Scientix 9th SPNE Brussels 6 November 2015: Project for the Initiation to the Research and Innovation at Secondary School (PIIISA)
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Presentation of the project "Project for the Initiation to the Research and Innovation at Secondary School (PIIISA)" by F.J.P. Cáceres, held during the 9th Science Projects' Networking Event, Brussels, 6 November 2015
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Scientix 9th SPNE Brussels 6 November 2015: Project for the Initiation to the Research and Innovation at Secondary School (PIIISA)
- 1. PIIISA PROJECT FOR THE INITIATION TO THE RESEARCH AND INNOVATION AT SECONDARY SCHOOL SCIENTIX. 6-8th Nov. 2015, Brussels F.J.P. Cáceres (1) Educational Coordinator PIIISA (2) Bilingual Physics Teacher of the Education Committee of the Andalusian Council, MLK Magnet Pearl High School (Nashville- Tennessee, USA) and The Petchey Academy Secondary School (London , UK). (3) Research in Astrophysics (Astronomical Institute Anton Pannekoek, Amsterdam, The Netherlands/ Instituto de Astrofísica de Andalucía IAA- CSIC, Granada, Spain) and Research in Science Education (University of Granada). “Pulling together the educational and scientific systems with students in the target” www.piiisaandalucia.blogspot.com.es
- 2. Lave and Wenger, 2011 SCIENTIX. 6-8th Nov. 2015, Brussels Introduction “Learning is a process of Peripheral Participation in Communities of Practice” 6th Edition: 4000 students / 300 teachers / 500 scientists
- 3. what research is and how it is performed EEZ-CSIC, Granada IAA-CSIC, Granada SCIENTIX. 6-8th Nov. 2015, Brussels Objectives Students will get an opportunity to: - get involved in projects led by renowned scientists in a real context, - find out first hand what the scientific method consists of, what research is like, and finally - to seek their vocation and talent from an early age.
- 4. Astrophysics Biochemistry Biology Chemistry Cosmology SCIENTIX. 6-8th Nov. 2015, Brussels Stimulating projects have been translated into a remarkable example of educational planning OUTside and INside of the school context. Methodology Educational key areas like crossing boundaries, creating new learning communities, learning while acting, multiple intelligences, social learning, etc. Lejf Moos, 2014
- 5. Videoconference with the Nobel Prize Adam Riess Students contact with personalities in their research fields
- 6. Final Congress 2014/15, Málaga 2013/14, Granada2012/13, Granada Poster Session SCIENTIX. 6-8th Nov. 2015, Brussels Results
- 7. Oral pressentation during the Final Congress: 700 persons
- 8. EFFECTIVENESS in Science Education SCIENTIX. 6-8th Nov. 2015, Brussels Results Past Hands-on + Mind-on Scientist-Teachers-Students Collaborations Future
- 9. Science Literacy OECD (1999,2000) and Harlen (2000) TO UNDERSTAND Results Concepts Nature Evidence Communicate Concepts
- 10. The DISTINCTNESS of PIIISA: SCIENTIX. 6-8th Nov. 2015, Brussels Results Students cited in the acknowlegdements of Research Articles
- 11. The DISTINCTNESS of PIIISA: Defining PIIISA with just one word SCIENTIX. 6-8th Nov. 2015, Brussels What is Significant and Novel? Results New Wonderful Instructive Formation Astonishing Constructive Good Mind-bending Motivation Incredible Curiosity Experience Learning Oportunity Innovation Research Interesting Defining PIIISA
- 12. jjjjjjj Awards Prof. Lejf Moos President of European Educational Research Association 4 years FECYT financing Catch a Star, Oct 2015 Spanish Science on Stage (CA) (Madrid, Bilbao, Barcelona, 2013/14/15) Copenhagen, 2013 Budapest, 2014Nobel Prize Adam Riess
- 13. PIIISA SCIENTIX. 6-8th Nov. 2015, Brussels Contact: caceres@iaa.es You are welcome to the Workshop: student´s posters, articles, videos… Student Teacher Researcher
Editor's Notes
- The Project PIIISA is a close collaboration between the Spanish National Research Council (CSIC), Public Andalusian Universities (Granada, Málaga, Sevilla, Córdoba, Cádiz, Almería y Jaén), Education Committees of Junta de Andalucía, and the Spanish Foundation for Science and Technology (FECYT). It was created (CSIC, 2010) in response to the new abilities and creativity of the students we have in our schools today, a generation who wants to learn and express what it has learned in a modern, social and active way.
- - Promoting knowledge of their region´s scientific heritage - Developing the 8-9 multiple intellingences and the “hands-mind on” approach to the teaching and learning process - Practising of a foreign language (english) as a basic vehicle to communicate research findings - Understanding and performing simple and complex mathematical operations - Using new technologies: scientific packs, programming, databases, etc - Presenting research results in a precise and pleasant way to reach all peers - Working to develop skills both individually and as part of a team - Working hard, synthesising (Darwin) and being creative (Einstein) while adhering to ethical standards
- Students tutored by their professors have worked using scientific facilities and learned why science is relevant to economic and social development. The awesome effort and imagination provided by researchers to create stimulating projects have been translated into a remarkable example of educational planning OUTside and INside of the school context.
- The different institutions have provided significant human and technical resources, and have managed to start around 300 projects led by 500 scientists, available to 3000 students from 50 High Schools. Selected Oral presentations have been delivered and Posters have been displayed in Six Congresses. Also a yearly edition of a Proceeding book compiling the projects achieved.
- The different institutions have provided significant human and technical resources, and have managed to start around 300 projects led by 500 scientists, available to 3000 students from 50 High Schools. Selected Oral presentations have been delivered and Posters have been displayed in Six Congresses. Also a yearly edition of a Proceeding book compiling the projects achieved.
- Te toca trabajarla un poco. Tal como la tenias infumable!!!
- STUDENTS - Learn in a new social context outside the school (push their boundaries and interact with other communities of practice) producing positive emotions such as enjoyment that are correlated positively with students´ motivation and interest - Live diverse and strong experiments of identity outside the school that help them to love (appreciate) more their teachers and school - Experience a process of becoming (is not just an accumulation of skills and information). It is not merely formative, it is mainly transformative - Practise what they learn in classrooms awakening their hidden skills - Promote 8-9 multiple intelligences, synthesising, creativity, mathematics, English, communication and ethical standards - Help them to imagine their future through that real scientific mirror - Act as teachers at the end TEACHERS - Offers a window to the real scientific world, where they can learn as much as students, and consequently improve theirs methodologies and curricula - Stimulate teachers to achieve new educational and professional standards - Learn to apply their knowledge in a new context (teachers are generally not research scientists) SCIENTISTS - Working hypothesis venturing into different risky research in a timely manner. Time: one school year. Manner: high school students. - Promote Scientist-Teachers-Students collaborations - It is an investment of a community in its own future as the formation of new identities that can take its history of learning forward - Help in the arrival of new generations of members: motivated students applying already for Thesis in Biology, Astrophysics, etc. Consigue que la Ciencia sea patrimonio de la sociedad al llegar a personas fuera del mundo investigador
- STUDENTS - Learn in a new social context outside the school (push their boundaries and interact with other communities of practice) producing positive emotions such as enjoyment that are correlated positively with students´ motivation and interest - Live diverse and strong experiments of identity outside the school that help them to love (appreciate) more their teachers and school - Experience a process of becoming (is not just an accumulation of skills and information). It is not merely formative, it is mainly transformative - Practise what they learn in classrooms awakening their hidden skills - Promote 8-9 multiple intelligences, synthesising, creativity, mathematics, English, communication and ethical standards - Help them to imagine their future through that real scientific mirror - Act as teachers at the end TEACHERS - Offers a window to the real scientific world, where they can learn as much as students, and consequently improve theirs methodologies and curricula - Stimulate teachers to achieve new educational and professional standards - Learn to apply their knowledge in a new context (teachers are generally not research scientists) SCIENTISTS - Working hypothesis venturing into different risky research in a timely manner. Time: one school year. Manner: high school students. - Promote Scientist-Teachers-Students collaborations - It is an investment of a community in its own future as the formation of new identities that can take its history of learning forward - Help in the arrival of new generations of members: motivated students applying already for Thesis in Biology, Astrophysics, etc. Consigue que la Ciencia sea patrimonio de la sociedad al llegar a personas fuera del mundo investigador