Presentation of the project "Quantum Spin-off" by Adina Nistor, held during the 8th Science Projects Workshop in the Future Classroom Lab, Brussels, 16-18 October 2015

1. Brussels, 19-06-2015
Quantum Spin-Off
working with teachers
Adina Nistor
8th Science Projects’ Workshop in the Future Classroom Lab,
16-18 October 2015
Quantum Spin-Off project is funded by the European Commission. This communication reflects
the views of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained herein.

2. ?
EU LLP-Comenius project
LLP = LIFE LONGLEARNING PROGRAMME
Started: 1-12-2013
Finishes: 30-11-2015
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3. ?
Connecting schools with high-tech research
and entrepreneurship
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4. ?
Target:
final 2 years of secondary school
general - technical
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5. Why ?
High-tech research and entrepreneurship
strongly present in Europe
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For teachers:
Provide tools and a pedagogy to connect pupils
with the ‘lives of real-life’ researchers and for
teaching these modern fields

6. How?
Try-out of 1 school year (in each of the 4 countries)
• Every class coupled to a researcher
• Scientific paper
• Quantum physics in the classrooms and experiments
• Visit a research lab and a (spinoff) company
• Students think socially useful and responsible application
or service (‘start’ spinoff)
• Basics of entrepreneurship (business model canvas)
• Contest: Quantum Spin-Off Prize (National SpinOff day &
EU final)
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7. FOR teachers & their students:
1. Learning material
2. Teachers guidelines
3. Contact during the Try-out
4. Two National teacher trainings in each of the 4
countries
5. Two Summer schools
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8. Teacher trainings in 2014-2015
2 National teacher trainings:
1 per country
(20-30 participants per country)
2 Summer schools:
(9 and 7 participants respectively from BE, EE, GR,
CH)
Several participating teachers took
part in the try-out 2014-2015
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9. - Teachers: five times during the project duration
(trainings, try-out and website)
- Researchers: once during the project duration
Feedback collection

10. Data collected through:
• A set of Questionnaires allowing systematic analysis and
comparison of the outcomes of the activities at each step of
the project:
• Pre-questionnaire – few days before the activities/during the
first 10’ of each activity
• Post-questionnaire – during the last 10’ of each activity
• Teachers’ stories (open-ended questions)
How?

11. Data collected
Quantitative data:
• Demographic data (country, subjects taught, students age,
teaching experience)
• Event analysis (teachers’ knowledge, content of the training,
event in general
Qualitative data:
• Recommendations
• Teachers’ stories
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12. Evaluation results
0% 20% 40% 60% 80% 100%
Quantum physics
Connection between nanoscience and…
Connection between nanoscience and…
Possible learning lines for quantum physics
Educational ways that show the connection…
Educational ways that show the connection…
e-learning and ICT materials that can be used…
%
Knowledge
Teachers' knowledge before
Low High
0% 20% 40% 60% 80% 100%
Quantum physics
Connection between nanoscience and…
Connection between nanoscience and…
Possible learning lines for quantum physics
Educational ways that show the connection…
Educational ways that show the connection…
e-learning and ICT materials that can be used in…
%
Knowledge
Teachers' knowledge after
Low High

13. Evaluation results
0
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3
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5
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7
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9
10
Numberofanswers Teaching materials - teachers'evaluation
clear comprehensive has examples effective good usability language ready to use

14. Teachers’ feedback
Teachers are involved in the improvement of:
- Learning Stations
- Teacher Guidelines
- Teacher trainings
- Try-out & related events
- Website
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15. Evaluation results
EE
•1 teacher (Physics) with support from a Economics teacher – business model
evaluation
•Students reacted to the participation call – created the group
• Students worked independently and tried out experiments in groups + seminar
discussions (focused on essential in the phenomena of the micro and quantum
world).+ new ideas from additional materials red by students
•Ready to use: No adaptation of Learning mat needed but guidance and
explanations; some topics too high level/difficult for 10th grade students therefore
not very clear and coincise; Learning mat presented in small coincise portions with
concrete actvities: learning process - scientific inquiry
•Time constrains: to deepen into nano field; not all materials used
•Students feedback/outcome: Students enjoyed the novelty and charm of the
process; they learnt that in the world of tiny particles, things are different than in
the world that we see around us; however, some phenomena not very logical, had
to be explained via a model

16. Thank you!
www.quantumspinoff.eu
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Quantum Spin-Off project is funded by the European Commission. This communication reflects
the views of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained herein.