2. hst training manual

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History of Science and Technology (HST) for European Teacher Education – The HST Project

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History of Science and Technology (HST) for EuropeanTeacher Education – The HST Project

Training Manual for History of Science andTechnology Courses

General Editor: Bert Sorsby

September 22

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Contents!uthor"s# $ages

%ntroduction & !c'no(ledgements

$!)T *

B!C+G),./ %.0,)M!T%,.

Bert Sorsby 3 !

nit * "o##unicating $ith other schools about HST S%ein Hoff& 'anielle auue&

*orge +rroteia& Bert Sorsby&E#anuel ,asiliu

-./

nit 2 0nderstanding and accessing European education

progra##esay 2irtley .133

nit 1HST in education curricula in si European

countries

Bert Sorsby& Peter Ellis& Sa#

Ellis& 'anielle auue& 'anielBensi#ohn *orge +rroteia& S%einHoff& 4ary 56Brien& E#anuel,asiliu& 4ihai ,asiliu& 4ihai

7echifor& 4aria 8ansari&9:cr:#ioara Stonescu

3!;<

$!)T 2%.-SE)%CE TE!CHE) T)!%.%.G in HST

nit 3 'e%eloping HST education in your in your school

Paul "arlile& Sa# Ellis& BertSorsby


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%ntroduction and !c'no(ledgements

This training #anual has been $ritten for teachers and lecturers $ho $ant to introduceEuropean di#ensions into their teaching of history of science and technology> @t is one of the#ajor resources de%eloped during 1


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$artners and contributors to the HST $roect

England: 'r Bert Sorsby 0ni%ersity of Hull (HST Project Co-ordinator & Editor)

Paul "arlile oredy?e Pri#ary School

Sa# Ellis Ho$den Schoolay 2irtley 0ni%ersity of HullPeter Ellis PETet'r "li%e Sutton British Society for the History of Science(HST Project Evaluator)

%reland Prof 2ieran Byrne Aaterford @nstitute of Technology'r Eric 4artin Aaterford @nstitute of Technologyinbarr 5FTua#a 'epart#ent of Education4ary 56Brien 'ungar%an4ichael 2a%anagh >>

4ary 5F'riscoll 2noc?s?eagh 7> School+nne Beechinor >>To# 9yons 'arrara 7> School

0rance 'r 'anielle auue 9ycGe Stanislas5dile *acob'o#iniue +lGcianPaul 9ogiG'aniel Bensi#hon

$ortugal Prof> *orge "ar%alho +rroteia 0ni%ersity of +%eiro@sabel and 4ariana +rroteia Esgueira Pri#ary School

.or(ay +ssoc> Prof> S%ein Hoff (e!"aster) Hgs?olen i Bergen5dd 7etland

)omania Prof> E#anuel ,asiliu I0ni%ersitea JPolitehnica6Prof> 4ihail ,asiliu IBucuresti4ihai 7echifor >>9acra#ioara Stoenescu I"olegiul 7ational J'#itrie4aria 8ansari I"ante#ir6 Bucuresti

!c'no(ledgements+ll partners gratefully ac?no$ledge the financial support of the European "o##ission for theSocrates progra##e grant>nu#ber K1-;!"P..///.///102"54E7@0S"31 +lso $eare indebted to our %arious institutions and organisations> Each has supported us generouslyC

by allo$ing us ti#e to be in%ol%ed in this i#portant transnational project5n a personal noteC @ should li?e to record #y grateful than?s to all #y colleagues throughoutEurope for their support and ad%ice at each stages of the project> @ should li?e also to than?staff at the 0ni%ersity of Hull especially ay 2irtleyC 4anager of the European esource"entreC +ntonia Ahite in the esearch Support 5ffice and "arolyn Bro$nC for her design$or?> Lour $ar#thC friendliness and professionalis# ha%e #ade this project possible>

'r Bert Sorsby*uly .//.

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$!)T *

B!C+G),./ %.0,)M!T%,.


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nit * Communicating (ith other European schools about History of Science and Technology

%ntroductionThere is great %alue in letting other schools in Europe ?no$ about the HST de%elop#entsthere ha%e been in your o$n countryC especially if the pupils the#sel%es are in%ol%ed in thestudy> @f perhaps your country is particularly proud of an i#portant scientific idea or atechnological in%entionC (for ea#ple a de%elop#ent in rail$ay technologyC a particular typeof surgical operationC or specialised na%igation syste#) then this ?no$ledge should be shared#ore $idely>

There are ad%antages too $hen you lin? $ith another school in another part of Europe to tellthe# details of an achie%e#ent about $hich you are %ery proud> @f ho$e%er this is just a one$ay processC $here you tell the# about $hat you ha%e doneC then an i#portant educational

opportunity has been lost> ar richer opportunities for learning and cooperation eist $hen projects are sharedC and $hen each partner feels an o$nership for a particular part of theo%erall project> Ho$e%erC this does not #ean that the partnership has to be eually di%ided at e%ery stage>5ne school #ay initiate the projectC send interi# details of their study to the partner schoolsCand the partners then add their o$n thoughts and insights to broaden and etend the project>

The purpose of nit * is toD eplore the benefits and challenges of for#ing study net$or?s $ith other schools forhistory of science and technology&gi%e procedures and ideas about ho$ these net$or?s #ight be for#ed>

;hat are the benefits and challenges of lin'ing (ith other schools in Europe for historyof science and technology studies<The follo$ing benefits are easy to identify but there #ay be #ore ad%antages $hich you canfind>(a) The pupils are li?ely to be better #oti%ated $hen they $or? on an international project>(b) @t can gi%e the pupils pride in their o$n $or? and in the $or? of scientistsC engineers etc>

fro# their o$n country(c) Pupils and teachers can learn a great deal about HST de%elop#ents in their o$n countryC

as $ell as in other European countries>

(d) @t pro#otes a broader %ie$ of our shared European heritage

+#ong the challenges $hich can be identified are the follo$ingC and there #ay be #any#oreD(a) 9anguage difficulties&(b) The financial costs of echanging infor#ation&(c) Ho$ to find the best $ay of echanging infor#ation>(d) Ho$ to find one or #ore partner schools $ho are $illing to $or? $ith us>(e) Ho$ to ensure that the $or? for the shared project is in accord $ith the de#ands of the

school curriculu# in each country>(f) Ho$ to find a suitable project>

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The sections that follo$ ai# to pro%ide so#e strategies to enable you to respond to #ost ofthese challenges> or ea#ple you can find out #ore about funding for projects through theEuropean "o##issionC in 0nit - of this training #anual>

;hat (ill the partner schools need to 'no(<They $ill need to ?no$ so#e basic infor#ation about the schoolC such as its na#eC postal

addressC e#ail addressC faC and telephone nu#bers> They $ill also need to ?no$ the siMe ofthe schoolC $hether it is single se or coeducationalC and the age range of the pupils> Theseare included on the profor#aeC $hich are set out belo$ in four languages> Lour partnerschool $ill also need to ?no$ the preferred languages for co##unicationC as $ell as the

proposed topic or study area for history of science and technology>

Ho( do you find a partner school<5b%iously you #ay already ?no$ schools in other countries $ith $ho# you $ould li?e to$or?C because you or a colleague ha%e $or?ed $ith the# before> @n addition you can contact your national agency to see if they ha%e been approached byschools fro# other parts of Europe $ho are loo?ing for a partner school in your country> Lou

#ight li?e to loo? at the FAindo$s on the AorldF $ebsite at httpD$$$>$ot$>org>u? $hich lin?sschools and colleges throughout the $orld $ho are interested in sharing projects>

The HST Project has its o$n database for schools and colleges $ho are interested projects inhistory of science and technology> Lou can find this by %isiting the public $ebsite of the HSTProject at httpD$$$>hib>noshofhstint and clic?ing on FSchool ProjectsF> Please send details ofyour proposals to the e#ail address $hich you $ill find there>

+lternati%ely you can co#plete one of the #e$uest for a Project Partner for# belo$ and sendit to 'r Bert SorsbyC 0ni%ersity of HullC Hull H0- KNC 02 >or to S%ein HoffC Hgs?olen i BergenC +%deling for laerutdanningC 9andass%ingen 17/


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"HST# $roect for European Teacher Education)e=uest for a $roect $artner

SCH,,8 ,) C,88EGE /ET!%8S

School: Contact $erson: 7a#eD 7a#eD

+ddressD

TelephoneD 9anguages spo?enD

a TelephoneDE#ail E#ailD

More details about the school: 7u#ber of pupils in the school

Boys and girls=

Type of schoolsD Pri#ary Secondary 0pper Secondary(K to 11 years) (11 to 1-) (1- to 1;)

+ny special features of the school=

+ges of pupils in%ol%ed in the projectD

'etails of a proposed history of science and technology project area

Preferred #eans of co##unication (fa& #ail& e#ail)

Preferred language (s) for co##unicationD

Please send the details to the HST Project "oordinatorC 'r Bert SorsbyC 0ni%ersity of HullC Hull H0- KNC02> or to S%ein HoffC Hgs?olen i BergenC +%deling for laerutdanningC 9andass%ingen 17/hib>noshofhstint and you $ill be able tosearch for lin?s to other schools fro# there>

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Communi=uer en histoire des sciences et des techni=ues a>ec d?autres@tablissements scolaires d?Europe

%ntroduction@l est trOs %alorisant de faire connatre Q d6autres Gcoles europGennes le dG%eloppe#ent del6histoire des sciences et des techniues dans son propre paysC surtout si les GlO%es eu#R#esont pris part Q une telle entreprise> Si peutRtre son pays tire une fiertG particuliOre d6une idGescientifiue #ajeure (Glaboration de lois en chi#ieC radioacti%itGC etc>) ou d6une in%entiontechniue i#portante (par ee#ple dans le do#aine des transportsC des co##unications ouautreC un nou%eau type d6inter%ention chirurgicaleC etc>)C ce sa%oir #Grite d6Rtre partagG pluslarge#ent>

En s6associant Q une autre Gcole europGenneC on peut lui co##uniuer non seule#ent ce uel6on a fait #ais aussi bien des dGtails supplG#entaires sur ces idGes scientifiues ou cesinno%ations techniues> enoncer Q ce dialogue serait perdre une opportunitG pGdagogiueessentielle de dG%eloppe#ents futursC riches de coopGration et de connaissances> +insi

partager un projet per#et un engage#ent personnel sur une partie particuliOre de l6ense#ble>@l n6est cependant pas indispensable ue la rGpartition de l6Gtude soit Ggale entre les diffGrents

partenaires> 0n Gtablisse#ent scolaire peut initier un projet puis en en%oyer une pre#iOre%ersion au Gcoles partenaires lesuelles pourront co##enter puis ajouter leurs propressuggestions> 'ans ce %aet%ient de propositions et de lectures critiuesC le sujet s6enrichit ets6Glargit pour de%enir oeu%re co##une Q l6ense#ble des partenaires>

96objectif de ce chapitre est D

1 d6eplorer les bGnGfices et les dGfis de la constitution d6un rGseau d6Gtude entre Gcoles partenaires autour de l6histoire des sciences et des techniues &. de donner des idGesC de susciter des procGdures sur la faon dont les rGseau pourraient RtreconstituGs>

Auels sont les b@n@fices et les d@fis d?un partenariat a>ec d?autres @coles europ@ennesautour d?une @tude en histoire des sciences et des techni=ues <9es bGnGfices sui%ants sont aisG#ent identifiables #ais on peut en trou%er d6autres Da) les GlO%es sont da%antage #oti%Gs si leur tra%ail entre dans un projet international &

b) les GlO%es prennent da%antage confiance dans leur propre tra%ail et dans le tra%ail

u6effectuent les scientifiuesC les ingGnieurs ou les techniciens de leur pays &c) les GlO%es co##e les enseignants peu%ent apprendre beaucoup sur le dG%eloppe#ent dessciences et des techniues au cours de l6histoire dans leur propre pays co##e dans les autres

pays europGens>d) ce type d6action fa%orise le dG%eloppe#ent d6une %ision Glargie de l6hGritage europGenco##un>

Par#i les no#breu dGfis ue l6on peut identifierC on peut rele%er les sui%ants Da) co##ent sur#onter la difficultG de la langue &

b) co##ent financer l6Gchange d6infor#ations &

c) co##ent trou%er la #eilleure faon d6Gchanger l6infor#ation &d) co##ent trou%er l6Gcole ou les Gtablisse#ents scolaires partenaires ui accepteront detra%ailler a%ec soi &


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e) co##ent s6assurer ue le tra%ail effectuG sur ce projet co##un reste en accord a%ec lesobligations du progra##e officiel en %igueur dans chaue pays concernG &f) co##ent Glaborer un projet adaptG>

9es pages ui sui%ent proposent uelues stratGgies per#ettant de rGpondre Q plusieurs de cesdGfis> Par ee#pleC des sub%entions pour ce projet peu%ent Rtre sollicitGes auprOs de la"o##ission europGenne & %oir Q ce sujet le chapitre K de ce recueil>

Auelles sont les informations =ue l?@tablissement partenaire peut demander <96Gtablisse#ent scolaire partenaire peut de#ander des renseigne#ents ad#inistratifs (no#Cadresses postale et GlectroniueC nu#Gros de tGlGphone et de fa) #ais aussi desrenseigne#ents sur l6i#portance de l6Gcole (no#bre d6GlO%esC classes d6ge) ou dGsirer sa%oir si l6Gcole est #ite ou non> 'ans ce recueilC on trou%era un for#ulaire correspondant Q ce typede de#ande> 'e plus on pourra y ajouter ce ue l6on prGfOre co##e langue deco##unicationC et prGciser ce ue l6on projette d6Gtudier co##e thO#e d6histoire dessciences et des techniues>

Comment trou>er un @tablissement scolaire partenaire <5n peut dGjQ connatre un ou d6autres Gtablisse#ents scolaires europGens parce ue soi#R#eou un collOgue y a tra%aillG en association et on dGsire poursui%re cette coopGration> 5n peutaussi contacter l6agence nationale de la co##ission europGenne et lui de#ander si d6autresGtablisse#ents europGens sont Q la recherche d6une Gcole partenaire pour partager un projet enhistoire des sciences et des techniues> 5n peut aussi consulter le site U Aindo$s on the$orld6s $ebsite V Q httpD$$$>$ot$>org>u? ui regroupe les Gtablisse#ents pri#aires ousecondaires Q tra%ers le #onde intGressGs Q partager de tels projets>

9e projet d6histoire des sciences et des techniues ici prGsentG a sa propre base d6adresses desdiffGrentes Gcoles intGressGes par des projets en histoire des sciences et des techniues> "e siteest public et peut Rtre consultG Q l6adresse sui%ante D httpD$$$>hib>noshofhstint puis encliuant sur l6icWne U School Projects V> 5n peut en%oyer ses propositions Q l6adresseGlectroniue ue l6on choisira>5n peut aussi co#plGter la U 'e#ande d6association au projet V incluse ciaprOs et l6en%oyer Q'r Bert SorsbyC 0ni%ersity of HullC Hull H0- KNC 8randeBretagneC ou Q S%ein HoffCHgs?olen i BergenC +%deling for laerutdanningC 9andass%ingen 17/

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$roet de formation en histoire des sciences et des techni=uespour les enseignants europ@ens

Demande d’association au projet

)enseignements

tablissement $ersonne contacter 7o# 7o#

+dresse 9angues parlGes

TGlGphone TGlGphonea aE#ail E#ail

)enseignements sur l?@tablissement scolaire

7o#bre d6GlO%es

8arons ou filles

Type d6Gtablisse#ent D pri#aire secondaire collOge secondaire lycGe

(K11 ans) (111ans) (11; ans)

ParticularitGs de l6Gtablisse#ent

Xge des GlO%es i#pliuGs dans le projet D

enseigne#ents sur le cha#p d6histoire des sciences et des techniues en%isagG

4oyens prGfGrGs de co###unication (poste & fa & e#ail)

9angue(s) prGfGrGe(s) de co##unication D

4erci de bien %ouloir en%oyer ces renseigne#ents au coordinateur du projet HSTC 'r BertSorsbyC 0ni%ersity of HullC Hull H0- KNC oyau#e0ni> 5u Q S%ein HoffC Hogs?olen iBergenC +%deling for laerutdanningC 9andass%ingen 17 /Peu aprOsC %ous trou%ereM les renseigne#ents de cette page Q D httpD$$$>hib>noshofhstint et%ous pourreM Gtablir des liens a%ec les autres Gtablisse#ents dGjQ inscrits>

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$ortugal%ntroduDoEiste# grandes %antagens e# di%ulgarC entre as escolas europeiasC o projecto YHistory ofScience and TechnologyZ (HST)C principal#ente no caso dos alunos estare# en%ol%idos e#estudos relacionados co# esta #atGria>

Se o seu pa[s se distingue por u#a cultura cient[fica aprofundada ou por in%en\es tGcnicasrele%antes (co#oC por ee#ploC o aperfeioa#ento de tecnologia relacionada co# ostransportes ferro%i]riosC co# a #edicinaC co# os siste#as de na%egaô #ar[ti#a ou outras)entô estes conheci#entos de%e# ser larga#ente di%ulgados>

Eiste# igual#ente %antagens uando se estreita# laos co# outras escolas e# ualuer pa[seuropeu e se troca# infor#a\es sobre te#as ue nos sô particular#ente gratos> Este Gapenas u# processo ue te#os e# di%ulgar o ue faMe#os e u#a oportunidade ue nô de%eser perdida> 5utras oportunidades e# aprender e cooperar co# outras institui\es escolaressurge# se#pre ue cada u# dos participantes sente ter u#a responsabilidade pessoal nodesen%ol%i#ento global de u# deter#inado projecto> "ontudo isto nô significa ue a

colaboraô nu# deter#inado projecto seja igual#ente di%idida e# todas as fases do seudesen%ol%i#ento> 0#a escola pode iniciar u# deter#inado projectoC en%iar Qs escolasassociadas os detalhes pro%is_rios sobre o seu anda#ento e estas re#etere# o seu contributo

por for#a a a#pliar e aprofundar o projecto inicial>

5s objecti%os desta unidadeC sô os seguintesD1> eplorar as %antagens e os desafios ue se coloca# Qs redes de escolas associadas no

desen%ol%i#ento de projectos no #bito da HST&.> di%ulgar alguns procedi#entos e sugest\es relati%as Q constituiô destas redes>

Auais so as >antagens e as dificuldades em se ligar em rede com outras Escolas naEuropa interessadas no aprofundamento de estudos sobre HST<+s %antagens nesta ligaô sô facil#ente identific]%eis> 'estaca#se no entantoC asseguintesD

a) 5 alunos fica# #ais #oti%ados uando trabalha# nu# projecto internacional& b) ,aloriMa o trabalho dos alunos e o trabalho ue os cientistasC os engenheirosC etc>C

desen%ol%e# no seu pa[s&c) 5s alunos e os professores aprende# #elhor acerca da e%oluô da HST uer no seu

pr_prio pa[sC uer nos de#ais pa[ses Europeus&d) Per#ite u#a %isô #ais alargada sobre a nosso passado e herana europeia co#u#>

Entre as dificuldades ue pode#os identificarC as ue indica#os a seguir parece#nos as #aisrele%antesDa) 'o#[nio das 9[nguas estrangeiras&

b) "ustos financeiros resultantes da troca da infor#aô&c) Encontrar os #elhores #eios de co#unicaô&d) Encontrar outras parceiros interessados e# trabalhar connosco&e) +ssegurarse ue o trabalho desen%ol%ido no #bito do projecto est] de acordo co#

os reuisitos do curr[culo oficial e# cada u# dos pa[ses&f) Elaborar u# projecto adeuado>

+s al[neas seguintes ajuda#nos a encontrar algu#as estratGgias capaMes de responder a

#uitos destes desafios> Por ee#ploC pode encontrar sugest\es relati%as ao financia#ento de projectosC atra%Gs da "o#issô EuropeiaC na Y0nidade KZ deste #anual>

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, =ue @ =ue uma Escola precisa de saber<5s interessados e# participar nu# projecto internacional precisa# de dispor de algu#asinfor#a\es b]sicas sobre a EscolaC tais co#o a sua designaôC o endereo postal e os n`s detelefoneC de fa e o E>#ail> Precisa# ainda de saber a di#ensô da EscolaC se se trata de u#aescola #ista ou nôC o total de alunos e a sua idade> Estas infor#a\es faMe# parte dalistage# (profor#a) ue se indica a seguir> + Escola co# ue# deseja trabalhar precisa

igual#ente de saber uais a(s) l[ngua(s) ue %ai utiliMar be# co#o o te#as(s) de estudorelacionado(s) co# a HST>

Como desen>ol>er o intercFmbio com outra Escola<E# princ[pio de%e ter conheci#ento de escolas eistentes noutros pa[sesC ue pretenda#trabalhar consigo> Tal pode resultar de u# conheci#ento anterior atra%Gs do desen%ol%i#entode outros projectos>+lG# disso de%e contactar os Ser%ios de ela\es @nternacionais do seu 4inistGrio daEducaô (ou outro ser%io eui%alente) para proceder a u# le%anta#ento das possibilidadese das ofertas dispon[%eis>Pode igual#ente consultar o $ebsiteD YAindo$s on the AorldZD httpD$$$>$ot$>org>u? ue

lhe per#ite faMer Ylin?sZ co# escolas estrangeiras interessadas no estabeleci#ento de projectos internacionais>

5 projecto HST disp\e igual#ente de u#a base de dados de escolas interessadas e#desen%ol%ere# acti%idades na #bito da hist_ria da ciRncia e da tecnologia> Para tanto podeconsultar o $ebsite do YHST ProjectZD httpD$$$>hib>noshofhstint e procurar a teclacorrespondente aDZSchool ProjectsZ> En%ie e# seguida os detalhes e a sua proposta atra%Gs deE>#ail para os endereos ue entender>

"o#ple#entar#ente pode preencher o for#ul]rioD Yeuest for a project PartnerZC e# aneoC e en%i]lo paraDProfessor 'r> Bert SorsbyC 0ni%ersity of Hull& Hull H0- KNC 02 ou entô paraD Professor S%ein HoffC

Hogs?olen @ BergenC +%deling for laerutdanningC 9andass%ingen 17/

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HST $roect for European Teacher EducationBoletim

Caractersticas da Escola

Escola: Contacto pessoal: 7o#eD 7o#eD

EndereoD

TelefoneD 9[ngua(s) utiliMada(s)Da TelefoneDE#ail E#ailD

,utros elementos: 7#ero total de alunosD

7` de rapaMes e n` de raparigas=

Tipologia da EscolaDEnsino B]sico Ensino Secund]rio 5utra 1`

"iclo .e3 "iclo

(- a


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Enhet * +ommuni'ason med andre europeis'e s'oler angIendeut>i'lingen i >itens'apens og te'nologiens historie "TH#

@ntrodu?sjon

'et er %i?tig infor#ere andre s?ole i Europa o# ut%i?ling innen ,TH so# har blitt gjort iditt landC spesielt derso# ele%ne har %rt in%ol%ert i ut%i?lingen> H%is dessuten landet ditt har%rt in%ol%ert i ut%i?lingen a% %i?tige %itens?apelige ideer eller spesielle te?nologis?eny%inningerC er det ns?elig at denne infor#asjonen blir spredt %idere>

'et er positi%t o# du ?onta?ter en annen s?ole i en annen del a% Europa for infor#ere o# et prosje?t so# du er stolt o%erC #en h%is dette er infor#asjon so# bare gr en %ei s har en%i?tig lrings #ulighet gtt tapt> 'et er #ye strre #uligheter for lring nr prosje?ter deles#ello# s?olerC og h%er partner ut%i?ler og fler eiendo#srett til en spesiell del a% prosje?tet>'ette betyr i??e at partners?apet # deles li?t p et h%ert stadiu#> En s?ole ?an ta initiati% tilet prosje?t og sende forelpige detaljer til partners?oleneC der partnerne legger til sine egne

forslag for ut%ide og gjre prosje?tet bredere>Hensi?ten #ed denne enheten er D1) utfors?e fordelene og utfordringene #ed danne lringsgrupper #ed andre s?oler

angende %itens?apens og te?nologiens historie>.) gi prosedyrer og ideer o# h%ordan disse nett%er?en ?an for#es>

H%a er fordelene og utfordringene %ed ?nytte seg sa##en #ed andres s?oler i Europa for arbeide #ed %itens?ap og te?nologihistorie=lgende fordeler er lett seC #en det ?an og %re andre

a> Ele%ene er #er #oti%ert nr de arbeider p et internasjonalt prosje?t b> 'et gir ele%ene #ulighet for stolthet i sitt eget arbeide og i arbeidet gjort a%%itens?aps#ennC ingenirer ##> fra deres eget land>

c> Ele%er og lrere ?an lre en god del o# ,TH ut%i?ling i deres eget land sa#t i andreeuropeis?e land

d> 'et sttter opp o# et bredere syn p %r felles europeis?e ?ulturar%>

Blant de utfordringene so# ?an identifiseres har en blant annet flgendeDa> Spr?%ans?er

b> 'e finansielle %ans?er #ed ut%e?sle infor#asjon

c> H%ordan en finner de beste #tene for ut%e?sle infor#asjon>d> H%ordan en s?al finne en eller flere partners?oler so# er %illige til arbeide #ed oss>e> H%ordan en s?al si?re seg at arbeidet #ed et felles prosje?tet er i sa#s%ar #ed pensu# i

h%ert landf> H%ordan en s?al finne et passende prosje?t >

@ de flgende se?sjonene er #lsettingen gi noen strategier for ?unne hans?es #ed defleste a% disse utfordringene> or e?se#pel ?an du finne ut #er o# finansiering gjenno# denEuropeis?e ?o##isjonenC i enhet nr> K i denne #anualen>

H%a %il partners?olene trenge ?unns?ap o#='e trenger basis ?unns?ap o# s?olen so# na%netC postadressenC e#ailC fa og telefon> 'etrenger og infor#asjon o# s?olens strrelseC alderen p ele%nene og o# s?olen er en ren

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guttepi?es?ole eller o# den har ele%er a% begge ?jnn> 'ette er in?ludert i s?je#aetnedenfor> Partners?olen trenger og infor#asjon o# det foretru?ne spr?et for ?o##uni?asjonsa#t det foresltte e#ne #an %il studere innen %itens?ap og te?nologihistorie>

H%ordan finner du en partners?ole='et ?an %re at du allerede ?jenner s?oler i andre land so# du ns?er arbeide #ed h%is du

har %rt i ?onta?t #ed de# fr>'u ?onta?te ditt nasjonale ?ontor for internasjonalt sa#arbeide for se o# de har blittforespurt a% s?oler fra andre deler a% Europa o# sa#arbeidss?oler i ditt land> 'u ?an og se pnettstedet ZAindo$s on the AorldZ so# ligger p http:JJ((((ot(orgu' og ?nyttersa##en s?oler og hyere lreanstalter o%er hele %erden so# ns?er sa#arbeide og dele

prosje?ter>

,TH prosje?tet har sin egen database for s?oler og hyere lreanstalter so# er interessert i prosje?ter i %itens?ap og te?nologihistorie> 'u ?an finne dette %ed g til nettstedet for ,THso# ligger p http:JJ(((hibnoJshofJhst-int og try??e p %alget for ZS?ole prosje?terZ>,ennligst send detaljene i forslaget ditt til e#ail adressen so# du finner der>

+lternati%t ?an du fylle ut s?je#aet euest for a Project Partner so# du finner nedenfor ogsende til 'r Bert SorsbyC 0ni%ersity of Hull& HullC H0- KNC 02> eller til S%ein HoffCHgs?olen i Bergen> +%deling for lrerutdanningC 9andss%ingen 1C /

1-

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$rose't for >itens'apens og te'nologiens historie "TH# i europeis' lKrerutdanning

0orespLrsel om en prose't partner

'etaljer o# s?ole eller institusjon

S?oleD 2onta?tpersonD 7a%nD 7a%nD

+dresseD

TelefonD Spr? so# ?an nyttesDa?s TelefonDEpostD EpostD

lere detaljer o# s?olenD+ntall ele%er i s?olen

en guttpi?e s?ole eller begge ?jnn=

Type s?ole S#s?oletrinnet 4ello#trinnet 0ngdo#strinnet ,ideregende(-1/ r) (1113 r) (1!1- r) (1K1< r)

7oen spesielle egens?aper %ed s?olen=

+lderen til ele%ene so# er in%ol%ert i prosje?tetD

'etaljer i et foresltt e#ne innen %itens?ap og te?nologihistorie

oretru??et ?o##uni?asjons#ediu# (fa?s& post& epost)

oretru??et (ne) spr? for ?o##uni?asjonD

,ennligst send detaljene til prosje?t?oordinatoren for ,THC 'r Bert SorsbyC 0ni%ersity ofHullC Hull H0- KNC 02> eller til S%ein HoffC Hgs?olen i BergenC +%deling forlrerutdanningC 9andss%ingen 1C /hib>noshofhstint ogdu %il ?unne s?e etter lin?er til andre s?oler derfra>

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Stabilirea de colaborri cu alte instituNii de On>NmFnt din Europa Ondomeniul %storiei PtiinNei Qi Tehnologiei

)omFnia

%ntroducereEste foarte i#portant de a face cunoscute altor instituii de n%::#nt europene realiM:riletiinei i tehnologiei din perspecti%a istoriei din propria ar:C #ai ales n caMurile n careele%ii sunt i#plicai n ase#enea studii> n generalC fiecare ar: este #ndr: de ideiletiinifice #ajore cu# ar fiD elaborarea unor teorii a feno#enelor fiMice i chi#iceC sauelaborarea unei in%enii tehnice i#portanteC de ee#plu n do#eniul transporturilor ico#unicaiilorC sau introducerea unor noi #etode de inter%enii chirurgicale elaborate de

proprii cet:eni> 4erit: cu prisosin: ca aceste idei i in%enii s: fie cunoscute pe o scar: ct#ai larg:>

Prin cooperarea cu o alt: coal: European: se pot face cunoscute nu nu#aiideile i ino%aiile respecti%e dar i o #uli#e de detalii supli#entare>enunarea la acest dialog este echi%alent: cu pierderea unor oportunit:i pedagogice i#portante pentru deM%oltarea ulterioar: att a colabor:rii ct i aelabor:rii de noi cunotine> n caMul particip:rii a #ai #ultor :ri la un proiectfiecare ar: i poate alege un do#eniu particular din sfera de acti%it:i a proiectului> 7u este neap:rat necesar ca repartiia cercet:rilor s: fie egal: pentru

toate :rile> 5 coal: poate iniia un proiectC apoi poate tri#ite o pri#: %ersiunea reMultatelor obinute altor parteneri care la rndul lorC prin sugestii propriifa%oriMeaM: des:%rirea studiului respecti%> n acest #od subiectul de%ine #ailarg i #ai bine abordat>,biecti>ele acestui capitol sunt:1 eplorarea beneficiilor i sfid:rilor deter#inate de constituirea unei reele de studiu dintrecoli partenere n do#eniul @storiei tiinei i Tehnologiei&. de a elabora idei i de a fa%oriMa elaborarea unor proceduri prin care reelele pot ficonstituite>Care sunt beneficiile Qi sfidrile parteneriatului dintre Qcolile Europene On domeniul

studiului %storiei PtiinNei Qi Tehnicii <0r#:toarele beneficii sunt foarte uor de identificatDa) ele%ii sunt #ai bine #oti%ai dac: #unca lor se efectueaM: n cadrul unui proiectinternaional&

b) ele%ii cap:t: ncredere n propria lor #unc:C precu# i n #unca pe care o efectueaM:oa#enii de tiin:C inginerii i tehnicienii din propria lor ar:&c) ele%ii pot s: capete #ult #ai #ulte cunotine pri%ind deM%oltarea tiinei i Tehnologieidea lungul @storiei propriilor :riC precu# i a altor :ri Europene&d) acest tip de aciune fa%oriMeaM: deM%oltarea unei %iMiuni l:rgite asupra #otenirii Europeneco#une>E%identC i alte beneficii i sfid:ri pot fi identificate>

'intre nu#eroasele sfid:ri care pot fi identificate se re#arc: ur#:toareleDa) cu# pot fi sur#ontate dificult:ile de li#b:&

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b) cu# poate fi finanat schi#bul de infor#aii&c) care este cea #ai bun: #etod: pri%ind schi#bul de infor#aii&d) cu# pot fi identificate colile care accept: parteneriatul ntre ele&e) cu# poate fi %erificat faptul c: #unca efectuat: ntrun proiect co#un este n concordan:cu obligaiile progra#ei oficiale n %igoare n toate :rile participante&f) cu# se poate elabora un proiect adaptat unor cerine specifice>

n paginile care ur#eaM: se preMint: strategia pe baMa c:reia se poate r:spunde la acestesfid:ri> 'e ee#pluC sub%eniile pentru un anu#it proiect pot fi solicitate "o#isiei Europene(%eMi capitolul K din acest %olu#)>

Care sunt informaNiile necesare pentru stabilirea unui parteneriat <5 instituie de n%::#nt poate solicita infor#aii cu caracter ad#inistrati% (denu#irea coliiCadresa potal: i electronic:C nu#erele de telefon i de fa) precu# i infor#aii pri%indi#portana colii (nu#:rul de ele%iC %rstele ele%ilor) sau dorete s: cunoasc: dac: coala este#it: (b:iei i fete) sau nu#ai de b:ieiC respecti% nu#ai de fete> n aceast: carte se g:seteun for#ular corespunM:tor acestui tip de solicit:ri> E%identC se pot ad:uga infor#aii

supli#entare cu# ar fiD li#ba preferat: de co#unicare sau preciMarea unei anu#ite te#e particulare de @storie a tiinei i Tehnologiei>

Cum se poate gsi o instituNie Qcolar partener <Poate fi deja cunoscut: o alt: instituie colar: European: ntruct sar putea ca n aceste colis: se afle colegi care doresc s: coopereMe> 'e ase#enea se poate contacta +genia 7aional: a"o#isiei Europene i de a solicita infor#aii pri%ind alte instituii de n%::#nt care sunt nfaMa de identificare a unor coli partenere pentru #p:rirea do#eniilor de studii ale unui

proiect de @storia tiinei i Tehnicii> 'e ase#enea se poate consulta siteul YAindo$s on the$orld6s $ebsiteZ la adresa httpD$$$>$ot$>org>u? care grupeaM: instituiile pri#are sausecundare dea lungul ntregii lu#iC interesate s: participe la ase#enea proiecte>

Proiectul de @storia tiinei i Tehnologiei preMentat n aceast: carte are baMa sa proprie deadrese a diferitelor coli interesate de proiecte n diferite do#enii ale @storiei tiinei iTehnicii> +cest site care este public poate fi consultat la adresa ur#:toareDhttpD$$$>hib>noshofhstint prin apelarea siglei Yschool projectsZ> Se pot tri#ite propunerila adresa electronic: aleas:>

Se poate de ase#enea co#pletaD Y"ererea de asociere la proiectZ preMentat: n paginaur#:toare i tri#is: 'l>doctor Bert SorsbyC 0ni%ersity of HullC HullC H0- KNC 4areaBritanie sau do#nului S%ein HoffC Hgscolen @ BergenC +%deling for laerutdanningC

9andass%ingen 17/

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$roiect de formare On %storia PtiinNei Qi Tehnologieipentru On>NmFntul din Europa

Cerere de asociere la proiect

%.0,)M!R%% /E B!

%nstituNia: $ersoana de contact: 7u#eD 7u#eD

+dresaD

TelefonD 9i#bi cunoscuteD

a TelefonDE#ail E#ailD

%nformaNii despre instituNia Qcolar: 7u#:r de ele%i

B:iei sau fete=

Tipul instituieiD Pri#ar: 8i#naMial: 9iceal:(K to 11 years) (11 to 1) (1 to 1;)

Specificul instituiei=

,rsta ele%ilor i#plicai n proiectD

@nfor#aii pri%ind do#eniul an%iMajat al @storiei tiinei i Tehnologiei

4etodele preferate de co#unicare (fa& pot:& pot: electronic:)

9i#bile preferate de co#unicareD

,: rug:# s: a%ei bun:%oina de a tri#ite aceste infor#aii la HST Project "oordinatorC 'rBert SorsbyC 0ni%ersity of HullC Hull H0- KNC 02> or to S%ein HoffC Hgs?olen i BergenC+%deling for laerutdanningC 9andass%ingen 17/hib>noshofhstint i %ei putea stabilileg:turi cu instituiile deja nscrise n acest site

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nit 2 nderstanding and accessing European educationprogrammes

The purpose of this unit is to help you to:• gain an o%er%ie$ of the European funding progra##es $hich are rele%ant to schools&• select the actions appropriate to your type of project&• find the necessary infor#ation and for#s to apply for funding>

Bac'ground information@n 1

S5"+TES supports projects fro# all types of schools and training institutions and is ai#edat all le%elsD preschool educationC pri#aryC secondaryC higher education and life long learning>

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+ Su##ary of the Progra##e

The follo(ing pages aim to pro>ide readers (ith a broad understanding of the Socrates$rogramme 0or the maority of teachers the practical application of the programme(ill be (ithin !ction * U Comenius

!CT%,. * School Education Comenius!ims:To i#pro%e the uality of and de%elop the European di#ension in education byD

• Encouraging cooperation and supporting partnerships bet$een schools in participating countries&

• "ontributing to initial and inser%ice training of staff in the school education sector&• Pro#oting the de%elop#ent of net$or?s of school partnerships and inser%ice training

projects to enhance cooperation and the disse#ination of good practice>

Comenius School $artnershipsThis action featuresD

• "o#enius School Projects• "o#enius 9anguage Projects• "o#enius School 'e%elop#ent Projects• Plus Preparatory ,isits

Comenius !ction * * - Comenius School $roectsVThese projects #ust include at least three schools or colleges across at least three countries>These institutions can range fro# 7ursery Schools to ,ocational "olleges> 0p to three yearsof funding is a%ailable to support such projects> There are se%eral i#portant criteria>

"o#enius School ProjectsD• 4ust be integrated into the regular acti%ities of the school&• Ta?e place $ithin the curriculu#&• @n%ol%e se%eral class groups&• Ha%e a $ide i#pact in school&• @n%ol%e pupils in the planningC organisation and e%aluation of the $or?&• Be #ultidisciplinary>

The projects #ay be co#pletely focused on the process of cooperation and lin?ing but for

#any there $ill also be outco#esD 7e$slettersC $ebsitesC "'54s

• The projects $ill be funded on an annual basis> The school that ta?es on the responsibilityto run the project (the coordinator) #ay recei%e up to ./// per year $hile the partnerschools recei%e up to 1//> This #ay be used for #aterialsC co##unication costsC the

purchase of soft$are and a proportion of the lease of @T euip#ent for use in connection$ith the project> Tra%el and acco##odation costs for #eetings are paid in addition tothese a#ounts and are related to the geographical location of the partnership schools (forea#ple a partnership featuring inlandC 8reece and @reland $ould recei%e a higher tra%elcosts than a partnership bet$een the Benelu countries)> 4ost projects $ill organise . or 3#eetings per year and use these occasions to organise and e%aluate the $or? of the

project> @t is per#issible for a s#all nu#ber of pupils to acco#pany teachers to these#eetings> They $ill act as project $or?ers and a#bassadors for their school> 0p to si

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teachers can apply to underta?e so#e ?ind of #obility acti%ity each year and up to four pupils can participate in the planning or e%aluation #eetings for the project each year>

Participants in the first phase of Socrates $ill recognise #any of the features of 4ultilateralSchool Projects or J"o#enius Projects6 in this action>

Ahy ta?e part in a "o#enius School Project= Here are so#e outco#es for pupils reported by schools pre%iously in%ol%ed in "o#enius projectsD• raising pupils6 selfestee#C confidence and #oti%ation• de%elop#ent of pupils6 interpersonal and co##unication s?ills• increased #oti%ation for language learning• reduced stereotyping• a$areness and appreciation of life outside their o$n en%iron#ent• increased a$areness as citiMens of Europe>

Comenius !ction * 2 - Comenius 8anguage $roectsThese are language learning projects bet$een t$o schools fro# t$o eligible countries> Theyenable a #ini#u# of 1/ students in the 1! – . age group to ta?e part in a reciprocal t$o$ee? echange closely in%ol%ed $ith a project> The students #ust #a?e use of the foreignlanguage in planning for their echange and also use the target language in a real contet$hile the echange ta?es place> There is usually a distinct end product of the project a#agaMineC dra#a perfor#ance or design and build tas? for ea#ple> Priority $ill be gi%en tothe less $idely used and less taught languages> unding can be directed to language tuition ifthe target language is not taught in school> @n co##on $ith "o#enius School Projects there is

a standard grant of up to ./// $ith a %ariable contribution to$ards student and teacher tra%eland subsistence> There is an epectation that the fa#ilies of students $ill act as hosts for the%isiting group>

Participants in the first phase of Socrates $ill recognise #any of the features of 9ingua E projects or J*oint Educational Projects6 in this action>

Ahy ta?e part in a "o#enius 9anguage Project=• increased confidence and ability in the target language

• greater #oti%ation for pupils6 studies and i#pro%ed interpersonal s?ills• %aluable eperience of other cultures and societies>

Comenius !ction * 1 - School /e>elopment $roectsThese are a ne$ ele#ent of "o#enius $hich enable school #anagers and teachers toechange eperience and infor#ation $ith partner schools else$here in Europe> 5nce again a#ini#u# of three eligible countries #ust be in%ol%ed> The issues includeD

• The pre%ention of %iolence at school&• The integration of ethnic #inorities&• "lassroo# #anage#ent&• Eual opportunities&

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• The specific needs of the children of #igrant $or?ersC gypsiesC tra%ellers and itinerant$or?ers>

These projects are funded in a si#ilar $ay to "o#enius School Projects but #obility isrestricted to #e#bers of staff> Strong lin?s $ith the co##unity are encouraged in the

planning of these projects> 0p to si teachers can apply to underta?e so#e ?ind of #obility

acti%ity each year>

! summary of Comenius *

Schools and colleges can apply for three ?inds of project under "o#enius 1D

Comenius School$roect

Comenius8anguage$roect

Comenius School/e>elopment$roect

Pupilcentred W k

Schoolcentred k

Partnership at least three schoolsor colleges

t$o schools orcolleges

at least three schoolsor colleges

'uration #a three years nor#ally one year #a three years

Comenius !ction 2 U The Training of School Education Staff

!ims:To impro>e the =uality of and de>elop the European dimension in education by:

• Pro#oting uality in the teaching of E0 languages&• Pro#oting intercultural a$areness in school education in Europe>

Comenius !ction 2 * U European Co-operation $roectsThese are projects $hich createC test and deli%er training courses for teachers or othereducational staff> They #ay in%ol%e the de%elop#ent of curricula for initial teacher trainingC

pro#ote the #obility of student teachers and de%elop teaching strategies for specific learnergroups> @n general these projects are accessible to educational institutions other than schools

and colleges – but schools #ay be in%ol%ed eg as partners to local authorities or uni%ersities>

Comenius !ction 2 2 U %ndi>idual Mobility !cti>ities@ndi%idual #obility and training opportunities for teachers are published annually in the"o#enius "atalogue> The 7ational +gencies for Socrates $ill direct users of their sites tothese coursesC see httpDeuropa>eu>intco##educationsocratesco#eniusnatagenc>ht# for aco#plete list of all agencies> 4any of these courses are concerned $ith language learning andrese#ble the 9ingua B courses $ell ?no$n to teachers of #odern foreign languages under the

pre%ious progra##e> There are also courses concerned $ith particular curricular areas orschool #anage#ent issues> unding is a%ailable to co%er indi%idual #e#bers of staff in ter#sof the cost of the course plus tra%elC acco##odation and a contribution to$ards subsistence>

"ourses last up to a $ee? for nonlanguage training up to ! $ee?s for language courses>8rants are a%ailable up to 1//>

.!

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Comenius !ction 2 1 U Comenius 8anguage !ssistantsThese are prospecti%e teachers of foreign languages $ho apply to $or? in school for bet$een3 and ; #onths> They ta?e part in acti%ities $hich broadly support the European di#ensionacross the curriculu# and help to introduce their o$n language and culture to the hostinstitution> Lour school can host a "o#enius 9anguage +ssistant $holly supported by theSocrates progra##e>

Ahy host a "o#enius 9anguage +ssistant=• The #ain benefit a "o#enius +ssistant $ill bring to your school or college is an

authentic presence fro# another European country> This can act as a $ay of introducingyour pupils to other European culturesC languages and perspecti%es>

• "o#enius +ssistants are paid a #onthly allo$ance by the European "o##ission> This#eans that an +ssistant represents a %aluable teaching resource $hich co#es at no costto your school or college>

Comenius !ction 1 U .et(or's"o#enius 3 pro%ides support for 7et$or?s of institutions $ho ha%e already been in%ol%ed in"o#enius projects in order that they #ay share eperienceC good practice and inno%ation>"o#enius 7et$or?s in%ol%e at least one organisation fro# each of at least si differentcountriesC and partnerships should be designed to bring on board ne$ organisations during thecourse of the project>+cti%ities #ay includeD

• conferencesC se#inars and sy#posia• publication of findings and eperiences including best practice guidesC resources and

#aterials>

"rosssector and or crossphase 7et$or?s are particularly encouraged>

!pplying for a Comenius proect U summary of deadlines "o#enius School Projects 1 ebruary 'ecentralised

"o#enius 9anguage Projects 1 ebruary 'ecentralised

"o#enius School 'e%elop#ent Projects 1 ebruary 'ecentralised

"o#enius .>1 European cooperation inser%ice training projects

1 4arch "entralised

"o#enius .>. @ndi%idual training grants forschool and college education staffD @nitial training "o#enius 9anguage +ssistants @nser%ice training

,aries 'ecentralised

"o#enius 3 7et$or?s 1 7o%e#ber pre proposal

1 4arch full proposal

"entralised

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Notes:a% So"e ational 'gencies "ay re$uire earlier deadlines!% De-centralised applications are su!"itted to ational 'gencies%

c% Centralised applications are su!"itted to the European Co""ission ith a copy sent

to the ational 'gency of the co-ordinating country ith the e*ception of etor+s

hich are sent to the European Co""ission only%

Progra##e 4anage#ent

The S5"+TES progra##e is #anaged by the European "o##ission> The responsible'irectorate is Education and "ulture> The progra##e is di%ided into +ctions> So#e of theseactions are ad#inistered directly by the "o##ission and in these cases applications are #adedirectly to Brussels> These are called centralised actions> 5ther actions are ad#inistered bythe #e#ber states and applications are #ade to the 7ational +gency (7>+>)> These aredecentralised actions> This agency #ay be in an independent institution or $ithin thead#inistration of the 4inistry of Education of the #e#ber state concerned>

Ma'ing an application: the use of the Comenius $lan

The "o#enius plan is a strategic tool the purpose of $hich is to enable yourschoolinstitution to plan its Europeaninternational cooperation acti%ities o%er a longerti#espan> The plan $ill also ser%e as a source of infor#ation for the 7ational +gency and$ill help in the assess#ent of your project proposals> The "o#enius Plan $ill thereforefor# part of the application for# for "o#enius projects> The uestions in Part + allo$the 7ational +gency to build up a picture of the school or college> The uestions in Part

B pro%ide a bac?ground to your school6s European acti%ities in general and indicate tothe 7ational +gency all the "o#enius acti%ities $hich the school intends to underta?eunder "o#enius 1C . or 3> The co#pletion of a "o#enius Plan does not guarantee the

pro%ision of funding for these acti%ities and it is highly li?ely that 7ational +gencies $illreuire schools to prioritise their reuire#ents> The follo$ing docu#ent is thereforeindicati%e of the "o#enius Plan>

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PART A. General information on your school/institution(See Unit 1 for more details)

.K

1. Name of the school/institution:2. Address of the school/institution:3. Location: rural □ urban □ suburban □4. otal number of !u!ils: "emale: #ale:$. A%e of !u!ils: &oun%est: 'ldest:. otal number of teachers: "emale: #ale:

. otal number of other staff: "emale: #ale:

*. +lease indicate the !articular focus of ,our school/institution- if an,- such as- for eam!le- humanities- sciences-enironmental education- earl, lan%ua%e learnin%- music- s!orts:

0. oes ,our school/institution hae a si%nificant number of: !u!ils at ris of social eclusion □ !u!ils ith s!ecial educational needs □

f ,es- !lease e!lain:

15. s ,our school/institution located in a socio6economicall, disadanta%ed area- or is it in a disadanta%ed situation foran, other reasons7

&es □ No □

f ,es- !lease e!lain:

PART B. Your school’s/institution’s European Activities

1. 8as ,our school /institution alread, been inoled in 9uro!ean/international co6o!eration actiities7

&es □ No □

f ,es- in hat ind of actiities7

2.. hat ind of 9uro!ean coo!eration actiities- and in !articular ;omenius actiities- does ,our school/institutionintend to !ursue in the future7 +lease !resent the actiities ,ear b, ,ear- if !ossible. ( 1 st ,ear- 2 nd ,ear etc.)

3 .ho has been inoled in the !roduction of the ;omenius +lan7 +artici!ants ma, include members of staff- the9uro!ean ;o6ordinator and members of the ider communit, in hich the school is situated.

3> Ahy does your schoolinstitution $ish to beco#e in%ol%ed in these acti%ities= Ahich concreteoutco#es do you epect of the# for the participating pupils and teachersC and potentiallyC for the $holeschoolinstitution=

Si%nature of the !erson le%all, authorised to si%n on behalf of the school/institution

Stam! of the school/institutionName and !osition in ca!ital letters


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!cti>ities for pupilsX teachersX heads and school administrators

The follo$ing pages contain an o%er%ie$ of the different progra##es and actions structuredaccording to the target groupsD pupilsC teachersC heads and school ad#inistrators> or #oreinfor#ation contact your 7ational +gency>

!CT%,.S 0,) $$%8Sa) Schools of all types can create a #ultinational partnership $ith a #ini#u# three

different countries in%ol%ed> Aithin this partnership schools can de%elop a ComeniusSchool $roect ($hich is so#eti#es called a #ultilateral school partnership)> This is across curricular project on a co##on the#e (e>g> en%iron#entC cultural heritage>>>)>Pupils and $hole classes $or? si#ultaneously on the sa#e project and then echangedataC opinions or #aterials> This is then incorporated into their nor#al $or? in class>This type of project is supported by C,ME.%S !ction **

+ basic project grant fro# the "o##ission is a%ailable up to a #ai#u# of .///year

for the coordinating school and 1//year for each partner school> + proportion oftra%el costs for project #eetings #ay be clai#ed in addition to these a#ounts dependingupon the costs incurred> So#e national agencies #ay be able to increase these a#ountsfor schools $hich can de#onstrate special needs or disad%antage> Special schoolsshould auto#atically apply for these higher a#ounts> "o#enius School Projects $illsupport a project for up to three years $ith an annual rene$al> The grant can supportteacher tra%el for planning #eetingsC subsistence costsC #aterials and telephone and faaccounts> They can also support li#ited pupil tra%el (.!) to project #eetings but not the

purchase of capital euip#ent> 0p to 1/// is also a%ailable for $reparatory isits before a project begins>

• +pplication procedureD the coordinator and each partner apply to their o$n 7ational +gency not to the European "o##ission>

• +pplication deadlineD 1 ebruaryC> So#e 7ational +gencies reuire earlierapplications for ea#ple rance and 8er#any reuire applications in ad%ance ofthis date> The situation is si#ilar for Preparatory ,isits – so#e 7ational +genciesallo$ applications at any ti#eC others #ay set deadlines>

b) Comenius 8anguage $roects are ai#ed at pupilsstudents in the 1! – . age group$ho $ill cooperate $ith a single partner school abroad> 'irect co##unication in aforeign language and a pupil echange are the core ele#ents of each project> + $ide

range of subjects can be used as a the#e for a Comenius 8anguage $roectD historyCen%iron#entC #usicC sportC fashion etc but it #ust be related to the curriculu#follo$ed by the pupils> The echanges are reciprocal and last for a #ini#u# of t$o$ee?s each> This can include parts of the holiday periods and can be spread o%er t$oschool years> + standard grant of up to ./// per school is a%ailable to support projectorganisation> + proportion of the costs of the %isit $ill also be rei#bursed but there areno acco##odation allo$ances as pupils stay in host fa#ilies> +dditional funds area%ailable for preechange language training if the target language is not nor#allytaught in school> @n disad%antaged areas schools #ay apply for up to K of theircosts> 0p to 1/// is also a%ailable for $reparatory isits before a project begins>

• +pplicationD each school has to apply at its 7ational +gency• 'eadlineD 1 ebruary – but note the possible eceptions listed under "o#enius

School Projects

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c) Schools can as? for a Comenius 8anguage !ssistant> This is a student or a youngualified language teacher fro# one of the #e#ber states $illing to spend a period asan assistant in a school of a country $here the language she teaches is one of theofficial languages> This assistant can help in the teaching of languagesC pro%ide lessonsabout country and cultureC echange infor#ation on educationC help to plan a

European project at school etc>> The assistantship can last fro# three #onths to a fullschool year> The Comenius 8anguage !ssistant action pays for tra%el andacco##odation>

• +pplicationD assistants and host schoolsD at their 7ational +gency• 'eadlineD 1 ebruary

7ote to 02 readersD This sche#e is not accessible to secondary schools $hich teach the#other tongue of the "o#enius 9anguage +ssistant> This is to a%oid co#petition $ith

bilateral sche#es $hich are organised bet$een depart#ents of education>

ACTIONS FOR TEACHERS

a) Teachers can apply for Preparatory ,isits in order to prepare a projectD ComeniusSchool $roectsX Comenius 8anguage $roects and School /e>elopment $roectsall offer grants of up to 1///person for this purpose>

• +pplicationD 7ational +gency• 'eadlinesD usually three or four #onths before the project deadline

b) Comenius School /e>elopment $roects are ai#ed at teachers and school #anagers

$ho are interested in the echange of infor#ation and eperience> 9i?e "o#eniusSchool Projects a #ini#u# of three schools in three countries #ust be in%ol%ed>There is also the epectation that appropriate agencies or co##unity organisations$ill be incorporated into the project> The choice of issue is up to the project group but#ight include

• The pre%ention of %iolence and conflict&• The integration of ethnic #inority groups&• Teaching #ethodologies&• School organisation and #anage#ent&

• Preparation for e#ploy#ent>

+ basic project grant fro# the "o##ission is a%ailable up to a #ai#u# of .///yearfor the coordinating school and 1//year for each partner school> + proportion oftra%el costs for project #eetings #ay be clai#ed in addition to these a#ounts dependingupon the costs incurred>

• +pplicationD only by the coordinating institution at the 7>+>• +pplication deadlineD 1 ebruaryC> So#e 7ational +gencies reuire earlier

applications for ea#ple rance and 8er#any reuire applications in ad%ance ofthis date>

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c) Teachers can also apply for a Teacher EYchange ( of 1 ! $ee?s) as part of a"o#enius School Project or "o#enius School 'e%elop#ent Project> There is anepectation that such an echange $ill facilitate and further the project> + teacher canteach in the partner schoolC co#pare education syste#sC didactic approachC #anualsCea#ination syste#s or the teachers can jointly plan the project and associated#aterials> The appropriate project $ill be pro%ided $ith an etra grant up to a

#ai#u# of 1// for a Teacher Echange>

• +pplicationD 7ational +gency as part of the Comenius $lan

d) Teachers can also apply for a Teacher $lacement in a business (of 1 ! $ee?s) aspart of a "o#enius School Project or "o#enius School 'e%elop#ent Project> Thereis an epectation that such an place#ent $ill facilitate and further the #ain project> +teacher can use the place#ent to assist $ith the preparation of #aterialsC the collectionof data or for any other purpose associated $ith the project> The appropriate project$ill be pro%ided $ith an etra grant up to a #ai#u# of 1// for a TeacherPlace#ent>


e) Teachers can ta?e part in international inser%ice training se#inars outside of projects> 7ational agencies $ill pro%ide grants up to a #ai#u# of 1// for teachers to tra%eland ta?e part in training sessions organised by training institutions> The Europeandi#ension at schoolC transnational cooperationC intercultural educationC echange ofinfor#ationC ne$ technologiesC i#pro%e#ent of language s?illsm are so#e of thethe#es in these courses> They offer the opportunity for partner finding and the creationof "o#enius School partnerships as $ell> +ll courses are featured in the Comenius

Catalogue>• +pplication> 7ational +gency• 'eadlines $ill be pro%ided by the 7ational +gency

!CT%,.S 0,) SCH,,8 HE!/S !./ !/M%.%ST)!T,)S

a) School heads and ad#inistrators can also apply for a study %isit (#ai#u# 1 $ee?) totheir "o#enius partner schools as part of either a "o#enius School Project or a"o#enius School 'e%elop#ent project> These %isits #ust be part of the $or?plan of the

project and should ai# at strengthening the partnership> The project $ill be pro%ided

$ith an etra grant of #a> 1// to any school ta?ing part> School heads andad#inistrators and also careers guidance personnel and inspectors and ad%isors canapply for an inser%ice training grant to attend an international inser%ice training course(see the teachers6 section abo%e)>


b# !)%,. is a progra##e for educational policy#a?ers no#inated by the participatingcountries> Educational staff acti%e in #anage#entC e%aluationC training and guidance canta?e part in one $ee? %isits organiMed in and by one of the #e#ber states in order toechange infor#ation and eperience on #atters of co##on interest> +@57 is includedin +ction - of Socrates – 5bser%ation and @nno%ation>

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• +pplicationD 7ational +gency

!dditional information

* The )emainder of the Socrates $rogramme

!CT%,. 2 Higher Education ErasmusThis action ai#s to enhance the uality and reinforce the European di#ension in highereducation and does not co#e $ithin the scope of this unit>

!CT%,. 1 !dult Education !nd ,ther Educational $ath(ays rundt!i" 8rundt%ig co#ple#ents the school education and adult education actions by pro#oting aEuropean di#ension in lifelong learning> @t is targeted in particular at young people $ho ha%eleft the school syste# $ith insufficient training and $ish to resu#e their studies> 8rundt%ig

$ill encourage the creation of European net$or?s and enable greater cooperation in theseareas>

!CT%,. 3 Teaching !nd 8earning ,f 8anguages #in"uaThis action ai#s to pro#ote the teaching and learning as foreign languages of all the officiallanguages of the 4e#ber States> inancial assistance is a%ailable to transnational languagelearning projects such asD

• +$areness raising acti%ities&• +cti%ities to pro#ote inno%ation such as the early learning of languages&

• The de%elop#ent of ne$ curriculaC teaching #aterials and instru#ents oflanguage proficiency&• The net$or?ing of resource centres>

!CT%,. 4 ,pen !nd /istance 8earningZ %nformation !nd CommunicationTechnologies %n The 0ield ,f Education $iner!aThe purpose of this action is to co#ple#ent and enrich the other actions of the progra##e by

pro#oting the use of ne$ infor#ation and co##unication technologies especially in ter#s of5pen and 'istance learning> Support is a%ailable forD

• Projects $hich de%elop uality criteria for the use of educational #ulti#edia&• Projects to de%elop #aterials and #ethodologies&• Projects to support the echange of ideas and eperience including the

net$or?ing of resource centres>

!CT%,. 5 ,bser>ation !nd %nno>ationThis action ai#s to de%elop the uality of education through the obser%ation of educationsyste#s including study %isits for decision #a?ers (+@57)C infor#ation on nationaleducation syste#s (Eurydice) and the 7et$or? of 7ational +cade#ic ecognition

@nfor#ation "entres (7+@")>

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!CT%,. 6 [oint !ctionsThe "o##ission intends to i#ple#ent joint calls for proposals that #ay in%ol%e the%ocational training and youth progra##es>

!CT%,. 7 !ccompanying Measures

This part of the ne$ progra##e $ill pro#ote acti%ities that are not eligible for assistanceunder the other actions but $hich still pro#ote the objecti%es of the progra##e>

2 8eonardo da inci

This is the European "o##ission progra##e for ,ocational Training launched at the sa#eti#e as the ne$ Socrates progra##e $ith the sa#e lifespan> 9eonardo pro%ides support foryoung people o%er the age of 1! to ta?e part in $or? related acti%ities $ith a partner school orcollege> To ualify they #ust be enrolled on an initial %ocational education course>

+ll eligible countries ha%e a .ational Co-ordination nit to o%ersee the 9eonardo progra##e>

1 /omestic funding programmes

So#e #e#ber states ha%e do#estic funding progra##es to support international acti%ities for their o$n schoolsD

or ea#ple in the 02 the 7ational +gency offers a nu#ber of sche#es includingD

a) 7orthSouth lin?ing reciprocal %isits& b) 7orthSouth "urriculu# 'e%elop#ent 8rants&c) Teachers @nternational Professional 'e%elop#ent&d) School 9in?ing ,isit 8rants&e) egional @nser%ice Training Progra##ef) @nternational School +$ard +ccreditation Progra##e>

So#e of these sche#es are supported by the 'epart#ent for @nternational 'e%elop#ent andha%e applications for lin?s $ith 9atin +#ericaC the "aribbeanC +frica and +sia>

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Some %n-ser>ice Course Tas's

Tas' 2*ead the description of the different actions and tic? ( √ ) all the actions for $hich your school

is eligible> Select the actions of $hich you thin? the school #ight be interested in> "ontactyour 7ational +gency and as? for #ore infor#ation (guidelines) and for the necessary paper$or? to apply for funding>

Tas' 220se the #odel "o#enius Plan to prepare a strategic plan for European acti%ities at yourschool for the net three year period> elate the plan to the priorities of the school in ter#s ofthe pupils and the curriculu# but also consider #anage#ent issues> Sho$ this to the Headand other ?ey #e#bers of staff and use this $or? as the basis for Tas? 3>

Tas' 21

5btain the appropriate application for#s and use these to prepare detailed proposals> @ncludea pro%isional budget> Sho$ this to the Head and other ?ey #e#bers of staff and use this $or?as the basis for a real application>

Tas' 23 Hand!oo+ users fro" the ,

"ontact the "entral Bureau and find out $hich of the 02 do#estic funding progra##es #ayassist your European de%elop#ents in school>

Hand!oo+ users outside the ,

"ontact your national agency and as? about funding progra##es other than those offered

through Socrates and 9eonardo>

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Science .ational Curriculum for $upils in England

FPro#oting pupilsF spiritualC #oralC social and cultural de%elop#ent through scienceor ea#pleC science pro%ides opportunities to pro#oteDm>cultural de%elop#entC through helping pupils recognise ho$ scientific disco%eries andideas ha%e affected the $ay people thin?C feelC createC beha%e and li%eC and dra$ing attention

to ho$ cultural differences can influence the etent to $hich scientific ideas are acceptedCused and %alued>F

FThrough scienceC pupils understand ho$ #ajor scientific ideas contribute to technologicalchange – i#pacting on industryC business and #edicine and i#pro%ing uality of life> Pupilsrecognise the cultural significance of science and trace its $orld $ide de%elop#ent> Theylearn to uestion and discuss sciencebased issues that #ay affect their o$n li%esC thedirection of society and the future of the $orld>F

+ey Stage 2 "6 to ** year olds#F@deas and e%idence in science

1 Pupils should be taughtD a) that science is about thin?ing creati%ely to try to eplain ho$li%ing and nonli%ing things $or?C and to establish lin?s bet$een causes and effects forea#pleC *ennerFs %accination $or?mmm>F

+ey stage 1 "** to *3 year olds#F1 Pupils should be taughtDFa about the interplay bet$een e#pirical uestionsC e%idence and scientific eplanations usinghistorical and conte#porary ea#ples for ea#pleC 9a%oisierFs $or? on burningC the possiblecauses of global $ar#ingmmm>>

c about the $ays in $hich scientists $or? today and ho$ they $or?ed in the pastC includingthe roles of eperi#entationC e%idence and creati%e thought in the de%elop#ent of scientificideas>F

+ey Stage 3 " *3 to *5 year oldsF@deas and e%idence in science1 Pupils should be taughtDa ho$ scientific ideas are presentedC e%aluated and disse#inated for ea#pleC by publicationCre%ie$ by other scientists

b ho$ scientific contro%ersies can arise fro# different $ays of interpreting e#pirical e%idencefor ea#pleC 'ar$inFs theory of e%olution

c $ays in $hich scientific $or? #ay be affected by the contets in $hich it ta?es place forea#pleC socialC historicalC #oral and spiritualC and ho$ these contets #ay affect $hether or not ideas are accepted

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History .ational Curriculum for $upils in England

+ey Stage * "4 to 6 years#F'uring the ?ey stageC pupils should be taughtDm>c the li%es of significant #enC $o#en and children dra$n fro# the history of Britain and the

$ider $orld for ea#pleC artistsC engineersC eplorersC in%entorsC pioneersC rulersC saintsCscientistsF

+ey Stage 2 "6 to ** years#F'uring ?ey stage . pupils learn about significant peopleC e%ents and places fro# both therecent and #ore distant past> They learn about change and continuity in their o$n areaC inBritain and in other parts of the $orld> They loo? at history in a %ariety of $aysC for ea#plefro# politicalC econo#icC technological and scientificC socialC religiousC cultural or aesthetic

perspecti%es>F

11 > ,ictorian Britain

a + study of the i#pact of significant indi%idualsC e%ents and changes in $or? and transport onthe li%es of #enC $o#en and children fro# different sections of society>F5FBritain since 1F

+ey Stage 1 "** to *3 years#FBritain 1//1K/< + study of cro$nsC parlia#ents and peopleD the #ajor politicalC religious and social changesaffecting people throughout the British @slesC including the local area if appropriate>F

.or e*a"ple/

0advances in "edicine and surgery including the or+ of illia" Harvey1 the founding of

the #oyal Society and the scientific discoveries of 2saac eton #o!ert 3oyle and Ed"und

Halley1 develop"ents in the arts and architecture%4

FBritain 1K/1F

.or e*a"ple/

0%%industrialisation in the local area1 changes in agriculture the role of scientists and

inventors such as Edard 5enner Hu"phry 6avy 5a"es att 7ichael .araday 7ary

So"erville Charles 6arin11 4

F+ European study before 1F

Bert Sorsby(Hull)4ay .//.

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Teaching and EYamining HST in \%deas and E>idence? in the Science.ational Curriculum in England

%ntroduction to %deas and E>idence

! story 2n the 89:;s argu"ent raged !eteen the supporters of


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The need to include teaching on the nature of science has been recognised e%er since theteaching of science $as regularised by the first 7ational "urriculu# orders of 1 Sincethen the rele%ant state#ents ha%e #o%ed fro# the progra##es of study to the introductionand finally to Sc1 $here it is no$ an assessable ele#ent of Scientific Enuiry> @n response tofeedbac? fro# teachersC EdecelC li?e the other a$arding bodiesC has decided to include @deasand E%idence in the eternal assess#ent of Sc.C 3 and ! $here it $ill #a?e up of the total

#ar? allocation>

Ahile the $eighting appears s#allC the i#portance of @deas and E%idence should not beunderesti#ated> +n understanding of ho$ scientists $or?C the $ay a science de%elops and thestrengths and li#itations of the scientific #ethod #a?es the content of a science course#eaningful and rele%ant> 0nless one is training to be an engineer or ballistics epert there islittle needC professionallyC to learn the relationship bet$een #assC acceleration and force>Ho$e%erC ?no$ing that @saac 7e$ton6s la$s of #otion eplained the #o%e#ent of the planetsand subseuently enabled engineers to design buildingsC #achines and %ehicles pro%idesconsiderable #oti%ation for studying this rather dry and difficult bit of physics>

Si#ilarly learning about the factors that affect the populations of ani#als and plants #ay be professionally i#portant only to ecologists> 7e%erthelessC all citiMens can understandso#ething of conte#porary studies by #arine biologists on the life history of the cod>Studying the conflicting interests of fishing co##unities and conser%ationists #ay lead pupilsto understand $hy cod and chips could soon beco#e a rare or e%en illegal dish>

+ttending to the interplay of @deas and E%idence also allo$s teachers to ea#ine the hu#anaspects of science> Scientists are no less creati%e and i#aginati%e than artistsC #usiciansC andhistorians> They display the sa#e character strengths and $ea?nesses as e%eryone else> Their tools #ay be laboratory apparatus and instru#entsC but the outco#esC the papers and theoriesCare as indi%idual as any $or? of art> Spending a little ti#e loo?ing at the $ay scientists li%eand $or? brings the# bac? into the co##unity and stops the# being loo?ed upon as#ysterious geniuses or distant and frightening figures in their laboratories>

7one of this need add to the learning load of a pupil if the teacher preparing their sche#e of $or? ?eeps the @E points at the forefront of the planning so that pupils beco#e fa#iliar $iththe issues $hich $ill for# the basis of the assess#ent> The follo$ing pages eplore the @Estate#ents in #ore detail and loo? at possible teaching strategies>

;hat do the %&E statements mean< Some comments

• (a) ho scientific ideas are presented evaluated and disse"inated%

The no$ traditional and accepted $ay of publishing ideas and the results of eperi#ents isthat one or #ore people (group siMes are gro$ing) $rite a report of their $or? for other#e#bers of a research net$or? or a scientific society> Their paper is re%ie$ed by a nu#ber of scientists fro# a si#ilar field before being published in a respected acade#ic journal> Thereadership of the journal #ay be %ery specialised but the abstract of the paper $ill be

published in collections that are a%ailable to a $ider audience> eaders #ay co##ent andother papers confir#ing or denying the original findings #ay appear> 9ater a boo? #ay be

published pro%iding an o%er%ie$ of the tea#6s $or?> Publishing is still largely on paper butincreasingly acade#ic journals are appearing on the @nternet>

Before the huge gro$th of the acade#ic publishing industryC scientists relied on personalletters and facetoface #eetings to pass on ideas> These are still i#portant in spreading ne$s

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of results and ideas before they ha%e reached a publishable state> "ric? and Aatson gainedi##ensely fro# their infor#al and perhaps unauthorised loo? at osalind ran?lin6s Nraycrystallography results on '7+C $hile the 1

The public recei%e ne$s of scientific research through the popular #edia> This #ay be$ritten by scientists but is #ore li?ely to be produced by journalists $ith an eye on thecirculation or %ie$ing figures> 5ne side of an argu#ent #ay be presented #ore sensationallythan the other>

5ccasionally scientists ha%e been unorthodo and reported their $or? directly to the popular#edia> This usually angers others scientists> The announce#ent of "old usion by Pons andleisch#an in 1 The surprise that this raised persuaded anu#ber of research tea#s to repeat the eperi#ents %ery uic?lyC so#ething that #ay ha%eta?en considerably longer if the results had been hidden a$ay in an obscure journal> Soon theo%er$hel#ing negati%e results discredited the ad%ocates of cold fusion

• (!) Ho scientific controversies arise fro" different ays of interpreting e"pirical

evidence

Science has so#eti#es been portrayed to children as a solitary process> The scientist has anideaC de%ises an eperi#ent to test the idea and publishes the result> This has been the #odelused by pre%ious %ersions of Sc1 in the 7ational "urriculu#> @t is a false and inco#plete#odel> @n fact contro%ersy and argu#ent ha%e a %ital role in the practice of science and ne$facts and theories are in%ariably challenged before gaining general acceptance> @#aginationand creati%ity are necessary ualities for the inno%ati%e scientist> Eperi#ental data isn6tal$ays reliableC doesn6t al$ays suggest a pattern and theories are not al$ays co##on sense>'iscussion and argu#ent thro$ up original ideas and contro%ersy stirs other scientists to

perfor# further research to add their contributions>

"ontro%ersies arise fro# %arying interpretations of obser%ations and data> The eistence of #ountain ranges on the Earth6s surface dre$ a %ariety of eplanations including at one stagethe idea that the Earth $as shrin?ing and later the idea that drifting continents $ere colliding>urther e%idence (#agnetic patterns on either sides of #idocean ridges) $as necessary toresol%e the issue> Today argu#ent continues in e%ery field of science> + brief perusal of articles in 7e$ Scientist #agaMine re%eals that scientists argue o%er the interpretation of al#ost e%ery ne$ fact> So#eti#es the sa#e data is used to support opposing theories>

The corollary of contro%ersy is that no theory is e%er pro%ed& there is al$ays the chance thatan alternati%e $ay of interpreting the data #ay produce a #ore successful theory> 7e$ton6sclassical #echanics sur%i%ed for o%er t$o hundred years until Einstein pro%ided a differentC#ore generalised $ay of considering #otion fro# an entirely different set of ideas>

The #ajor re%olutions in science e>g> "opernican "os#ologyC 7e$tonian 4echanicsC'ar$inian e%olutionC 9a%oisier6s oygen theoryC all in%ol%ed a ne$ interpretation of dataC#uch of $hich had been a%ailable for #any years pre%iously> These stories are %ery co#pleand $ith hindsight it is often difficult to appreciate ho$ the superseded theories could ha%e

been accepted for such a long period of ti#e> @t #ay be unrealistic to as? pupils to choose bet$een opposing theories $here one theory has been %ery publicly discredited and the

e%idence for it sho$n to be #isinterpreted> @t #ay be ad%isable that pupils should eploresi#pler situations in $hich the alternati%es ha%e eual appealC as for ea#ple the theoriesabout the origins of #ountains>

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Science doesn6t really $or? in the $ay the public epects> People loo? for scientific progress but scientists are epected to sho$ certainty> Perhaps one of the causes of the disillusion#ent$ith science that has occurred as a result of the %arious Yscare storiesZ of the recent past is thefailure to realise that facts can be interpreted in %arious $ays and that acceptance of scientifictheories is pro%isional on so#ething better co#ing along> The public $ere uite nonplussed

by the uncertainty that scientists sho$ed in the case of BSE and +@'S and could notunderstand $hy scientists $ere unable to gi%e uneui%ocal eplanations for the causes>

• %c & 'a(s in ')ic) scienti*ic 'or+ ma( ,e a**ected ,( t)e contets in ')ic) it ta+es

place.

"i# The religious and cultural conteYt4ost of the scientists of the European enaissanceC or qnatural philosophers6 as they $erecalledC $ere "hristians and #any $ere ordained clergy> Their $orld%ie$ $as pro%idedsubstantially by the "hristian Bible and by their interpretation of the $or?s of 8ree?s such as+ristotle> + lot of their thought $as shaped by their faith in 8od as the qarchitect of theuni%erse6> @t too? a bold (e%en an arrogant) #an to dispute the traditional %ie$ of the place

of the Earth in this 0ni%erse> "opernicus $as perhaps not that person although he hadfunda#entally ne$ ideas published at his death in 1!3> 8iordano Bruno had the arroganceand he %ery uic?ly ran into conflict $ith established opinion and po$er leading to hi# being

burnt at the sta?e in 1-//> 8alileo ho$e%er brought to his $riting the right #iture ofauthorityC epertise and i#agination> He added his o$n ne$ ideas to those of others andco#piled a lot of ne$ e%idenceC for ea#ple about planets> So#e groups found this ne$e%idence con%incing but others resisted fiercely and these uarrels $ere all #ied up $ithreligious conflicts and changes in society that acco#panied the s$itch to Protestantis# innorthern Europe> E%en 8alileo had to bo$ to pressure to rescind his %ie$ of the uni%erse>

This illustrates that the $ay science is doneC the $ay scientists thin?C the degree to $hich ne$ideas are accepted depends %ery #uch on the contet in $hich the scientists li%e and $or?> +related point is that fro# the ti#e of 8alileoC $hiteC "hristianC #ales ha%e do#inated science>@n the last century $o#en ha%e increasingly been allo$ed to ha%e careers in science and other

parts of the $orld contribute to #odern scientific researchC so no$ there is #uch discussionabout $hether the fe#inine outloo? #ight produce a different interpretation of e%idenceco#pared to the #ale %ie$point> There is e%en discussion of an @sla#icC HinduC BuddhistC"onfucian or e%en 4arist science that sees different patterns in the sa#e e%idence a%ailableto a Aestern scientist> 4uch of this discussion re#ains contro%ersial>

"ii# The conteYt of (ho pays

Aor?places also ha%e an effect on the $ay science is done> The traditional i#age of the lonescientist at $or? in his ho#e laboratory is no$ replaced by tea#s of $or?ers filling cathedralsof science collaborating on research topics> Si#ilarly the rationale for scientific research haschanged fro# personal interest (e>g> of the a#ateur geologists of the "1 These factors certainly affect the type of science that isdone and perhaps e%en the $ay the e%idence is interpreted> Aould penicillin ha%e beenstudied intensi%ely $ithout go%ern#ent funding in the 1


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The conclusion is that science is as #uch a cultural acti%ity as literature and art> Theoutco#es of scientific research depend on the personality of the indi%idual and the historicalCsocialC cultural and religious contet in $hich they $or?ed> This doesn6t di#inish science butinstead sho$s that rather than standing aloof it is a fully integrated factor in hu#anci%ilisation>

• %d& 'a(s o* considerin" t)e po'er and limitations o* science in addressin" industrial/social and en!ironmental 0uestions/ includin" t)e +inds o* 0uestions scientists can and

cannot ans'er/ uncertainties in scienti*ic +no'led"e and t)e et)ical issues in!ol!ed.

European science has eerted a huge influence o%er hu#an ci%ilisation and the en%iron#entin the last fi%e hundred years> or #ost of that ti#e Yscientific progressZ $as seen as a goodthing to the etent that other cultures ha%e adopted $hat they percei%e as the scientific#ethod> Today there is probably little ob%ious difference bet$een scientific laboratories inBritainC the 0S+C *apanC @ndiaC Egypt or 2enya althoughC as $e ha%e #entionedC the thought

processes of the scientists in the laboratories #ay differ> Today thoughC the benefits of scienceare being uestioned and the right of scientists to follo$ any course of research they $ish is indispute> Science is no longer seen as neutral but as possibly being in part responsible for the

horrors of #odern $arfareC en%iron#ental disasters and health scares> The #odern scientistCin this %ie$C #ust gi%e consideration to the possible conseuences of the application of his or her disco%eriesC including unforeseen conseuences such as those $hich follo$ed thede%elop#ent of ''T as an insecticide>

5ne $onders $hat Tho#as 4idgely $ould ha%e felt had he been ali%e today> @n the 1 Aould he ha%e continued $ithhis $or? if he had been a$are of the proble#s resulting in lead pollution and the destructionof the oMone layer= Aould his e#ployers ha%e #ar?eted the products if they had been a$areof the future proble#s=

The history of science sho$s that disco%eries $ere often uic?ly utilised to pro%idetechnological solutions to industrial proble#s> Science pro%ides hu#ans $ith the po$er tocontrol their i##ediate en%iron#ent> But ti#e and ti#e again the $ider conseuences $erehardly gli#psed> The gro$th of the al?ali industry in the early nineteenth century pro%idedtetile #anufacturers $ith abundant supplies of soap and bleaches but de%astated the landaround the factories> The in%ention of phosphate detergents ga%e house$i%es of the 1

Science has certainly gi%en us the #eans to tac?le li#ited technological proble#s such as

#anufacturing artificial fertiliser or pro%iding plastics for al#ost e%ery purposeC or for putting#en on the 4oon> ButC increasingly $e see that the application of science has failed on the broader uestions of #aintaining the Earth as a place to li%e for countless #illions of speciesCor pro%iding a decent standard of li%ing for the $hole hu#an population> Perhaps theseuestions are only soluble by changes in hu#an nature rather than being treatable by sciencealone>

Science has also created ne$ ethical uestions> The de%elop#ent of $eapons of #assdestruction places a dile##a on the shoulders of go%ern#ents> E%en #edical ad%ances ha%ecreated ethical proble#s> Ahen the #eans eists to sa%e one of a pair of Sia#ese t$insC ho$do $e decide if other should be deliberately ?illed or $hether they both should be left to die

in their o$n ti#eC as they $ould surely ha%e done so#

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