This document summarizes presentations from several conferences related to science education in Europe. It discusses the ESERA conference which focused on approaches to science education research and learning processes. It also lists presentations from conferences on topics like inquiry-based science education, assessment of science learning, and engaging students with socioscientific issues. Several European projects are mentioned that aim to promote inquiry-based approaches and improve science education.
“Science Education for Active citizenship” is a publication on science education offers a 21st century vision
for science for society within the broader European agenda. This report is aimed primarily at science education
policy makers. It identifies the main issues involved in helping citizens to access scientific debate. It provides
guidance on how industry can contribute to science education; and it proposes a new framework for all types
of science education from formal, to non-formal and informal approaches.
Public engagement has already made a real difference in the governance and decision-making process of
Horizon 2020: providing a space for the citizen to tell us what works and what doesn’t, what’s important and
what’s not.
The report makes a substantive contribution to the policy debate within Europe on how best to equip citizens
with the skills they need for active participation in the processes that will shape everyone’s lives.
Mihai Bizoi: "Three FP7 projects at University of Valahia: PROFILES, IRRESIST...ifi8106tlu
Mihai Bizoi:
"Three FP7 projects at University of Valahia: PROFILES http://www.profiles-project.eu ; IRRESISTIBLE http://www.irresistible-project.eu ; ENGAGE http://www.engagingscience.eu "
Challenging talented high school students: the case of Junior College UtrechtJunior College Utrecht
Invited talk by Sanne Tromp, director of the Junior College Utrecht, at the conference Talent development and creativity in Science in educations in the Nordic countries, 15 sep 2010, Soro, Denmark.
In 2007 – eight years ago- the Rocard report asked for renewing science education in Europe and advertised
inquiry based science education (IBSE) as the remedy for many problems we were facing in science education
those days. Several innovative education projects were launched and successfully implemented in many European
countries. Which lessons did we learn? Which questions do we still need to answer?
“Science Education for Active citizenship” is a publication on science education offers a 21st century vision
for science for society within the broader European agenda. This report is aimed primarily at science education
policy makers. It identifies the main issues involved in helping citizens to access scientific debate. It provides
guidance on how industry can contribute to science education; and it proposes a new framework for all types
of science education from formal, to non-formal and informal approaches.
Public engagement has already made a real difference in the governance and decision-making process of
Horizon 2020: providing a space for the citizen to tell us what works and what doesn’t, what’s important and
what’s not.
The report makes a substantive contribution to the policy debate within Europe on how best to equip citizens
with the skills they need for active participation in the processes that will shape everyone’s lives.
Mihai Bizoi: "Three FP7 projects at University of Valahia: PROFILES, IRRESIST...ifi8106tlu
Mihai Bizoi:
"Three FP7 projects at University of Valahia: PROFILES http://www.profiles-project.eu ; IRRESISTIBLE http://www.irresistible-project.eu ; ENGAGE http://www.engagingscience.eu "
Challenging talented high school students: the case of Junior College UtrechtJunior College Utrecht
Invited talk by Sanne Tromp, director of the Junior College Utrecht, at the conference Talent development and creativity in Science in educations in the Nordic countries, 15 sep 2010, Soro, Denmark.
In 2007 – eight years ago- the Rocard report asked for renewing science education in Europe and advertised
inquiry based science education (IBSE) as the remedy for many problems we were facing in science education
those days. Several innovative education projects were launched and successfully implemented in many European
countries. Which lessons did we learn? Which questions do we still need to answer?
A brief description of the collaboration established between university professors from UAB (Universitat Autònoma de Barcelona) and teacher educators from CESIRE (Support Centre for Innovation and Educational Research) in the design of a primary teacher development program called “IBSE and English learning in primary education”. The primary goal of this program is to support primary science teachers and primary foreign language teachers to develop instructional units that promote the integration of Inquiry Based Science and English learning. The secondary goal of this program is to create sustainable triadic partnerships which foster educational innovations and research in the integration of primary science and language teaching and learning in Catalonia.
Describes the interdisciplinary approach to instruction. Includes features of the method, its support from educational theorists, and requirements of teachers who use it.
Opening presentation of Josep M. Duart, EDEN Vice-president for Research, Universitat Oberta de Catalunya, Spain, for the Open Education Week's fifth day webinar on "Researching openness – evidence-based approach " - 8 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/ptwsj0d95afy/
Phenomenon-Based Teaching and Learning through the Pedagogical Lenses of Phen...eraser Juan José Calderón
Phenomenon-Based Teaching and Learning through the Pedagogical Lenses of Phenomenology: The Recent Curriculum
Reform in Finland. Vasileios Symeonidis
University of Innsbruck, Department for Teacher Education and School Research
Johanna F. Schwarz
University of Innsbruck, Department for Teacher Education and School Research
A brief description of the collaboration established between university professors from UAB (Universitat Autònoma de Barcelona) and teacher educators from CESIRE (Support Centre for Innovation and Educational Research) in the design of a primary teacher development program called “IBSE and English learning in primary education”. The primary goal of this program is to support primary science teachers and primary foreign language teachers to develop instructional units that promote the integration of Inquiry Based Science and English learning. The secondary goal of this program is to create sustainable triadic partnerships which foster educational innovations and research in the integration of primary science and language teaching and learning in Catalonia.
Describes the interdisciplinary approach to instruction. Includes features of the method, its support from educational theorists, and requirements of teachers who use it.
Opening presentation of Josep M. Duart, EDEN Vice-president for Research, Universitat Oberta de Catalunya, Spain, for the Open Education Week's fifth day webinar on "Researching openness – evidence-based approach " - 8 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/ptwsj0d95afy/
Phenomenon-Based Teaching and Learning through the Pedagogical Lenses of Phen...eraser Juan José Calderón
Phenomenon-Based Teaching and Learning through the Pedagogical Lenses of Phenomenology: The Recent Curriculum
Reform in Finland. Vasileios Symeonidis
University of Innsbruck, Department for Teacher Education and School Research
Johanna F. Schwarz
University of Innsbruck, Department for Teacher Education and School Research
A wide-ranging overview of the state of the digital currency economy and blockchain technology from CoinDesk's lead analyst and economic historian at the London School of Economics, Garrick Hileman. This was our curtain-raiser of our Consensus 2015 conference.
This is the presentation CARDET gave on the Science Fiction in Education project, during the ICEM 2014 conference in Eger, Hungary. www.scifieducation.org
Pollen Spreads Inquiry-Based Science Education throughout EuropeeLearning Papers
Authors: Ed van den Berg , David Jasmin.
In recent years, ICT advancements have changed the way we think about science education in primary and secondary schools. Current expectations are that schools provide challenging environments for learners by teaching them valuable ICT skills whilst cultivating a desire for learning and discovery.
STEM4youth EU project or when research is done with schoolsJosep Perelló
We have just started a new EU project: STEM4youth. This is a SEAC project focussed on the Promotion of STEM education by key scientific challenges and their impact on our life and career perspectives. OpenSystems, our grup at UB, will contribute to this project by developing with very concrete schools specific research projects using participatory and citizen science practices in relation to human decision making and human mobility. We will work very closely with at least 2 schools to formulate the right scientific questions and see how far we can go together in a research project within the field of complex systems and computational social science. This effort can be considered as a continuation and as one step forward with respect to a pilot project within our recent RecerCaixa project of 20 hours of duration, in three different Secondary schools and restricted to human mobility. We will share the strategies of this new project
and the outcomes of early stages of this approach which with Complex Systems, Big Data and Social Systems.
In the race towards exams, it can be easy to forget the other goals of science education: scientific literacy (science in life) and STE(A)M careers (science in society).
CONNECT is an EC-funded project offering a new kind of resource, called a Science Action.
It’s a set of activities to integrate a real-life challenge into an existing topic and it ticks lots of boxes:
Engage with a real-life challenge
Know and apply a science concept
Practice an enquiry skill
Understand how science affects their world
Interact with a scientist or engineer ( CONNECT Platform)
Talk about science with family-members
In the race towards exams, it can be easy to forget the other goals of science education: scientific literacy (science in life) and STE(A)M careers (science in society).
CONNECT is an EC-funded project offering a new kind of resource, called a Science Action.
It’s a set of activities to integrate a real-life challenge into an existing topic and it ticks lots of boxes:
Engage with a real-life challenge
Know and apply a science concept
Practice an enquiry skill
Understand how science affects their world
Interact with a scientist or engineer ( CONNECT Platform)
Talk about science with family-members
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
CONNECT - inclusive open schooling with engaging and future-oriented science
If you wish to download this resource then please access
https://connect-eu.exus.co.uk/2021/11/05/carbon-neutral-cop26/
The 6th International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, THE LIMITS OF SCIENCE AND HUMAN KNOWLEDGE
- 08 de maio, 09h30 | “Os processos colaborativos nas comunidades de aprendizagem em rede”, por Alexandra Okada, professora da Open University (Reino Unido), e Teresa Cardoso, professora da Universidade Aberta
Os alunos e alunas das licenciaturas de Educação da Universidade do Minho e de Educação Básica do Instituto Politécnico de Coimbra (IPC) realizam de abril a junho de 2021 o ciclo de nove webinars “Conversas com (a) Educação”.
As sessões decorrem na rede online Zoom, tendo inscrições e mais detalhes em conectados86.webnode.pt. Vai conhecer-se novas formas de aprender nas comunidades em rede, num mundo em mutação e cada vez mais tecnológico em todos os níveis de ensino, entre outros aspetos.
A iniciativa é aberta ao público, dirigindo-se em especial a professores e investigadores. O ciclo de webinars reforça a partilha de conhecimento entre os alunos da UMinho e do IPC, fazendo parte das disciplinas Tecnologia Educativa e Tecnologia e Comunicação Educacional II, orientadas pelos docentes Marco Bento e José Alberto Lencastre, respetivamente.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. ESERA is one of the most important events in Science
Education in Europe.
The theme of the 2013 conference was Science Education
Research for Evidence-based Teaching and Coherence in
Learning. It underlined key aspects of contemporary science
education research:
• Reflecting on different approaches
• Enhancing knowledge of learning processes
• Understanding the role of context,
• Exploring new opportunities for formal or non-formal
learning
• Innovating science education research and practice.
Summary about the Conference
02-07 of September 2013
Alexandra Okada
3. KEYNOTE SPEAKERS
Louise Archer - Why ‘liking science’ is not enough: Understanding young people’s science and career aspirations
Hans Ernst Fischer - The matter of trustworthiness in research on science education
Andrée Tiberghien - How does knowledge live in a classroom?
Brian Hand - Building understandings of the role of language in science classrooms
6. Inquiry Based Learning presentations
• Towards a standards-based approach to teaching science by inquiry
• Teachers’ reflections on inquiry-based teaching
• Diffusion of inquiry through training activities
• Effectiveness and efficiency of inquiry teaching
• A comparative study of early learners’ engagement in scientific inquiry in the U.S. and Germany
• Developing investigations with a lower level of difficulty for teachers: Experiments in small groups
and collective conceptualization work in science
• How does a teacher’s action enable or not students to adopt scientific ways of acquiring knowledge?
• Trainee teachers in the primary classroom: The role of questions in developing a sequence of
inquiry-based classes
• Common challenges in improving science education in different educational systems across Europe
• SUN – An effective model for teacher professional development and school development in science
• Science teachers’ individual and social learning related to IBSE in the frames of a large-scale, long-
term, collaborative TPD project
• Learning with and about modeling as a tool for teaching through modeling
7. • Inquiry based primary science: lessons from experiences in English classrooms
• Assesment of three PriSciNet activities in a French primary school: a first qualitative analysis
• Promoting IBSE in the 6-8 age group in Greece as part of the PriSciNet project
• Experiences from the Pri-Sci-Net project: Testing IBSE activities with young primary level children in Germany
• Science, Technology, Environment, Society (STES) Literacy for Sustainability: What should it take in Science
Education?
• Using the inquiry laboratory to teach asking question cognitive skill
• Problem Solving – moving students to tackle more open ended problems
• Environmental Citizenship: Evidence-based Promoting ASSESSMENT of complex LEARNING for sustainability
Inquiry Based Learning presentations
8. • Stakeholders’ views on science education in Europe: Method and first insights of the profiles international
curricular Delphi study on science education
• Stakeholders’ views of science education: PROFILES curricular Delphi study in Finland
• A comparative analysis of stakeholders’ views on science education from five different profiles partner
countries
• Stakeholders’ views on empirically based concepts for science education to enhance scientific literacy –
Results from the third round of the PROFILES international curricular Delphi study on science education
9. ESTABLISH (European Science and Technology in Action: Building Links with Industry, Schools and Home) is a
four year (2010-2013) The overall objective of this project is to facilitate and implement an inquiry-based
approach to science education for second level students (age 12-18 years) on a widespread scale across
Europe by bringing together, within a collaborative environment, the specific key stakeholders in science
education.
The aim of ESTABLISH is to create authentic learning environments for science education by bringing together
and involving all the key communities in second level science education. The ESTABLISH group of over 60
partners from 11 European countries are working with these key communities including science teachers and
educators, the scientific and industrial communities, the young people and their parents, the policy makers
responsible for science curriculum and assessment and the science education research community.
"What is scientific inquiry?" … it is describes an engaging constructivist learning approach, providing
opportunities for students to search for and construct meaning from the real world and to reflect on
experiences.
PRESENTATIONS
• Bringing innovative IBSE teaching to school: A collaborative approach of university and school
• Profiling in-service teachers across Europe to determine their attitude to IBSE.
• Collecting evidence about the impact of inquiry based science education on students – The ESTABLISH
project approach
• Teachers’ and students’ views on industry-related competences.
10. ESTABLISH (European Science and Technology in Action: Building Links with Industry, Schools and Home) is a
four year (2010-2013) The overall objective of this project is to facilitate and implement an inquiry-based
approach to science education for second level students (age 12-18 years) on a widespread scale across
Europe by bringing together, within a collaborative environment, the specific key stakeholders in science
education.
The aim of ESTABLISH is to create authentic learning environments for science education by bringing together
and involving all the key communities in second level science education. The ESTABLISH group of over 60
partners from 11 European countries are working with these key communities including science teachers and
educators, the scientific and industrial communities, the young people and their parents, the policy makers
responsible for science curriculum and assessment and the science education research community.
"What is scientific inquiry?" … it is describes an engaging constructivist learning approach, providing
opportunities for students to search for and construct meaning from the real world and to reflect on
experiences.
PRESENTATIONS
• Bringing innovative IBSE teaching to school: A collaborative approach of university and school
• Profiling in-service teachers across Europe to determine their attitude to IBSE.
• Collecting evidence about the impact of inquiry based science education on students – The ESTABLISH
project approach
• Teachers’ and students’ views on industry-related competences.
11. ASSIST-ME Assess Inquiry in Science, Technology and Mathematics Education
The overall aim of ASSISTME is to provide a research base on effective uptake of formative and
summative assessment for inquiry-based, competence oriented Science, Technology and
Mathematics (STM) education in primary and secondary education in different educational
contexts in Europe and to use this research base to give policy makers and other stakeholders
guidelines for ensuring that assessment enhances learning in STM education.
Based on an analysis of what is known about summative and formative assessment of knowledge, skills and
attitudes related to key STM competences and an analysis of European educational systems, the project will
design a range of combined assessment methods. These methods will be tested in primary and secondary
schools in different educational cultures in Europe in order to analyse the conditions that support or
undermine the uptake of formative assessment related to inquiry processes.
PRESENTATIONS
• Contemporary Issues in Science Education - Discussion
12. PRI-SCI-NET is an EU funded FP7 Supporting and coordinating action (Call SiS-2010-2.2.1.1) on innovative
methods in science education: teacher training on inquiry based teaching methods on a large scale in Europe.
The project promotes Inquiry-based learning approach among primary teachers teaching science to young
children in the age range of 3-11 years. The inquiry approach involves the active engagement of children in the
learning process with emphasis on observations and achieved through authentic and problem based learning
activities where there is no need to get the correct. Children draw conclusions on the evidence collected. It
promotes student autonomy, involves discursive argumentation and communication with peers (talking
science), self regulated learning, social interaction and collaboration.
This project is about setting up a Europe-wide network for professionals and academics in the area of Primary
Science Education. The aim is to provide training and professional support to teachers to help them use Inquiry
based learning in Science in schools. The platform at European level will network professionals as well as
support the organisation of training courses. It also recognises teachers’ and researchers’ achievements in
implementing Inquiry-based learning in science, as well as provide an opportunity for teachers and academics
to share their experiences and successes.
PRESENTATION
• Policy and practice in early years science and mathematics
13. PRESEES Preparing Science Educators for Everyday Science. The aim of the project is to engage elementary and
secondary pre-service teachers in critical discussions of everyday science through socioscientific issues (SSI), and
prepare them to teach SSI. Socioscientific issues
The ability to deal with everyday scientific issues and socioscientific issues (SSI) has been recognized as an
important goal of science education (e.g. Sadler, 2009). Furthermore, the inclusion of SSI in science teaching could
move science classes towards unwrapping and engaging discussions and, thus promote dialogic
arguments, understanding the nature of science, and conceptual understanding. The inclusion of SSI in the
curriculum offers a means of expanding both the curriculum and the range of instructional practices commonly
experienced in the school science classroom. Studies in SSI so far have focused on students’ decision making (e.g.
Jiménez-Aleixandre & Pereiro-Munoz, 2002; Ratcliffe, 1996), conceptual understanding, and engagement with
science (e.g. Albe, 2008). A main gap in research however is how teachers (either pre or in-service) approach
everyday science and SSI in their teaching.
PRESENTATIONS
• Using models and SSI as a context of instruction in science: Students’ emotions and engagement
14. CoReflect (: Digital support for Inquiry, Collaboration, and Reflection on Socio-Scientific Debates) aims to bring
together eight diverse and multi-disciplinary teams from seven European states, the project members promoted
evidence-based practice in science teaching and learning, by collaborating to iteratively design, enact, critique, and
validate problem-based innovative inquiry learning environments.
These environments, which are being hosted on the STOCHASMOS web-based teaching and learning
platform, coupled data-rich scientific rigor with the flexibility and easy modifiability that is needed for widespread
adoption and use by teachers.
PRESENTATIONS
• Collaboration scripts to scaffold inquiry-based learning: An investigation of guidance
level, students’ help-seeking and teacher's help-giving activities
15. weSPOT (Working Environment with Social, Personal and Open Technologies for inquiry based learning) is a
new project supported by the European Commission launching on 1st of October 2012. weSPOT aims at
propagating scientific inquiry as the approach for science learning and teaching in combination with today's
curricula and teaching practices. It lowers the threshold for linking everyday life with science teaching in
schools by technology. weSPOT supports the meaningful contextualization of scientific concepts by relating
them to personal curiosity, experiences, and reasoning. weSPOT addresses several challenges in the area of
science learning and technology support for building personal conceptual knowledge. The project focuses on
inquiry-based learning with a theoretically sound and technology supported personal inquiry approach. In
weSPOT inquiry based-learning enviroment, co-learners will be motivated by their personal curiosities, guided
by self and collective reflections, for developing personal knowledge and collaborative scientific reasoning.
weSPOT will work on a meta-inquiry level. Its aims are:
• define a reference model for inquiry-based learning skills,
• create a diagnostic instrument for measuring inquiry skills,
• implement a working environment that allows the easy linking of inquiry activities with school curricula
and legacy systems.
PRESENTATIONS
Undergraduate Biology students' perceptions of pre-service teacher education
for using ICT in the classroom
16. Undergraduate Biology students' perceptions of pre-service teacher education for using ICT in the classroom
PhD student Andre Correa presented his doctoral research in development at ESERA . The first phase of his
investigation focused on the perceptions on use of ICT by Brazilian undergraduates who are or will soon be pre-
service Biology teachers.
His initial outcomes describe a new generation of teachers, who are familiar with new technologies like web 2.0
and mobile devices (smart phones and tablets). The majority think that they are able to apply new technologies
for Biology teaching. However, most have never used ICT during their formal learning in the University or during
their teaching training courses.
Andre Correa will analyse the use of weSPOT of this group of pre-service teachers. His research aims to identify
benefits and barriers for promoting technologies for inquiry based learning for the new generation of teachers.
These new science educators are familiar with new technologies but do not have experience nor pedagogical
models for applying technologies in their classroom.
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