S-TEAM : Science-Teacher Education Advanced Methods

1. S-TEAM : Science-Teacher Education Advanced Methods This project is funded by the EU’s Seventh Framework Programme About the Project Getting the message The Pedagogical field and European Science Education Ifs and Buts… • The S-TEAM project was initiated by the Norwegian University of Science and Technology in Trondheim. It currently has 26 institutional partners in 15 countries. • The aim of the project is to enable the widest possible use of inquiry-based and other innovative methods in science teaching across Europe and beyond. • Our argument is that only through teacher education can new methods be sustainably implemented in classrooms. • Teacher education includes not only the initial stages in college or university but the continuing professional development or lifelong learning of teachers. The same principles which apply to inquiry-based methods should also be applied within teacher education. • These principles include: • Problem solving • Collaborative work • Learning from mistakes • Learning through dialogue • Coherent argumentation • Student autonomy • The project received a 14/15 evaluation in December 2008 and we have now been invited to negotiations with a start date expected to be in mid-2009 Scientific literacy through better teaching…if: Teachers are confident Students are engaged Curriculum is open to change Time and space are available The main methods of dissemination which will be used by S-TEAM will be training events or reflective workshops, together with materials for teachers and teacher educators including DVDs or other media. The underlying principle of S-TEAM, however, is that teachers will be consulted and listened to, throughout the project. It is simply not possible to effect large-scale change in the pedagogy of science education without the full cooperation of teachers. Equally, the involvement of policymakers and their power to effect change at a structural level is essential. Training events and workshops are only useful if they are supported by continuing development activities which connect teachers and their ideas, and resources which enable them to implement their ideas inside and outside the classoom. • The pedagogy of science education in any national context is determined by a number of factors including: • Curriculum design • Assessment frameworks • Teacher knowledge base • Teacher education • Research influence and dissemination • Resources • Prevailing social policies and attitudes • All these factors, and more, make up the pedagogical field of science education in a national context. In order for there to be change at a European level, a project such as S-TEAM has to become part of the pedagogical field in a large group of countries. Teacher education is the best way into the field, as a catalyst for sustainable change. Inquiry-based science teaching is important but… Teaching, learning and assessment need to be coherent Teachers need to be convinced Students need autonomy Students need basic knowledge of scientific contexts/ processes Work packages The work of the S-TEAM project is divided into ten ‘packages’, each with a particular function: Management Policy overview - an observatory of the interaction between science and teacher education in Europe Powerful learning environments: disseminating the successful SINUS programme from Germany to the other partner countries. Teacher collaboration and its role in changing science education. Innovative methods in initial teacher education for science teaching. Professional development for science teaching Argumentation in science teaching; structures underpinning talk about science in the classroom Scientific Literacies: engaging with the discourses of science Indicators - measuring our results Media and dissemination: making sure our results are widely known Science career recruitment can be increased if… Student interest and employer interest coincide Maths and science teaching work together Students experience science as work S-TEAM model The Project Partners Cyprus European University - Cyprus Czech Republic University of South Bohemia Denmark University of Copenhagen & Aarhus Universitet Estonia University of Tallinn Finland Abo Akademi University, Helsinki University University of Jyväskylä France Centre National de la Recherche Scientifique, Université Pierre Mendes-France Université Rennes 2- Haute Bretagne Germany Friedrich Schiller University of Jena Leibniz Institute for Science Education at the University of Kiel (IPN) Hungary Hungarian Research Teachers’ Association Israel Technion – Israel Institute of Technology Lithuania Kaunas University of Technology Vilnius Pedagogical University Norway Norwegian University of Science and Technology (coordinator) University of Oslo Spain Universidade de Santiago de Compostela Sweden Mälardalen University Turkey Gazi University Hacettepe University United Kingdom University of Bristol, University of Leeds University of Strathclyde Teachers’ knowledge and skills in science Membership of the S-TEAM network We would like as many people and organisations as possible to be part of the network. This includes science teachers, teacher educators, schools, universities, science centres and government education departments. Although the formal partnership is now fixed, we invite you to become an associate member. You will receive newsletters and findings from the project and will be invited to participate in workshops and other events. . Teacher Education: the common factor Governments’ aspirations for scientificliteracy Pupils’ needs and feelings about science Contact information • Networks • The S-TEAM project will connect to many of the key networks within science education and teacher education, including: • The MIND THE GAP project (inquiry-based methods for Science Teaching) • European Science Education Research Association (ESERA) • European Educational Research Association (EERA) • Association for Science Education (ASE) Research evidence about science education Economic demands for scientists