Rolf Hempelmann

8/11/2019 Rolf Hempelmann

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The German Schlerlabor a SEMT educational innovation

Rolf HempelmannPhysical Chemistry, Saarland University, Saarbrcken, GermanyChemistry-Schlerlabor NanoBioLab, Head

Saarlands Schlerlabor Group SaarLab: SpokesmanLernortLabor - Federal Association of Schlerlabors, Berlin: President

2Iasi 2013

definition

out of school out of school

Schlerlabors SEMT places to learn

places to learn

enable contact and experience with up-to-date science and/or technology, provide well-equipped laboratories, allow young people to perform experiments hands-on, have a regular periodical offer of practicals.


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3Iasi 2013

how to translate Schlerlabor

school lab ? it is not at school!students lab school students or university students?extracurricular science lab ? mostly not extracurricular!informal science lab ? mostly formal, sometimes non-formal,

in some cases non-formal/informal

4Iasi 2013

types, characteristics and examplesof learning

Type Characteristics Exampleformal school

(attendence)at school,out-of-school

organised regular lessons at school,a class visits a museum(organized by theteacher),a class visits the university

for a projectnon-formal

voluntary out-of-schoolandfree-choice

organised summer school, sciencecourses in the studentsfree time

informal voluntary not organised TV, visiting a zoo onSunday

schlerlabor or schuelerlabor

Stocklmayer, Rennie & Gilbert 2010


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5Iasi 2013

schlerlabor foundations in Germany

Schlerlabors:a bottom-up developmentin the educational system

PISA-shock

6Iasi 2013

coordination by the community itself

2010: foundation meeting of Federal Association of Schlerlabors:LernortLabor Bundesverband der Schlerlabore e.V.


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7Iasi 2013

Schlerlaborsin Germany

Problem for:users, education administration,educational politics,

possible supporters,educational scientists

request to LernortLabor:categorisation / catalogisation

2 BMBF-projects

Large block of SEMT-offersscene of schlerlabors seeminglyconfusing and heterogeneous

8Iasi 2013

state of the art

Heterogeneity of scene of schlerlabors diffuse and generalizing statementsnot only in the press, but also in papers of educational sciences(compare, e.g., Schmidt, Di Fuccia & Ralle 2011; Priemer 2012 ).

Disadvantages of previous attempts : do not separate the entity of schlerlabors from other out-of-school places to learn

and from in-school offers in the field of SEMT, only partially indicate the function of the different types of schlerlabors, no correlation between name and function of the respective schlerlabor.

Previous attempts of classification of schlerlabors : Dhnhardt, Sommer und Euler (2007) : owner-oriented approach

(universities, research centers, science centers and musea, technology & foundercenters, big science-based industry).

Pfenning (2013) : historically oriented approach (Schlerlabors of the 1 st, 2 nd and 3 rd generation, perhaps also 4 th generation?).


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9Iasi 2013

claims and primary aims of all schlerlabors

Our claim: schlerlabors assume essential tasks in Society & National Economyto arouse the interest in and to support the comprehension ofnatural and engineering sciences in children and young people Scientific Literacy Service for our Society: young people of today adults of tomorrow,they will participate in shaping the future of our science-based society .

Schlerlabors as out-of-school places to learn actively support the schools:school problem: shortage in equipment and in time for laboratory work;general school problems: Heterogeneity and Inclusion

to motivate for non-academic SEMT professions and for SEMT university studies.Service for our National Economy measure against the shortage in personalinterested in science and engineering,technology-based economy .

10Iasi 2013

primary criteria for all schlerlabors

out-of-school place to learn in the field of SEMTwith real address, really out of schoolscheduled operation at 20 days per year at least(schlerlabor operation at least at 10 % of the days available in the year,

otherwise spontaneous school-student events)hands-on experimentswith the research processin the focus:- inquiry-based experiments

or- guided inquiry-based experiments,

or- recipe-type experiments

52

34

35

186

out-of-school places to learnregistered at LeLa

Kein Schlerlabor

unklar > nein

unklar > ja

SchlerlaborAbout two thirds of the out-of-school places to learn registered at LeLaare real Schlerlabors.


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11Iasi 2013

categories of schlerlabors

originating from the secondary aims of the respective operator

for instance universities: advertisement for better beginner students,improvement of the education of teacher studentswith respect to practical relevance

for instance large-scale companies: cultivation of their image,advertisement for (non-academic) technical jobs

for instance communities: measure against shortage in technical personalof the local SMEs;this is an obstacle for economic prosperity

12Iasi 2013

categories and criteria

category mode criteria

Sch Le rLa bor K Klassical Schlerlabor

Broad-band promotion : whole classes or courses,sufficient working places for a whole classin the frame work of school activitiesdirect relation to the school curriculum, formal type of learning

Sch Le rLa borF

Young people

s

Research Center

individual promotion : capable and keen boys and girlsLong-term, free research and laboratory workseparate building with appropriate equipmentnon-formal / informal activities beyond school, extracurricular

Sch Le rLa bor L Teaching- Learning-Laboratory

part of teacher

s university education (compulsory)direct relation to the school curriculum

Sch Le rLa bor W Schlerlabor forscience communication communication of the R&D activities of the owner organisation

Sch Le rLa bor U Schlerlabor with

relation toentrepreneurship

information about entrepreneurship and economic relationships

Sch Le rLa bor B Schlerlabor withvocational orientation focussed on offers for information about vocational possibilities


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13Iasi 2013

category = mode of operation:bivalence or multivalence of single laboratory

One schlerlabor worksat the same time and at the same placein two modes of operation, e.g.:

Sch Le r La bor KL

one Schlerlabor worksat different times but at the same placeorat the same time but at different placesin two modes of operation, e.g.:

Sch Le r La bor FK

considering one schlerlabor:

14Iasi 2013

evaluation of available data

valid statements: all real schlerlabors have been

covered K-labs most abundant category,

frequently in bimodale operation

LeLa-categorisation is importantfor comparability within theFederal Republic of Germany(beyond the state boundaries)LernortLabor: reference


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15Iasi 2013

benefit from categorisation

effect to the inside : operators of schlerlabors can better utilize synergetic effectsand perhaps can establish cooperations or regional networks

effect to the outside : Users, supporters and the school administration canidentify the desired target group,printed media and TV can better comprehend and describe targets and facts

educational sciences : single type of schlerlabors as comparable entityyields more reasonable and evident statements

apparent heterogeneity of scene of schlerlabors collapses

categorisation can be referred (in German language) to as short letter-type article in: LeLa magazin 5 (March 2013) as full paper in MNU-journal:

O.J. Haupt, J. Domjahn, U. Martin, P. Skiebe-Corrette, S. Vorst, W. Zehren, R. Hempelmann,Schlerlabor Begriffsschrfung und Kategorisierung , MNU 66 /6 (2013) 324-330

can be down loaded from www.lernort-labor.de

16Iasi 2013

LeLa magazin

Aim of the editorial board: Short versions of scientific papers with relation to Schlerlabores Initiation of educational scientific discussions about Schlerlabor issues Reviews of relevant new book editions

with ISSN-Nr.


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17Iasi 2013

classical schlerlaborLeLa magazin 6 (June 2013)

SEMT broad-band support, whole classes:infrastructure adequate for the respective subjects pupils perform laboratory work in small groups

Essential difference to experiments in schools: the environment has flair :

fascinating situation pupils are interested,

pay attention and work intensively. no 45 minute timing: pupils can also

go along wrong ways:

there is sufficient time for corrections. no marks and no performance pressure : pupils ask questions !

misconceptions become clear. girls and boys : gender gap very small in schlerlabors,

only the way of working can differ.

at least 10 working places

18Iasi 2013

target group: school students,regular practical courses

for instance NanoBioLab:experimentation every Thursday (mostly 2 events, am and pm);

number of student visits in one year : 1600


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19Iasi 2013

types of experiments

single visit of a schlerlabor, content-independent of the school event .

Teachers want to achieve substantially more: longer-lasting motivation of their studentsand content-support of their school teaching, i.e. cognitive effects.

type oflaboratory work manual supervisers remarks

inquiry-basedexperimentation

sparcely, onlyproblem posing

intensive: laboratoryresponsible and 4 to6 educated tutorsper class

pre-knowledge fromschool, comparativelysimple experiments

guided inquiry-based experiments

explanations,helps for learning

(prompts )

less intensivedegree of complexityof the experiments

higherrecipe-type experi-mentation(cooking book )

detailedinstruction

down to just 1supervisor per class

highly-complexexperiments: e.g. inmolecular-biologicschlerlabors

also mixed forms: highly-instructed experimental parts along with open experiments

20Iasi 2013

inquiry-based experimental problems particular sustainable experimentation:

autonomalously workable/processable, with minimum intervention of tutors

thematically connected with the actual school program (pre-knowledge necessary),

devided into partial tasks, each resolvable in maximum 15 minutes,

open and enactively resolvable problems,

addresses misconceptions

didactical conditioning of experimentsfor inquiry-based experimentation

repeated visits desirable


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21Iasi 2013

characteristics of classical schlerlabors

classical schlerlabor: close relation to school curriculum

classical schlerlabors with strong demand:Chemistry, Biology (Life Science), Physics and Technics schlerlabors.

Less demanded: Mathematics, Informatics, Geography/Geology.

Difficult situation for: Material Science, Nanotechnology, Mechatronics, etc.:Connection to school subjects is not always straightforward

Owner in most cases: university:

Supervision and mentoring by existing personal (academic and technical people)and by in-service school teachers part-time delegated to the university.

Classical schlerlabors of universities can advantageously be extendedtoTeaching-Learning-Laboratories

Sch Le r La bor KL

22Iasi 2013

class from elementary schoolvisits NanoBioLab


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23Iasi 2013

24Iasi 2013

Teaching-Learning-LaboratoriesLeLa magazin 7 (November 2013)

exist only at universitites with teacher studentsschlerlabor is compulsory part of university didactics education(teaching of subject-specific didacticsusing the respective schlerlabor as platform)

pre-condition: university subject = school subject:Biology, Chemistry, Physics, Geography,to a small extent Mathematics, Informatics

direct relation to curriculum at school

Pure Teaching-Learning-Labs ???There are some, which however do not fulfill the criterion 20 laboratory days not registered by LeLa, data not available.

in most cases: Sch Le r La bor KL


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25Iasi 2013

2 nd target group of schlerlabors:teacher students

26Iasi 2013

benefit for teacher students

1st course: practical chemistry-specific educational training in the laboratory roomof the schlerlabor without pupils (with school-type equipment),

2nd course: inquiry-based learning and experimentation with pupils

compulsory tutorials in SaarLab-Labs: 6 NanoBioLab, 3 others

pre-school training of teacherstudents close to the school reality

engaged and well-educated tutorsfor the kids in the Schlerlabor


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27Iasi 2013

3 rd target group:in-service teachers

just during the visit in the schlerlabor: new technologies new experimental techniques and methods contact to university

additionally most schlerlabors offertraining of in-service teachers

28Iasi 2013

4 th target group: Junior Students80 Junior Students at Saarland University per year,

20 of which with subject Chemistry (future elite students)


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29Iasi 2013

research in Teaching-Learning-Labs ?

win-win-situation, utilisation of synergies;advantages for the head of a university schlerlabor: implementation into the key mission teaching

long-term existence of schlerlabor is secured practical work in subject-specific didactics:

many well-educated and very engaged tutors

Sch Le r La bor KL

Increasingly important: empirical instructional research implementation into the key mission research of the university

schlerlabors constitute ideal research platforms many master theses on schlerlabor problems:

very well-educated collaborators in the group of tutors from time to time a doctoral thesis, financed by third-party money

thesis student helps with the coordination of the schlerlabor publications increase visibility

30Iasi 2013

implementation into research

kids as active researchers : for instance Chemistrykids as object of research: Chemistry-related didactics, instructional studies

Walter Zehren, Inquiry-based

Experimentationin Schlerlabors ,

Thesis,Saarbrcken 2009

Bewertung

Teilnehmer

Vergleichsgruppe

self-efficiacy

intrinsic interest

self-confidence

ideas

interest in a later professionin the SEMT field

evaluation marks

Walter Zehren, Heinz Neber und Rolf Hempelmann, Kognitive und motivationale Effekte durchregelmiges Forschendes Experimentieren im Schlerlabor , MNU-Zeitschrift 66/7 (2013) in print

Participant group

Comparison group

Recently: Dr. phil. nat. in addition to Dr. phil., Dr. rer.nat., Dr. ing.


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33Iasi 2013

young peoplesresearch centers (YPRC)

in Germany

YPRC

100 member labs , among them10 YPRCs

existent, under construction

34Iasi 2013

young peoples research center (YPRC)

offers as supplementary facility (besides schools and other schlerlabors) : support of individuals / leasure-time pursuit in the field of SEMT well-equipped laboratories experienced supervisors/mentors for young peoples research contacts to companies, reserach institutes and universities,

Low-threshold regional offer, adresses interested young people,in full intention also future non-academic professionals

discoverer pleasureones own initiative, standingability to work in teamsability to accept critics & compromisesability to communicate

ability to work with new media

side effects ( colateral benefits):development of essential soft skills


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35Iasi 2013

typical operation of a YPRC

courses (6 to max. 12 participants), e.g., brazing course inventor club puzzling, developing and research (informal learning) students industrial projects in offer/order relationship summer schools (non-formal learning) evening events for the interested public students conference

Sch Le r La bor F

36Iasi 2013

typical operation of a YPRC

operation as classical schlerlabor (formal learning) courses (6 to max. 12 participants), e.g., brazing course inventor club puzzling, developing and research

students projects in offer / order relationship vacation courses evening events for the interested public students conference

Sch Le r La bor FK


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37Iasi 2013

SaarLab

38Iasi 2013

Schlerlaborsat UdS:

2002foundation of

Center of Nanoanalytics (CFN)of Physics

2002foundation of

Mach-mit-Laborof Biochemistry


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39Iasi 2013

NanoBioLab

official opening January 2003

40Iasi 2013


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41Iasi 2013

Schlerlabor SinnTecTechnical sensing devices

Focus onmechatronicsand sensor technology

Offers for Groups of pupils of all

ages (Primary school

up to Gymnasium) Practicals for pupils Individual projects Training of in-service

teachers Education of pre-

service teachers

Secondary stage II

42Iasi 2013

Universal platform forexperiments in electronicsfor Schools, school groups and pupils

Demo experiments Learning by doing

electronics programming calibration

Base for realisation ofown projects

Individual promotion


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43Iasi 2013

Seven-Labs-Tour a Science Campin the autumn school vacations

44Iasi 2013

SaarLab23.04.2006

LeLa-prize 2006, phnomenta / Wolfsburg


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45Iasi 2013

Deutschland - Land der Ideen 2008

13.10.2008

46Iasi 2013

RobertBoschPreis


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47Iasi 2013

Bildung fr nachhaltige Entwicklung (BnE)

48Iasi 2013

UniCampStudy center of UdS

first participation23.07.2004


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49Iasi 2013

always greatinterest of media

50Iasi 2013

coating with zinkin lab and industry

12 2 2

2

212 2 2

2

3 6

6

2 2

2

2

6 2 III II

O H O e OH

Fe Fe e

O Fe H O Fe

Fe K

Fe

Fe CN

K H Fe CN

OH

O K


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51Iasi 2013

Lab and industry (KD Pharma in Bexbach):omega-3 fatty acids

ethyl esters of fatty acids

Thin layer chromatography

52Iasi 2013

SEMT in SchlerlaborSecondary stage 2

Junior study

Schlerlabor in Primary School

NaSci in SchlerlaborSecondary stage 1

SaarLab: complete out-of-school SEMT educational cain,

Haus der Kleinen ForscherKindergarten

connectivity of the offers


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53Iasi 2013

some statistics about schlerlabs

54Iasi 2013

invitation to the next Annual Meeting of Schlerlabors

in Heidelberg 16. bis 18. Mrz 2014www.lernort-labor.de

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Rolf Hempelmann

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