Brussels, 19-06-2015

Quantum Spin-Offworking with teachers

Adina Nistor8th Science Projects’ Workshop in the Future Classroom Lab,

16-18 October 2015Quantum Spin-Off project is funded by the European Commission. This communication reflects the views of the author, and the Commission cannot be held responsible for any use which may be made of the information contained herein.

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EU LLP-Comenius projectLLP = LIFE LONGLEARNING PROGRAMME

Started: 1-12-2013Finishes: 30-11-2015

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Connecting schools with high-tech researchand entrepreneurship

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Target: final 2 years of secondary school

general - technical

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Why ?

High-tech research and entrepreneurship strongly present in Europe

For teachers:Provide tools and a pedagogy to connect pupils with the ‘lives of real-life’ researchers and for

teaching these modern fields

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How?Try-out of 1 school year (in each of the 4 countries)• Every class coupled to a researcher • Scientific paper• Quantum physics in the classrooms and experiments• Visit a research lab and a (spinoff) company • Students think socially useful and responsible application

or service (‘start’ spinoff)

• Basics of entrepreneurship (business model canvas)

• Contest: Quantum Spin-Off Prize (National SpinOff day & EU final)

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FOR teachers & their students:

1. Learning material 2. Teachers guidelines3. Contact during the Try-out4. Two National teacher trainings in each of the 4

countries 5. Two Summer schools

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Teacher trainings in 2014-2015

2 National teacher trainings:1 per country(20-30 participants per country)

2 Summer schools:(9 and 7 participants respectively from BE, EE, GR,CH)

Several participating teachers took part in the try-out 2014-2015

- Teachers: five times during the project duration (trainings, try-out and website)

- Researchers: once during the project duration

Feedback collection

Data collected through:• A set of Questionnaires allowing systematic analysis and

comparison of the outcomes of the activities at each step of the project:

• Pre-questionnaire – few days before the activities/during the first 10’ of each activity

• Post-questionnaire – during the last 10’ of each activity

• Teachers’ stories (open-ended questions)

How?

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Data collectedQuantitative data:• Demographic data (country, subjects taught, students age,

teaching experience)• Event analysis (teachers’ knowledge, content of the training,

event in generalQualitative data:• Recommendations • Teachers’ stories

Evaluation results

Quantum physics

Connection between nanoscience and entrepreneurship

Educational ways that show the connection between nanoscience and nanotechnology

e-learning and ICT materials that can be used in connection to nanoscience and nanotechnology

0% 20% 40% 60% 80% 100%

Teachers' knowledge before

Low High %

Know

ledg

e

Quantum physics

Connection between nanoscience and entrepreneurship

Educational ways that show the connection between nanoscience and nanotechnology

e-learning and ICT materials that can be used in connection to nanoscience and nanotechnology

0% 20% 40% 60% 80% 100%

Teachers' knowledge after

Low High %

Know

ledg

e

Evaluation results

02468

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Teaching materials - teachers'evaluation

clear comprehensive has examples effectivegood usability language ready to use

Num

ber o

f ans

wer

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Teachers’ feedback

Teachers are involved in the improvement of:- Learning Stations- Teacher Guidelines- Teacher trainings- Try-out & related events- Website

Evaluation resultsEE•1 teacher (Physics) with support from a Economics teacher – business model evaluation•Students reacted to the participation call – created the group• Students worked independently and tried out experiments in groups + seminar discussions (focused on essential in the phenomena of the micro and quantum world).+ new ideas from additional materials red by students•Ready to use: No adaptation of Learning mat needed but guidance and explanations; some topics too high level/difficult for 10th grade students therefore not very clear and coincise; Learning mat presented in small coincise portions with concrete actvities: learning process - scientific inquiry•Time constrains: to deepen into nano field; not all materials used•Students feedback/outcome: Students enjoyed the novelty and charm of the process; they learnt that in the world of tiny particles, things are different than in the world that we see around us; however, some phenomena not very logical, had to be explained via a model

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Thank you!

www.quantumspinoff.euQuantum Spin-Off project is funded by the European Commission. This communication reflects the views of the author, and the Commission cannot be held responsible for any use which may be made of the information contained herein.