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Designing the Science Laboratory for the School

Explore the complex evaluation strategies of the EUDOXOS project across different educational contexts in Europe, focusing on innovative methodologies and key elements shaping the teaching-learning processes.

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Designing the Science Laboratory for the School

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  1. Designing the Science Laboratory for the School of Tomorrow: Advanced Technologies in Education KEFALONIA (GREECE). 6 July 2004 EVALUATING COMPLEXITY: EUDOXOS PROJECT. METHODS AND RESULTS Laboratory for the Analysis of the Educational Change (L.A.C.E.) Faculty of Education University of Cadiz, Spain

  2. THE ROOTS OF COMPLEXITYIN THE EVALUATION OF EUDOXOS • It is a project, that put an idea in action/practice • A project for the development of Understanding in Science Learning • A project that happens in different countries, languages and cultures

  3. To understand the teaching-learning processes that have happened in four different educational contexts involved in the implementation of the project THE OBJECTIVE OF THE EVALUATION

  4. The EUDOXOS´s Evaluation: no simple criteria • To use ‘qualitative’ strategies, complementary to traditional tools such as questionnaires. • To reflect (and make public) the life of the project • To involve the users (to give teachers and students the possibility to participate actively in the evaluation) • To be useful to immediate and future users.

  5. The EUDOXOS´s Evaluation: no simple strategies • Information from the Schools • Teacher as a source of information • ‘Teachers diaries’ to collect the teachers´ thoughts and reflections • An open questionnaire • Evaluation workshop with teachers (in Cádiz) • Students´ Portfolio • Information about schools´ activities, related to the implementation of the project • Open Questionnaire- At the beginning and at the end • Pictures and Videos of the students in the process of working

  6. The EUDOXOS´s Evaluation: no simple strategies • Information about serendipity practices, developed under the project umbrella. • Analysis of materials and documents used during and by the project.

  7. Four countries: different cultures, different educational contextsGREECE Ellinogermaniki Agogi ITALY Instituto Tecnico Industriale Statale (IT IS) G. B. Pininfarina AUSTRIA Bundesgymnasium und Budesrealgymnasium Schwechat SPAIN Colegio Publico Rural Campiña de Tarifa EDUCATIONAL CONTEXTS

  8. EVALUATION GENERAL CONCLUSIONS An innovative project, an innovative methodology • Traditional Teaching Methods Innovative teaching Methods • Students’ role relevance • Students’ Autonomy • Students’ Responsibility (asking for images to Eudoxos Observatory) • Students’ Motivation • Being and feeling as a real Scientist • Teaching and learning Science & e-learning initiative • Real scientific work • No boundaries Sciences laboratory Key elements to understand how the implementation proccess has happened

  9. An innovative project, an innovative methodology “Images from Eudoxos are “images of students”, because they required them by themselves (...) It was very motivating for students to feel themselves as an important part of a EU Project (Teacher from Austria)

  10. Two methodological key elements, common to all cases: The use of Technologies of Information and Communication (ICT) Students’ Teamwork Becoming Naturalized Daily Life ICT Use Social Construction of knowledge DIFFERENT COMBINATIONS IN EACH CONTEXT

  11. Teaching mediation: teaching guiding • Teachers’ role in the whole process: the bridge between different parts involved in the project • Teachers as mediators between students and scientific knowledge • Teachers offer appropriate conditions to encourage knowledge acquisition and a good project development

  12. Flexibility to adapt the project to different school realities “This means adapting the knowledge and activities undertaking to our students, their age and the social-cultural environment they are in. This means that our material and activities respond to real educational needs and allows them to be readapted depending on the development of the process” (Teacher from Spain) Project Adaptability

  13. Project Adaptability two clear examples

  14. What have they learnt? • How a real astronomer works • Physics, Mathematics and Astronomy contents (multidisciplinary) • To take decisions (measures and coordinates for Eudoxos Observatory) • To accept responsibilities of their own work • To share knowledge and work in team • More than academic learning: doing interviews, recording videos, presenting the project to a public • English as scientist language

  15. Difficulties • Mathematical calculations (including Italian students) • Depth and concrete mathematical calculations for lessons plans. • A lot of time for the development of the lessons • English • Bad weather (winter time makes complex a quality picture)

  16. Project Potentiality to generate new, innovative, creative ideas and activities • Telescope Night Camping (Spain) • Lego Telescope (Greece) • Video conference (Italy-Greece / Austria-Greece) • Tyrol exhibition and Eudoxos project presentation (Austria)

  17. Telescope Night Camping (Spain)

  18. Lego Telescope (Greece)

  19. Video conference (Italy-Greece / Austria-Greece)

  20. Tyrol exhibition and Eudoxos Project presentation (Austria)

  21. Thank you http://www3.ellinogermaniki.gr/ep/Eudoxos http://www.uca.es http://www.grupolace.org

  22. Designing the Science Laboratory for the School of Tomorrow: Advanced Technologies in Education KEFALONIA (GREECE<). 6 July 2004 EVALUATING COMPLEXITY: EUDOXOS PROJECT. METHODS AND RESULTS Laboratory for the Analysis of the Educational Change (L.A.C.E.) Faculty of Education University of Cadiz, Spain

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