The document describes an inquiry-based teacher training program called INQUIRE that promotes science education through hands-on activities. It discusses three example activities: 1) An "Expedition to Mount Kinabalu" activity that simulates a biodiversity expedition up a mountain. 2) A "Hummingbird seeks Bromeliad" activity where students experiment with plant-pollinator relationships. 3) A "Which apple variety?" activity where students evaluate apple varieties based on different criteria. The overall goal is to train teachers to implement inquiry-based science education focusing on biodiversity, climate change, and sustainability.
This document discusses organizing higher education in animal welfare in a changing society. It analyzes open educational practices and how they can enable sustainable and inclusive knowledge development in animal welfare globally. The research aims to understand new ways of organizing higher education and how open educational resources (OER) can help analyze interconnected activity systems related to different animal welfare stakeholders. It also discusses using design research to develop infrastructures for knowledge sharing between universities and societies.
This document discusses inquiry-based learning, which is a student-centered approach where students develop questions to guide their research. The teacher acts as a facilitator. Inquiry-based learning utilizes higher-order thinking and problem solving. It is important because students learn better when they generate their own questions. Inquiry-based learning starts with student questioning and allows them to create new knowledge. Effective inquiry involves developing a research question, planning research, and using findings to answer the question.
The document discusses inquiry-based learning for teaching elementary mathematics. It involves asking open-ended questions to help students construct their own understanding through experiences and reflection, rather than direct teaching. The teacher acts as a facilitator by planning learning units, posing questions, and designing exploration activities to guide students at different levels of inquiry, from structured with direct instructions to open-ended problems that require higher-order thinking. Inquiry levels can be coupled to suit different students' needs.
This document discusses the importance of questioning students and different types of questions. It notes that there are stages of questioning and that teachers should model effective questioning. The document suggests creating a classroom environment that encourages questions, is supportive, and where students can take on teaching roles. Different types of questions are outlined, including closed questions to gather facts and open questions to promote complex thinking. Activities like question dice and cards are proposed to stimulate student questioning. The importance of deliberately teaching questioning skills is emphasized.
The document discusses inquiry-based learning, which is a constructivist approach where students explore topics through asking questions and investigating answers. It involves gathering information, analyzing data, generating solutions, and justifying conclusions. The teacher acts as a guide, gradually removing scaffolding as students develop skills. Inquiry learning helps develop skills like critical thinking, problem-solving, and lifelong learning. It can be applied to all disciplines by using specific methods to ensure integrity across topics. The key components of inquiry include activating prior knowledge, providing background information, defining learning outcomes, modeling project formats, and establishing topics for student research.
The document discusses project-based learning approaches that integrate 21st century skills. It outlines how projects allow students to develop in-depth knowledge on a topic, use critical thinking, make real-world connections, and demonstrate understanding through products. Effective projects are standards-driven, develop 21st century skills, focus on important questions, include ongoing assessment, and engage students through varied instructional strategies that meet varying student needs and abilities. Instructional approaches for project-based learning are student-centered and include students acting as choosers, designers, discoverers, collaborators using multiple sources of information and 21st century skills to make real-world connections.
Law Students’ Information Literacy Skills and Protection of EnvironmentKornelija Petr
Presents the results of a survey of the students of the Faculty of Law in Osijek, Croatia on their information needs and behaviour regarding the environment legislation.
Teaching and learning at universities has moved beyond traditional transfer of knowledge from the learned to the learning. In today’s rapidly evolving world, educators at higher education institutions are challenged with preparing students to succeed in jobs that don’t even exist today, in a world in which creativity and innovation are valued as much as knowledge.
What does it take to do this? What are the latest trends in teaching and learning at higher education institutions? Are they keeping up with the transformations taking place beyond campus boundaries? What are the strategies for broader adoption of effective teaching and learning practices across campus?
UCalgary's Vice-Provost of Teaching and Learning (Interim) Leslie Reid and Jay Cross, Director of the new College of Discovery, Creativity and Innovation in UCalgary's Taylor Institute for Teaching and Learning, provide their expert knowledge on these and other related questions.
Watch the webinar recording: http://explore.ucalgary.ca/preparing-students-unknown
This document discusses organizing higher education in animal welfare in a changing society. It analyzes open educational practices and how they can enable sustainable and inclusive knowledge development in animal welfare globally. The research aims to understand new ways of organizing higher education and how open educational resources (OER) can help analyze interconnected activity systems related to different animal welfare stakeholders. It also discusses using design research to develop infrastructures for knowledge sharing between universities and societies.
This document discusses inquiry-based learning, which is a student-centered approach where students develop questions to guide their research. The teacher acts as a facilitator. Inquiry-based learning utilizes higher-order thinking and problem solving. It is important because students learn better when they generate their own questions. Inquiry-based learning starts with student questioning and allows them to create new knowledge. Effective inquiry involves developing a research question, planning research, and using findings to answer the question.
The document discusses inquiry-based learning for teaching elementary mathematics. It involves asking open-ended questions to help students construct their own understanding through experiences and reflection, rather than direct teaching. The teacher acts as a facilitator by planning learning units, posing questions, and designing exploration activities to guide students at different levels of inquiry, from structured with direct instructions to open-ended problems that require higher-order thinking. Inquiry levels can be coupled to suit different students' needs.
This document discusses the importance of questioning students and different types of questions. It notes that there are stages of questioning and that teachers should model effective questioning. The document suggests creating a classroom environment that encourages questions, is supportive, and where students can take on teaching roles. Different types of questions are outlined, including closed questions to gather facts and open questions to promote complex thinking. Activities like question dice and cards are proposed to stimulate student questioning. The importance of deliberately teaching questioning skills is emphasized.
The document discusses inquiry-based learning, which is a constructivist approach where students explore topics through asking questions and investigating answers. It involves gathering information, analyzing data, generating solutions, and justifying conclusions. The teacher acts as a guide, gradually removing scaffolding as students develop skills. Inquiry learning helps develop skills like critical thinking, problem-solving, and lifelong learning. It can be applied to all disciplines by using specific methods to ensure integrity across topics. The key components of inquiry include activating prior knowledge, providing background information, defining learning outcomes, modeling project formats, and establishing topics for student research.
The document discusses project-based learning approaches that integrate 21st century skills. It outlines how projects allow students to develop in-depth knowledge on a topic, use critical thinking, make real-world connections, and demonstrate understanding through products. Effective projects are standards-driven, develop 21st century skills, focus on important questions, include ongoing assessment, and engage students through varied instructional strategies that meet varying student needs and abilities. Instructional approaches for project-based learning are student-centered and include students acting as choosers, designers, discoverers, collaborators using multiple sources of information and 21st century skills to make real-world connections.
Law Students’ Information Literacy Skills and Protection of EnvironmentKornelija Petr
Presents the results of a survey of the students of the Faculty of Law in Osijek, Croatia on their information needs and behaviour regarding the environment legislation.
Teaching and learning at universities has moved beyond traditional transfer of knowledge from the learned to the learning. In today’s rapidly evolving world, educators at higher education institutions are challenged with preparing students to succeed in jobs that don’t even exist today, in a world in which creativity and innovation are valued as much as knowledge.
What does it take to do this? What are the latest trends in teaching and learning at higher education institutions? Are they keeping up with the transformations taking place beyond campus boundaries? What are the strategies for broader adoption of effective teaching and learning practices across campus?
UCalgary's Vice-Provost of Teaching and Learning (Interim) Leslie Reid and Jay Cross, Director of the new College of Discovery, Creativity and Innovation in UCalgary's Taylor Institute for Teaching and Learning, provide their expert knowledge on these and other related questions.
Watch the webinar recording: http://explore.ucalgary.ca/preparing-students-unknown
This document summarizes several projects taking place in Norwegian schools that promote sustainability education through hands-on learning in nature. The projects described involve students participating in activities like establishing school gardens, studying local waterways and biodiversity, cooking with ingredients from the shore, and learning about hydropower. The projects are interdisciplinary and involve collaboration with external partners. Benefits included promoting inquiry-based learning, understanding natural systems, using local resources sustainably, and developing skills like observation and documentation.
The Schools@University program is a one-week program at Freie Universität Berlin that educates 2,400 students per year on sustainability and climate protection issues through 70 interactive workshops. The program aims to increase students' and teachers' knowledge and awareness of sustainability topics and empower them to make sustainable changes. Students participate in experiments on renewable energy, field trips to ecological sites, and creative arts activities. The program also provides teacher training to help implement sustainability education in schools. It has been recognized by UNESCO as a model education for sustainable development program.
This document provides an introduction and overview of an online environmental sociology course offered in a cooperation between two universities in 2007. The summary is:
The course was the first e-learning course offered in autumn 2007 by the environmental studies department. It made the course available to 14 students from two universities and used multimedia like PowerPoint lectures, videos, and essays to teach topics in an interactive way. Student feedback was mixed about the lectures but overall students were satisfied with the technology and course.
This document provides an introduction and overview of an online environmental sociology course offered in a cooperation between two universities in 2007. The summary is:
The course was the first e-learning course offered in autumn 2007 between a university in the Czech Republic and one in Norway. It utilized multimedia like PowerPoint lectures, videos, and quizzes and essays to engage 14 students in topics of environmental sociology. Student feedback was mixed on the lecture format but overall satisfaction with the online course was positive. The document outlines the course content and provides examples of lecture material covering environmental health risks and pesticides.
Ana Cristina Tavares: The alga who wanted- to be a flowerBrussels, Belgium
This document describes an educational program on plant science held in Portugal. It discusses using a children's story called "The Algae Who Wanted to Be a Flower" to engage young students in learning about plant evolution and diversity. Students interact with live plants in a botanical garden and classify plants into the five main groups. The goal is to help students observe plant diversity, understand evolution, and see plants as living things. The program uses an inquiry-based science education approach to facilitate learning through student questions and exploration.
This document provides an introduction and overview of an online environmental sociology course offered in a cooperation between two universities in 2007. It summarizes that the course was the first e-learning course offered in the autumn of 2007, had 14 students registered from one of the universities, and used multimedia like PowerPoint lectures, videos, and weekly essays to engage students online. The document also provides examples of content covered in the multimedia lectures, including topics like definitions of environmental sociology, the development of environmentalism, and health impacts of pesticides.
This document introduces 4 students - Eloise, Nanna, Harry, and Leonie - and provides details about their courses, placement experiences, favorite modules and lab work. It discusses Eloise's biochemistry course and placement year, Nanna's biomedical science course and project, Harry's biochemistry and placement in France, and Leonie's chemistry course and final year project. It also outlines the placement experiences of Harry and Leonie.
Scientific research is a journey into the unknown, so teaching science with tried and tested practicals does not prepare students for the excitement and uncertainty of scientific discovery. Undertaking actual scientific research provides considerable learning opportunities for pupils and provides researchers with the opportunity to engage young people with their work in a rich and rewarding manner. Partnerships between researchers and young scientists can contribute to scientific breakthroughs and provide real insights and skills for aspiring young scientists. However, such approaches are not without their challenges. You will be presented with cases studies from space science and plant pathology research followed by the chance to engage in round table discussions with teachers, researchers, funders and science communicators involved in these projects. This will provide you the opportunity to discuss how you can involve schools and young people in research or support them to carry out their own scientific investigations.
Speakers: Becky Parker (Simon Langton Grammar School for Boys), Paul Nicholson (John Innes Centre), Sarah Calne (Wymondham High Academy), Chair: Tristan Maclean (BBSRC Inspiring Young Scientists)
This document discusses research on effective science instruction for early childhood students. Several studies found that students learn science best when instruction is hands-on, inquiry-based and relevant to students' lives. When students participate in activities that model scientific work and use tools like science journals, they gain a better understanding of science content and the work of scientists. Constructivist teaching methods that utilize active learning, student experimentation and naturalistic lessons in outdoor environments were found to improve student achievement in science.
I plan on speaking about our Student Innovation Competition – an event we run here to ask students “If students did Libraries …” This competition has seen us install two energy pods and the most recent competition will see using put a treadmill in the Library. Clearly, the students want more wellness spaces in the Library.
This document summarizes an eTwinning project between schools in Greece, Bulgaria, Poland, Portugal, and Italy focused on ecosystems. Students from the participating schools studied ecosystems in their local regions through activities like making concept maps, presentations, photo films, and quizzes posted online. They shared information about the most popular animals and native trees in each region. The project aimed to develop students' creativity and learning about nature through hands-on activities like a school garden, identifying trees, and a photo competition of plants, animals and landscapes from each area.
Aquaponics in classrooms as a tool to promote system thinking, Ranka JungeBrussels, Belgium
Aquaponics systems combine aquaculture and hydroponics in a symbiotic environment and can be used as an educational tool to promote system thinking. A study with 7th grade students in Zurich found that using an aquaponics system in the classroom improved students' ability to understand systems and the complex interrelationships between components as demonstrated by more complex and interconnected drawings in a post-test compared to a pre-test. Both teachers and students found benefits to learning with an aquaponics system, though there were also some disadvantages like additional costs and maintenance requirements.
This document provides an overview of Queen Maud University College in Trondheim, Norway. It discusses the college's focus on early childhood education, its bachelor's degree program structure and content areas, international student programs, and international partnerships. The college has over 1300 students and focuses exclusively on early childhood teacher education, with an emphasis on outdoor play, nature, and the Norwegian approach to early learning. It has agreements with over 20 European and African institutions for student and faculty exchanges.
EU projects for teachers: 3 minutes presenation of 25 EU funded STEM projects...Brussels, Belgium
This document provides information about several EU-funded STEM education projects presented at a conference:
- It describes three EU projects focused on developing teaching resources and materials for topics like flood protection, climate change, and renewable energy. Over 5,000 teachers have downloaded project materials.
- The GEOschools project involves 25 partner institutions across Europe conducting research on geosciences curriculum, textbooks, and student interest. The project has produced teaching modules, conferences, and plans future online teacher training.
- The Engineer project is a collaboration across 12 countries to introduce engineering concepts into primary schools and science museums through 10 educational units combining different engineering and science fields. It aims to inspire students toward innovation careers.
The document discusses the Prairie Learning Centre, which offers educational experiences on the native prairie through workshops and programming connected to key principles like creativity, critical inquiry, and lifelong learning. Students and teachers participate in curriculum-linked workshops on topics like prairie ecology, species at risk, and astronomy. Feedback from participants emphasizes how the hands-on, outdoor learning at the Centre provides valuable experiences learning about the prairie landscape and connects classroom lessons to the real world.
The document discusses the Prairie Learning Centre, which offers educational experiences on the native prairie through workshops and programming connected to key principles like creativity, critical inquiry, and lifelong learning. Students and teachers participate in curriculum-linked workshops on topics like bison, burrowing owls, invasive plants, astronomy, storytelling, and more. Feedback from participants emphasizes how the hands-on, place-based learning at the Centre allows for a unique classroom experience on the prairie landscape.
Outreach Lecture, London Comprehensive 6th From StudentsMaisieVollans
I access representative at St Hugh's College, Oxford. I delivered this session with sixth form students in a North East London comprehensive school about studying biology at undergraduate, masters and doctoral levels. In the second half of the session, I delivered an activity on vector ecology.
Scientix 8th SPWatFCL Brussels 16-18 October 2015: Amgen TeachBrussels, Belgium
Presentation of the project "Amgen Teach" by Gina Mihai, held during the 8th Science Projects Workshop in the Future Classroom Lab, Brussels, 16-18 October 2015
This document summarizes a course for doctoral students on research data management and open data. It discusses:
- The complexity and diversity of research methodologies and data types.
- An open data project in Slovenia that aimed to establish national policies through stakeholder interviews and workshops.
- The research and data lifecycles, highlighting key roles and responsibilities at different stages for researchers, institutions, libraries, and funders.
- The role of data services in managing data through the lifecycle, from depositors to curation to access for users.
Szilveszter Szélpál - Scientific student laboratory where you will get to lik...Sails-project
Presented at the SMEC & SAILS Conference “Thinking Assessment in Science & Mathematics” which was held on 24-25 June 2014 in the Dublin City University in Ireland.
Poster: Scientific Student Laboratory – Where You Will Get to Like Science
In cooperation with 18 partner institutions in the region we have been organizing laboratory sessions in the Szeged Regional Scientific Student Laboratory specially built for the University of Szeged since May 2013.
In addition to regular school projects, 6-18 year old students use the lab to participate in popular science and gifted education programmes. As a result of our efforts of learning materials development, the project leaders can choose from a wide range of topics. We supply all the equipment needed for the activities.
Watch the recording: http://www.sails-project.eu/portal/resource/interview-szilveszter-sz%C3%A9lp%C3%A1l-scientific-student-laboratory
Stories of Tomorrow - Angelos Lazoudis and Thalia TsakniaBrussels, Belgium
Presentation by Dr. Angelos Lazoudis, R&D Department, EA
Thalia Tsaknia, Primary School teacher, EA, about the Stories of Tomorrow project, delivered at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
eTwinning: The Community for schools in Europe - Irene Pateraki, European Sch...Brussels, Belgium
This document discusses eTwinning, a community for schools in Europe that connects teachers and students across countries through collaborative projects. It provides a brief history of eTwinning from its origins in 2004-2007 under the Lifelong Learning program to its expansion under Erasmus+ in 2014-2020. Key facts are presented on eTwinning's growth to over 578,000 registered teachers from 192,000 schools working on over 74,000 projects across 43 European countries. The benefits of eTwinning are listed as learning, pedagogical development, skill-building, networking, support and recognition. Tools on the eTwinning portal like eTwinning Live and TwinSpace that support project collaboration are also introduced.
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This document summarizes several projects taking place in Norwegian schools that promote sustainability education through hands-on learning in nature. The projects described involve students participating in activities like establishing school gardens, studying local waterways and biodiversity, cooking with ingredients from the shore, and learning about hydropower. The projects are interdisciplinary and involve collaboration with external partners. Benefits included promoting inquiry-based learning, understanding natural systems, using local resources sustainably, and developing skills like observation and documentation.
The Schools@University program is a one-week program at Freie Universität Berlin that educates 2,400 students per year on sustainability and climate protection issues through 70 interactive workshops. The program aims to increase students' and teachers' knowledge and awareness of sustainability topics and empower them to make sustainable changes. Students participate in experiments on renewable energy, field trips to ecological sites, and creative arts activities. The program also provides teacher training to help implement sustainability education in schools. It has been recognized by UNESCO as a model education for sustainable development program.
This document provides an introduction and overview of an online environmental sociology course offered in a cooperation between two universities in 2007. The summary is:
The course was the first e-learning course offered in autumn 2007 by the environmental studies department. It made the course available to 14 students from two universities and used multimedia like PowerPoint lectures, videos, and essays to teach topics in an interactive way. Student feedback was mixed about the lectures but overall students were satisfied with the technology and course.
This document provides an introduction and overview of an online environmental sociology course offered in a cooperation between two universities in 2007. The summary is:
The course was the first e-learning course offered in autumn 2007 between a university in the Czech Republic and one in Norway. It utilized multimedia like PowerPoint lectures, videos, and quizzes and essays to engage 14 students in topics of environmental sociology. Student feedback was mixed on the lecture format but overall satisfaction with the online course was positive. The document outlines the course content and provides examples of lecture material covering environmental health risks and pesticides.
Ana Cristina Tavares: The alga who wanted- to be a flowerBrussels, Belgium
This document describes an educational program on plant science held in Portugal. It discusses using a children's story called "The Algae Who Wanted to Be a Flower" to engage young students in learning about plant evolution and diversity. Students interact with live plants in a botanical garden and classify plants into the five main groups. The goal is to help students observe plant diversity, understand evolution, and see plants as living things. The program uses an inquiry-based science education approach to facilitate learning through student questions and exploration.
This document provides an introduction and overview of an online environmental sociology course offered in a cooperation between two universities in 2007. It summarizes that the course was the first e-learning course offered in the autumn of 2007, had 14 students registered from one of the universities, and used multimedia like PowerPoint lectures, videos, and weekly essays to engage students online. The document also provides examples of content covered in the multimedia lectures, including topics like definitions of environmental sociology, the development of environmentalism, and health impacts of pesticides.
This document introduces 4 students - Eloise, Nanna, Harry, and Leonie - and provides details about their courses, placement experiences, favorite modules and lab work. It discusses Eloise's biochemistry course and placement year, Nanna's biomedical science course and project, Harry's biochemistry and placement in France, and Leonie's chemistry course and final year project. It also outlines the placement experiences of Harry and Leonie.
Scientific research is a journey into the unknown, so teaching science with tried and tested practicals does not prepare students for the excitement and uncertainty of scientific discovery. Undertaking actual scientific research provides considerable learning opportunities for pupils and provides researchers with the opportunity to engage young people with their work in a rich and rewarding manner. Partnerships between researchers and young scientists can contribute to scientific breakthroughs and provide real insights and skills for aspiring young scientists. However, such approaches are not without their challenges. You will be presented with cases studies from space science and plant pathology research followed by the chance to engage in round table discussions with teachers, researchers, funders and science communicators involved in these projects. This will provide you the opportunity to discuss how you can involve schools and young people in research or support them to carry out their own scientific investigations.
Speakers: Becky Parker (Simon Langton Grammar School for Boys), Paul Nicholson (John Innes Centre), Sarah Calne (Wymondham High Academy), Chair: Tristan Maclean (BBSRC Inspiring Young Scientists)
This document discusses research on effective science instruction for early childhood students. Several studies found that students learn science best when instruction is hands-on, inquiry-based and relevant to students' lives. When students participate in activities that model scientific work and use tools like science journals, they gain a better understanding of science content and the work of scientists. Constructivist teaching methods that utilize active learning, student experimentation and naturalistic lessons in outdoor environments were found to improve student achievement in science.
I plan on speaking about our Student Innovation Competition – an event we run here to ask students “If students did Libraries …” This competition has seen us install two energy pods and the most recent competition will see using put a treadmill in the Library. Clearly, the students want more wellness spaces in the Library.
This document summarizes an eTwinning project between schools in Greece, Bulgaria, Poland, Portugal, and Italy focused on ecosystems. Students from the participating schools studied ecosystems in their local regions through activities like making concept maps, presentations, photo films, and quizzes posted online. They shared information about the most popular animals and native trees in each region. The project aimed to develop students' creativity and learning about nature through hands-on activities like a school garden, identifying trees, and a photo competition of plants, animals and landscapes from each area.
Aquaponics in classrooms as a tool to promote system thinking, Ranka JungeBrussels, Belgium
Aquaponics systems combine aquaculture and hydroponics in a symbiotic environment and can be used as an educational tool to promote system thinking. A study with 7th grade students in Zurich found that using an aquaponics system in the classroom improved students' ability to understand systems and the complex interrelationships between components as demonstrated by more complex and interconnected drawings in a post-test compared to a pre-test. Both teachers and students found benefits to learning with an aquaponics system, though there were also some disadvantages like additional costs and maintenance requirements.
This document provides an overview of Queen Maud University College in Trondheim, Norway. It discusses the college's focus on early childhood education, its bachelor's degree program structure and content areas, international student programs, and international partnerships. The college has over 1300 students and focuses exclusively on early childhood teacher education, with an emphasis on outdoor play, nature, and the Norwegian approach to early learning. It has agreements with over 20 European and African institutions for student and faculty exchanges.
EU projects for teachers: 3 minutes presenation of 25 EU funded STEM projects...Brussels, Belgium
This document provides information about several EU-funded STEM education projects presented at a conference:
- It describes three EU projects focused on developing teaching resources and materials for topics like flood protection, climate change, and renewable energy. Over 5,000 teachers have downloaded project materials.
- The GEOschools project involves 25 partner institutions across Europe conducting research on geosciences curriculum, textbooks, and student interest. The project has produced teaching modules, conferences, and plans future online teacher training.
- The Engineer project is a collaboration across 12 countries to introduce engineering concepts into primary schools and science museums through 10 educational units combining different engineering and science fields. It aims to inspire students toward innovation careers.
The document discusses the Prairie Learning Centre, which offers educational experiences on the native prairie through workshops and programming connected to key principles like creativity, critical inquiry, and lifelong learning. Students and teachers participate in curriculum-linked workshops on topics like prairie ecology, species at risk, and astronomy. Feedback from participants emphasizes how the hands-on, outdoor learning at the Centre provides valuable experiences learning about the prairie landscape and connects classroom lessons to the real world.
The document discusses the Prairie Learning Centre, which offers educational experiences on the native prairie through workshops and programming connected to key principles like creativity, critical inquiry, and lifelong learning. Students and teachers participate in curriculum-linked workshops on topics like bison, burrowing owls, invasive plants, astronomy, storytelling, and more. Feedback from participants emphasizes how the hands-on, place-based learning at the Centre allows for a unique classroom experience on the prairie landscape.
Outreach Lecture, London Comprehensive 6th From StudentsMaisieVollans
I access representative at St Hugh's College, Oxford. I delivered this session with sixth form students in a North East London comprehensive school about studying biology at undergraduate, masters and doctoral levels. In the second half of the session, I delivered an activity on vector ecology.
Scientix 8th SPWatFCL Brussels 16-18 October 2015: Amgen TeachBrussels, Belgium
Presentation of the project "Amgen Teach" by Gina Mihai, held during the 8th Science Projects Workshop in the Future Classroom Lab, Brussels, 16-18 October 2015
This document summarizes a course for doctoral students on research data management and open data. It discusses:
- The complexity and diversity of research methodologies and data types.
- An open data project in Slovenia that aimed to establish national policies through stakeholder interviews and workshops.
- The research and data lifecycles, highlighting key roles and responsibilities at different stages for researchers, institutions, libraries, and funders.
- The role of data services in managing data through the lifecycle, from depositors to curation to access for users.
Szilveszter Szélpál - Scientific student laboratory where you will get to lik...Sails-project
Presented at the SMEC & SAILS Conference “Thinking Assessment in Science & Mathematics” which was held on 24-25 June 2014 in the Dublin City University in Ireland.
Poster: Scientific Student Laboratory – Where You Will Get to Like Science
In cooperation with 18 partner institutions in the region we have been organizing laboratory sessions in the Szeged Regional Scientific Student Laboratory specially built for the University of Szeged since May 2013.
In addition to regular school projects, 6-18 year old students use the lab to participate in popular science and gifted education programmes. As a result of our efforts of learning materials development, the project leaders can choose from a wide range of topics. We supply all the equipment needed for the activities.
Watch the recording: http://www.sails-project.eu/portal/resource/interview-szilveszter-sz%C3%A9lp%C3%A1l-scientific-student-laboratory
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This document discusses eTwinning, a community for schools in Europe that connects teachers and students across countries through collaborative projects. It provides a brief history of eTwinning from its origins in 2004-2007 under the Lifelong Learning program to its expansion under Erasmus+ in 2014-2020. Key facts are presented on eTwinning's growth to over 578,000 registered teachers from 192,000 schools working on over 74,000 projects across 43 European countries. The benefits of eTwinning are listed as learning, pedagogical development, skill-building, networking, support and recognition. Tools on the eTwinning portal like eTwinning Live and TwinSpace that support project collaboration are also introduced.
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Introduction presentation to the 18th Science Projects Workshop at the Future Classroom Lab by European Schoolnet, held 8-10 December 2017 in Brussels, Belgium.
#SPNE12 - Reflect and identify best practices on gender and innovation in STE...Brussels, Belgium
Groupwork questions by UNESCO at the 12th Scientix Projects Networking Event, held at the Future Classroom Lab by European Schoolnet on 5 December 2017.
#SPNE12 - Workshop: How to address gender stereotypes in science education th...Brussels, Belgium
A workshop by the PERFORM and GEDII projects at the 12th Scientix Projects Networking Event held at the Future Classroom Lab by European Schoolnet on 5 December 2017.
Introduction to recent findings on the gender bias in education and research by Jörg Müller, Universitat Oberta de Catalunya. Presentation from the 12th Scientix Projects' Networking Event, held at the Future Classroom Lab by European Schoolnet on 5 December 2017.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Sparkling IBSE: Hummingbird seeks Bromeliad, Sonja Eilers and Yvonne Matzick
1. Inquiry based teacher training for a sustainable future
Supported by
Sparkling IBSE:
Hummingbird seeks Bromeliad
Sonja Eilers, Yvonne Matzick, Kevin Henning,
Doris Elster
Institute of Biology Education
Bremen, Germany
2. Inquiry based teacher training for a sustainable future
Programme
• The European project INQUIRE
• INQUIRE for Students Course Bremen
• Sparkling IBSE activities
– Expedition to Mount Kinabalu (Yvonne Matzick, Kevin
Henning)
– Hummingbird seeks Bromeliad (Sonja Eilers)
– Which apple variety shall we choose? (Doris Elster)
• Discussion
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
2
3. Inquiry based teacher training for a sustainable future
The European project INQUIRE
• 17 Partners from 11
Countries coordinated
by University of
Innsbruck, Austria
• Promotion of inquiry
based science
education (IBSE)
through teacher
training courses
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
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4. INQUIRE for STUDENTS Course
Flat hierarchical structure in a Community
of Learners
Authentic learning environments
Inquiry based science education (IBSE)
Hands-on activities, minds-on –
activities with green plants in focus
Reflective Practitioner
– Planning, conducting and reflecting of
– Working with pupils/classes of the lower
secondary level
o Thematic focus
– Biodiversity, biodiversity loss and climate
change
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
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5. INQUIRE for STUDENTS Course at Bremen
:
o Thematic focus
– Biodiversity, biodiversity loss
and climate change
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
5
6. Inquiry based teacher training for a sustainable future
Programme
• The European project INQUIRE
• INQUIRE for Students Course Bremen
• Sparkling IBSE activities
– Expedition to Mount Kinabalu (Yvonne Matzick,
Kevin Henning)
– Hummingbird seeks Bromeliad (Sonja Eilers)
– Which apple variety shall we choose? (Doris
Elster)
• Discussion
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
6
7. Expedition to Mount Kinabalu
IBSE Activity:
Expedition to Mount Kinabalu
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
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8. Expedition to Mount Kinabalu
Mount Kinabalu
• Located on Borneo in
southeast Malaysia
• Highest peak in the malay
archipelago (4095 m)
• Incredible biodiversity of
plant life with 5000-6000
different species
– For example orchids, pitcher
plants and rhododendron
• World Heritage side
•EnMdaanpg eorfe Bd osprneceieos
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
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9. Expedition to Mount Kinabalu
Deforestation on Borneo
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
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10. Expedition to Mount Kinabalu
IBSE Activity
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
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• Structured in a station based system
Each station representates a different habitat along the hillside
• The pupils
form expedition teams
„climb“ the hill
get to know and practice scientific methods (Constructing and
validating hypothesises, microscoping, examine and describe
plants)
11. Expedition to Mount Kinabalu
Stations
Summit
Station 4
Station 3
Station 2
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
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Station 1
12. Station 1 - Lowland equatorial evergreen rain forests
Expedition to Mount Kinabalu
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
12
Staghorn fern
13. Expedition to Mount Kinabalu
Scientix Conference 2014
Elster, Eilers, Matzick, Henning University
Bremen
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Station 2 – Lower montane rainforests
Orchids
„Insect seeks flower“ and
„Hummingbird seeks
bromeliad“
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
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14. Expedition to Mount Kinabalu
Scientix Conference 2014
Elster, Eilers, Matzick, Henning University
Bremen
14
Station 3 – Upper montane rainforests
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
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15. Expedition to Mount Kinabalu
Scientix Conference 2014
Elster, Eilers, Matzick, Henning University
Bremen
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Station 4 – Subalpine & alpine zone
Rhododendron
and azalea
Frost
desiccation
Stomata
Summit rat
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
15
16. Inquiry based teacher training for a sustainable future
Programme
• The European project INQUIRE
• INQUIRE for Students Course Bremen
• Sparking IBSE activities
– Expedition to Mount Kinabalu (Yvonne Matzick)
– Hummingbird seeks Bromeliad (Sonja Eilers)
– Which apple variety shall we choose? (Doris
Elster)
• Discussion
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
16
17. HUMMINGBIRD SEEKS BROMELIAD
Overview
• Students will intensively
deal with “flowers and their
pollinators”.
• They establish hypothesis,
design and conduct own
model experiments and
analyze them.
• Students draw conclusions
on the basis of their model
experiments.
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
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18. Goals
Students…
• learn about settlement into the
ecological niche as correlation of
beak length and corolla tube
length
• find out that transport of pollen
and pollination of flowers is
unintended
• find out how flower constancy
works
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
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19. T
Tillandsia fasciculata
Belize, Colombia, Costa Rica, Dominican Republic, El Salvador, French Guiana, Guatemala,
Haiti, Honduras, Jamaica, Lesser Antilles, Mexico, Nicaragua, Panama, Puerto Rico,
Suriname, Trinidad & Tobago, Florida, Venezuela
Scientix Conference 2014 Elster, Eilers, Matzick, Henning
University Bremen
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20. Aechmea fasciata
Brazil
Scientix Conference 2014 Elster, Eilers, Matzick, Henning 20
University Bremen
21. Aechmea nudicaulis
Costa Rica
Scientix Conference 2014 Elster, Eilers, Matzick, Henning 21
University Bremen
23. Inquiry based teacher training for a sustainable future
Programme
• The European project INQUIRE
• INQUIRE for Students Course Bremen
• Sparking IBSE activities
– Expedition to Mount Kinabalu (Yvonne Matzick)
– Kolibri seeks Bromelia (Sonja Eilers)
– Which apple variety shall we choose? (Doris
Elster)
• Discussion
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
23
24. Doris Elster
WHICH APPLE VARIETY TO
CHOOSE?
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
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25. Which apple variety to choose?
• A school class wants to
buy apples for their
school trip.
• Which apple variety
should they buy?
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
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26. Which apple variety to choose?
Material 1
You want to buy one kilo apples at a supermarket. Among the choices are four different apple
varieties. Next to the apple baskets you find some information on each variety that may help
you in your decision making.
Apple variety
Criteria Granny Smith Red Delicious Boskoop Elstar
Taste
Growing conventional
Price [kg] [fill in price] [fill in price] [fill in price] [fill in price]
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
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27. The following table is a scheme, which may help you deciding on which apple variety to choose!
Which apple variety to choose?
Criteria Direction Weighting
(1-3)
Granny Smith Red Delicious Boskoop Elstar
Points Score Points Score Points Score Points Scor
e
Taste Individual
direction
Growing Ecological
better than
conventional
Price The
cheaper, the
better
--------------- ----------------- Total --------- --------- --------- ---------
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
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28. Inquiry based teacher training for a sustainable future
Thanks for your attention!
The INQUIRE team and course participants at the University of Bremen
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
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29. Where you can get further information
• The INQUIRE Website is
translated into 10
languages.
www.inquirybotany.org
• Here you will find IBSE
activities, news and
discussions and the
INQUIRE Course Manual.
• About the German INQUIRE
activities: Doris.elster@uni-bremen.
de
Scientix Conference 2014
Elster, Eilers, Matzick, Henning
University Bremen
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30. References
INQUIRE (Inquiry based Teacher Training for a sustainable future).
http://www.inquiebotany.org/en [download November 10th, 2012]
INQUIRE Consortium (2011). Pilot INQUIRE Course Manual for Teachers and Educators, University
Bremen, Germany.
IBSE Activities (on CD Rom)
Elster, D., Eilers, S., Logemann, S. (2013). Hummingbird seeks Bromelid. Modulbook of INQUIRE
team Uni Bremen.
Matzick, Y., Henning, K. (2013). Expedition to Mount Kinabalu. INQUIRE Modulbook of Uni
Bremen.
Elster, D. (2011). Which Apple Variety to Choose? INQUIRE Modulbook of Uni Bremen.
Möller, J., Ritter, U., Elster, D. (2012) Landscape Architecture.
Scientix Conference 2014
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University Bremen
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Editor's Notes
The EU FP7 INQUIRE Project (Inquiry based teacher training for a sustainable future) is a three year lasting project focusing on inquiry-based science education (IBSE). 17 partners coming from 11 countries are involved in this project. They work together in the development of 60 hour IBSE teacher training courses with support from Botanic Gardens International and the King’s College London. The project is coordinated by the Innsbruck University of Austria [1].
Most of the participating institutes are botanic gardens, science centre or natural history museum. Educators of these out-of-school learning environments and teachers work together in “Communities of Practice” [5] and develop INQUIRE courses focusing on biodiversity loss, climate change and sustainability, one of the major global issues of the 21st Century.
1.2 Professional development within a Community of Learners
Teachers’ professional learning starts with their pre-service teacher training and should continue through their whole working life. This lifelong learning enables teachers to act as experts in the profession of teaching in a world where scientific knowledge is permanently changing. According to Shulman [8] teachers’ knowledge is characterized by subject knowledge (knowing about subject content), pedagogical content knowledge (knowing how to teach the content) and pedagogical knowledge (knowing how to teach more generally).
In the INQUIRE Project, teachers and botanic garden educators work together in Communities of Learners [5]. The term stems from theories of situated learning which describe the collaboration of teachers with each other and with researchers [9], [10]. The main goals of CoL are to improve learning and teaching skills, to share responsibility for professional growth, and to partake in professionally guided discourse about one’s own teaching and learning.
In the INQUIRE project, the national CoL work together in the development of INQUIRE teacher training courses. In processes of co-construction [11] botanic garden educators and teachers develop inquiry-based activities and modules. This requires agreement on the working process, shared goals (of botanic garden educators and teachers), as well as a critical rethinking of one’s own practice.
In addition teachers’ professional development depends on the teachers’ culture of reflection [12]. Action research is expected to support teachers in establishing a research relationship to their own practice (acting in the classroom) and to empower them to act as ‘reflective practitioners’ [13].
2. INQUIRE for Students – Course in Bremen
The Bremen INQUIRE course is addressed to teacher students and active teachers who are interested in inquiry based learning dealing with the topics biodiversity, biodiversity loss and climate change. The course is performed at the green houses and laboratories of the University Bremen. Visits at the Green Science Center botanika Bremen and the Climate House in Bremerhaven are an essential part of the course which consists of three modules: investigation biodiversity and climate change, planning a school project and conducting the school project.
Module 1. Teacher students, teachers, botanic garden educators, science educators and botanists build a “Community of Learners”. They share their knowledge to deal with topics of biodiversity loss and climate change. They investigate different methods of inquiry based learning at authentic learning facilities outside the classroom, in the green houses and in the botanic garden as well as in the science center Climate House.
Module 2. The participants build school teams consisting of one and three to four students. In cooperation with botanic garden educator and science educator they develop 6 hours lasting school projects. In union they develop BSE activities and materials for 5-8 graders and reflect them with other participants using a self developed check list for IBSE tools.
Module 3. The teams invite their school classes and conduct the IBSE project at the biological garden (glass houses) and the labs of the Department of Biology Education at the University Bremen. The teams reflect on the students learning
One of the worlds most important biological sites
The deforestation is contributing to the global climate change
influences butterfly and other insect species on Mount Kinabalu
The primary forests are one of the world´s most important carbon sinks
Extensive deforestation around Mount Kinabalu in the past sixty years
Ändern
The students
Examine a staghorn fern and create a plant profile
Discuss the two different leaves of the staghorn fern as an adaption to the habitat of the plant
Get information about the deforestation and endangerment of Borneos rainforests
Discuss the Borneo pygmy elephant as an endangered species and think about the reasons
Construct a hypothesis in what way the height of the Borneo pygmy elephant is an adaption to its habitat
The students
Examine an orchid and create a plant profile
Do the activity „insect seeks flower-adaptions to special feeding habits“
Explore the adaptions of the mouthparts of different insect species on feeding on orchid species having a spur
Watch a film about the preservation of the orang-utan
Discuss in what way fighting deforestation can help to reserve the orang-utan and the global climate
The students
Examine a pitcher plant and create a plant profile
Dissect a trumpet and a pitcher of a pitcher plant and a trumpet pitcher plant to find out how the plants catch and digest animals
Discuss in which way feeding on insects is a plant´s adaption to its nutrient-poor habitat
Get to know the special relationship between the mountain treeshrew and the giant pitcher plant
Construct a hypothesis about the advantages the pitcher plant has from being used as a toilet
The students
Examine an azalea and create a plant profile
Get information about frost desiccation and stomata
Examine and describe the coiled leaves of a frozen rhododendron
Microscope the bottom side of an azalea leaf and draw a stomata
Construct a hypothesis about the phenomenon that the azalea coils its leaves up, using their knowledge about the function of the stomata
Get to know the summit rat as an endemic species of Mount Kinabalu
A Unique Resource Mutualism between the Giant Bornean Pitcher Plant, Nepenthes rajah, and Members of a Small Mammal Community