Download - Esof2012 ibse 14_jul2012
What is Inquiry Based Science Education?
Dr. Eilish McLoughlin, Prof. Tina Jarvis, Dr. Margaret Farren, Dr. Anders Jönsson, Dr. Kara McGann
1. Overview of Inquiry Based Science Education
2. Specific features from four FP7 projects –
• ESTABLISH - Eilish McLoughlin
• Fibonacci - Tina Jarvis
• Pathway - Margaret Farren
• SAILS - Anders Jonsson
3. Stakeholders viewpoint – IBEC - Kara McGann
4. Round table discussions to identify key questions/concerns.
5. Questions posed to panellists.
Symposium Overview
Europe needs scientists (1)
By 2020 there will be 20 million high-skilled and 30 million medium-skilled jobs using STEM in Europe.
EUN
Europe needs scientists (2)
The key point is equipping every citizen with the skills needed to live and work in the knowledge society by giving the opportunity to develop critical thinking and scientific reasoning that will enable them to make informed choices.
Science Education Now! The Rocard report for the European Commission,
2007
Skills supply and demand in Europe to 2020
... a considerable shift in labour demand towards skilled workers, implying that future jobs will become moreknowledge and skills intensive .
Technicians and associate professionals ….. have the highest potential for job creation in the next decade (around 4.5 million)
European Centre for the Development of Vocational Training, 2010
curriculum
assessmentpedagogy
The basic elements of science education
Inquiry-based science education: what does it mean?
1. A curriculum that includes scientific processes as well as content.
2. Pedagogy that takes a practical, hands-on approach
3. Assessment that encourages 1 and 2.
Dr. Eilish McLoughlin, Dublin City University
ESTABLISHEuropean Science and Technology in Action: Building Links with Industry, Schools and Home2010-2013 -Funded under the Seventh Framework Programme for Science in Society.
The objective of ESTABLISH is the
dissemination and use of an inquiry-based teaching method for science with
second level students (age 12-18 years) on a large
scale in Europe by creating authentic
learning environments, involving all stakeholders
to drive change in the classroom.
ESTABLISH CONSORTIUM
ESTABLISH Kick off Meeting, January 2010, DCU, Ireland
The ESTABLISH consortium is made up of science education researchers and teacher educators working with local teachers and students to develop and implement IBSE materials and workshops that are culturally adapted for each country.
Coordinators:Dr. Eilish McLoughlin, Dr. Odilla Finlayson, Dr. Sarah Brady, Dr. Deirdre McCabeCentre for the Advancement of Science and Mathematics Teaching andLearning (CASTeL), Dublin City University, Dublin 9, Ireland
Diagnosing problems
Critiquing experiments
Distinguishing alternatives
Planning investigations
researching conjectures
searching for information
debating with peers
forming coherent
arguments
Inquiry is…
Definition of Inquiry from: Linn, Davis and
Bell, 2004
What is Inquiry?
Science
Education
Researchers
Teacher Educators
Policy Makers
Parents
Scientific & Industrial
Communities
TEACHERS
STUDENTS
ESTABLISH Model for Inquiry
“creating authentic learning environments for science”
“bringing together … stakeholders..”
Innovation in science classroom practice - achieved through the development and provision of:
ESTABLISH FOCUS
Appropriate teaching and learning IBSE units (informed by scientific and industrial communities)
Appropriate supports for both in-service and pre-service teachers
Prof. Tina Jarvis, University of Leicester
The Fibonacci consortium includes an initial 25 members from 21 countries. Coordinated by the Ecole Normale Supérieure (France) with Bayreuth University (Germany). http://www.fibonacci-project.eu
Extend innovation in primary science and mathematics in primary & secondary schools by working with approximately 25 teachers (Leicester focused on mathematics and science within IBSE.)
‘Training’ for organisations in other EU countries: • Links to two ‘twinned’ centres – Dublin & Belfast • New TC3 – eg University of Almeria Spain. • Field visits – for educators and teachers• Conference ‘Bridging the gap between scientific education research and
practice’
International Cross-Cutting topic groups : on-line & hard copy materials • Scientific inquiry in maths• Scientific inquiry in natural sciences• Implementing and expanding a reference centre• Integrating inquiry across curricular• Using the external environment of the school
Integrating maths in IBSE – ‘big ideas’• Instruments and measuring• Averages and sample size• Active graphing• Looking for patterns• Classifying and exploring the significance
of shape• Area and Perimeter, • Volume and surface area • Ratio and Proportion
At all stages the aim has been to focus on both mathematics and science concepts and skills.
Dr. Margaret Farren, Dublin City University
Pathway is a project funded by the European Commission under FP7-Capacities to promote the effective widespread use of inquiry and problem based science teaching techniques (Inquiry Based Science Education - IBSE) in primary and secondary schools in Europe and beyond.
Specifics Aims:
- Identifying the best of existing classroom practice, often arising from previous EU initiatives.
- Disseminating those practices through innovative programs of teacher professional development (including competitions).
- Develop guidelines to help future IBSE practices develop and also be disseminated to teachers across Europe.
Inquiry Types for IBSE • Structured: Strongly teacher-directed. • Guided: More loosely scaffolded.
• Open: Strongly student-directed. • Coupled: A combination of two types of inquiry.
Work to date• Visionary workshops.• Good practice template for educational activities;
– schools based activities.– science centre and museum activities.– school-research centre activities.– CPD activities.
• Implementation of workshops in IBSE in countries around Europe.
• Practice Reflection workshops. • Competition.
Dr. Anders Jönsson, Malmö University
Project aim The aim of SAILS is to support teachers in adopting
an inquiry based science education (IBSE) approach at second level across Europe.
SAILS aims to prepare science teachers, not only to be able to teach science through inquiry, but also to be confident and competent in the assessment of their
students’ learning through inquiry.
WP 3 Pilot &
Evaluation
WP 2 Inquiry
Approaches to
Assessment
WP 1 Review & Mapping
WP 6 Dissemination
& Project
Promotion
WP 7 Project
Management
WP 4 Teacher Professional Development
in IBSE
WP 5 Development of a Community of
Practice
SAILS Work programme WP1: Critically map key skills and
competencies with those promoted through IBSE
WP2: Devise models for assessment instruments to “measure” specific
skills/competences in IBSE
Assessment strategiesComprehensive: Including the full range of skills in IBSE Not only paper-and-pencil tests
Performance: Assessment of hands-on scientific workNot only indirect psychometric testing of latent variables
Formative:Transparency, feedback, and student involvement integral parts of the assessment Not only summative, marks-oriented assessment (and definitely not norm-referenced)
Dr. Kara McGann, Irish Business and employers confederation (IBEC)
IBEC Budget Submission – November 2010
• IBEC believes that radical reform of ……..teaching methods and curriculum content could have a profound impact on education outcomes including the development of critical thinking and moving away from the dominance of rote learning..… Therefore it should be regarded as a priority area for policy attention and investment.
Change in employment (%) 2008-2015
FAS/ESRI Manpower Forecasting Studies, Feb 2010
So why is inquiry based science education of importance to industry?
• Demand for it to be a core subject• This does not mean devaluing arts
and social sciences• Science is related to personal and societal
issues• Essential for global citizens of the 21st century• Talent pool inadequate
STEM Graduates
Decline of interest in science throughout*
1990-2010 LC Physics decline from 20% to 12%
Biology only science in the top 10 in 2010, chemistry 13th, physics 15th
Under 17% of LC students sat at least 2 core subjects in 2010
Skills challenges and talent pool shortages
Higher value-addHigh-tech
manufacturingHealthcare
Green agenda
BiologistsMicrobiologists
ChemistsR&D project
managers
Expert Group Future Skills Needs 2012
IBEC Education & Skills Survey 2010
Inquiry based education
• System is being called on to innovate• Inquiry based education – key to success• Develops core skills of investigation &
problem solving• Positive impacts on student content, learning &
retention – conceptual learning• Link between enjoyment of learning science & science
achievement• Business – education interaction essential
ESTABLISH - www.establish-fp7.eu/
Fibonacci - http://www.fibonacci-project.eu/
Pathway - http://www.pathway-project.eu/
SAILS - http://sails-project.eu/
IBEC - http://www.ibec.ie/
Thank you for your attention
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