inspiring science education etwinning webinar
TRANSCRIPT
Inspiring Science Education
Sofoklis A. Sotiriou
Ellinogermaniki Agogi, Greece
European Physical Society
Overview of the presentation
• The Book of the Nature has not finished yet…
• Science in School
• The role of teachers
• Inspiring Science Education brings real scientific work in the school classroom
I think the classroom can help. It is up to schools, and to allinitiatives that can educate, including reliable Internet sites, toensure that young people gradually acquire the correctunderstanding of scientific procedure. A most difficult task,because even knowledge transmitted by schools is often depositedin the memory like a sequence of miraculous episodes: MadameCurie who come home one evening and discovers radioactivitythanks to a mark on a sheet of paper, ......Galileo who sees a lampswaying and suddenly discovers everything, even that the worldrotates…
It is the duty of a man of learning not only to doscrupulous research but also to present his knowledgeeffectively. Scientists sometimes still feel it’s not dignified totake an interest in popularization, although masters in the fieldinclude Einstein and Heisenberg.
But if we are to teach a nonmagical view of science, we cannotexpect it to come from the mass media. The scientificcommunity itself must construct it bit by bit in the collectiveawareness, starting with the young.
The book of Nature has not finished yet
Voyager Goes InterstellarVoyager 1 has entered interstellar space. The NASA spacecraft, which rose from Earth on a September morning 37 years ago, has traveled farther than anyone, or anything, in history
SuperNova 1987A
http://www.nobelprize.org/nobel_prizes/physics/laureates/2011/
Science in School
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As students become absorbed with technology-based games, educators grapple with how best to use technology. Immersive simulations represent one way in which new media can enhance traditional learning experiences.
Redefining Science EducationThere is a major mismatch between opportunity and action in most education systems today. It revolves around what is meant by "science education," a term that is incorrectly defined in current usage. Rather than learning how to think scientifically, students are generally being told about science and asked to remember facts. This disturbing situation must be corrected if science education is to have any hope of taking its proper place as an essential part of the education of students everywhere.
Bruce Alberts, Science, January 2009
http://www.sciencemag.org/cgi/content/full/323/5913/43
• In modern e-Classrooms, students and scientists will be able to access Web portals for scientific compute and data infrastructures, accessing large collections of data and digital objects using metadata, knowledge management techniques, and specific data services. Students and teachers will apply existing scalable Web and grid technologies to access and share scientific data, using educational and computing resources to run scientific application simulations. Such an approach will allow the creation of interactive and multimedia enriched learning modules that interactively support the exploration of scientific phenomena. Advanced repository and collaboration services will allow students to remotely and securely up- and download science and engineering learning objects. The larger science community will add new learning modules and computer simulation-based learning objects as they come available. An open and Web-based community will capitalize on the ‘collective intelligence’ of students, educators, and scientists, using Web 2.0 communication and collaboration tools.
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Online Observations and Visits to ObservatoriesMasterClasses and Virtual Visits to CERN
Organise a MasterClass in your School
• Indicative Programme- Lecture on HEP or on Astronomy- Real Time connection with ATLAS Control Room or with Faulkes
Telescopes- Workshop (using HYPATIA for data analysis from ATLAS or using
SalsaJ for data analysis from the Telescopes)- Discussion- Presentation of Results
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The role of teachers
Teachers are key players in the renewal of scienceeducation. Among other methods, being art of a network allows them to improve the quality of their teaching and supports their motivation.
Networks can be used as an effective component ofteachers’ professional development, are complementary to more traditional forms of in-service teacher training and stimulate morale and motivation.
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PD programmes
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special emphasis on building a network of the teachers that would form a community of
practice.
• A purpose to believe in: “I will change if I believe I should” The first, and most important, condition for change is identifying a purpose to believe in. In our case, we must persuade teachers of the importance of scientific literature in terms of social value, importance to their students and personal achievement through learning and teaching these important subjects. We must carefully craft a “change story” underlining the benefits that the project can offer to all the involved actors. Furthermore, we must cultivate a sense of community, making the teacher feel part of a cohesive multi-national team. This sense of belonging will prove very important for motivating teachers and asking them to take then next, possibly “painful” steps, of learning new skills.
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• Reinforcement systems: “I will change if I have something to win”. From a pure behaviouristic point of view, changing is only possible if formal and informal conditioning mechanisms are in place. These mechanisms can reinforce the new behaviour, penalize the old one or, preferably do both. In our case, we can use informal reinforcement patterns in order to make teachers commit more to our project. A short list of such methods could include competitions, challenges, promoting the best teacher created project or lesson plan, offering e.g. the participation to a summer school as rewards.
special emphasis on building a network of the teachers that would form a community of
practice.
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• The skills required for change: “I will change if I have the right skills”. A change is only possible if all the involved actors have the right set of skills. In the case of our project, we should make sure that our training program is designed in such a way that teachers acquire all the skills they will need, both technical and pedagogical.
special emphasis on building a network of the teachers that would form a community of
practice.
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• Consistent role models: “I will change if other people change”. A number of “change leaders” will need to be established, acting as role models for the community of teachers. These very active and competent teachers will be a proof of concept for their colleagues that the change is indeed feasible, acceptable and beneficial for them. To achieve that we will have to identify the high flyers among the participating teachers and pay special attention into motivating them, supporting and encouraging them.
special emphasis on building a network of the teachers that would form a community of
practice.
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Collaborative Learning and community development
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Necessity for a federation of digital resources
Organized according to the science curriculum
24 categories with overall 424 terms for several science subjects (mechanics, astronomy, E/M, waves,…)
User Generated Content…
…developed according commonly used educational approaches…
…Organized in meaningful activities…
…Tested in Real Environments
Access to Real Data…
…advanced infrastructures…
…and high quality content
Learning Activities Authoring Tools
Design Lessons/Scenarios by using existing resources and tools (such as online labs, AR/VR tools) and store them on the cloud
Deliver Lessons/Scenarios to students. Collect Educational Data for student assessment based
on PISA Framework
Authoring – Access – Deliver - Assess
PISA 2012: Problem-solving
<DATE>
• Relationship between questions and student performance:
(OECD 2014, p. 49)
Images of plausible futuresThese case studies are images ofplausible futures that depict howapplying innovative methods and toolsmight reshape teaching, learning, andthe organization of educationalinstitutions. The objective ofthese case studies is not to detailblueprints of an unalterablefuture but instead to show the range ofpossibilities enabled by emerginginteractive media and theconsequences – desirable andundesirable – that may follow fromtheir application in primary andsecondary education settings.
Join us in Inspiring Science to co-develop the Science Classroom of the Future
Inspiring Science Education Summer Academy
(ise.ea.gr)For teachers, Inspiring Science Education Summer
Academy offers pedagogical “plug, share, and play” through a web-based authoring interface and a community framework
to disseminate best practices and find mutual support. A modular approach and inquiry classroom scenarios promote
a seamless incorporation of eLearning tools into the classroom.
Inspiring Science Education Summer Academy 2015
• 30 European Science Teachers • 20 US Science Teachers (supported by NSF)
July 12-17, 2015, Marathon, Attica, Greece
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