Traditional learning theories do not provide adequate explanations to derive such competencies as they are limited on closed learning environments. By contrast, theories of Bildung entail an additional dimension which can be regarded as the “ability to go beyond the present state of affairs and to transform the structures and prevailing rules of this form of life” (Peukert, 2003: 106). Our aim is to explore the extent to which Bildung can provide open education with a theoretical framework, and, conversely, the ways in which open education promotes a more holistic or progressive model of education. Our focus here will not be exclusive-ly on OER: it will be stressed that ‘openness’ in education necessarily shifts the focus from content (OER) to practices (OEP) that are necessary for the use of that content (Mackey & Jacobson, 2011, p. 62; cf. Weller, 2011).
We argue (1) that there are significant potentials to elicit or encourage Bildung through the use of OER, such as throughproviding open access to a rich base of materials from various cultural contexts. In this process of engaging with multiple and complex resources it can be assumed that a transformation of the way in which the individual is approaching learning is likely to happen. The reflections of these experiences are education-al and a key factor for the theoretical underpinning of OER. We go on to suggest (2) that the beliefs and val-ues associated with Bildung – including autonomy, critical reflection, inclusivity and the rejection of univer-sal narratives – are suitable for providing a theoretical framework for OER as well as providing a critical lens through which to assess contemporary educational models in practice (e.g. Liessman, 2006).
This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
This article describes the main problems that science education faces in industrialised countries: a general negative opinion of the sciences, a decline in the number of students choosing to study science and a decline in the number of students signing up for doctorate programmes in science. The article puts forward the hypothesis that all this is the result of a conflicting scenario: students have postmodern identities, while education is modern. To this end, the article reviews the main philosophical and sociological ideas about post-modernity, and the criticism of modern education that has arisen from same. The article then goes on to describe the difficulty that postmodern discourse has in propounding a genuinely postmodern pedagogy. Finally, it proposes the idea that performativity theory could participate in the conflicting scenario of science education.
Traditional learning theories do not provide adequate explanations to derive such competencies as they are limited on closed learning environments. By contrast, theories of Bildung entail an additional dimension which can be regarded as the “ability to go beyond the present state of affairs and to transform the structures and prevailing rules of this form of life” (Peukert, 2003: 106). Our aim is to explore the extent to which Bildung can provide open education with a theoretical framework, and, conversely, the ways in which open education promotes a more holistic or progressive model of education. Our focus here will not be exclusive-ly on OER: it will be stressed that ‘openness’ in education necessarily shifts the focus from content (OER) to practices (OEP) that are necessary for the use of that content (Mackey & Jacobson, 2011, p. 62; cf. Weller, 2011).
We argue (1) that there are significant potentials to elicit or encourage Bildung through the use of OER, such as throughproviding open access to a rich base of materials from various cultural contexts. In this process of engaging with multiple and complex resources it can be assumed that a transformation of the way in which the individual is approaching learning is likely to happen. The reflections of these experiences are education-al and a key factor for the theoretical underpinning of OER. We go on to suggest (2) that the beliefs and val-ues associated with Bildung – including autonomy, critical reflection, inclusivity and the rejection of univer-sal narratives – are suitable for providing a theoretical framework for OER as well as providing a critical lens through which to assess contemporary educational models in practice (e.g. Liessman, 2006).
This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
This article describes the main problems that science education faces in industrialised countries: a general negative opinion of the sciences, a decline in the number of students choosing to study science and a decline in the number of students signing up for doctorate programmes in science. The article puts forward the hypothesis that all this is the result of a conflicting scenario: students have postmodern identities, while education is modern. To this end, the article reviews the main philosophical and sociological ideas about post-modernity, and the criticism of modern education that has arisen from same. The article then goes on to describe the difficulty that postmodern discourse has in propounding a genuinely postmodern pedagogy. Finally, it proposes the idea that performativity theory could participate in the conflicting scenario of science education.
Mapping the Domain of Subject Area Integration: Elementary Educators’ Descriptions and Practices..................... 1
Gustave E. Nollmeyer, Lynn Kelting-Gibson and C. John Graves
Improving Leadership Practice through the Power of Reflection: An Epistemological Study .................................. 28
Ann Thanaraj
Towards Actualising Sustainable Education Standards in Nigeria ............................................................................... 44
Dr. B. K. Oyewole and Dr. (Mrs.) F. M. Osalusi
Policy of Carrying Capacity and Access to University Education in Nigeria: Issues, Challenges and the Way
Forward.................................................................................................................................................................................. 55
Dr (Mrs.) Chinyere Amini-Philips and Mukoro, Samuel Akpoyowaire
Who am I? Where am I Going? And which Path should I Choose? Developing the Personal and Professional
Identity of Student-Teachers ............................................................................................................................................... 71
Batia Riechman
Secondary Mathematics Teachers: What they Know and Don't Know about Dyscalculia ......................................... 84
Anastasia Chideridou–Mandari, Susana Padeliadu, Angeliki Karamatsouki, Angelos Sandravelis and Charalampos
Karagiannidis
Case Study – Results at Primary School Leaving Examination in a Rural District in Rwanda .................................. 99
Jan Willem Lackamp
Teacher Evaluation and Quality of Pedagogical Practices ............................................................................................ 118
Paul Malunda, David Onen, John C. S. Musaazi and Joseph Oonyu
Investigation Learners’ Performance in TOEFL Prior to their Participation in the TOEFL Enhancement Training
Program................................................................................................................................................................................ 134
Ardi Marwan, Anggita and Indah Anjar Reski
This is the presentation CARDET gave on the Science Fiction in Education project, during the ICEM 2014 conference in Eger, Hungary. www.scifieducation.org
Openness in Education: Technology, Pedagogy, CritiqueRobert Farrow
In this presentation I assess the state of the art in educational technology, focusing on approaches which identify as ‘open’. The kind of technological interventions in education
typical of the last fifty years have often been centrally led and imposed, and thus representative of the encroachment of system imperatives into educational lifeworlds. However, recent technologies present new possibilities for a less linear and more lateral approach to education. While optimism about the pedagogical potential of new technologies must of course be tempered by remaining attentive to the dubious strategies and ideologies being employed by education policymakers. I focus on the case of open education to show how technological change is bringing about opportunities both for new and inclusive pedagogies, and for social critique. I appeal to Dewey, Freire and Illich to indicate some of the ways in which a radically democratic pedagogy rooted in information and communication technologies might stand as a bulwark to neo-liberal interventions in education, concluding with the suggestion that critical theorists should consider significant engagement with the design of learning system and communication technologies.
The learning operations of a rhizomatic learner derive largely from new technologies that have now become commonplace to the ‘digital native’. A rhizome can be contrasted with a tree or shrub, which has a linear root system. Normal areas of study are thought to be tree-like when, after an initial point of focus, they develop a single body of content, which branches out as it extends upwards out of the soil. A rhizome, by contrast, begins anywhere and usually at any level and exits anywhere and usually at any level. It is virtually immortal. The focus of this paper is to ask about the literacy implications of rhizomatic learning. It notes three particularly relevant headings, namely, changes to the nature of knowledge with their implications for the challenge of learning, changes in psycho-social responses affecting the seriousness of the learning project, and changes in the character of being as a being-in-touch that affects the identity of young learners.
Mapping the Domain of Subject Area Integration: Elementary Educators’ Descriptions and Practices..................... 1
Gustave E. Nollmeyer, Lynn Kelting-Gibson and C. John Graves
Improving Leadership Practice through the Power of Reflection: An Epistemological Study .................................. 28
Ann Thanaraj
Towards Actualising Sustainable Education Standards in Nigeria ............................................................................... 44
Dr. B. K. Oyewole and Dr. (Mrs.) F. M. Osalusi
Policy of Carrying Capacity and Access to University Education in Nigeria: Issues, Challenges and the Way
Forward.................................................................................................................................................................................. 55
Dr (Mrs.) Chinyere Amini-Philips and Mukoro, Samuel Akpoyowaire
Who am I? Where am I Going? And which Path should I Choose? Developing the Personal and Professional
Identity of Student-Teachers ............................................................................................................................................... 71
Batia Riechman
Secondary Mathematics Teachers: What they Know and Don't Know about Dyscalculia ......................................... 84
Anastasia Chideridou–Mandari, Susana Padeliadu, Angeliki Karamatsouki, Angelos Sandravelis and Charalampos
Karagiannidis
Case Study – Results at Primary School Leaving Examination in a Rural District in Rwanda .................................. 99
Jan Willem Lackamp
Teacher Evaluation and Quality of Pedagogical Practices ............................................................................................ 118
Paul Malunda, David Onen, John C. S. Musaazi and Joseph Oonyu
Investigation Learners’ Performance in TOEFL Prior to their Participation in the TOEFL Enhancement Training
Program................................................................................................................................................................................ 134
Ardi Marwan, Anggita and Indah Anjar Reski
This is the presentation CARDET gave on the Science Fiction in Education project, during the ICEM 2014 conference in Eger, Hungary. www.scifieducation.org
Openness in Education: Technology, Pedagogy, CritiqueRobert Farrow
In this presentation I assess the state of the art in educational technology, focusing on approaches which identify as ‘open’. The kind of technological interventions in education
typical of the last fifty years have often been centrally led and imposed, and thus representative of the encroachment of system imperatives into educational lifeworlds. However, recent technologies present new possibilities for a less linear and more lateral approach to education. While optimism about the pedagogical potential of new technologies must of course be tempered by remaining attentive to the dubious strategies and ideologies being employed by education policymakers. I focus on the case of open education to show how technological change is bringing about opportunities both for new and inclusive pedagogies, and for social critique. I appeal to Dewey, Freire and Illich to indicate some of the ways in which a radically democratic pedagogy rooted in information and communication technologies might stand as a bulwark to neo-liberal interventions in education, concluding with the suggestion that critical theorists should consider significant engagement with the design of learning system and communication technologies.
The learning operations of a rhizomatic learner derive largely from new technologies that have now become commonplace to the ‘digital native’. A rhizome can be contrasted with a tree or shrub, which has a linear root system. Normal areas of study are thought to be tree-like when, after an initial point of focus, they develop a single body of content, which branches out as it extends upwards out of the soil. A rhizome, by contrast, begins anywhere and usually at any level and exits anywhere and usually at any level. It is virtually immortal. The focus of this paper is to ask about the literacy implications of rhizomatic learning. It notes three particularly relevant headings, namely, changes to the nature of knowledge with their implications for the challenge of learning, changes in psycho-social responses affecting the seriousness of the learning project, and changes in the character of being as a being-in-touch that affects the identity of young learners.
IV° Convegno CKBG - Pavia 29-31 gennaio 2014
Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
University student voices from technology to innovation
Simposio - Il movimento Student Voice: ascoltare gli studenti per migliorare la scuola. Quale il ruolo delle tecnologie?
Discussant: Filippo Dettori (Università di Sassari)
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
Slack (or Teams) Automation for Bonterra Impact Management (fka Social Soluti...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on the notifications, alerts, and approval requests using Slack for Bonterra Impact Management. The solutions covered in this webinar can also be deployed for Microsoft Teams.
Interested in deploying notification automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
2. 22
OCTOBER
TUESDAY
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
Firenze, October 21-22, 2013
ENHANCING STUDENTS’ PARTICIPATION IN THE
SCIENTIFIC DEBATE
ALBA L’ASTORINA, ADRIANA VALENTE,
TOMMASO CASTELLANI
Science Communication and Education
NRC Research Unit, Rome-Milano, Italy
4. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
Science Communication and Education, a research area at CNR
Promoting and observing
the link between science and society:
Planning studying and testing initiatives of
communication among different actors:
students, teachers, researchers, communicators
using participation metodologies
Monitoring key aspects through social
research activities (surveys …)
Results are then used to re-think new ways
and methods of communication/ interaction
between science and society
Comunicazione della in classe: educazione del CNR
Il dibattito scientificoscienza ed prove di democrazia
5. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
Science Communication and Education, a research area at CNR
Main research activities in science – policy - society
Surveys on attitudes towards science and on
communication practices of scientists
Qualitative and participatory methodologies
(interviews and Policy Delphi) on the relationship
between science and policy making
Promoting initiatives (Ethics & Polemics, Junior
Science café testing methodology including
participatory tools (Metaplan, OST) for citizens and
students involvement in the scientific debate
Textual and contextual analysis in order to
identify values and research findings (analysis of
manuals in fields like migration evolution,
environmental education and others)
Participatory methodologies in society (as
participatory budgeting)
Promote actions for discussing such topics with
scientists (Ricercare e Comunicare, Milano
workshops)
lastorina.a@irea.cnr.it
lastorina.a@irea.cnr.it
6. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
WHY FOCUSSING ON THE DEBATE WITH THE EXPERTS?
Science /scientists are more often at
the centre of the public debate as a
controversy question (OGM, Global
Chang, risk assessment, etc.);
Italian citizens ask for a more direct
and active involvement of researchers in
science communication; young people
and schools look for a more direct
contact with researchers
it has become important for citizens
and young people to participate in the
debate on qualitiy of life, the future of
or planet and his inhabitants
also researchers seem to privilege the
schools
With which of the following categories of people
and organizations do you think it more useful to
increase the activities of communication?
Comunicazione della in classe: prove di democrazia
Il dibattito scientificoscienza edEducation Research Unit
Science Commnication and educazione del CNR
Other
Old people
Manager and Business
Adults
NRC Italian survey
findings
Politicians
Children
Journalists
Teachers
Students
lastorina.a@irea.cnr.it
lastorina.a@irea.cnr.it
7. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
WHY FOCUSSING ON THE DEBATE WITH EXPERTS?
Do scientists put enough effort
into informing the public about
new development in science and
technology?
Science and Tecnology Special Eurobarometer 2010
NRC Italian survey findings
Comunicazione della in classe: prove di democrazia
Il dibattito scientificoscienza edEducation Research Unit
Science Commnication and educazione del CNR
lastorina.a@irea.cnr.it
lastorina.a@irea.cnr.it
8. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
Ethics and Polemics and Junior Science Café
Promoting the public debate among experts and students: Why?
• bring into schools the articulation of the
scientific debate, including the
«unavoidable uncertainty» (Trench, 2008)
of science, basis of the scientific method
• encourage a process of study,
participation and exchange of opinions
between young people and experts that
can test new models of communication;
• promote cooperation between the
world of research - school (REC)
• comparison among Italian and
international experts (not only scientists)
• check the perception of science by
young people (surveys, etc.).
Science Commnication and Education Research Unit
Consiglio Nazionale delle Ricerche
lastorina.a@irea.cnr.it
9. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
Ethics and Polemics and Junior Science Café
Promoting the public debate among experts and students: How?
Each Project initiative is divided into
two main phases:
1) ORGANIZING THE DEBATE: Preparing
debate with experts starting from
documentation and work within
student groups;
2) REFLEXING ON THE RESULTS: survey
on perception of science and its
values (with two questionnaires
before and after each initiative).
Science Commnication and Education Research Unit
lastorina.a@irea.cnr.it
10. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
Ethics and Polemics and Junior Science Café
Promoting the public debate among experts and students: STEPS
1.
2.
choice of a topic
choice of documentation able to
make students confront with the
topic
3. work in group: 2/3 lessons in
which the topic is presented with
discussion with teacher and within
the groups; students prepare
some questions or some comment
for the experts
4. organization of the debate on the
topic with all schools involved
5. feed-back and other material can
follow
Consiglio Nazionale delle Ricerche
11. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
Ethics and Polemics and Junior Science Café
Promoting the public debate among experts and students: TOPIC
•it is considered the science in process (Latour),
post-normal, uncertain, complex science
(Funtowicz) with controverse aspects often
involving other competencies;
•such complexity of modern science is often
underestimated in science education /books
•discussing such topics makes traditional
approach in science communication inadequate
to represent the richness and articulation of
the relationship science-society;
Science Commnication and Education Research Unit
lastorina.a@irea.cnr.it
12. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
Ethics and Polemics and Junior Science Café
Promoting public debate among experts and students: DOCUMENTATION
Why focussing on documentation?
Information does not mean knowledge however
no understanding without a correct information;
There is a massive use of Internet by young
people (Avveduto, Cerbara, Valente 2102)
Textbooks do not treat in progress science in a
problematic way
The information society
NRC methodologies make an extensive use of ICT
and of didactic material that meets strict criteria:
reliability and diversity of sources, pluralism of
opinions and points of view of all actors involved,
both nationally and internationally (Libutti and
Valente, 2006); in line with criteria Fishkin
(2004) considers as the starting point of any
deliberative process.
Science Commnication and Education Research Unit
lastorina.a@irea.cnr.it
13. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
Ethics and Polemics and Junior Science Café
Promoting public debate among experts and students: DOCUMENTATION
Why focussing on documentation?
the goal is to develop skills able to attract young
people to issues of science, and to show that
inquiring and asking questions is as or more
important than learning how to give answers;
In particular, the focus is on the importance of
bringing students closer to a true culture of
information, helping them to become
“information literate”, that is able to know when
information is needed and to identify, locate and
effectively use information for lifelong learning
and problem solving (American Library
Association)
the goal is also to develop scientific competencies
for citizenship
Science Commnication and Education Research Unit
lastorina.a@irea.cnr.it
14. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
Ethics and Polemics and Junior Science Café
Promoting public debate among experts and students: WORK IN GROUP
The groups, under the guidance of teachers
as tutors, take vision of the scientific
documentation, add other materials, selfstudy and discuss at home and in class in
order to prepare some questions or
comment for the debate with experts.
Use of participatory methodologies bring out
the tacit knowledge (Polany 1967) of
students and facilitate shared proposals
within groups.
Participatory methodologies also redefine
role of the teacher who, besides acting as a
facilitator, reflects on his/her practice, acts
as a “reflexive practitioner” (Lisle, 2000).
Science Commnication and Education Research Unit
lastorina.a@irea.cnr.it
15. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
Ethics and Polemics and Junior Science Café
Promoting public debate among experts and students: WORK IN GROUP
This process builds a “collective
wisdom” (Ziman 1967) and also
mobilizes different types of
competencies and skills not typically
required at school, nor valued, such
as:
- the role of facilitator within the
group
- the communication skills
- the ability to express ideas,
- the social skills (OECD, 2005).
Consiglio Nazionale delle Ricerche
Science Commnication and Education Research Unit
lastorina.a@irea.cnr.it
16. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
Ethics and Polemics and Junior Science Café
Promoting public debate with students: MEETING THE EXPERTS
Public debate with the experts on
different controversial topics
involved different schools in Italy
coordinator; experts from
different background and
positions; both national and
international; journalists,
stakeholders
-Cooperation by all actors
involved in public debate on
science contributes reduce the
gap between science -society and
to follow the “participatory turn”
Jasanoff (2003) involving teachers
and students in a process of
cooperative learning that makes
them feel and be active in the
scientific debate (Midoro, 1994).
Meeting experts means recognizing
expertise and experiencing science as a
cultural process
Science Commnication and Education Research Unit
lastorina.a@irea.cnr.it
17. Enhanding
il dibattit
scientifico in
students’
participation in
classe: prove di
the scientific
democrazia
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
Ethics and Polemics and Junior Science Café
The use of PARTICIPATIVE METHODOLOGIES
METAPLAN
Used to warm up, to
motivate, to bring out and
activate the tacit
knowledge;
It made possible to
alternate individuale
reflection to collective
discussion.
Science Commnication and Education Research Unit
OPEN SPACE
TECHNOLOGY
activates the
deliberative capacity
allowing to create (in the
short term) an agenda
from the topics discussed
(tested both with
students and teachers
with different roles and
questions)
lastorina.a@irea.cnr.it
18. Enhanding
il dibattit
scientifico in
students’
participation in
classe: prove di
the scientific
democrazia
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
Ethics and Polemics and Junior Science Café
The PAS Project: example of
collaboration between
Education and Research (REC)
FormIT – Take part into Research!
CRITERIA FOR CHOICE
Selected as one of the two
Italian best practice,
“example of cooperation
between Research and
Education (REC)
In order to produce
documents for policy
makers."
Science Commnication and Education Research Unit
The Junior Science Café
suggested in the guidelines for
schools
MOTIVATION
Interdisciplinary
approach aimed at
critical thinking applied
to controversial issues.
Participative
methodologies. Social
research on perception
of science and its values.
lastorina.a@irea.cnr.it
19. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
The Project Junior Science Café : some peculiarities
THE SCIENCE CAFE’ some peculiarities:
The idea of our junior science cafés is that a
group of students organises a science cafe
In a public place, not for students only!
• Brief presentation of experts on a theme
• Readings and videos
• Debate and questions from the audience
Objectives:
• Tell the pupils where and how scientific knowledge is produced
• Teach to search for reliable scientific information
• Make use of personal knowledge of students
• Promote a perception of science as part of culture
Belmonte, Castellani 2012
Science Commnication and Education Research Unit
lastorina.a@irea.cnr.it
20. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
REFLEXING ON THE RESULTS
Some results from the surveys: values and opinions on science
• Caution towards a too rapid scientific progress in favor of a
greater weighting of results and risk factors predictable;
• Consensus the precautionary principle;
• Human values are as important as the scientific evidence in
public policy choices;
• Optimistic about the development of new scientific applications
in the environmental field;
• Students trust the scientific community making the
decision on the use of research applications, however
consider not marginal the role of citizens and society as a whole
Science Commnication and Education Research Unit
lastorina.a@irea.cnr.it
21. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
Ethics and Polemics and Junior Science Café: school benefits
Conclusions: Curriculum relevance and school benefits
• Teachers of different upper secondary schools (lyceum, technical
schools, professional schools) and of lower secondary schools,
appreciated the NRC methodologiy because it requires a limited
amount of time (5-8 lessons time + conferences),
• it is easy to manage and provides opportunities for different teachers
to work together in different subjects. In effect not only Science or
English teachers are involved, but also Italian language or Technical
teachers take part in the activities.
• The project allows the teachers to enrich the normal school lessons and
to involve students in a real debate, concerning the every day
relevance of scientific issues.
Science Commnication and Education Research Unit
lastorina.a@irea.cnr.it
22. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
Ethics and Polemics and Junior Science Café: school benefits
Conclusions: students and experts’ benefits/ critical points
•
direct participation (tacit understanding, collective wisdom) increases interest
rather than certainties
• communication not only transmission of content but also sharing theories,
knowledge and approaches
• direct contact with experts enables new and more appropriate mode of
communication; also experts benefit from this mode of dialogue, not linear and
one way but open to discussion
HOWEVER
• such projects are extracurricular experiences, with limit of time and content and
cannot substitute the daily teaching in the class
• school does not always encourage nor reward collective work
• organizative problems at school: lack and inadequacy of deliberative places at
school (both for students and teachers)
• students were preponderantly interested in concrete aspects and in the
possibility of understanding how individual behaviours can contribute to solving
global problems, but also asked if there were chances to change.
23. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
Firenze, October 21-22, 2013
Some opinion on participation at school
participation is difficult,
it requires time,
listening, small groups,
respect!
If I decide to make separate
collection of waste then what
chance do I have tnat my choice
becomes a collective one??
And if I make my choice what chance
do I have to be listened by the policy
makers?
Science Commnication and Education Research Unit
lastorina.a@irea.cnr.it
24. Enhanding
students’
participation in
the scientific
debate
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD
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lastorina.a@irea.cnr.it