ESTABLISH: European Science and

Technology in Action: Building

Links with Industry, Schools and

Home Stephan Domschke stephan.domschke@biodidaktik.uni-halle.de

Martin-Luther-Universität

Halle-Wittenberg

11 countries – 14 institutes – 60 partners STEM education international

ESTABLISH Kick off Meeting,

January 2010, DCU, Ireland

ESTABLISH European Science and Technology in Action: Building Links with Industry, Schools and Home

The objective of ESTABLISH:

• drive change in the classroom

• dissemination and use of an inquiry-based science

education

• with second level students (age 12-18 years) on a

large scale in Europe

• by creating authentic learning environments

• involving all stakeholders

ESTABLISH models Bringing together the stakeholders to influence classroom practice

…creating authentic

learning environments

for science…

…bringing together all

stakeholders …

Teacher Education

• Pre-service & In-service

• Develop teacher skills to facilitate inquiry-based learning

IBSE Units

• Learning path(s) around a topic to support the IBSE and industry relevance

• 18 units; Physics, Chemistry, Biology, Science

Industrial Links

• Authentic learning experiences in science gained from industrial and scientific communities.

ESTABLISH modules Development, piloting and evaluation

To develop a positive attitude towards teaching physics in an inquiry-based approach

Pre-service To highlight the

benefits of inquiry-based approaches to teaching science

In-Service

Supporting Inquiry-Based Learning ESTABLISH Teacher Education

• ESTABLISH view of IBSE

• Examples of Activities

• Industrial Content Knowledge (ICK)

• Science Teacher as Implementer

• Science Teacher as Developer

Expected Outcomes ESTABLISH

A large team of science teachers across Europe who are skilled and confident in inquiry based science

teaching methodology.

Expected Outcomes ESTABLISH

Identification of suitable model(s) of science teacher education at

both pre- and in-service levels, for inquiry based science teaching.

Expected Outcomes ESTABLISH

Promotion of inquiry in the classroom, involving the relevant stakeholders in science, industry,

home and science education.

Expected Outcomes ESTABLISH

A large team of science teachers

across Europe who are skilled and

confident in inquiry based science

teaching methodology.

Identification of suitable model(s) of science teacher education at both pre- and in-service levels, for inquiry

based science teaching.

Promotion of inquiry in the

classroom, involving the

relevant stakeholders

science and science education.

Sharing of Experiences

To ensure maximum impact, ESTABLISH will contribute to the Scientix platform, for the dissemination and promotion of best practice and resources of IBSE.

Further information about ESTABLISH;

• Events, seminars, teacher workshops;

• Educational and training materials

Website: www.establish-fp7.eu

Contact details:

stephan.domschke@biodidaktik.uni-halle.de

Project Manager: Dr. Sarah Brady; CASTeL, DCU, Ireland; sarah.brady@dcu.ie

http://www.howdoesshe.com/wp-content/uploads/thank-language.jpg

http://www.howdoesshe.com/wp-content/uploads/thank-language.jpg

Diagnosing problems

Critiquing experiments

Distinguishing alternatives

Planning investigations

Researching conjectures

Searching for information

Debating with peers

Forming coherent

arguments

Inquiry is…

ESTABLISH models

Linn, M. C., Davis E.A., & Bell, P. (2004). Internet Environments for Science Education. Mahwah, NJ.: Lawrence Erlbaum Associates

ESTABLISH models Levels of Inquiry

Banchi, H. & Bell, R. (2008)

Wenning, C. J. (2005)

1. Interactive discussion /

Interactive demonstration

2. Guided discovery

3. Guided inquiry

4. Bounded inquiry

5. Open inquiry

Student‘s Participation & Independence

Teacher‘s Guidance

ESTABLISH models BSCS 5E‘s instructional model

Engagement

Exploration

Explanation

Elaboration (to extend)

Evaluation

Bybee, R., Taylor, J. A., Gardner, A., Van Scotter, P., Carlson, J., Westbrook, A., Landes, N. (2006). The BSCS 5E Instructional Model: Origins and Effectiveness. Colorado Springs, CO: BSCS.

ESTABLISH models BSCS 5E‘s instructional model

Engagement

Exploration

Explanation

Elaboration (Extend)

Evaluation Bybee, R., Taylor, J. A., Gardner, A., Van Scotter, P., Carlson, J., Westbrook, A., Landes, N. (2006). The BSCS 5E Instructional Model: Origins and Effectiveness. Colorado Springs, CO: BSCS.

TEACHER

EDUCATION

PROGRAMMES

FRAMEWORK

CORE ELEMENT 1

Web-based

TEACHER

EDUCATION

PROGRAMME

CORE ELEMENT 11

CORE ELEMENT 111

CORE ELEMENT 1V

ICT 5

ARGUMENTATION 6

RES AND DESIGN 7

ASSESSMENT 8

LEARNING OBJECTIVES

LO

LO

LO

LO

LO

LO

LO

ACTIVITIES

ACTIVITIES

ACTIVITIES

ACTIVITIES

ACTIVITIES

ACTIVITIES

ACTIVITIES

ACTIVITIES

UNITS D3.1 + D3.2

IBSE Units 18 Units for biology, chemistry, physics and science

Sound (Physics) Disability (Science)

Light (Physics) Medical Imaging (Science)

Electricity (Physics) Renewable Energy (Science)

Low Energy House (Physics) Forensic Science (Science)

Exploring Holes (Chemistry) The process of Science (Science)

Photochemistry (Chemistry) Chemical Care (Chemistry)

Cosmetics (Chemistry) Polymers (Chemistry)

Chitosan – Fatmagnet? (Chemistry) Photosynthesis (Biology / Chemistry)

Blood donation (Biology) Eco-Biology (Biology)

Develop Industrial Content Knowledge (ICK) Industrial content

I C K

• Relevance of scientific content to industry and everyday objects

• Integration of activities developed by companies

• Localization of appropriate industry

• Activities about an industry or lab visit

• Engineers and scientists as contributors and role models

• Cooperation between school and industry

• WP1 Selection of core • WP2 Involvement of strategic partners • WP3 IBSE Units • WP4 Pre-service teacher education • WP5 In-service teacher education • WP6 Assessment of implementation • WP7 Evaluation • WP8 Dissemination • WP9 Management

Workpackages

Interest change – 40 students (age 15-17) Small Prospect to Perceptions

0

2

4

6

8

10

12

14

...ist größer geworden ...ist etwa gleich geblieben ...hat sich eher verringert

To

tal v

ote

s

Mein Interesse anNaturwissenschaften..

Mein Berufswunschfür einennaurwissenschaftlichen oder technischenBeruf...

My interest in a career in Science has ...

My interest in Science has ...

++ +- --

Acceptance of STEM – N=117 pre-service teacher, all sciences Small Prospect to Perceptions

high middle low

pe

rce

nta

ge o

f st

atem

ents

Challenges 161 in-service teacher from 4 countries, sorted by total

Source: ESTABLISH, Interim Profile of in-service science teachers’ attitudes and understanding of IBSE

Inquiry in national curricula Elements of Inquiry CY CZ DE EE IE IT MT NL PL SK SE

Diagnosing problems

Critiquing experiments

Distinguishing alternatives

Planning investigations

Researching conjectures

Searching for information

Constructing models

Debating with peers

Forming coherent arguments

Source: ESTABLISH, Report on how IBSE is implemented and assessed in participating countries