Scientix 4th SPNE Barcelona 16 April 2015: Primas

4th Scientix Projects’ Networking Event. Responsible Research and Innovation and STE(A)M. Barcelona, 15th

April

4th Scientix Projects’ Networking Event.

Responsible Research and Innovation and STE(A)M.

Barcelona, Spain, 16th April

Antonio Quesada & Marta R. Ariza

Department of Science Education

(Universidad de Jaén, Spain) [email protected]


April

A brief presentation of the Project

What have been done with teachers?


April

Promoting Inquiry in Mathematics and Science Education across Europe

• 7th Framework Programme for Research EU (SiS)

• Coord: University of Education, Freiburg, Germany. Dr. Kajta Maass

• January 2010 – December 2013

• 12 Countries (14 institutions)

• Collaboration to implement IBL in S&M across Europe

• Cooperation: stakeholders teacher education, school authorities, policy

makers, etc.



April

To make inquiry-based learning in Mathematics and

Science at both primary and secondary schools across Europe

more widespread

• Intrinsic interest in M&S

• Attainment of important XXI century competencies

(such as problem-solving skills, self-directed learning,

communicating…)

• Exploring new knowledge areas



April

Teachers as “key players”

Potential benefits toward real effects

Support

• Teaching materials

• Professional development materials for teachers and educators (PD

modules)

• Support for teachers and for professional development facilitators

• Dissemination activities for different target groups (teachers, students,

parents…)



April

“The material database” (www.primas-project.eu)

To promote our forward-looking approach to

science and math education within a

multifaceted understating of “our” IBL

framework

Teaching materials

Classroom materials


http://www.primas-project.eu


April

Teaching materials

• Age group (4-9, 10-14, 15-18)

• Discipline (mathematics, Science, biology, physics, chemistry)

• Processes of inquiry: (Student practices)

• Exploring situation

• Communicating result

• Experimenting systematically

• Interpreting and evaluating

• Communicating results



April

Teaching materials

• Age group (4-9, 10-14, 15-18)

• Discipline (mathematics, Science, biology, physics, chemistry)

• Issues for teachers: (Teacher´s competencies)

Organizing student-led inquiry

Using unstructured problems

Developing concepts

Asking questions

Managing classroom interaction

Supporting collaborative work

Using assessment to promote learning



April

What have PRIMAS done with teachers?

Within the PRIMAS project, a specific model for scaling-up professional

development, based on the education of multipliers, was developed

[1] (Müller 2003, Maass & Doorman 2013)

• Education of multiplayers (cascade mode, scaling-up PD) [1]

1. Learning-off-job

2. Learning-by-job

3. Learning-in-job

Adapted to partner countries:

Spain: Short 1 & 2

Germany: Extended 1

Norway: Long term 1+2+3


April


Within the PRIMAS project, a specific model for scaling-up professional

development, based on the education of multipliers, was developed

[1] (Müller 2003, Maass & Doorman 2013)[2] PRIMAS (2013) Guide of supporting actions for teachers in promoting inquiry-based learning

• Education of multiplayers (cascade mode, scaling-up PD) [1]

1. Learning-off-job

2. Learning-by-job

3. Learning-in-job

Aim: to uncover prospective educators’ understanding about IBL

and to get to a common starting point and familiarization with

PRIMAS framework, materials/resources


April

[1] Swan, M. et al (2013). Designing and using professional development resources for inquiry-based learning ZDM Mathematics Education


• Education of multiplayers (cascade mode)

• Professional development courses

• A detailed guide for professional development providers (sessions, teachers activities,

background information and literature)

• Teachers’ hand-outs (activities and key information on pedagogies for an IBL orientated)

• Different versions and adaptations of the activities for mathematics teachers and science

teachers. some of them within as classroom materials)

[1]


April

Professional Development for teachers in Spain (Andalucía 2012-2013)

12 PD courses were organized between 2012 and 2013 (6 sessions each, on

average), lasting 4-5 months each. Modules 1 to 5 were used.

Face-to-face sessions organized around some of the PRIMAS modules with

some weeks in between where teachers had the opportunity to implement IBL

activities with their students and to learn by doing.



April


• To clarify our understanding of IBL in

mathematics and science education

• To set out a framework of supporting

actions for teachers to promote IBL

pedagogy

• To give advice and instructions on how to

organize supporting actions for teachers

successfully and to illustrate some general

types of actions to review and reflect

supporting actions for teachers as they have

been carried out in the PRIMAS project


April

What have PRIMAS done with teachers?... And others target groups?

Other Dissemination activities

1. Conferences and other large events

2. Communications with school authorities

3. Events for parents and students


April

What have PRIMAS done with teachers…and educacional community?

• What do we mean by inquiry-based learning

and why should it be included in math and

science lessons?

• How to distinguish long-term professional

development courses from dissemination

activities?

• How to plan dissemination activities: What

important issues should be taken into

account?

• What dissemination materials can be used?

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