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Science Education for Innovation- Driven Societies

This report explores how science education contributes to individual skills for innovation, the effectiveness of different pedagogies, and the role of technology and informal learning. It emphasizes the need to go beyond mastery of content knowledge and procedural skills to foster critical thinking, creativity, curiosity, perseverance, and social skills. The report also discusses the importance of teacher impact, structured inquiry, applications of science, and leveraging technology for relevant learning experiences.

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Science Education for Innovation- Driven Societies

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  1. Science Education for Innovation-DrivenSocieties Francesco Avvisati OECD Centre for EducationalResearch and Innovation (CERI) Paris, Educating for Innovation-DrivenSocieties, 26 April 2012

  2. Outline • How does science education contribute to individual skills for innovation? • Do education systems foster all skills for innovation? • Are certain science pedagogiesmore effective in that respect? • How cantechnology and informallearning help?

  3. How does science education contribute to individual skills for innovation?

  4. Innovation intensity by field of study • Traditional views emphasise role of STEM graduates, but...

  5. Non-disciplinary skills and innovation • Critical skills according to tertiary educated workers

  6. Science education and Innovation Skills • need to consider learning outcomes that go beyond mastery of content knowledge and of procedural knowledge: • Skills in thinking and creativity, positive habits of mind (curiosity, perseverance,...) and social skills; • Science, as a subject, offers excellent opportunities for developing these... • ... but how far are they really fostered in today’s schools?

  7. Do education systems foster all skills for innovation?

  8. Do countries fostersimultaneouslysubject-based and behaviouralskills? Not necessarily Example: Science scores and interest in science Source: OECD, based on PISA 2006

  9. Robustness

  10. The Test-Score/InterestParadox Source: OECD, based on PISA 2006

  11. Are somepedagogies more effective in Fostering all sets of skills for innovation?

  12. A within-country analysis Teaching indicators in PISA 2006 based on 4 clusters of activities: • Interaction • Collaboration and participatory exchanges • Application • Drawing connections between school science and the outside world • Hands-on • Guided activities around lab experiments • Investigation • Autonomousstudentinquiries

  13. Pedagogies for innovation skills

  14. Effective Science Pedagogies • The current teacher has more impact on interest than on scores; • Structured inquiry (“hands-on”) dominates unstructured inquiry for scores • Interest and curiosity are nurtured with “applications”: i.e. when the teacher… • …explains how a school science idea can be applied to a number of different phenomena • …uses science to help students understand the world outside school • …explains the relevance of science concepts to our lives • … uses technological applications to show how school science is relevant to society

  15. Leverage technology, harness informal learning opportunities,... Innovating Science Education

  16. THANK YOU Francesco.Avvisati@oecd.org www.oecd.org/edu/innovation

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