AMSTEL Institute University of Amsterdam

1. Preliminary effects of a large in-service scheme on school program and classroom practice in elementary science and technology education in the Netherlands Thomas van Eijck and Ed van den Berg AMSTEL InstituteUniversity of Amsterdam Making weather instruments • OBJECTIVES • Nationwide implementation of Science and Technology education in Dutch elementary schools • AMSTERDAM ACTIVITIES INCLUDE • In-service (20 hours) and mentoring visits for 150 teachers (next year 200) • Single participants and school-based participants • School network development • EVALUATION QUESTIONS • Which changes occur at the level of schools and classrooms? • Which characteristics of inquiry are visible or not visible in the classroom at the end of the training? • Which aspects of inquiry are difficult to implement, solutions? • Are there differences in answers to questions 1 – 3 depending on the in-service arrangement (single participants versus school-based participation)? • DATA COLLECTION • Intake questionnaire • Interviews with school principals/coordinators • School and classroom visits with observation forms (N=19) • Case study on coaching with two teachers (Q3) • RESULTS • Participant schools more time for technology and for hands-on, no difference in time for science • 67% of lesson time is hands-on • High motivation and interest of children Testing constructions • RESULTS CONTINUED • BUT • Much hands-on, insufficient minds-on • Limited attention for concepts, research questions and methodology/conclusions • So far no difference between individual vs school-based • Limited perception of S&T objectives by schools/teachers • Few schools have S&T curriculum policy • No systematic dissemination of training results in schools of participants • Saturation of schools with educational projects/issues • FUTURE • Create a school level system for S&T education • Mentoring and “communities” Lesson on mirrors