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What is S-TEAM?

From informing to (reforming) learning: new strategies for European research and dissemination of good methods in Science Education. Geir Karlsen, Doris Jorde,Peter Gray ESERA 2009 Istanbul. What is S-TEAM?. 100 people/25 institutions/15 countries Involved in science teacher education

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What is S-TEAM?

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  1. From informing to (reforming) learning: new strategies for European research and dissemination of good methods in Science Education.Geir Karlsen, Doris Jorde,Peter Gray ESERA 2009 Istanbul

  2. What is S-TEAM? • 100 people/25 institutions/15 countries • Involved in science teacher education • Potential reach: 480,000 science teachers • Providing a tool kit for science teacher education, using inquiry based methods

  3. NORWAY DK GERMANY SWEDEN SCOTLAND FINLAND ENGLAND ESTONIA FRANCE LITHUANIA SPAIN CZECH TURKEY CYPRUS ISRAEL

  4. EU policy • Encouraging inquiry... • Increasing scientific literacy • More scientists (STEM) • An indirect intervention?

  5. S-TEAM Aims • Improve scientific literacy and.. • Increase popularity of MST careers • Through.... • Better student engagement • Through... • Better teaching

  6. From informing to learning: the S-TEAM approach Dissemination of Inquiry-based Science Teaching/Education (IBST/E) should be based on the same learning principles as IBST/E itself Inquiry needs to be an open concept Diversity as an opportunity, not a constraint Gray, Jorde & Karlsen: ESERA 2009 Istanbul

  7. The Number is three… • Three key-words: Partnership, Life-Long-Learning, Repertoire of Actions • Three levels: Policy, teacher professional development, action (e.g.student work) • Three phases: Gathering, production, dissemination <Presentation title>. <Presenter>. <Date>

  8. How do teachers learn and develop? Development in subjects is dependent on school-development Teachers are the crucial element in school-development To get teachers to learn takes more than information-campaigns Teachers have to be part of the learning environment There are distinct phases in teachers’ careers Gray, Jorde & Karlsen: ESERA 2009 Istanbul

  9. Work Packages • Management • Policy overview of the interaction between science and teacher education in Europe • Powerful learning environments: disseminating the successful SINUS programme • Teacher collaboration in changing science education. • Innovative methods in initial teacher education for science teaching. • Professional development for science teaching

  10. Work Packages, ctd. • Argumentation in science teaching; structures underpinning talk about science in the classroom • Scientific Literacies: engaging with the discourses of science • Indicators - measuring our results • Media and dissemination: making sure our results are widely known

  11. Delivery • Diversity: Wide range of support materials for teacher education in science • Comprehensive overview of policy regarding IBST and other science teaching innovations in national contexts • Amplification: enabling teachers’ voices to reach European policy arenas

  12. The Pedagogical field and European Science Education • The pedagogy of science education in any national context is determined by • Curriculum design • Assessment frameworks • Teacher knowledge base • Teacher education • Research influence and dissemination • Resources • Prevailing social policies and attitudes

  13. Indicators • Formative tools for teacher learning • Promoting the collective element of teacher learning • Keeping project on track • Need to be targeted - some things cannot be measured

  14. Dimensions • Active learning • Content focus • Coherence • Collective participation

  15. For discussion • What can be measured? • Political impact of measurement • Challenges of working within FP7 • Support vs research - avoiding the r-word • Learning flow - both directions

  16. Thank you for listening! http://www.ntnu.no/s-team Geir.karlsen@ntnu.no Doris.jorde@uio.no graypb@gmail.com

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