Scientix elft hungary-c-sukosd

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Csaba Sukosd: Activities, successes and experiences of the Roland Eotvos Physical Society Scientix European Conference, 6-8 May 2011, Brussels

Activities, success and experiences of the Roland Eötvös Physical Society in Hungary Dr. Csaba Sükösd vice president 8. May 2011. SCIENTIX Brussel s Budapest University of Technology and Economics Department of Nuclear Techniques Head of department

8. May 2011. SCIENTIX Brussel s Roland Eötvös (1848 – 1919 ) Hungarian Physicist Professor of Physics President of the Hungarian Academy of Sci. Minister of Education (long sighted) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

8. May 2011. SCIENTIX Brussel s 1891 „ Mathematical and Physical Society” (created by Roland Eötvös) The Eötvös Society has a long (120 year) tradition 1919 „ Roland Eötvös Mathematical and Physical Society” (after Eötvös death it was renamed after its founder) 1949 Roland Eötvös Physical Society 1949 János Bólyai Mathematical Society

8. May 2011. SCIENTIX Brussels Membership today: over 1200 members ~60% Physics teachers (primary and secondary school) ~35% Research physicists and academia ~ 5% Students (university and secondary schools) The Roland Eötvös Physical Society

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8. May 2011. SCIENTIX Brussels ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Examples of the successful educational activites

8. May 2011. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Theoretical problems Measurements Computer simulations Examples of the successful educational activites (continued) SCIENTIX Brussels

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8. May 2011. An example of long-time success ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],SCIENTIX Brussels

8. May 2011. Conclusions, messages ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Thank you for your attention [email_address] SCIENTIX Brussels

The document lists various free online educational resources for grades 6-12 and higher education covering subjects like math, science, art, history, and more. These resources include interactive simulations, video lectures, eBooks, courses from institutions like Harvard and MIT, and educational materials from organizations like NASA, Smithsonian, and PhET. The resources aim to provide engaging learning content to supplement classroom teaching through interactive tools, animations, publications, and open access courses.

Scientix: Free translation on demand of IBSME resources – Needed and availabl...

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The document discusses the Scientix program which provides translation of science and math education resources across Europe. It notes that while many resources are available for translation, there is misunderstanding around copyright and teacher needs. The program has 350,000 euros available for translating resources from publicly funded projects that are licensed for sharing and have links in the Scientix portal. Projects are invited to apply for translation funds by October 31, 2012.

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Scientix is a European Commission project that promotes STEM (science, technology, engineering, and mathematics) education across Europe. It supports collaboration between STEM teachers, researchers, and policymakers by sharing teaching materials from STEM research projects. Originally an initiative of the European Commission's Directorate-General for Research and Innovation, Scientix receives funding from the European Union's seventh Framework Programme.

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The European Geosciences Union (EGU) created a Committee on Education in 2002 to develop educational activities. Some of the key activities developed include: 1) Geosciences Information for Teachers workshops which provide professional development for teachers, 2) Educational sessions at EGU assemblies with teachers, scientists, and educators, 3) Distinguished Lectures from workshop speakers delivered at teacher events, 4) A program that places teachers on research cruises to experience oceanography first-hand and share in class. The document provides details on the goals and organization of these educational programs developed by the EGU Committee on Education.

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This document describes Florenci Sales Vilalta's experience using eTwinning for science projects. As a chemistry and physics teacher, he has led several multi-country projects since 2007 matching the curriculum and using CLIL methodology. The projects involve cooperative activities between partner schools in different countries, using technologies like videoconferencing. They address topics like DNA, environmental protection, Mediterranean products, sound waves, and relating physics to sports like trail running. The projects incorporate student exchanges and producing materials like videos, dictionaries, and eBooks. They provide opportunities for real-world applications and learning other cultures through English.

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This document discusses the relationship between social sciences and natural sciences over time. It outlines how in the 19th century, social scientists aimed to organize and steer technical change. In the 20th century, disciplines became more specialized but also periodically engaged in interdisciplinary work. The document then examines how social sciences have engaged with technical research and development from the 1950s to today, moving from involvement to criticism to re-engagement. It argues that social scientists should constructively engage with natural scientists on issues like climate change and technology development to ensure social dimensions are considered.

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The document discusses nanotechnology education programs for secondary schools. It analyzes 12 exemplary programs from different European countries based on parameters like whether they are compulsory or optional courses, integrate nanotechnology into other subjects or are standalone, involve virtual or in-person teaching, industry/academic partnerships, and hands-on versus theoretical focus. The analysis finds that while programs vary in their approaches, most involve independent nanotechnology subjects, hands-on teaching with industry/academic support, and aim to engage students and the broader community. The document concludes that to fully realize the potential of nanotechnology education, schools need programs that are both comprehensive and innovative.

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Scientix elft hungary-c-sukosd

1. Activities, success and experiences of the Roland Eötvös Physical Society in Hungary Dr. Csaba Sükösd vice president 8. May 2011. SCIENTIX Brussel s Budapest University of Technology and Economics Department of Nuclear Techniques Head of department

3. 8. May 2011. SCIENTIX Brussel s 1891 „ Mathematical and Physical Society” (created by Roland Eötvös) The Eötvös Society has a long (120 year) tradition 1919 „ Roland Eötvös Mathematical and Physical Society” (after Eötvös death it was renamed after its founder) 1949 Roland Eötvös Physical Society 1949 János Bólyai Mathematical Society

4. 8. May 2011. SCIENTIX Brussels Membership today: over 1200 members ~60% Physics teachers (primary and secondary school) ~35% Research physicists and academia ~ 5% Students (university and secondary schools) The Roland Eötvös Physical Society

10.

11.

Scientix elft hungary-c-sukosd

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