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The La main à la pâte program (France) : Hands-on science for all

The La main à la pâte program (France) : Hands-on science for all. David Jasmin, La main à la pâte , France Académie des sciences – National Institute for Pedagogical Research – Ecole normale supérieure ISSA conference (Bratislava), 26– 28 October 2006. Outline. French context

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The La main à la pâte program (France) : Hands-on science for all

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  1. The La main à la pâte program (France) : Hands-on science for all David Jasmin, La main à la pâte, France Académie des sciences – National Institute for Pedagogical Research – Ecole normale supérieure ISSA conference (Bratislava), 26– 28 October 2006

  2. Outline • French context • what is La main à la pâte? • Focus on underprivileged children • How to succeed in changing teaching practices ? • An European network : POLLEN David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  3. French context David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  4. French Context • Primary education • 61 000 primary schools • 350 000 classes • Kindergarten: 99.5% of the 3 – 6 years old • Elementary: 100 % of the 6 – 11 years old • Primary school teachers • Polyvalent teachers (same teacher for all subjects) • Recruited at levels high school +0 (1960s) to high school +5 (1993) • 80 % literary David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  5. A brief history of La main à la pâte • Situation in France in 1995 • Focus on reading/ writing/ counting • 4 hours/week for • Science • History/Geography • Civic education • Sciences in < 3% classes • Often biology • Frontal pedagogy • Rare in training sessions • No experiment material at the school • No link with scientific community David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  6. La main à la pâte David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  7. A brief history of La main à la pâte (2) • 1995 – 1996 • Georges Charpak : small scale experimentation in 344 classes • 1998 • Publication of the reference 10 principlesas a simple guide for teachers. • Launch of the La main à la pâteWebsite • 2000 • The experimentation has expanded to over 5 000 classes • The Ministry launch an official Plan for quality science teaching • 2002 • New official Curriculuminspired by La main à la pâte • 2003 • Book of 7 examples for teachers • 2004 • Book of examples for trainers • 2006 • ~ 35 % teachers teach science with an active pedagogy David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  8. General philosophy of La main à la pâte • Science as an inquiry, as an investigation • Something pupils do, not something that is done for them • Teacher helps pupils to built their own knowledge • Emphasis is put on • Interrogation • Action • Experimentation • collective reconstruction • not on learning statements to be memorized! • Pupils get a deeper understanding when they try to present in an oral or written (science notebook) way their conclusion and to confront the with experimental results David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  9. The benefits expected from this approach to Science • The real world behaves often in an unsuspecting way and resists to children (they need some reasoning, they acquire habits of thinking) • Developing a critical thinking and a sense of dialogue (one must recognize his errors and it’s better to reach a consensus than to impose his ideas) • Mastering the languages (how to communicate the results of their observations, how to create a graph, a table of data, how to formulate, alone and with others, conclusions of their work : vocabulary, syntax, time) • Overcoming the social barriers (people coming from different social groups observe the same phenomena, they learn the importance of discussion, of common efforts to solve a problem) : good introduction to citizenship and to democratic life. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  10. Underprivileged children David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  11. Immigrants, mix of cultural/religious backgrounds • Gypsies (Perpignan), Turks, Maghreb (Around 40 foreign origins in certain county ( for instance 93 in Paris area…) • Handicaps • Physical : deaf children • Mental : special classes • But EVERY CHILD • Universality of curiosity • Nature is the same for every child, reality provides a common reference • Cognitive development of brain may be identical David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  12. Universality of science • First science statements made with common language words • Experience with senses (touch, view, hear…) precedes words • Rich empirical knowledge of the family background • Fighting the violence • Nature = a common object • Replace the pulsion of agression by the pulsion of knowing • Use of language : rational argumentation David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  13. Facing a lot of difficulties… David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  14. Teachers fear to teach sciences • « I don’t know / I’m not a scientist » • Afraid of doing experimental work • Using active pedagogy • changing their position in the classroom • Afraid of saying « I do not know » to children • Afraid of losing the control of the classroom: • allowing the children to speak • putting the children in groups • Keep things in order, buying material… • Hierarchy is not always convinced that science teaching is useful David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  15. Teacher’s conception of science • Teacher’s interest for science is high • Conception of science often primitive, sometimes negative • Results from teacher’s secondary education • Broken in narrow disciplines, without integrated view David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  16. What to do ? David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  17. Key issues for innovating sciences • Pilot centers • Learning units + material kits • Learning teacher coaching (ideas, information, advises…) • Scientific partnership • Community participation • Internet Websites (www.inrp.fr/lamap) • Resources for teachers & trainers • Exchanges with scientists and trainers • Training • teaching practice • scientific concepts • Large scale diffusion • Publishers • Curricula • Science academy • radio, TV, press David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  18. Principles • General information among the society • Locally produced resources to teachers • Scientific and pedagogic coaching • Linking teachers - trainers – scientists - familly • Open source content and free services • Innovative and motivated projects David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  19. 10 years birthday ! • In 10 years : science in 3%  35 % classes • Teacher training and coaching is the main issue for generalization • Scientist can play an essential role, by: • Accompanying teachers • Training • Taking part in writing “official” books (guides for teachers and for trainers) • For an effective impulsion and coordination, Academy of sciences, Ministry of Education and local authorities have to work hand in hand David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  20. An international network David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  21. Inquiry based science in the World China Vietnam S. Korea Malaysia Serbia Romania Slovaquia Quebec Belgium Afghanistan Mexico Haiti Sri Lanka Morocco Algeria Associated countries Hands-on La main à la pâte Colombia Brazil Chile Direct collaborations Senegal Gabon Lebanon Egypt Madagascar Mauritius David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  22. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  23. A grass root project • The development of Seed cities for science, with schools as the starting point for the participation of the whole local community. • The implementation of innovative, hands-on science education activities at the school level. • The development of a sustainable framework to ensure the involvement of the scientific community and other local actors. • The study of important social aspects directly concerning science education (10 key issues...). • The creation of a European charter for cities aiming at the development of science education in primary schools. •  Demonstration of the sustainability and efficiency of the Seed city approach to stakeholders and national educative authority. •  Communication and dissemination are key factors for the success of Pollen. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  24. Key issues • Low-income areas (Belgium) • Children with special needs (Estonia) • Involvement of the scientific community (France) • Gender issues (Germany) • Children participation (Italy) • Use of ICT in learning process (Netherlands) • Family involvement (Portugal) • Immigrants (Spain) • Transition from primary to secondary school (Sweden) • Cross-disciplinary approaches (United Kingdom) • Science education in new member States (Hungary and Slovenia). David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  25. What happens in a Seed city ? • Coordination team (coordinator + trainer). • A community board of local partners (museums, city hall, associations…). • An average of 50 participating classes, which receive : • basic scientific equipment. • training and tutoring for the teachers, to implement hands-on activities in the class. • support from the coordination for common activities. • assessment and evaluation David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  26. Guide for coordinators David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  27. Guide for trainers David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  28. Guide for teachers David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  29. Learning units David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  30. Pollen website : www.pollen-europa.net David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  31. Appendix

  32. The 10 principles of La main à la pâte • Children observe & experiment on real, close objects/phenomena. • Children argue and reason, share ideas, build knowledge. • Teacher proposes activities organized in sequences, leaving ample space for children autonomy. • Spend a minimum of 2 hours/week on same theme, for several weeks. Ensure continuity over the 5-6 years of elementary school. • Have children keep their Experiment Notebook with their own words. • Aim to an appropriation of scientific concepts/procedures along with a language (oral & written) acquisition. • Associate family & neighborhood. • Scientific partners to accompany the action. • Involve the trainers : learning by doing. • Create Internet resources & exchanges : www.inrp.fr/lamap David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  33. La main à la pâte partners INRP David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  34. Science education in France Académie des sciences INRP Ecole normale supérieure Ministry of education Scientific community • Internet Site • Resources Centers • Pilot Center • Resources Curricula Teachers training (IUFM) 350 000 classes (61 000 schools) David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  35. Discussion list exchanges • Message 1 :Hello,I am a teacher in grade 5 and we just started to study objects animated by the wind. Here are some of them : a windmill, the kind of mills you can find in funfairs, weathercocks, preferably " solid " ; kites that would be attached to big sticks in order to float, non-stuffed scarecrows… You can also use your imagination.Pupils also found for me plans in revision books, like Hatier, Hachette…Good luck for your " planting "Agnès • Message 2 :Hello,I would advise you to go have a quick look on the website from the Paul Bert school in SENS.A complete work on " air, wind " has been carried out by these colleagues (NB : an article in the excellent magazine Moniteur92 (consulting address below) about the website)CordiallyMichel Le journal des nouvelles technologies à l'écolehttp://www.crdp.ac-versailles.fr/cddp92/monit92/default.htm David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  36. Questions to scientists • QuestionWithin the framework of manipulations about water, we made steam by heating water with 6-year olds. During the elaboration of the account, the children were willing to write: "the steam escapes and disappears in the air". The last remark bothers me in the way that after holding a glass over the steam, the children saw that there was condensation… What else can we say but " the steam disappears in the air " ? • Jean Basdevant, researcher at the Ecole Polytechnique answers the question by e-mail within 48 hours...Hello, The children are always right. The steam disappears effectively; that is to say we don't see it any longer, it no longer "appears". The steam is a gaz composed with water that mixes to the air and that we don't see (like we don't see perfume we can smell in the air, though it has a color in the bottle). Water, thus mixed with air, can reappear as tiny drops, like in clouds or condensing over a glass, if the conditions help, for example if it is cold. Have a look at your kettle. The "steam" that comes out of it is visible. It condenses in droplets of water at its contact with the air around that is colder when it is dense, but then it gets diluted and… it disappears.It can also reappear by condensation on the windows or on the ceiling. Carry out the experiment to leave your glass near the steam for a long time. After some time, the steam will not condense on it any longer, because it will have heated up. I think there is confusion between " steam " that come out from steam-machines that you can see because it is condensed water, and real water steam that is water in a gaseous state like butane. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

  37. Questions to trainers • QuestionWhat experiments can I carry out about salt marshes with 3 to 5 year olds ? • Answer from Elisabeth Plé , trainer at the IUFM from Reims, center of Troyes, by e-mail within 48 hours...You can make yourself a small salt marsh by putting sea water (since you live in La Rochelle) to evaporate. You will then look for ideal conditions for the evaporation to work. Of course, in kindergarten, it is not possible to consider a separation of factors, but you can try to find a solution to " spread out " water under the sun, like in a salt marsh. For example, you can put the water under the sun in plates or iron biscuit box tops. The operation takes a long time.You can also try to find with the children other ways to heat water. For them, the sun takes the water away , " drinks it " ; the representation of the sun as a source of heat is not immediate. It is an obstacle to know about when you want to carry out this type of work. When you get over it, you can heat the sea water in a sauce pan and get the white powder that appears, miraculously for the children. It is also interesting to " make " sea water and to get back the salt you put in it. You work on the (visible) disappearance of the salt by adding water, and then the reappearance by evaporation (in the saucepan).The progression. If the children from your class in La Rochelle are not very familiar with salt marshes, it might as well be interesting to carry out researches in class, to become a salt producer, and then to go visit the salt marsh. The children will then ask questions to a specialist with " producer questions ". They have a better view of the small-scale and industrial making process. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006

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