Phase 1 Report Finds Students Lack Confidence
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This presentation was provided to CONNECT consortium members and participants including results of phase 1 Pilot Leaders and Coordinators of data generation: Tony Sherborne MSC Giorgos Panselinas RDE Rosina Malagrida IRSI Mihai Bizoi VUT Patricia Torres APC-PUC Silvar Ribeiro UNEB Alexandra Okada OU More details: https://www.connect-science.net/ Link to Padlet: https://padlet.com/connectscience2020/7hm5ingbvkel8l2e
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Phase 1 Report Finds Students Lack Confidence
- 1. Phase 1 Evaluation Report Piloting Adoption Findings Alexandra Okada D6.2
- 2. Phase 1 Evaluation Report Piloting Adoption Findings INTRODUCTION
- 3. NAME ORGANISATION Tony Sherborne MSC Giorgos Panselinas RDE Rosina Malagrida IRSI Mihai Bizoi VUT Patricia Torres APC-PUC Silvar Ribeiro UNEB Alexandra Okada OU NAME ORGANISATION Peter Gray OU Expert Collaborator Marcos Varveris EXUS Georgios Kolionis EXUS Implementation Leaders & Data Generation Coordinators Peer - Reviewers
- 4. Phase 1 – Piloting Adoption: objectives
- 5. 91 teachers 14 professionals 1359 students 40 schools Phase2 Survey + Platform RESEARCH – SCHOOLS Database Phase1 Survey Phase 1 – Piloting Adoption: impact achieved Impacted proposed
- 6. Phase2 Survey + Platform Qualtrics: multi-language, integrated data Students - Self-reflective questionnaire Individual characteristics Science Capital Science Identity Science learning beliefs How I think Who I know What I know What I do Gender Nationality Digital access Parents-job Parents-job Memorisation (Transmissive) Conversation (socio-constructivist) Think-Solve (constructivist) enjoyment interest value 1 2 3 Age School (type) School grade & class
- 7. Teachers - Self-reflective questionnaire Individual characteristics Teaching Practices Pedagogical Strategies Leaning goal/activities Argumentative discourse Science(purpose.nature) Teachers’ Role Gender Nationality Age Transmissive Conversation (socio-constructivist) Think-Solve (constructivist) 1 2 Digital access In lessons Discipline School grade & class School (type) Phase2 Survey + Platform Qualtrics: multi-language, integrated data
- 8. Phase 1 Evaluation Report Piloting Adoption Findings Students RESULTS
- 9. Key Findings – Percentages (disagreed+uncertain) x agreed How they think? ( Many positive) 75% Science, Technology, and Maths are important for solving world problems. 69% Science helps people to lead happy, healthy lives. 62% People learn to use evidence when they make decisions with science. What they do? (lack opportunities to learn outside school) (69%) do science projects outside school (63%) reading about science, (51%) searching for information (46%) talking about real life issues Who they know? (Half lack support) 67% do not know people that use science in their jobs to talk 47% won’t be important nor interesting for their future. What they know? 78% unconfident about their knowledge in science 71% unconfident about their knowledge in maths to support science 84% considered learning science enjoyable and science activities fun 59% learning science is about memorising terms knowing the correct answer is more important that knowing how they reached it. 60% who would not like to be seen as an expert in science nor to have a job that uses science.
- 10. RESEARCH – SCHOOLS Impact 2021 1359 students Expected Key Findings – in numbers...
- 11. RESEARCH – SCHOOLS Impact 2021 1359 students Expected 522 435 348 261 261 735 542 537 540 549 0 100 200 300 400 500 600 700 800 I feel confident that I do well in science projects I feel confident talking about science I feel confident about my knowledge in science I would like to have a job that uses science I’d like to be seen as an expert in science CONNECT - IMPACT in 2021 Expected Achieved
- 12. RESEARCH – SCHOOLS Impact 2021 1359 students Expected 522 435 348 261 261 735 542 537 540 549 0 100 200 300 400 500 600 700 800 I feel confident that I do well in science projects I feel confident talking about science I feel confident about my knowledge in science I would like to have a job that uses science I’d like to be seen as an expert in science CONNECT - IMPACT in 2021 Expected Achieved
- 13. RESEARCH – SCHOOLS Impact 2021 1359 students Transformation 522 435 348 261 261 735 542 537 540 549 0 100 200 300 400 500 600 700 800 I feel confident that I do well in science projects I feel confident talking about science I feel confident about my knowledge in science I would like to have a job that uses science I’d like to be seen as an expert in science CONNECT - IMPACT in 2021 Expected Achieved
- 14. RESEARCH – SCHOOLS Impact 2021 1359 students Transformation 522 435 348 261 261 735 542 537 540 549 0 100 200 300 400 500 600 700 800 I feel confident that I do well in science projects I feel confident talking about science I feel confident about my knowledge in science I would like to have a job that uses science I’d like to be seen as an expert in science CONNECT - IMPACT in 2021 Expected Achieved
- 15. RESEARCH – SCHOOLS Impact 2021 1359 students Transformation 735 542 537 540 549 282 372 383 440 432 0 100 200 300 400 500 600 700 800 I feel confident that I do well in science projects I feel confident talking about science I feel confident about my knowledge in science I would like to have a job that uses science I’d like to be seen as an expert in science CONNECT - IMPACT in 2022 Achieved Left behind
- 16. RESEARCH – SCHOOLS Impact 2021 1359 students Transformation 735 542 537 540 549 282 372 383 440 432 0 100 200 300 400 500 600 700 800 I feel confident that I do well in science projects I feel confident talking about science I feel confident about my knowledge in science I would like to have a job that uses science I’d like to be seen as an expert in science . Achieved Left behind 624 817 822 819 810 uncertain
- 17. 5 countries 20 schools 2 teachers 22 students Phase 2 – Piloting Adoption: impact
- 18. Phase 1 – Piloting Adoption: students-scientists Brazil Greece Introduce real world problems that students CARE Appreciate students’ science- actions (DO) in fairs/exhibitions Provide information, questions/responses for students to KNOW in the school Romania 140 students – 4 teachers 3 professionals 55 students – 2 teachers 1 professionals What was the role of scientists in phase 1?
- 22. Phase 1 – Piloting Adoption: participants
- 23. Evaluation integrated Phase 1 – Piloting Adoption: gender diferences
- 24. Evaluation integrated Phase 1 – Piloting Adoption: gender diferences
- 25. Evaluation Instruments embedded in the open schooling process Evaluation integrated
- 26. Evaluation integrated Phase 1 – Piloting Adoption: gender diferences
- 27. Phase 1 – Piloting Adoption: geographical diferences Brazilian, Spanish, and Greek students are willing to use science, it is fun, but they lack confidence. Half of Romanian students consider science relevant; it is fun and some of them are confident. UK students are confident, but it is not fun, they are not interested in science
- 28. Phase 1 – Piloting Adoption: Teachers practices Many teachers felt confident with pedagogical practices relevant for implementing open schooling. 90% of teachers felt confident with arousing students’ curiosity to undertake problem solving, 87% in guiding them to select reliable sources of information, 89% in helping them to air their views and 88% in listening carefully to others in group discussions.
- 29. Phase 1 – Piloting Adoption: Teachers practices strategies Most teachers focus on traditional teaching methods: explaining ideas using textbooks and worksheets whilst students take notes(>90%). Rarely use : 1 collaborative games and role play (53%), 2.students raising issues for discussion (39%), 3. students create their own collaborative inquiry projects (36&) 4.neither talking about topical scientific issues (35%).
- 30. https://padlet.com/connectscience2020/7hm5ingbvkel8l2e CONNECT – CONSORTIUM IDEAS ABOUT POLICY RECOMMENDATIONS – AT PROJECT LEVEL CONNECT COMMUNITY: YOU ARE INVITED TO JOIN THE DISCUSSION in this padlet
Editor's Notes
- This brief presentation summarises the findings of phase 1 that are relevant for phase 2
- This brief presentation summarises the findings of phase 1 that are relevant for phase 2
- 7 organisations were very effective to overcome challenges to help endusers complete evaluation.
- In Phase 1, CONNECT produced 16 sets of resources using CARE-KNOW-DO Framework led by WP4 Partnerships systems were established led by WP2 engagement and WP5 coaching Platform was launched by WP3 Evaluation was completed led by WP2, policy recommendations now te be discussed and the communicated led by WP1 Our numbers are above expected targets for phase 1
- To illustrate our achievement – this table which presented numbers for implementation (not evaluation numbers which are smaller) Indicated that we went beyond The key stakeholder for EC in open schooling - is Youth – we got data from 1359 Of course that to see impact on students – we need to impact on teachers in parallel. Our goal was coaching 40 teachers but we probably supported 5 times more to get 91 completing the evaluation for teachers and bringing students to completed it twice.
- Our students survey is a novel combination of three componentes SCIENCE CAPITAL, BELIEFS, IDENTITY Novelty is the self-reflective questionnaire in 5 languages integrated with consent, feedback, suggestions and badge For students and teachers
- Our teachers survey is a novel combination of two componentes practices and strategies Also in Quatrics for all partners in Phase 2
- This brief presentation summarises the findings of phase 1 that are relevant for phase 2
- Looking at percentages – at Project level: 75% of CONNECT students have positive thoughts and 84% find learning science enjoyable and fun However Half of them lack support from families and professionals model More than half do not hav eopportunities do engage with science outside school Many are unconfident with their knowledge and skills in science and maths to slve science In addtion more than half perceive science as memorisation They do not want to be seen as expert in science nor have job that uses science
- Findings in numbers .... Because we collect more than necessary in terms of implementation and evaluation
- We can see in the graph that in numbers we exceed the expectations for all categories in phase 1 (do, talk, know and for-me)
- Welldone!
- The problem is phase 2 when hundreds must be transformed into thousands
- Are we prepared for that?
- I need to cal your attention that apart going up we need to go back and think about people left behind Because in blue are the ones who in CONNECT agreed... And in green are the numbers who disagreed... We will be thinking in going up muts we need to examine our influence on the ones left behind and put them in front of our concerns They matters for us.
- No only the unconfident ones but as I told before we need to influence the ones who are uncertain
- This phase 2 – breaking down – together United ... It will achieve ... 5 countries and per country ... It means...
- We need to rethink about our resources, strategies and people involved in teh Project to support large numbers
- We manage to build a network of 40 schools providing data
- I wish to cal them our research schools becaus ewe can use data as diagnostic and with our policy at Project level influence large numbers
- Only with significant research data we will beable to develop policy at regional and national level
- Special attention to our participants – we manage to get very reprensentative dataset at Project level = > with disadvantaged student that now have more access to tech
- Special attention for teh EU is gender this is visible ( small perccentages but in number are significant) Boys are more confidente with their knowlede than girls