Science Education for Responsible Citizenship

DG R & I , 2015 Report

by Yves Beernaert, Educonsult

TEMI conference, Leiden ,15 – 17 April 2016

STEM education : key to Europe’s future

• More interest for STEM education up from 90 ties:i.a. through Lisbon strategy 2010

• DG EAC: MST WG and reports 2004 – 2010: • Peer learning visits + reports + compendium of good practices• Linking MST education to the real world• Creating partnerships with industry, universities etc. • Gender imbalance, disadvantaged, gifted pupils etc.

• DG R & D: The Rocard report 2007: • Major boost for IBSE / IBSME

• EU projects (till 2013): • LLP programme: DG EAC• FP 6 & FP7 projects: DG R & I:• Science in Society: SIS• Up from 2014: SWAFS: Science With and For Society

2007 Rocard report :Science education now: a renewed pedagogy

for the future of Europe

1. A reversal of science-teaching pedagogy to IBSE increases interest in science2. IBSE provides increased opportunities for cooperation between formal and informal actors 3. Teachers key players in renewing science education : networks4. Upscale “Pollen” and “Sinus (Transfer)”-like initiatives across Europe

6 Recommendations 2007 report

1. Decision-makers must take action at local, reg., nat. and Eur. level 2. Promote IBSE and networks of teachers3. Increase participation of girls4. Promote participation cities and local community5. Articulation between national and Eur. initiatives: FP 7 and Education & Culture initiatives6. Establish a Eur. Science Education Advisory Board

Countries with more or less holistic STEM policies in formal education

• AT: : IMST, regional networks, University of Klagenfurt

• BE (nl): STEM plan + networks• DE: MINT Forum (Siemens, Bosch

etc.) + SINUS (SINUS Transfer), TUWAS, Kleine Forscher, GENAU etc.

• DK: Science municipalities, Jetnet-DK

• ES:Fundación Española para la Ciencia y la Tecnología (FECYT

• ESTONIA: various foundation initiatives

• FI: LUMA programme + LUMA national + regional Centres

• FR: Sciences à l’école, PRESTE + Fondation Lamap (EIST, ASTEP, MPLS) + Fondation C’Génial

• IRL:Discover Science and Engineering (DSE) programme

• IT: ENEAScuola + SID, Scientiam Inquerendo Discere; 10 pilot centres (Anisn)

• LV: School network• MALTA: STEM• NL: Delta Plan SC & T: Bèta

Platform + Regional science centres and science hubs + school network

• NO: Science for the Future• SE: NTA + maths initiatives• UK: STEM programme; National +

Science learning Network

6 Recommendations of the DG R & I 2015 report

1. SC ED an essential component of a learning continuum for all, from pre-school to active engaged citizenship.2. SC ED should focus on competences with an emphasis on learning through science and shifting from STEM to STEAM by linking science with other subjects / disciplines.3. The quality of teaching, from induction through pre-service preparation and in-service professional development, should be enhanced to improve the depth and quality of learning outcomes.

6 recommendations of the 2015DG R & I report

4. Collaboration between formal, non-formal and informal educational providers, enterprise and civil society should be enhanced to ensure relevant and meaningful engagement of all societal actors with science and increase uptake of science studies and science-based careers to improve employability and competitiveness. 5. Greater attention should be given to promoting Responsible Research and Innovation (RRI) and enhancing public understanding of scientific findings and the capabilities to discuss their benefits and consequences. 6. Emphasis should be placed on connecting innovation and science education strategies, at local, regional, national, European and international levels, taking into account societal needs and global developments.

Contents of the 2015 report

• Importance of Science Education • Problems and challenges of SC ED• How to respond to the challenges: • 6 high-level objectives and recommendations• A framework for SC ED for Responsible Citizenship• The SC ED Research Programme

• Interesting practices

Challenges addressed by 2015 Report

Science education for responsible citizenship

• Lack of science teachers• Lack of quality of the science teachers• Focus on pre-service, induction and CPD for science teachers• More integrative and interdisciplinary approach: STEM and STEAM• More links between classroom and research: reflective teacher

• Lack of youngsters choosing STEM studies and/ or careers• Gender issues• Socially disadvantaged groups and “weaker” groups

• Need for more cooperation between various stakeholders and schools:• Cooperation with companies, researchers, civil society: e.g. FP 7 Ingenious

project, • The importance of enhancing the sustainability of key projects• Links between formal, informal and non formal science education

• Focus on RRI• Responsible Research and Innovation

Challenges addressed by 2015 ReportSC ED for responsible citizenship (ctd)• Need to strengthen the STEM education community• SCIENTIX• The STEM Alliance, European Schoolnet / SCIENTIX• The STEM Coalition (Bèta platform) etc.• The Utrecht STEM ThinkTank

• Need for more systemic strategies and policies in STEM education• Support to Ministries by Commission and European networks• Cooperation between policy makers• Strategic partners with systemic activities:• Science Learning Network (UK), Maisons pour la science (F), Regional

Bèta networks and hubs (Nl), Luma centres (FI), German initiatives i.a. SINUS / SINUS Transfer (DE), IMST project (AT), NO, Ireland, SID (IT)

6 recommendations: DG R & I ReportSC ED for Responsible Citizenship

• SC ED in a LLLearning continuum• From STEM to STEAM : A = ALL disciplines• Quality of teacher education: 3 I’s• Collaboration with ALL stakeholders• Research – Industry/Business – Civil society

• Promoting RRI & public understanding SC• Connect SC ED strategies & innovation at local, regional, national,

European and international level

6 recommendations are to be seen as building blocks for national or regional policies or strategies

Key characteristics of the interesting practices

Educational / pedagogical factorsCompetence focusActive learning approaches: IBSE – focus on

five EsInclusiveness CPD of teachers

Psychological factorInformative factorSocial factor / societal factorSystemic factor

1. SC ED essential component of a learning continuum from pre-school to

active citizenship

• SC ED compulsory throughout school education from kindergarten to adult life• SC ED in a LLL perspective• Scientifically-informed citizens• SC ED should enable and empower students of all

talents and of ages: • equity, girls, socially disadvantaged, gifted

• Links classroom and the world around• Enhance scientific inquiry IBSE• Systemic change

1. SC ED an essential component of a learning continuum from pre-school to

active citizenship

• Pre-school IBSE: • Science in the kindergarten: Cyprus

• Primary school• Wonderful world of watercress: UK

• Primary and lower secondary school:• Luka’s land of discovery: photonics: DE

• Upper secondary school• Quantum spin-off schools – High-Tech +

entrepreneurship: BE• Girls• Railsgirls, FI• Athena Swan, UK

2. SC ED focus on competences, emphasis on learning through SC and shifting from STEM to STEAM

A stands for “ALL” disciplines not only “Arts”

• Promote interdisciplinary / transdisciplinary learning: • Societal challenges are multidisciplinary • Successful learning depends on horizontal connectedness

• Acquire through SC ED key competences contributing to personal development, to social integration / active citizenship and to employability• Synergies science, entrepreneurial creativity and innovation.• Learn SC thanks to other disciplines; other disciplines thanks to ESC • Enhance IT competences through SC ED• Promote various SOFT skills

2. From STEM to STEAM

• INVESTIGARTE: Spain• Hackidemia: NASA (36 countries)• STEAM Academy : USA• ENISCUOLA CULTURA: Italy• DEMOLA centres, FI + international

3. Quality of teaching: Induction, PRE-service preparation and CPD

should be enhanced

• Improve teaching quality : teacher competences and (inter)disciplinary knowledge : teachers and pupils learn together

• Teacher recruitment problems: attract qualified, motivated SC teachers

• Quality CPD : co-creation, co-implementation, Co-evaluation• Collaborative networks of educators, teachers, students SC ED

researchers, Companies etc.• Close the research – practice gap• Evaluation: a shift towards Assessment for Learning• Embed RRI in teacher education and teaching: ethics• Undergraduate and post-graduate community-based research and

volunteering• European standards and guidelines for SCD EDSee also 2015 DG EAC report on Initial Teacher education+ CPD + Induction

3. Quality of teaching, induction, PRE-service preparation and CPD

Systemic examples:• National Science Learning Network, UK + schools• Maisons pour la science, FR• Luma science centres, FI• Bèta STEM networks & Hubs , NL + Schools• SID pilot centres, IT• TEMI: CPD coursesH.Ed. Students as buddies• ASTEP: H.Ed. Students assist primary school teachers, FR• INTIZE: H. Ed. Students assist school children, SE• MATTE Centrum: maths tutors, SE & DK

4. Collaboration formal, non-formal and informal educational providers, enterprise and civil society: SC Studies / careers

• Encourage “Open schooling”• Schools in cooperation with other stakeholders become agents of

community well-being• Families as real partners• Professionals from companies (also SMEs) etc. bring real-life

projects to classroom• Develop co-creative partnerships / networks• Broaden student awareness of SC studies / careers• Develop guidelines to integrate responsibility and

responsiveness into formal, informal and non-formal SC ED

4. Collaboration formal, non-formal and informal educational providers,

enterprise and civil society

• Jet-Net Youth and Technology Network , NL• Future in food programme, Scotland• STEM Ambassadors scheme, UK• LEKTOR2Scheme, DK• Science gallery, IE• SETAC, Science education as a tool for active

citizenship, IT (Cooperation school – science museums)

5. Promote Responsible Research and Innovation (RRI) and enhancing public

understanding of scientific findings

• Strengthen links scientists, researchers, SC educators and the media to facilitate understanding SC• Embed social, economic and ethical principles in SC ED to

enhance active citizenship and employability• Communicate, share and disseminate publicly-funded SC ED

research outcomes• Open and on-line access

• Share knowledge of and about SC Ed for responsible citizenship with colleagues around the world• Joint projects, enhanced mobility

• Involve citizens directly in SC Research and innovation projects

Promote RRI and enhancing public understanding of scientific findings

• Wissenschaft im Dialog , DE• ME & MY CITY project, FI• The European Union Contest for Young scientists• Famelab: science communication competition,

UK, 30 countries• Patient and community groups, UK• FP 7 project RRI TOOLS, 2013 - 2016

• a project to foster RRI for society, with society."

6. Connect innovation and SC ED strategies, at local, reg., nat., Eur. &

internat.• Strengthen links between RRI strategies at various levels

to overcome disparities across Europe• SC ED reform part of systemic efforts

• Collaborate and share knowledge of and about SC, SC ED and SC communication on global challenges with international partners• International collaboration or partnerships• Sharing expertise and practices with less fortunate countries

• An agreed set of international guidelines on SC ED, evidence-based, collaborative and inclusive• International benchmarks for quality & excellence

• A SMART, SUSTAINABLE and INCLUSIVE Europe in an INTERNATIONAL context• European and global citizenship : solidarity

Connect innovation and SC ED strategies, at local, reg., nat., Eur. & internat

• Ingenious FP 7 project:• School –industry strategies to promote STEM

• TEMI, FP 7 project• Fibonacci, FP 7 project (EU plus international)• Science Municipalities, DK• LASER (Leadership and Assistance for Science Education

Reform), Washington state, USA• Scientix : FP 7 portal

Scientix ambassadors, website, reports, good practices, nat. / Eur. conferences, etc.

Some recommendations to ministries, schools, heads and teachers

• Define STEM strategies with priorities for action in three I’s + schools (particular: key role Head )• Develop a STEM strategy for the school + Implementation plan • Involve and inform all stakeholders actively• Include evaluation of IMPACT up from the beginning:

• Make networks of STEM schools at local or regional level: • learning community / community of practice

• Build on existing good practices: e.g. TEMI• Contribute with STEM to:Declaration on promoting citizenship and the common Values of freedom, tolerance and non discrimination through Education, March 2015

Some References• Science education for responsible citizenship report, DG R & I, August 2015• Rocard report :Science education now: a renewed pedagogy for the future of

Europe, 2007• Lessons in excellent science education: 10 years of impact on teachers, pupils

and schools, York NSLC, October 2015• TALIS 2013 Results: An International Perspective on Teaching and Learning • EU report 2015: The teaching Profession in Europe: Practices, perceptions and

policies• (EU) Council conclusions of 20 May 2014 on effective teacher education• Science Education in Europe: National Policies, Practices and Research

http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/133EN.pdf

• Mathematics Education in Europe: Common Challenges and National Policies• http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/

132EN.pdf• Literature review Quality in Teachers’ continuing professional development:

EU report thematic WG, 2011• Evaluating Professional Development, Thomas R. Guskey, 2000

Thanks for your attention

Questions?

Essential features of IBS(M)E

• 1. Learners are Engaged by scientifically oriented questions.• 2. Learners give priority to Evidence, which allows them to develop and

evaluate explanations that address scientifically oriented questions.• 3. Learners formulate Explanations from evidence to address scientifically

oriented questions.• 4. Learners Evaluate their explanations in light of alternative explanations,

particularly those reflecting scientific understanding.• 5. Learners communicate and justify their proposed explanations.(NRC, 2000)

References• Artigue, M., Dillon, J., Harlen, W., Léna, P. (2012) Learning through Inquiry, Fibonacci FP 7 project• Levy, P., Lameras, P., McKinney, P. and Ford, N. 'Essential features' of inquiry-based science education: a critical review and

framework • National Research Council. (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning.

Washington D.C. : The National Research Council. • Ropohl, M., Rönnebeck, S., Bernholt, S., Köller O. (2013)Assess Inquiry in Science, Technology and Mathematics Education: A

definition of inquiry-based STM education and tools for measuring the degree of IBE

IBSE:  5E constructivist learning cycle: Engage, Explore, Explain, Extend (or Elaborate), and Evaluate.• ENGAGE: The purpose for the ENGAGE stage is to pique student interest and

get them personally involved in the lesson, while pre-assessing prior understanding

• EXPLORE: The purpose for the EXPLORE stage is to get students involved in the topic; providing them with a chance to build their own understanding; EXPERIMENT / EVIDENCE

• EXPLAIN: The purpose for the EXPLAIN stage is to provide students with an opportunity to communicate what they have learned so far and figure out what it means

• EXTEND: The purpose for the EXTEND stage is to allow students to use their new knowledge and continue to explore its implications

• EVALUATE: The purpose for the EVALUATION stage is for both students and teachers to determine how much learning and understanding has taken place