVELOPMENT GUIDELINES
    • Reflect on Module exchange procedure to develop Recommendations: Critical attributes of a process for transferring examples of successful practice from one educational setting to another
    • TRANSFER RECOMMENDATIONS
    • Collection of Research Reports on Participative Design
    • BOOK OF CASE STUDIES
    • Special Issue on Inquiry based Teaching and Learning and documented learning outcomes
    • SPECIAL ISSUE
  • 4. Materials Science: Product Outputs
    • ADDITIONAL PAPER PUBLICATIONS
    • One joint paper on student interest for materials science learning (co-ordinated by UH-FI) MOTIVATION PAPER
    • One joint paper on Transfer of Curriculum Materials / Pedagogical Content Knowledge from one education system to another (inside the EU) (UCY & UAB) TRANSFER PAPER
  • 5. The objectives of inquiry-based science learning
    • Develop conceptual understanding and reasoning ability in the context of situated investigative work
    • Develop skills in using and interpreting scientific representations (graphs, diagrams, equations, etc.).
    • Make explicit the connections among concepts, their representations, and the real world
    • Promote an awareness of the nature of scientific inquiry and its impact on society
    • Develop a sense of respect and concern for preserving the natural environment as well as positive attitudes to inquiry and an interest in science
    • The activity sequence is designed to sustain the development of a coherent framework of functional understanding and to address specific conceptual, reasoning and epistemological difficulties identified through research
  • 6.
    • Integrated Learning Goals
    Epistemological awareness Conceptual understanding Thinking skills   Attitudes Experiences Scientific skills
  • 7. Materials Science @ Scientix Atrium: Stand 25 http://lsg.ucy.ac.cy/MaterialsScience Email: c.p.constantinou@ucy.ac.cy Tel. +357 22340779 Tel. +357 99308803 (mobile)
  • 8. Science and art belong to the whole world, and before them vanish the barriers of nationality Goethe