Guillermo Fernández de la Garza Member of the Board of Innovation in Science Education

1. Strengthening the Pedagogical Practice of Elementary Teachers through Inquiry Based Science Education Guillermo Fernández de la Garza Member of the Board of Innovation in Science Education President & CEO of the U.S. – Mexico Foundation for Science

2. Context • Mexico has more than 25 million students in elementary education. • The level of proficiency of Mexican students in PISA ,in Math, Sience and Reading has been poor since our country became part of the study.

3. Innovation in Science Education(INNOVEC) • INNOVEC was created in 2002 to contribute to enhance the learning science capabilities in elementary students from kindergarten to secondary schools (k-9). • Is a non profit organization integrated by distinguished members from academia, bussiness and education.

4. Innovation in Science Education(INNOVEC) • INNOVEC established a long term alliance with the Mexican Secretary of Public Education and the National Science Resources Center in the U.S. to use in Mexico the Science and Technology for Children (STC) curriculum. • Since then INNOVEC adopted a systemic model to promote Inquiry-Based Science Education, giving special attention to enhance the pedagogical capabilities of teachers.

5. A Systemic approach means… • A research based curriculum • Few topics, well structured units and lessons, clear objectives ( content, skills, attitudes) based on progression to develop the fundationalideas of science and technology. • Materials support • Materials and opportunities to manipulate and perform the experiments. Teacher ready in the classroom. • Professional Development • First hand training for teachers, with experts coming from science, education and bussines fields. • At least 18 hours of training at the beginning of the school year. • Mentoring and pedagogical advice during the implementation phase. • In depth continuous education • Adequate Assessment • School system support • Community support

6. After ten years of INNOVEC • 30 thousand trained teachers • More than 1 million students beneffited Students beneffited in the scholar year 2011-2012

7. IBSE &Professional Development of Teachers • The IBSE Program in México is working yearly with: 8,000 Teachers, 120 Pedagogical Advisors • IBSE´s Professional Development of Teachers has been done with the support of the State Ministries of Education, specialized institutions and other IBSE Programs from abroad. • Advanced PDoT has focused in giving teachers a deeper understanding of inquiry and the tools to use it in classroom, in the scientific content, in formative assessment and in the use of science notebooks.

8. Pedagogicaladviceiscritical… • Our research shows that our classrooms teachers do much better with the support of a pedagogical advisor who helps them to improve their pedagogical practices in science lessons, as part of its Professional Development. • Additionaltotheir formal training, thefollow up withpedagogicaladvice, LessonStudieswithotherteachers, tailoredmadecomplementary training in content and pedagogy, are veryimportant. • INNOVEC operates a diferentiated PD fornovice, competent and expertteachers. • Mentorshelpustoidentifythelevel of proficiencyforteachingthroughinquiry.

9. International Conferences Since 2001 INNOVEC and FUMEC have organized Six International Conferences on Science Education. This effort has been developed jointly with the National Ministry of Education Public, the Nuevo Leon State Government and the Mexican Academy of Sciences. The Conferences have been a key element to consolidate different programs and initiatives, not only in Mexico but also in other Latin American Countries such as Chile, Panamá and Costa Rica. • The Conference’s subject has been on: • 2001. Educational Research to support IBSE. • 2003. Social and Economic impact of IBSE worldwide. • 2005. Professional Development for Teachers. • 2007. Science and Well-being from Amazement to Citizenship • 2009. Quality Growth of Inquiry-Based Science Education Programs • 2011. Innovate and transform the world through Science Education

10. International Collaboration… • In order to implement PD strategies with a global perspective as well as to learn and adapt the lessons learned in other countries and regions INNOVEC has collaborated with similar projects in other regions of the world.

11. Cooperationwith NSRC INNOVEC and The US – MexicoFoundationforSciencehave a strongcollaborationwiththeNationalScienceResources Center (NSRC). Mr. Leopoldo Rodríguez from INNOVEC ismember of the NSRC AdvisoryBoard. With NSRC support and theChileanProgram, in February, 2006 INNOVEC startedtheMexican “LASER Institutes” wherethereisanimportantinvolvement of the local authorities, bussiness and scientificcommunitytosupportMexican IBSE programs. Itiskeytocreate a commonvision and a strategic plan toincorporate a systemicmodel in thestateprograms.

12. Cooperationwith La mainà la pâteProgram. France La main à la pâteProgram in France and INNOVEC collaborated to produce the international edition of the DVD “Learning science and technology at primary school”. This DVD was developed by the National Education Ministry and the French Academy of Sciences as a tool for the professional development of teachers. INNOVEC also collaborated with La main à la pâte program to make the spanish edition of the book: “29 notions to savourer et faire savourer la science”. “ 29 notions to enjoy and making enjoy science”

13. IAP: Principles and Big Ideas aboutScienceEducation • In October 2009, a small group of UK and international science educators, from Chile, Mexico, Canada, USA, China and France, met to discuss how a set of big ideas in science education might be identified and how they should be expressed and communicated. • The members of the group all have extensive experience in defining science curricula in their countries; several are distinguished scientists or engineers and members of their country’s academy of sciences.

14. Impact of Big Ideas onteaching and learning In relation to pedagogy, it is fair to ask: what difference would it make to be working ‘with big ideas in mind’? Consciously building understanding into big ideas so that students arrive at a picture of the world in which parts are connected with each other. In other words, it means both teachers and students realizing that ‘Just as a house is not a pile of bricks, so science is not a pile of disconnected facts’ (p.47)

15. ASSESMENT • In Mexico it has not been posible to implement a comprehensive assessment to know the impact and results of the IBSE program • Through many limited studies it is clear that there is significant evidence about the results in students and teachers. • There is a plan to set up a continuous assesment program based on the experiences of other programs with a similar vision and estructure.

16. The ASSET Project in Pittsburgh

17. Student performance and teacher PD in ASSET

18. Washington State LASER2009 – 2010 EvaluationReport • The Leadership and Assistance for Science Education Reform (LASER) initiative, launched by the National Science Resources Center in 1998, has the overarching goal of promoting a sustainable, inquiry-based model for kindergarten through Grade 12 science education reform. The use of hands-on science instructional modules (kits) and inquiry-based pedagogy are hallmarks of the LASER approach. • Other key elements of LASER are ongoing professional development, effective program and student assessment, curriculum materials supplied to teachers in ready-to-use condition, and the development of strong administrative and community support.

19. Washington State LASER2009 – 2010 EvaluationReport • Finding 2—The following characteristics were more likely to be observed among students by principals in science classes in high ranking schools: • Clarity of Purpose—Students clearly understood why they were performing eachactivity. • Intellectual Engagement—Students were intellectually engaged with the sciencecontent. • Science Discourse—Students had opportunities to make claims, use evidence to support their claims, or critique others’ claims. • Closure—Students had an opportunity to make sense out of how the lesson related to science concepts, and it was clear that most drew the appropriate conclusions. • Metacognition—Students had an opportunity to reflect on their thinking and most could identify ways in which their thinking about the science concepts had changed.

20. Thank you ¡¡¡ www.innovec.org.mx gfernandez@fumec.org