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Involving Irish Pre-Service Science Teachers in the TEMI Project


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Presentation about TEMI of University of Limerick at ECRICE conference

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Involving Irish Pre-Service Science Teachers in the TEMI Project

  1. 1. Co-funded by the Seventh Framework Programme of the European Union Involving Irish Pre-Service Science Teachers in the TEMI Project Broggy,J., Childs, P.E., Dunne, P., Harley-Warnock, M., Kingston, S., McCormack, O., McManus, B., O’Dwyer, A., Ryan P. University of Limerick, Limerick, Ireland FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
  2. 2. What is TEMI? • Teaching Enquiry with Mysteries Incorporated • Funded by the FP7 programme • Professional Development Workshops • 12 other European partners FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 2
  3. 3. TEMI Goals • Improve science and maths teaching across Europe. • Focus on pupil enquiry as a driving force for learning. • Teaching is organised around problems and questions in a highly pupil-centred enquiry process. FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 3
  4. 4. 5E Model of Enquiry 4FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 ENGAGE EXPLORE EXPLAINEXTEND EVALUATE
  5. 5. Key Idea Behind TEMI Use mysteries or discrepant events to engage students in the enquiry process. 5FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
  6. 6. Teacher Training Workshops • Explore the use of mysteries in teaching science. • Experience ‘TEMI’ lessons using 5E Model of Enquiry. • Generate TEMI lesson ideas collaboratively. • Feedback from trialled lessons in schools. • Evaluate the effectiveness of the TEMI approach. 6FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
  7. 7. 7FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 Structure of TEMI Workshops in UL
  8. 8. Why Involve Pre-Service Science Teachers (PSSTs)? • Previous work has shown the value of collaboration between pre-service and in-service teachers (Le Cornu 2005, Wray 2007, Abbott et al. 2012). • To kick-start the project by having a bank of resources prepared before involving teachers in the first teacher training workshop. • To influence both those in the pipeline and those in the future pipeline of science education. 8FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
  9. 9. Involvement of Pre-Service Science Teachers in TEMI • Informed 3rd year science education students in UL about TEMI project in May 2013. • Provided 4 students with an opportunity to complete required Final Year Research Project (FYRP)on TEMI (Sept- May 2014). 9FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
  10. 10. What is a Final Year Research Project? • Compulsory requirement in most undergraduate courses in UL. • Typically accounts for 2 modules’ credits (12 credits). • Students research a topic of their own choosing in depth in their final year of study. • Must write a thesis report on their study. 10FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
  11. 11. 11FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 TEMI FYRP Brief  Research discrepant events and their relationship to IBSE.  Review IBSE in second-level science education.  Choose subject (biology/chemistry/physics/Transition Year science) on which to focus TEMI lessons.  Source at least 10 discrepant event ideas in chosen subject and develop TEMI lessons from these.  Trial a min. of 5 TEMI lessons while on final teaching placement (Sept - Dec 2013).  Evaluate effectiveness of developed TEMI lessons in motivating students, increasing understanding and developing pupils’ enquiry skills.
  12. 12. 12FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
  13. 13. 13FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 Bank of TEMI Lessons Physics • Junior & Senior Cycle • 10 lesson plans with student activity sheets Chemistry • Junior & Senior Cycle • 10 lesson plans with student activity sheets Biology • Junior & Senior Cycle • 10 lesson plans with student activity sheets All 3 Sciences • Transition Year • 8 week module with 8 units on phys, chem & bio Transition Year is a one year optional programme between Junior and Senior Cycles with no set curriculum.
  14. 14. TEMI Lessons Developed by PSSTs 14 FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 Subject (topic) Lesson Name Brief Description Biology (Osmosis, Diffusion) The Leaking Bag! Osmosis and diffusion are explored by immersing a fully sealed zip-lock bag (or dialysis tubing) containing a starch solution into a beaker of iodine solution. Chemistry (Water, Bonding, Solutions) Burly Bubbles Compare the properties of homemade (water and washing up liquid) bubble solution with burly (water, washing up liquid and glycerol) bubble solution. Physics (Boyle’s Law, Atmospheric Pressure) Boyle-ing Point Differential pressures cause water to be ‘sucked up’ into an upside-down wine bottle. Transition Year 8-week module, Science Mysteries
  15. 15. PSSTs’ Role • Developed, trialled and evaluated resources during teaching placement. • Attended and participated in TEMI workshops. • Mentored and facilitated in-service teachers in sourcing and developing TEMI lesson ideas. • Provided feedback on experiences from teaching placement. 15FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 PSSTs mentoring during TEMI workshop
  16. 16. Professional Learning Community 16FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 Pre-service teachers TEMI project team In-service teachers
  17. 17. • Networked & collaborated with experienced science teachers. • Developed skills of action research. • Improved inquiry-based teaching knowledge & skills. • Prepared themselves for new curriculum changes to Junior and Senior science syllabi. • Transformed their teaching practice – “I began to teach the TEMI way in all of my science classes”. • Created a bank of shared resources linked to curriculum. • Experienced working in an EU FP7 project. 17FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
  18. 18. • Provided with a bank of TEMI teaching resources which are closely linked to the science curricula. • Informed about the do’s and don’ts from PSSTs’ experiences of implementing TEMI. • Received help in sourcing and developing TEMI lesson ideas. 18FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 Pre-service teachers TEMI project In- Service teachers
  19. 19. • Increased scope of TEMI in Ireland through FYRPs and teaching placement – acted as TEMI ambassadors in teaching placement schools. • Created a huge bank of resources for project which will be built upon by future PSSTs and in-service teachers. • Provided baseline data on effectiveness of TEMI lessons in motivating students,increasing understanding and developing pupils’ enquiry skills. 19FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 Pre-service teachers TEMI Project In-service teachers
  20. 20. Conclusions The Irish TEMI team believes that involving PSSTs in the project from the beginning has been a valuable part of the project, both for the participating PSSTs and for the in-service teachers. The UL team hopes to continue with the involvement of PSSTs in TEMI in subsequent years and also to provide training workshops on the TEMI approach and materials for a wider group of PSSTs in UL. 20FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
  21. 21. Acknowledgements • Cohort 1 pre-service science teachers. • Cohort 1 in-service science teachers. • TEMI project team in the University of Limerick: Joanne Broggy, Peter Childs, Anne O’ Dwyer and Orla McCormack. • All other TEMI partners. 21FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
  22. 22. Co-funded by the Seventh Framework Programme of the European Union Thank you for listening! FP7-Science-in-Society-2012-1, Grant Agreement N. 32140322
  23. 23. Questions? 23FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 TEMI Website:
  24. 24. References • Le Cornu, R. (2005), ‘Peer mentoring: engaging pre-service teachers in mentoring one another’, Mentoring and Tutoring, 13(3), 355-366. • Wray, S (2007), ‘Teaching portfolios, community, and pre- service teachers’ professional development’, Teaching and Teacher Education, 23, 1139-1152. • Abbott, M. L., Dunn, W. and Aberdeen, T. (2012) ‘A boundary- spanning ESL teacher education project: connecting campus learning to in-service teacher needs’, Canadian Journal of Action Research, 13(2), 3-16. 24FP7-Science-in-Society-2012-1, Grant Agreement N. 321403