Linq 2013 session_green_2_establish


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Linq 2013 session_green_2_establish

  1. 1. ESTABLISH:European Science andTechnology in Action: BuildingLinks with Industry, Schools andHomeStephan Domschkestephan.domschke@biodidaktik.uni-halle.deMartin-Luther-UniversitätHalle-Wittenberg
  2. 2. 11 countries – 14 institutes – 60 partnersSTEM education internationalESTABLISH Kick off Meeting,January 2010, DCU, Ireland
  3. 3. ESTABLISHEuropean Science and Technology in Action: Building Links with Industry, Schools and HomeThe objective of ESTABLISH:• drive change in the classroom• dissemination and use of an inquiry-based scienceeducation• with second level students (age 12-18 years) on alarge scale in Europe• by creating authentic learning environments• involving all stakeholders
  4. 4. ESTABLISH modelsBringing together the stakeholders to influence classroom practice…creating authenticlearning environmentsfor science……bringing together allstakeholders …
  5. 5. Teacher Education• Pre-service & In-service• Develop teacher skillsto facilitate inquiry-based learningIBSE Units• Learning path(s)around a topic tosupport the IBSE andindustry relevance• 18 units; Physics,Chemistry, Biology,ScienceIndustrial Links• Authentic learningexperiences in sciencegained from industrialand scientificcommunities.ESTABLISH modulesDevelopment, piloting and evaluation
  6. 6. To develop a positiveattitude towardsteaching physics in aninquiry-basedapproachPre-service To highlight thebenefits of inquiry-based approaches toteaching scienceIn-ServiceSupporting Inquiry-Based LearningESTABLISH Teacher Education• ESTABLISH view of IBSE• Examples of Activities• Industrial Content Knowledge (ICK)• Science Teacher as Implementer• Science Teacher as Developer
  7. 7. Expected OutcomesESTABLISHA large team of science teachersacross Europe who are skilled andconfident in inquiry based scienceteaching methodology.
  8. 8. Expected OutcomesESTABLISHIdentification of suitable model(s)of science teacher education atboth pre- and in-service levels, forinquiry based science teaching.
  9. 9. Expected OutcomesESTABLISHPromotion of inquiry in theclassroom, involving the relevantstakeholders in science, industry,home and science education.
  10. 10. Expected OutcomesESTABLISHA large team ofscience teachersacross Europe whoare skilled andconfident in inquirybased scienceteachingmethodology.Identification ofsuitable model(s)of science teachereducation at bothpre- and in-servicelevels, for inquirybased scienceteaching.Promotion ofinquiry in theclassroom,involving therelevantstakeholdersscience and scienceeducation.
  11. 11. Sharing of ExperiencesTo ensure maximum impact, ESTABLISH will contribute to theScientix platform, for the dissemination and promotion of bestpractice and resources of IBSE.Further information about ESTABLISH;• Events, seminars, teacher workshops;• Educational and training materialsWebsite: www.establish-fp7.euContact details:stephan.domschke@biodidaktik.uni-halle.deProject Manager: Dr. Sarah Brady; CASTeL, DCU, Ireland;
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  14. 14. DiagnosingproblemsCritiquingexperimentsDistinguishingalternativesPlanninginvestigationsResearchingconjecturesSearching forinformationDebating withpeersFormingcoherentargumentsInquiry is…ESTABLISH modelsLinn, M. C., Davis E.A., & Bell, P. (2004). Internet Environments forScience Education. Mahwah, NJ.: Lawrence Erlbaum Associates
  15. 15. ESTABLISH modelsLevels of InquiryBanchi, H. & Bell, R. (2008)Wenning, C. J. (2005)1. Interactive discussion /Interactive demonstration2. Guided discovery3. Guided inquiry4. Bounded inquiry5. Open inquiryStudent‘sParticipation &IndependenceTeacher‘sGuidance
  16. 16. ESTABLISH modelsBSCS 5E‘s instructional modelEngagementExplorationExplanationElaboration (to extend)EvaluationBybee, R., Taylor, J. A., Gardner, A., Van Scotter, P., Carlson, J., Westbrook, A., Landes, N. (2006).The BSCS 5E Instructional Model: Origins and Effectiveness. Colorado Springs, CO: BSCS.
  17. 17. ESTABLISH modelsBSCS 5E‘s instructional modelEngagementExplorationExplanationElaboration (Extend)EvaluationBybee, R., Taylor, J. A., Gardner, A., Van Scotter, P., Carlson, J., Westbrook, A., Landes, N. (2006).The BSCS 5E Instructional Model: Origins and Effectiveness. Colorado Springs, CO: BSCS.
  19. 19. IBSE Units18 Units for biology, chemistry, physics and scienceSound (Physics) Disability (Science)Light (Physics) Medical Imaging (Science)Electricity (Physics) Renewable Energy (Science)Low Energy House (Physics) Forensic Science (Science)Exploring Holes (Chemistry) The process of Science (Science)Photochemistry (Chemistry) Chemical Care (Chemistry)Cosmetics (Chemistry) Polymers (Chemistry)Chitosan – Fatmagnet? (Chemistry) Photosynthesis (Biology / Chemistry)Blood donation (Biology) Eco-Biology (Biology)
  20. 20. Develop Industrial Content Knowledge (ICK)Industrial contentI C K• Relevance of scientific content to industry and everyday objects• Integration of activities developed by companies• Localization of appropriate industry• Activities about an industry or lab visit• Engineers and scientists as contributors and role models• Cooperation between school and industry
  21. 21. • WP1 Selection of core• WP2 Involvement of strategic partners• WP3 IBSE Units• WP4 Pre-service teacher education• WP5 In-service teacher education• WP6 Assessment of implementation• WP7 Evaluation• WP8 Dissemination• WP9 ManagementWorkpackages
  22. 22. Interest change – 40 students (age 15-17)Small Prospect to größer geworden etwa gleich geblieben ...hat sich eher verringertTotalvotesMein Interesse anNaturwissenschaften..Mein Berufswunschfür einennaurwissenschaftlichen oder technischenBeruf...My interest in acareer in Sciencehas ...My interest inScience has ...++ +- --
  23. 23. Acceptance of STEM – N=117 pre-service teacher, all sciencesSmall Prospect to Perceptionshigh middle lowpercentageofstatements
  24. 24. Challenges161 in-service teacher from 4 countries, sorted by totalSource: ESTABLISH, Interim Profile of in-service science teachers’ attitudes and understanding of IBSE
  25. 25. Inquiry in national curriculaElements of Inquiry CY CZ DE EE IE IT MT NL PL SK SEDiagnosing problems         Critiquing experiments          Distinguishing alternatives        Planning investigations           Researching conjectures        Searching for information          Constructing models       Debating with peers         Forming coherent arguments        Source: ESTABLISH, Report on how IBSE is implemented and assessed in participating countries