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Science Teaching in Schools in Europe. Policies and Research

Science Teaching in Schools in Europe. Policies and Research. Nathalie Baïdak EURYDICE The Information Network on Education in Europe http://eacea.ec.europa.eu/portal/page/portal/Eurydice. Three parts : Short presentation of Eurydice European political context in education

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Science Teaching in Schools in Europe. Policies and Research

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  1. Science Teaching in Schools in Europe. Policies and Research Nathalie Baïdak EURYDICE The Information Network on Education in Europe http://eacea.ec.europa.eu/portal/page/portal/Eurydice

  2. Three parts: • Short presentation of Eurydice • European political context in education • Study on Science Teaching in Schools in Europe

  3. Eurydice The Information Network on Education in Europe 1 European Unit 35 national Units Providing, Checking information Collecting, Analysing information

  4. Eurydice produces: • Indicators(Key Data on Teaching Languages at School in Europe) • Comparative analysis(Science Teaching in Schools in Europe) • National information regularly updated • Glossaries(Glossary on examination, qualifications and titles) Information available on :http://eacea.ec.europa.eu/portal/page/portal/Eurydice

  5. We collect official, administrative data (issued by central educational authorities) We use: Statistical data (Eurostat) International database (PISA, PIRLS) Research literature review Normative framework for education/ education policies

  6. Type of information/data used in the study: Literature review of the main findings of research Regulations issued by education authorities + Complementary approaches

  7. European political context of science education Why does science education matter so much? • We need high level scientists to develop strong high tech industries • Science literacy necessary to understand issues of our modern societies and be active as citizens

  8. European Council (Lisbon, 2000) Turn Europe into the most competitive knowledge-based economy in the world Need to promote education and training Science identified as one of the key competences

  9. Literacy in science: one of the 16 core indicators for monitoring progress towards the Lisbon objectives Benchmark for 2010: increase of at least 15% in the number of tertiary graduates in MST, with a decrease in the gender imbalance The Education and Training 2010 Work Programme

  10. Initiatives financed by the Commission: • Studies • Conferences • Working groups (exchanges of good practice) • 7th Framework Programme Information available on http://ec.europa.eu/education/

  11. Eurydice study on science teaching Main objectives: • Establishing how science teachers are expected to teach (regulations) • Appraisal of the research-based evidence now available on the most effective approaches to teach science (literature review) Gender difference, contribution of ICT, pupil’s ‘common sense’ understanding

  12. What can influence the way science is taught? Teacher education Pupils’ curriculum Standardized pupil assessment

  13. Scope of the study: • Primary (ISCED 1) and lower secondary levels (ISCED 2) • 2004/05 • Situation in public-sector education • Science?

  14. Organisation of science teaching according to the prescribed or recommended curriculum (ISCED 1 and 2), 2004/05 ISCED 1 ISCED 2 As an integrated subject In separate subjects Data not available: LI: ISCED 1 and 2

  15. Initial teacher education of science teachers • Different types of teachers (generalists/specialists) • Two main programmes (concurrent model/consecutive model) • Regulations • Czech Republic, Greece, Ireland and the Netherlands

  16. Skills and knowledge needed by science teachers: • Skills and knowledge needed to be teachers (theories of child development, creating and managing learning situations, etc) • Skills and knowledge specific for science teaching (knowledge of school science curricula, knowledge of children‘s common sense understanding of scientific phenomena, etc) • Scientific knowledge and skills (history and epistemology of science or scientific experimentation/investigation, etc)

  17. Knowledge and competences to be a teacher: • Theories of child development • Creation and management of learning situations • Working with diverse pupil groups • Collaborative approaches to teaching

  18. Regulations in initial teacher education for general teaching knowledge and skills (ISCED 1 and 2), 2004/05 Sensitivity towards/Taking account of gender variation ISCED 1 ISCED 2 Top-level regulations or recommendations Initial teacher education abroad: BE de: ISCED 2; LI: ISCED 1 and 2 No top-level regulations or recommendations

  19. Skills and knowledge specific for science teaching: • Knowledge of different teaching approaches and their history • Knowledge of school science curricula and their objectives • Scope for experimental/investigative activities • Knowledge of children’s ‘common sense’ understanding of scientific phenomena • Taking account of children’s ‘common sense’ understanding of scientific phenomena • Ability to keep up to date with recent scientific developments

  20. Regulations in initial teacher education, ISCED 1 and 2, 2004/05 Taking account of children’s ‘common sense’ understanding of scientific concepts and phenomena Top-level regulations orrecommendations No top-level regulations orrecommendations Initial teacher education abroad: BE de: ISCED 2; LI: ISCED 1 and 2

  21. Scientific knowledge and skills: • Scientific concepts and theories • Scientific experimentation/investigation • History and epistemology of science

  22. Qualifications and professional experience of those responsible for the professional component of initial teacher education for future science teacher • Scientific dimension: often object of regulations • Teaching dimension: less often object of regulations

  23. Minimum level of science qualifications required of teacher trainers responsiblefor the initial professional training of science teachers (ISCED 1 and 2), 2004/05 ISCED 2 ISCED 1 Bachelor Doctorate Initial teacher education abroad: BE de: ISCED 2; LI: ISCED 1 and 2 Master No regulations or recommendations

  24. Teaching qualifications required of those responsiblefor the initial professional training of science teachers (ISCED 1 and 2), 2004/05 Compulsory Recommended No regulations or recommendations Initial teacher education abroad: BE de: ISCED 2; LI: ISCED 1 and 2

  25. Teaching experience required of trainers responsible for the initial professional training of science teachers (ISCED 1 and 2), 2004/05 Compulsory Recommended No top-level regulations orrecommendations Initial teacher education abroad: BE de: ISCED 2; LI: ISCED 1 and 2

  26. Science curricula Different organisations: Areas of knowledge Specific activities to be carried out Objectives to be achieved Useful in revealing teaching approaches

  27. Two aspects of science teaching: Experimental and practical work: Activities demanding complex cognitive skills present in the curricula Use of ICT in science teaching:

  28. Practical work in the prescribed orrecommended curriculum (ISCED 1 and 2), 2004/05 Proposing experimental protocols in response to defined objectives Included at both levels Included at ISCED 2 level ONLY Not at all included Data not available: LI: ISCED 1 and 2

  29. Practical work in the prescribed orrecommended curriculum (ISCED 1 and 2), 2004/05 Verifying a scientific law through experiment Included at both levels Included at ISCED 2 level ONLY Not at all included Data not available: LI: ISCED 1 and 2

  30. Two aspects of science teaching: Experimental and practical work: Activities demanding complex cognitive skills present in the curricula Use of ICT in science teaching: Researching the internet for data / simulation

  31. Use of ICT in the prescribed or recommended curriculum (ISCED 1 and 2), 2004/05 Researching the Internet for data Included at both levels Included at ISCED 2 level ONLY Not at all included Data not available: LI: ISCED 1 and 2

  32. Use of ICT in the prescribed or recommended curriculum (ISCED 1 and 2), 2004/05 Simulation Included at both levels Included at ISCED 2 level ONLY Not at all included Included at ISCED 1 level ONLY Data not available: LI: ISCED 1 and 2

  33. Standardised national science examinations/tests (ISCED 1 and 2), 2004/05 Standardised examinations/ tests at both levels Standardised examinations/tests at ISCED 2 ONLY No standardised examinations/tests Data not available: LI: ISCED 1 and 2 Standardised Pupil Assessment

  34. Types of skills and knowledge assessed: • Knowledge (knowledge of experimental/investigative techniques, etc) • Practical skills(ability to select appropriate apparatus and equipment, etc) • Data handling skills(ability to summarise and present results and data, etc) • Scientific thinking(ability to resolve problems formulated in theoretical terms, etc)

  35. Skills and knowledge assessed At lower secondary level: most of them assessed At primary level: • Most aspects related to knowledge, practical skills and data handling skills assessed • Some differences between subskills

  36. Type of skills assessedby standardised national science examinations/tests (ISCED 1), 2004/05 KNOWLEDGE Countries concerned… Knowledge of scientific concepts/ theories Knowledge of and ability to apply basic mathematical skills Estonia Latvia Lithuania The Netherlands Poland UK (ENG/WLS) UK (NIR) Data not available: LI

  37. Type of skills assessedby standardised national science examinations/tests (ISCED 1), 2004/05 SCIENTIFIC THINKING Countries concerned… Ability to frame a problem in scientific terms Ability to resolve problems formulated in theoretical terms Estonia Latvia Lithuania The Netherlands Poland UK (ENG/WLS) UK (NIR) Data not available: LI

  38. Skills and knowledge assessed At lower secondary level: most of them assessed At primary level: • Most aspects related to knowledge, practical skills and data handling skills assessed • Complex and comprehensive skills less often assessed Consistent with the activities and learning outcomes expressed in the curriculum

  39. Conclusions: • Science: politically very important topic • Teaching qualifications/experience of teacher trainers: a little less regulated • Some coherence (practical work) • Gender difference: could be taken more into account • ICT: could be more specifically used • Differences between primary and lower secondary levels

  40. Muchas Gracias – Thank you http://eacea.ec.europa.eu/portal/page/portal/Eurydice

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