the pathway to inquiry based science education spic efk
TRANSCRIPT
The Pathway to Inquiry Based Science Education
Fotis KourisResearch and Development DepartmentEllinogermaniki Agogi
Spice Summer Academy,
Prague 27th and 28th of August, 2011
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FinlandCanadaJapan
New ZealandAustralia
NetherlandsKorea
GermanyUnited KingdomCzech Republic
SwitzerlandAustriaBelgiumIrelandHungarySwedenPoland
DenmarkFranceIceland
United StatesSlovak Republic
SpainNorway
LuxembourgItaly
PortugalGreeceTurkeyMexico
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PISA 2006
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The ROSE study of students’ attitudes to science inmore than 20 countries has found that students’ response to the statement ‘I like school science better than other subjects’ is increasingly negative the moredeveloped the country. In short, the more advanced a country is, the less its young people are interested in the study of science.
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Double Eurobarometer survey
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The Council has set two objectives: to bring about an increase of at least 15% in the number of graduates in these fields by 2010 and at the same time to redress the imbalance between women and men. EU has thus already achieved the benchmark of increasing the number by 15% before 2010. More limited progress has been achieved as regards the gender balance (however, demographic trends might imply much slower growth in the long term and in some areas like maths and statistics and physical science there has been only slow growth or even a decline in the recent past). Bulgaria, Estonia, Greece and Romania perform best as regards gender balance.
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The Rocard Report on Science EducationThe Rocard Report on Science Education (2007) (2007)Science Education in Europe:Critical Reflections (J. Osborne, J. Dilon, 2008)
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Current Trends Science Education
A reversal of school science-teaching pedagogy from mainly deductive toinquiry-based methods provides the means to increase interest inscience.
Inquiry-based science education (IBSE) has proved its efficacy at bothprimary and secondary levels in increasing children’s and students’ interest and Attainments levels while at the same time stimulating teacher motivation. IBSE iseffective with all kinds of students from the weakest to the most able and is fullycompatible with the ambition of excellence. Moreover IBSE is beneficial topromoting girls’ interest and participation in science activities. Finally, IBSE andtraditional deductive approaches are not mutually exclusive and they should becombined in any science classroom to accommodate different mindsets and agegroup preferences.
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Renewed school’s science-teaching pedagogy based on IBSEprovides increased opportunities for cooperation betweenactors in the formal and informal arenas.
Due to the nature of its practices, IBSE pedagogy is more likely toencourage relationships between the stakeholders of both formal andinformal education. And it creates opportunities for involving firms,scientists, researchers, engineers, universities, local actors such ascities, associations, parents and other kinds of local resources.
Current Trends Science Education
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Current Trends Science Education
Scientific disciplines in school have to be enlarged.
The introduction of problem oriented fields of studies insteadOf more traditional disciplines would attract the interest ofmore young people.
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The role of teachers
Teachers are key players in the renewal of scienceeducation. Among other methods, being part of a network allows them to improve the quality of their teaching and supports their motivation.
Networks can be used as an effective component ofteachers’ professional development, are complementary to more traditional forms of in-service teacher training and stimulate morale and motivation.
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Pathway Concept
Following the recommendations of the "Science Education Now: A renewed Pedagogy for the Future of Europe" report (Rocard, 2007)1, the Pathway Supporting Action is bringing together experts in the field of science education research and teachers’ communities, scientists and researchers involved in pioneering scientific research, policy makers and curriculum developers to promote the effective widespread use of inquiry and problem based science teaching techniques in primary and secondary schools in Europe and beyond.
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Pathway Aim
The aim of the project is to set the pathway toward a standard-based approach to teaching science by inquiry, to support the adoption of inquiry teaching by demonstrating ways to reduce the constrains presented by teachers and school organisation, to demonstrate and disseminate methods and exemplary cases of both effective introduction of inquiry to science classrooms and professional development programmes, and finally to deliver a set of guidelines for the educational community to further explore and exploit the unique benefits of the proposed approach in science teaching.
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Dissemination of best practices
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Access to unique resources that promote inquiry
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Introducing Inquiry Based Activities in the Classroom
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KLIC:Kick life into classroom
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0,0 0,2 0,4 0,6 0,8 1,0 1,2 1,40
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Height Z vs Time t
Y =34,63+608,78 X-497,32 X2
Height z(t) % Parabola Fitting
He
igh
t Z(c
m)
Time t(s)
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Science Center To Go
Wave propagation- Doppler Effect
Quantum Physics – Young’s Double Slit
Experiment+
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Kinetic Theory of Gases- Air Molecules Wing Dynamics- Bernoulli Principle
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Creating effective links between schools and the research community
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DISCOVERY SPACE & COSMOSAccess to unique scientific resources
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Access to Real Data…
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…and high quality content
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Access to advanced infrastructures…
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Does the Sun Rotate?
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Asteroids Rotation
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Learning@CERNConnecting Schools and ScientificResearch effectively
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Conservation of Momentum
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Modeling „Problem solving competence“ in PISA
Structure model
Problem solving process1. understand the problem2. characterize the problem3. representation of the
problem4. solving the problem5. reflection of the solution6. communication of the
solution
Level model
LevelsIII „reflective and
communicative problem solver “
II „advanced problem solver“I „beginning problem solver“< I “no problem solver”
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The role of teachers – Building Communities of Practice
Teachers are key players in the renewal of science education.Among other methods, being part of a network allows them toimprove the quality of their teaching and supports theirmotivation.
Networks can be used as an effective component of teachers’professional development, are complementary to more traditionalforms of in-service teacher training and stimulate morale andmotivation.
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