Patricia Wastiau, Caroline Kearney, MST study, preliminary results, PIC meeting, 05/11/09, Brussels
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Patricia Wastiau, Caroline Kearney, MST study, preliminary results, PIC meeting, 05/11/09, Brussels

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Patricia Wastiau, Caroline Kearney, MST study, preliminary results, PIC meeting, 05/11/09, Brussels Patricia Wastiau, Caroline Kearney, MST study, preliminary results, PIC meeting, 05/11/09, Brussels Presentation Transcript

  • MST Analysis – preliminary results PIC Meeting on MST, Brussels, 05/11/2009 Patricia Wastiau & Caroline Kearney
  • The issue
    • Disaffection from students
    Number of graduates Depending on: Level of education Disciplinary field Geographical area
  • A European issue?
    • A topic for cooperation….
  • A European issue?
    • Even if….
    • Different systems
    • Other policies concerned
    • A topic for cooperation….
    • Universal concepts and content
    • Technological societies
  • Common features of public policies on MST Sooner is better Teacher training Active pedagogies
  • Common features of public policies on MST
    • How to measure impact?
    • Slow scaling up
    • What about content and knowledge
    • Systemic/holistic approach
    • Long term commitment
  • Outline of analysis of completed MST questionnaires from 7 MoE
    • Organization of MST subjects in primary & secondary curricula
    • MST priorities rated by MoE
    • National MST Initiatives
    • Role of ICT in MST learning
    • All above based on completed questionnaires from 7 countries: CH, ES, FR, IT, NL, NO, & TU.
  • Completed MST questionnaires
  • Organization of MST subjects in primary curricula
    • All primary school curricula in 7 countries teach Maths and Science (considered as a single area)
    • 3 countries (FR, IT, TU) also teach some form of technology at primary level (ICT, Computer Science, Design & Technology).
  • Organization of MST subjects in secondary curricula
    • At secondary level in 5 out of 7 countries, MST subjects are split into various separate subjects
    • In 4 countries (FR, IT, ES, & TU) type and number of MST subjects taken depends on subject strand chosen by student
    • In NL Science is taught in a holistic way under the thematic umbrella of ‘Man and Nature’. In CH similar option exists to teach subject clusters as part of more comprehensive fields such as ‘Man and Environment’, ‘Man and Technology’.
  • MST MoE Priorities:
  • Initiatives Pedagogy Career Guidance Gender Teacher Education 3 2 1 7 10 10 15
  • Inititatives
    • All 7 countries: at least 1 initiative related to improving pedagogy in MST
    • 6 out of 7 countries: at least 1 initiative related to MST career guidance
  • MST national strategies in CH, IT, NL & NO Powerpoint template - Patricia Munoz King 28/01/2009
  • Analysis of other MST initiatives
    • Mostly only national measures reported (except for some regional measures in IT & ES)
    • All initiatives concern either both primary & secondary level students or only secondary students (no initiatives devoted solely to primary)
    • Out of 36 initiatives: 17 concern all MST subjects, 11 concern a certain combination of MST subjects, 5 concern Sciences only, 2 Maths only, & 1 Technology only.
  • Partnerships
    • Schools (All)
    • Universities (FR, CH, TU)
    • Foundations/expert institutes (FR, IT, NO,ES, CH)
    • Other Ministries (FR, IT)
    • Regional Authorities (ES, IT) /EU (IT)
    • Museums (IT, ES)
    • Industry (FR, NL, NO, CH)
    • Teacher & Trade Unions/Associations (IT, NO)
    Powerpoint template - Patricia Munoz King 28/01/2009
  • Lack of gender balance for secondary MST teachers
  • Role of ICT in MST learning
    • ICT is used in the teaching of MST subjects in all countries
    • In NO & NL no specific details are given on how to use ICT in MST subjects (or any subjects) as ICT competence is considered as a basic skill to be integrated in all subject learning
  • Reasons given for using ICT in MST
    • To collect, record & analyze data
    • Display information in different formats
    • Share information
    • Allows students to work independently
    • Allows students to practice as much as they like
    • Motivating for students as do not feel ‘judged’ by computer
    • Aids personalized learning
  • Reasons for using ICT in MST teaching:
  • Thank you and next over to you …
    • Thank you for listening…
    • and for more interesting results, please provide your completed questionnaire as soon as possible so we can produce a complete comparative analysis of Europe by December 2009.
    Powerpoint template - Patricia Munoz King 28/01/2009