Identification and Dissemination within Europe of Best ...ec.europa.eu/research/science-society/document_library/pdf_06/sci... · A free sample copy or free ... schools of context-based

Identification and Dissemination within Europe of Best Practices in the context of Science Teaching that places Science and Technology into meaningful learning contexts

Interested in European research? Research*eu is our monthly magazine keeping you in touch with main developments (results, programmes, events, etc.). It is available in English, French, German and Spanish. A free sample copy or free subscription can be obtained from:

European Commission Directorate-General for Research Communication Unit B-1049 Brussels Fax (32-2) 29-58220 E-mail: [email protected] Internet: http://ec.europa.eu/research/research-eu EUROPEAN COMMISSION

Directorate-General for Research Directorate L - Science, Economy and Society Unit L4 - Scientific Culture and Gender Issues

Contact: Laura Lauritsalo

European Commission Office SDME 7/92 B-1049 Brussels

http://ec.europa.eu/research/research-eu/

EUROPEAN COMMISSION

STUDY: “TO IDENTIFY AND DISSEMINATE WITHIN EUROPE BEST PRACTICES IN THE CONTEXT OF SCIENCE TEACHING THAT PLACES SCIENCE AND TECHNOLOGY

INTO MEANINGFUL LEARNING CONTEXTS”

Final Report

Directorate-General for Research 2007 Science in Society EN

Europe Direct is a service to help you find answers to your questions about the European Union

Freephone number:

00 800 6 7 8 9 10 11 (*) Certain mobile telephone operators do not allow access to 00 800 numbers or these calls may be billed

LEGAL NOTICE

Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use which might be made of the following information.

The views expressed in this publication are the sole responsibility of the author and do not necessarily reflect the views of the European Commission. A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu). Cataloguing data can be found at the end of this publication. Luxembourg: Office for Official Publications of the European Communities, 2007 ISBN 978-92-79-06075-5 © European Communities, 2007 Reproduction is authorised provided the source is acknowledged.

Contract DG-RTD-C6-2004-2 Final Report

SCIENTER 5

Research team:

Claudio Dondi, Elisa Mancinelli, Monica Turrini, Luca Ferrari, Tanja Salandin

SCIENTER, Bologna, Italy

Final Report - March 2007 The content of this Report is the sole responsibility of its authors and does not represent the views of the European Commission or its services.


SCIENTER I

Table of contents Table of contents....................................................................................................................... I Executive Summary.................................................................................................................. 3 1. Introduction .................................................................................................................... 10 2. Methodology.................................................................................................................... 12

2.1 The Experts Group .............................................................................................. 12 2.2 Desk research activities ....................................................................................... 13

2.2.1 Map of data sources ................................................................................ 13 2.2.2 National Observers.................................................................................. 13 2.2.3 Map of relevant players / stakeholders ................................................... 14 2.2.4 The National Overviews .......................................................................... 15

2.3 Development of selection criteria for identifying significant cases .................... 16 2.3.1 The case studies long list......................................................................... 16 2.3.2 The case studies short list........................................................................ 18

2.4 Analysis and clustering of the selected experiences............................................ 20 2.5 Analysis of the enhancing and inhibiting factors ................................................ 21 2.6 Conclusive remarks and elaboration of recommendations.................................. 22

3. The analysis. Identifying common elements and general trends in Context-Based Learning implementation for Science and Technology teaching and learning ....... 23 3.1 Teacher training schemes and initiatives............................................................. 26

3.1.1 Governance of teacher training programmes ......................................... 26 3.1.2 ‘Authentic’ training: CBL in teacher training programmes ................... 27 3.1.3 Communities of practice and co-construction of materials for teacher

training .................................................................................................... 29 3.1.4 Enriched teachers’ role ........................................................................... 32

3.2 Resources for learning design and implementation............................................. 33 3.2.1 Guidelines for design and implementation.............................................. 33 3.2.2 Competence-based approaches ............................................................... 37

3.3 Integration within the curriculum........................................................................ 39 3.3.1 ‘Polycentrism’ of learning resources ...................................................... 40 3.3.2 Evaluation methods for students’ achievements...................................... 42

3.4 Networking and access to external resources...................................................... 44 3.4.1 Multi-actor teams and enhancement of competences and resources ...... 44 3.4.2 The different forms of collaboration........................................................ 48

3.5 Stakeholders involvement ................................................................................... 51 3.5.1 Approaches to stakeholder involvement.................................................. 51 3.5.2 Participatory governance structures....................................................... 54

3.6 Gender approach and mainstreaming .................................................................. 55 3.6.1 Teachers’ new competences and related training programmes.............. 57 3.6.2 Stakeholders involvement ........................................................................ 57


SCIENTER II

3.6.3 Targeted communication, dissemination and awareness raising............ 58 4. Analysis of enhancing and inhibiting factors............................................................... 60

4.1 Teacher training schemes and initiatives............................................................. 60 4.2 Resources for learning design and implementation............................................. 62 4.3 Integration within the curriculum........................................................................ 63 4.4 Networking and access to external resources...................................................... 64 4.5 Stakeholders involvement ................................................................................... 65 4.6 Gender approach and mainstreaming .................................................................. 66

5. Conclusive Remarks and Recommendations............................................................... 67 5.1 Conclusive Remarks............................................................................................ 67 5.2 Key Recommendations........................................................................................ 68

5.2.1 Disseminate and capitalise on existing experiences ............................... 68 5.2.2 Integrate CBL and other related innovative learning approaches within

Lifelong Learning policies....................................................................... 69 5.2.3 Learn, adapt and apply what works elsewhere ....................................... 70 5.2.4 Promote sustainable Communities of Practice ....................................... 71

References ............................................................................................................................... 72


Executive Summary This Final Report presents the results of the activities carried out in the framework of the Study identified by the contract DG-RTD-C6-2004-2. The Study approach and the developed contents have been very practical and focused on experiences regarding applications of context-based methodologies in science teaching implemented in schools (formal settings) and out-of school (non formal and informal settings, e.g. science parks, science museums, etc.). Based on the mandate stated in the Tender Specifications, the Study has aimed at: ♦ identifying and disseminating within Europe best practice experiences in the context of

science teaching that place science and technology into meaningful learning contexts; ♦ collecting information in the 25 Member States of the EU, the Associated Countries and

the Candidate Countries, on best practice examples, with justification, of particularly effective techniques or experiences for demonstrating the relevance of science and innovation in our daily lives.

In this respect, the purpose of the Study has consisted in identifying: ♦ the current implementation policy and trends in the 25 Member States of the EU, the

Associated Countries and the Candidate Countries, concerning the introduction into schools of context-based teaching techniques for demonstrating the relevance of science, technology and scientific innovation to our daily lives.

♦ the “best practice” examples, with justification, of particularly effective techniques or experiences.

As detailed in the Tender Specifications, “context-based learning (CBL) is to be interpreted in a broad sense. It covers teaching and demonstration techniques that use examples, experience and issues drawn from every day life in order to illustrate the role that science plays. It emphasises the connection with basic scientific principles as learned elsewhere in the science curriculum in order to enhance students’ appreciation of the relevance of science and how it is applied.” The Study has been built on a case-based methodology, developed with the aim of identifying successful experiences concerning the application of context-based learning (CBL in the rest of the document) methodologies for science and technology (S&T) teaching. Within the Study a comprehensive and systematic observation and analysis has been carried out focused on current practices in the use of context-based learning methodologies for Science and Technology teaching in thirty-three European countries. Based on forty-six broadly examined experiences and on sixteen more thoroughly analysed ones, it has been possible to collect a substantial range of data and information allowing then to identify some common implementation patterns and mechanisms, the adopted learning design strategies and didactical approaches to involve students in significant and exhaustive hands-on activities, within meaningful learning contexts. The analysis of the good practice experiences has focused specific ‘clusters’ specifically designed so to better articulate and clarify the relevant trends and the identified key dimensions. The six clusters / dimensions addressed are:

♦ Teacher training schemes and initiatives

♦ Resources for learning design and implementation


♦ Networking and access to external resources

♦ Stakeholders involvement

♦ Integration within the curriculum

♦ Gender approach and mainstreaming Based on the analysis of the above-mentioned clusters, specific ‘enhancing’ and ‘inhibiting’ factors have been identified. The ‘enhancing factors’ refer to concrete and specific conditions which characterise the examined case studies and which have exerted an influence towards their successful implementation. Par contre, the ‘inhibiting factors’ consist in those conditions which hamper the development of an initiative, in the form of bottlenecks, constraints, delays and ‘dead ends’. Between the identified enhancing and inhibiting factors there is – not surprisingly– a sort of ‘symmetry’. In order to highlight such a correspondence, for each cluster a tabular format has been used: the first column refers to the ‘enhancing factors’ and describes the positive and constructive condition, whereas the second column introduces the constraints and the so-called ‘situations to avoid’.

ENHANCING FACTORS INHIBITING FACTORS

1. Teacher training schemes and initiatives

Specific Programmes and dedicated funding for teachers training in CBL within S&T subject matters

Lack of focus on CBL in teachers training programmes in S&T

Widespread ‘culture of innovation’ in the teaching profession

Teachers’ (over)exposition to top-down innovation policies

Support to teachers in exploring and becoming familiar with the potential of Communities of Practice

Persistence of transmissive teaching models in pre-service and in-service programmes.

2. Resources for learning design and implementation

Existence of specific measures to support transferability of good practices

Lack of information and support to facilitate exchange of good practices

Utilisation of extra-school learning experiences

Reluctance to integrate learning experiences developed in extra-school environments

3. Integration within the curriculum

Autonomy of schools, including financial implications

School resources managed by national / regional administration authorities with little or no room for school initiatives

Recognition of the role of other learning providers and resources – in a perspective of mature Lifelong Learning

Resistance to recognise the existence and role of other learning providers

4. NETWORKING AND ACCESS TO EXTERNAL RESOURCES

Existence of Lifelong Learning policies fully in place

Persistence of inflexible institutional borders between formal, non formal and informal learning systems


INSTITUTIONAL OPENNESS OF MIND AND PROPENSION TO CHANGE AND ESTABLISH PARTNERSHIPS

RESISTANCE TO SHARE LEARNING RESOURCES

Access to and exploitation of communication and dissemination media

Scarce awareness of the potential of media to support innovation in the education system

5. Stakeholders involvement

Existence of potential research and industry partners in the territory

Lack of potential research and industry partners in the territory

6. Gender approach and mainstreaming

Mainstreaming gender-oriented approaches and practices in place

Lack of overall awareness of Gender issues

Following the analysis of good practice experiences the key conclusive remarks have focused on a variety of issues:

1. Teachers have a pivotal role. In all analysed good practice experiences, teachers are recognised as the key actors in designing and implementing effective projects and initiatives. The introduction of CBL approaches and the resulting hands-on experiments greatly challenges their professional profile and expertise, bringing about novel and often unexplored working methods and roles.

2. In this respect, targeted teachers training schemes are needed, both as regards pre-service and in-service programmes. The application of CBL methodologies already in these phases allows teachers to ‘learn by doing’, thus better embedding the new approach in their teaching methodology and style.

3. The availability of learning resources and reference materials represents for teachers an opportunity to support their continuous professional development and the exposure to state-of-the-art pedagogical research. The existence of resource centres has proved to be an key asset in this respect.

4. A very useful solution to promote teachers’ awareness of CBL potential and benefits, as well as their continuous learning processes is represented by the set up of spontaneous communities of practices (CoPs). The ‘spontaneous’ nature of CoPs is a fundamental feature which has proved to support teachers’ participation and active contribution.

5. A cultural change is required from teachers. Their idea of the teaching profession as based on the traditional teacher-centric concept is confronted with novel teaching methodologies, built on the learner-centric idea of active and collaborative learning. The analysed good practice experiences propose interesting solutions to address this issue in an effective and transferable way.

6. Cultural changes can only occur if the variety of involved players commit themselves to bring innovation forward. Players from the institutional educational sector, industry, higher education, NGOs, foundations and associations, other learning providers such as museums and libraries, and other ‘non formal and informal’ learning providers, usually activate themselves so to support change and consolidate novel work practices.

7. The recognition of the role of a variety of learning providers is also a key step that has been taken in order to promote CBL within the school curriculum. Non formal and


informal learning providers are usually more used to applying experiential and experiment-based learning methodologies. By recognising their role as learning providers, the formal education system benefits from the expertise and know-how accumulated in long-term activities.

8. Particular actions are usually taken in order to support the innovation cycle. Many analysed good practice case studies have developed their own solution to move on from the pilot scale to a broader scale, up to mainstreaming. The development of specific guidelines for teachers, school managers and other players usually contribute to scale a small experience up.

9. The implementation of successful and meaningful experiences are usually based on the involvement of a varying range of players, since the design phase. So-called ‘participatory governance processes’ greatly help elaborate needed and targeted interventions. These are meant to provide practical and sustainable answers to the demand for sustainable local development and for increased social capital.

10. The application of gender approaches in CBL methodologies for Science and technology teaching needs to be carefully designed and implemented. The analysed experiences are based on specific concepts taken from psychology and pedagogy, such as the concept of ‘role model’.

The general recommendation which can be drawn on the basis of the outcomes of the analysis of the collected good practice experiences is a kind of exhortation: ‘Build on enhancing factors, minimise inhibiting factors!’. Aside from such a simplistic and tautological statement, the following recommendations have been elaborated for three key intervention areas:

♦ Dissemination and capitalisation of existing experiences.

♦ Integration of CBL and other related innovative learning approaches within Lifelong Learning policies.

♦ Adaptation and application of what works elsewhere.

♦ Promotion of sustainable Communities of Practice. Disseminate and capitalise on existing experiences 1. Stakeholders and the wider community of practitioners and experts should be involved

in the design phase and in the implementation process of CBL initiatives. Only in this way is it possible to foster their sense of ‘ownership’ of the action and their commitment to the further development of the experience, in a perspective of capitalisation, promotion of visibility and sustainability.

2. In this respect, the adoption of ‘participatory governance structures’ can be of great help in bringing different interests together and in definition a shared agenda.

3. Promoters of CBL initiatives should make all efforts to create partnerships and/or networks with other players willing to work synergistically so to contribute to the increase of the local social capital.


4. Specific resources centres should be set up, so to provide teachers, other learning providers as well as learners with state-of-the-art reference materials and possibly laboratory facilities. Such resource centres should be created and maintained thanks to the contribution and collaboration of different players, working together in partnership or network.

5. In order to support the visibility, and therefore the sustainability of an initiative, specifically designed events should be organised. Participation and presentations made in conferences, exhibitions, other events held at local and/or at national or international level generally contribute to raise interest on the initiative and to generate constructive feedback.

6. In order to support the visibility, the promoter and partners of an initiative should exploit the opportunities offered by existing initiatives, journals, portals, permanent discussion fora (physical events as well as virtual fora). The more a project/experience is presented, showed and discussed, the greater the attention will be on its outcomes and potential for further development.

7. In this respect, a targeted use of media should be made. A specific ‘communication strategy’ should be developed for each initiative, defining the addressed target publics and the coherent communication and dissemination actions to be implemented. In the ‘Knowledge Society’ the use of information and communication media represents a decisive step to be taken.

Integrate innovative learning approaches within Lifelong Learning policies 1. The widespread implementation of Lifelong Learning policies across European

countries should be coupled with particular actions aimed at recognising a variety of learning providers, apart from the formal ones (e.g. schools). Only the integration of different learning and training systems can generate real and effective synergies between different policy areas and implementation domains. In this respect, in the framework of the Education & Training 2010 Work Programme, recommendations addressed to decision-makers in the area of Mathematics, Science and Technology (MST) point out the need to modernise teaching methods and to promote extra-curricular activities, as well as to connect MST to real-life contexts and experiences1. Suggestions also focus on the opportunity to move from ‘content’ to ‘activity’-based teaching.

2. The shift from ‘knowledge-based’ learning approaches to ‘competence-based’ ones should be backed by specific policy actions. This shift goes hand in hand with the recognition of out-of-school learning providers and with the need to value the learning outcomes also emerging from non formal and informal learning processes. Furthermore, the recently adopted Recommendation on European Reference Framework

1 European Commission (2004): Implementation of “Education & Training 2010” Work Programme. Progress

Report of Working Group D “Increasing Participation in Math, Sciences and Technology”. Document available at: http://ec.europa.eu/education/policies/2010/doc/math2004.pdf European Commission (2004): Implementation of “Education & Training 2010” Work Programme. Annex to the Progress Report of Working Group D “Mapping of Policies Supporting the Implementation of the 2003 Recommendations Agreed Upon By Working Group D”. Document available at: http://ec.europa.eu/education/policies/2010/doc/maths_sciences_en.pdf European Commission (2003): Implementation of “Education & Training 2010” Work Programme. Progress Report of Working Group “Increasing Participation in Math, Sciences and Technology””. Document available at: http://ec.europa.eu/education/policies/2010/doc/maths_sciences_en.pdf

http://ec.europa.eu/education/policies/2010/doc/math2004.pdf

http://ec.europa.eu/education/policies/2010/doc/maths_sciences_en.pdf




on Key Competences for Lifelong Learning defines ‘competences’ rather than ‘knowledge’ as part of the national reforms and strategies for Lifelong Learning. Mathematical competence and basic competences in science and technology are actually one out of eight areas addressed by this Recommendation2.

3. Teachers should be supported in the challenging process of becoming aware of and grasping a holistic view of innovation including topics, concepts, approaches and working methods. The risk is that the whole picture appears fragmented into small, unrelated and meaningless pieces. In this respect, the identification and exchange of good practices and the promotion of peer learning activities in MST are at the heart of the work being carried out by the EU Member States (the so-called ‘EU27) with the support of the European Commission. A specific Cluster of countries is launching initiatives in the field of science education. The information network on education in Europe, EURYDICE, published a comparative study on Science Teaching in Schools presenting a detailed overview of school curriculum, teacher training and pupils' assessment in Europe3.

Learn, adapt and apply what works elsewhere 1. An ‘observatory capacity’ should be fostered at local, national and transnational level.

Good practice experiences should be collected and explained to the broad interested public. As a matter of fact, it often happens that newly designed experiences start almost from scratch, without knowing what has been going on in a nearby school or organisation. Collecting information and making it available through a public space (possibly a web portal or other easy-to-update and to access supports) would greatly contribute to the capitalisation of past experiences , to their visibility and to the aggregation of expert organisations in further activities.

2. Strategies for horizontal transferability should be developed and implemented. Horizontal transferability refers to the opportunity to apply the developed CBL model and the processes behind it to other similar contexts. Support to horizontal transferability aims at broadening the borders of the initiative and stretching it out so to reach larger numbers of users. Actions for horizontal transferability should imply efforts aimed at increasing either the group of partners, or the addressed stakeholders, or both.

3. Strategies for vertical transferability. Vertical transferability refers to the extent to which a CBL model and processes can be transferred to all levels of the system (namely the formal education system).

4. Collaboration processes should be nurtured, involving teachers and other involved learning practitioners. This should be based on stable and easy-to-access organised structures, such as dissemination events, coordination committees, communities of practice.

2 Recommendation of the European Parliament and of the Council (December 2006). OJ L 394, 30.12.2006. http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l_39420061230en00100018.pdf 3 EURYDICE (2006): Science teaching in schools in Europe. Policies and research. Brussels: Eurydice. Document downloadable from the following URL: http://www.eurydice.org/portal/page/portal/Eurydice/showPresentation?pubid=081EN

http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l_39420061230en00100018.pdf

http://www.eurydice.org/portal/page/portal/Eurydice/showPresentation?pubid=081EN



Promote sustainable Communities of Practice 1. Communities of Practice (CoPs) should be fostered and nurtured. It is important to

stress that CoPs should be set up spontaneously by interested players and not imposed in a top-down way. The set up of CoPs supports teachers and other learning practitioners in developing a professional culture and a sense of belonging to a professional community. When teachers have a strong sense of professional community their morale is better and teacher commitment is higher. Professional communities help support teaching practices, and help teachers address the uncertainty that accompanies non-routine teaching of the sort brought about by CBL.

2. In order to acquire the know-how needed for the successful adoption of innovations, teachers need to be supported in becoming well aware of why the innovations are proposed. Discussion and informal exchange of experiences and ideas which take place in a CoP should be directed to this end.

3. Ad hoc training actions should aim at creating clusters of teachers in each school in order to diffuse expertise among fellow teachers and potentially greatly increase the take-up of innovations based on IT.

4. Spontaneous participation in CoPs should be recognised as an informal opportunity to develop professionally, within the planned in-service training and continuous professional development schemes.


1. Introduction This Final Report presents the results of the activities carried out in the framework of the Study identified by the contract DG-RTD-C6-2004-2. Activities officially started with the kick-off meeting, held in Brussels on January 31st, 2006. On that occasion, it was clearly stated that the study approach and the developed contents would be very practical and focused on experiences regarding applications of context-based methodologies in science teaching implemented in schools (formal settings) and out-of school (non formal and informal settings, e.g. science parks, science museums, etc.). Based on the mandate stated in the Tender Specifications, the present Study has aimed at: ♦ identifying and disseminating within Europe best practice experiences in the context of

science teaching that place science and technology into meaningful learning contexts; ♦ collecting information in the 25 Member States of the EU, the Associated Countries and

the Candidate Countries, on best practice examples, with justification, of particularly effective techniques or experiences for demonstrating the relevance of science and innovation in our daily lives.

In this respect, the purpose of the Study has consisted in identifying: ♦ the current implementation policy and trends in the 25 Member States of the EU, the

Associated Countries and the Candidate Countries, concerning the introduction into schools of context-based teaching techniques for demonstrating the relevance of science, technology and scientific innovation to our daily lives.

♦ the “best practice” examples, with justification, of particularly effective techniques or experiences.

As detailed in the Tender Specifications, “context-based learning (CBL) is to be interpreted in a broad sense. It covers teaching and demonstration techniques that use examples, experience and issues drawn from every day life in order to illustrate the role that science plays. It emphasises the connection with basic scientific principles as learned elsewhere in the science curriculum in order to enhance students’ appreciation of the relevance of science and how it is applied.” To this end, the research team has carried an extensive analysis of CBL experiences carried out in the addressed thirty-three European countries. As detailed in Section 2 “Methodology”, preliminary desk research / literature review has resulted in the identification of relevant data sources presenting information about significant experiences in school and in extra-school settings. The application of specifically elaborated selection criteria has made it possible to single out those experiences with a particular value for this Study. The selection process has been characterised by an increasing focus on CBL-related dimensions. This has resulted in the initial identification of sixty-nine potentially relevant experiences. Further analysis has caused twenty-three of these cases to be left out (due to different reasons, ranging from inadequate availability of information to incomplete implementation). The analysis of the remainder forty-six ‘long-listed experiences’ has been consolidated, as showed in Annexes 5 and 6. Later on, sixteen ‘short-listed experiences’ have been further examined and ‘narrated’ in an extensive way, so to identify the valuable elements which have determined their successful implementation.


The analysis presented in Section 3 ‘The analysis: identifying common elements and general trends in Context-Based Learning (CBL) implementation for Science and Technology (S&T) teaching and learning’ articulates in six clusters / dimensions:

♦ Teacher training schemes and initiatives

♦ Resources for learning design and implementation

♦ Networking and access to external resources

♦ Stakeholders involvement

♦ Integration within the curriculum

♦ Gender approach and mainstreaming These represent the key implementation areas for which the selected case studies propose interesting, innovative and possibly transferable solutions. The distinctive features of the analysed experiences are presented, as examples of successful implementation. The specific ‘solutions’ put in place by a particular experience are described in the framed ‘cases’. These represent links, or ‘bridges’ between this Final Report and the case studies. The analysis of the so-called ‘enhancing and inhibiting factors’ as presented in Section 4 has highlighted ‘what works’ and ‘what has to be avoided’ for a successful implementation of CBL school and extra-school initiatives. The final Recommendations, presented in Section 5, provide the Reader with suggestions aimed at contributing to the consolidation of CBL experiences and at making them more widespread and common throughout European (formal, non formal and informal) learning providers. This Final Report has been conceived as a ‘working document’, presenting the main common elements, general trends and typical features that can be identified across the case studies. This has been done by using specifically developed analytical clusters. This Final Report is based on a very practical approach. It wants to be useful to both policy makers (e.g. the EC Programme Committee) and practitioners (e.g. teachers willing to start a CBL initiative in their school). In case the Reader wishes to know more about a single experience, s/he can refer to the full case studies that are attached as Annexes 5 and 6 (presenting the ‘long listed case studies’) and 7 (presenting the in-depth analysed ‘short-listed case studies’).


2. Methodology The present Study builds on a case-based methodology, developed with the aim of identifying successful experiences concerning the application of context-based learning (CBL in the rest of the document) methodologies for science and technology (S&T) teaching. The research phases have progressed as follows:

♦ Set up of the Experts Group

♦ Development of desk research activities:

◊ Identification / mapping and consultation of relevant data sources

◊ Identification of National Observers

◊ Identification of relevant players / stakeholders

◊ Development of National Overviews focused on the implementation of CBL methodologies in the addressed thirty-three countries

♦ Elaboration of selection criteria for identifying significant cases, and development of case studies:

◊ Identification and preliminary description of the so-called ‘long-listed case studies’

◊ Selection and full description of the so-called ‘short-listed case studies’

♦ Analysis and clustering of the selected experiences

♦ Analysis of the enhancing and inhibiting factors

♦ Elaboration of recommendations 2.1 The Experts Group The members of the Experts Group have been iteratively consulted throughout the Study development. The main criteria adopted to select the members of the Experts Group have been their acknowledged experience and their reputation as members of the scientific community at European level (and beyond), and their experience with regard to the present Study’s specific object. Given the experience and high-standing profile of the three involved experts, objectivity of opinions and independence of judgement are assured. The experts have contributed to guide the search for data sources, providing effective and updated indications on running experiences as well as on involved players and practitioners. In the initial stage of the Study, the Experts Group’s members were mainly involved in the following activities: ♦ Suggesting data sources for identifying National Observers/contact people in the 33

addressed countries ♦ Validating the basic criteria for identifying possible good practice experiences. ♦ Suggesting good practice experiences to be taken into account for the Case Studies

Long List. Furthermore, the Group has been engaged in the overall monitoring of the study development with the aims of:


♦ providing consistent methodological inputs ♦ assuring quality and coherence as regards the methodological approach and the contents

developed. 2.2 Desk research activities 2.2.1 Map of data sources The identification of relevant good practice experiences has been a systematic and continuous process which started short after the Study inception. The preliminary identification of good practice experiences (collected in the so-called Case Studies Long List) has been based on the use of multiple sources. These have comprised primary and secondary data sources: ♦ Primary data sources:

◊ Inputs from the members of the Experts Group. ◊ Direct contacts with ‘national observers’. ◊ Consultation with relevant stakeholders.

♦ Secondary data sources: ◊ Key published material (books; professional journals; research reports; policy

documents, directories, reports and statements; conferences proceedings). ◊ ‘Grey’ literature (including unpublished research reports; material from websites).

The use of primary and secondary data has provided complementary information and therefore a comprehensive coverage of the addressed domain. A cross-check has also been carried out among inputs provided by the different sources in order to reduce the risk of leaving relevant cases out of the survey. The ‘Map of Data Sources’ (Annex 1) has been amended and integrated iteratively, following further research and analysis on the available information. In particular, some of the experiences have been dropped, since more in-depth analyses highlighted their inconsistency with the Study’s objectives. Furthermore, the identification process has been completed covering all but one (Liechtenstein) of the addressed countries. 2.2.2 National Observers The list of national observers has been developed on the basis of: ♦ Consultation with the experts group. ♦ Analysis of data sources (authors of articles and books; reports and participants lists of

technical working groups of the European Commission; attendants and invited speakers to national and international conferences, etc.)

♦ Indications of informed professionals initially contacted as possible observers.


The national observers have been asked to contribute on two different activities: 1. The Europe-wide map of key players and stakeholders. Contacted national observers

were given the map drafted by Scienter, made of different organisations (government institutions, higher education institutions, museums, associations, foundations), and were asked to provide their input in order to validate the list making sure that it is complete and updated.

2. The identification of relevant case studies. Contacted national observers were given specific instructions about the work that Scienter had been carrying out. It was clearly expressed that the process of case studies identification was complex and that even successful experiences could be underestimated or unremarked because of lack of visibility. Therefore their inputs would have helped our study focus on experiences that otherwise would not have been spotted. In particular, they were explained that relevant case studies should have responded to the following ‘selection criteria’: ◊ context-based methodology: the selected cases had to refer to context-based

methodologies for science, mathematics and technology teaching and learning (e.g. experiments, simulations, other laboratory activities in science museums or science parks, etc.) in schools as well as in other settings (e.g. museums of natural sciences);

◊ visibility: the selected cases had to be ‘visible’ at regional and/or national level (e.g. specific promotional activities should accompany the experience and provide large audiences with the key information concerning its objectives, activities and envisaged outcomes);

◊ school-aged students: the selected cases had to address students in school age (from primary, lower secondary and upper secondary schools);

◊ consolidation: the selected cases had to address systematic approaches of context based methodologies for science, mathematics and technology teaching. In this respect, the case had to reflect a degree of consolidation of the practices within its context. This might have also been showed by multiplying initiatives or repeated editions of the same initiative.

The list of National Observers is attached to this report as Annex 2. 2.2.3 Map of relevant players / stakeholders The list of national stakeholders or key players has been developed on the basis of a thorough desk research. The search started from the analysis of the national institutions working on the Study subject. The main search tool has been the Internet, using specific search strings, such as:

♦ “science+technology”+the name of the Country

♦ “science teaching”+the name of the Country

♦ “context-based science teaching”+the name of the Country

♦ “context-based teaching”+the name of the Country

♦ “context-based learning”+the name of the Country

♦ “experiential learning”+science+the name of the Country

♦ “experiential learning”+natural sciences” ”+the name of the Country


In addition to the Internet, literature review has also provided useful inputs for identifying relevant players in the field. A map of stakeholders has been drafted for each addressed Country, by using the information and data collected through literature review and web browsing, and by integrating the inputs from the National observers. Beside national institutions and public agencies, other relevant stakeholders categories have been identified, such as:

♦ Higher Education Institutions (Academia, Knowledge institutes, R&D and education bodies).

♦ Scientific Academies and Learned Societies.

♦ Associations and Foundations (also professional associations, e.g. science teachers associations.

♦ Museums (different kinds of museums have been mapped: natural sciences museums, civilisation museums, science and technology museums, etc.).

In particular, national Ministries of Education (with different denominations, as it emerges from the map) represent the key players as regards the definition of national curricula, teachers training schemes, the promotion of different initiatives which allow the ‘contamination’ of the formal curricular programmes (within schools) with innovative learning experiences based on active and context-based teaching methodologies. However, other agencies (institutions, NGOs, museums, foundations and associations) are increasingly contributing to the development of context-based and hands-on methodologies in school as well as in non formal learning settings. The map of key players / stakeholders is presented in Annex 3. 2.2.4 The National Overviews The National Overviews are short and concise descriptions focused on:

♦ Context based learning and teaching for students, in S&T courses.

♦ Teachers training schemes and activities focused on context-based teaching methodologies.

The Overviews have been elaborated on the basis of existing official reports and surveys. In particular, the reports published by Eurydice – The Information Network on Education in Europe (http://194.78.211.243/Eurybase/frameset_eurybase.html) have been very useful. Other sources particularly useful are: the UNESCO’s International Bureau of Education (IBE: http://www.ibe.unesco.org/), the NARIC network (http://www.enic-naric.net/), the national Ministries of Education and national government agencies. Also transnational research projects, many of which have been promoted or co-funded by the European Commission, have been valuable sources of information, such as the Euroscene 2003 project4 and the STEDE project5 (2001-03).

4 “European Union Science Education Network”, ERAS-CT-2003-510213. This project, which is essentially

an SSA project preparing for a future ERA-net was co-ordinated by Slovakia and the following countries or regions also participated : Flanders (Belgium), Norway, Lithuania, Czech Republic, and Cyprus.

5 A Thematic Network of the Erasmus programme of the European Commission, STEDE aimed at developing the effective use of curriculum and didactic research in the professional development of teachers of science

http://194.78.211.243/Eurybase/frameset_eurybase.html

http://www.ibe.unesco.org/

http://www.enic-naric.net/

http://www.biol.ucl.ac.be/STEDE/



The Overviews are essentially ‘snapshots’ of the existing educational scenarios, with specific focus on the context-based methodologies adopted for science teaching in the addressed countries. The National Overviews are presented in Annex 4. 2.3 Development of selection criteria for identifying significant

cases 2.3.1 The case studies long list The process for identifying the good practices has started applying the following general principles:

♦ Context-based methodology: the selected experiences/cases refer to context-based methodologies for science, mathematics and technology teaching and learning (e.g. experiments, simulations, other laboratory activities) in schools as well as in out-of-school settings (e.g. science museums, science parks, private research organisations, etc.).

♦ Visibility: the selected cases are ‘visible’ at regional and/or national level (e.g. specific promotional activities should accompany the experience and provide large audiences with the key information concerning its objectives, activities and envisaged outcomes).

♦ School-aged students: the selected cases address school-aged young people (attending primary, lower secondary and upper secondary schools).

♦ Consolidation: the selected cases address systematic approaches of context based methodologies for science, mathematics and technology teaching. In this respect, the case should reflect a degree of consolidation of the practices within its context. This may also be showed by multiplying initiatives or repeated editions of the same initiative.

The document “Case Studies Long List” (Annex 5) presents a concise and handy catalogue of the forty-six good practice initiatives described using a table, presenting the following fields:

♦ Country

♦ Title of the initiative

♦ Brief description of the initiative

♦ Target group(s) addressed

♦ Promoting organisation

♦ Contact person

♦ Links

♦ Why has the experience been selected? (e.g. relevance vis-à-vis the Study’s objectives and purpose)

and technology, particularly with respect to education for scientific literacy. Further information at: http://www.biol.ucl.ac.be/STEDE/


The list of Case Studies covers all addressed countries but Liechtenstein. As a matter of fact for Liechtenstein it has not been possible to identify any relevant experience. Despite the efforts made in scrutinising available literature and web-based search engines, and in consulting the Experts Group’s members, the Research Team has not been able to identify any initiatives consistent with this Study’s objectives. The experiences concisely presented in the finalised ‘Case Studies Long List’ have been further examined and analysed. The results of this phase are presented in the ‘Case Studies Report’ (Annex 6). By using a more articulated template it has been possible to collect and present in an easy-to-read format the key information and details of each identified good practice case study. The use of the template has allowed to highlight for each case its strengths and elements of interest and success. Among the covered fields, the key ones for progressing with the analysis tasks have been:

♦ Why is the CS interesting / effective? This field allows for free text. References to the following dimensions are made, in order to point out the ‘elements of success’ of the selected experience: impact on students’ examination success rates; impact on subsequent study choice; formal recognition by the professional / scientific community; mobilisation of local and/or national resources to further support the initiative (e.g. repeated editions).

♦ Field(s) addressed by the CS: Science / Technology / Combination of S&T This field allows to discriminate immediately whether the experience is dealing with science teaching, or technology, or a combination of the two. As defined in the Tender Specifications, the main focus is to be devoted to science teaching experiences.

♦ Type(s) of partnership applied within the CS This field allows to define what kind of support (e.g. participation, assistance, financial) is offered by external bodies, at national and/or local level. Furthermore, this field also provides inputs to determine the participation and mobilisation of stakeholders (e.g. science museums, science centres, local universities, etc.), and eventually the impact of the experience on the tackled territory.

♦ Setting of implementation of the CS: Curricular / Extra-curricular / Combination This field allows to look for the degree of integration of the context-based teaching experience into the curriculum, for the articulation between field work/laboratory-based work and classroom/traditional courses, and for the participation of external expertise (e.g. science museums, science centres, local universities, etc.).

♦ Target groups addressed and School level of the case study These fields focus on the specific target groups which are addressed by the experience and the relevant school level. As in the Tender Specifications, particular attention is to be paid to lower and upper secondary school levels.

♦ Organisational form(s) of the CS: Curricular programme/project / Bottom-up, grass root initiative / Combination This field particularly introduces information about the level of mobilisation and participation of relevant stakeholders within the institutional context and/or within the non formal context.

♦ Description of the CS: Context; Aims and Objectives; Method; Activities / Implementation; Reported Outcomes This part of the template allows for free text. The selected good practice experience is described with reference to relevant key features. The descriptive sections can include


parts of published reports, articles and papers, as well as reported interviews to the promoters and other participants.

♦ Evolution of the experience This field provides information about the trend towards consolidation of the addressed experiences. This introduces an important longitudinal perspective aimed at highlighting the evolutionary path of the experience and its progressive development and strengthening.

The information provided for the identified case studies has been collected through direct contacts with the promoters/coordinators, and through desk research and web browsing. 2.3.2 The case studies short list The forty-six long-listed experiences have been further scrutinised using the selection criteria described below, with the aim of recognising the sixteen experiences which better respond to the Study’s objectives and that better illustrate context-based solutions implemented for science teaching in school as well as in extra-school settings. In detail, the adopted selection criteria have been:

1. Evidence of positive results. This criterion refers to features such as: ◊ Impact on students’ examination performance/success rate. ◊ Impact on students’ choice of subsequent scientific study paths. ◊ Results of students’ activities (e.g. awards, prizes, participation in exhibitions and

other events, etc.). ◊ Results for science teachers (e.g. training paths, reference materials and resources

for professional development, contribution to the advancement of professional development schemes available to the community of teachers at national and/or international level, etc.).

2. Formal recognition / endorsement by the professional / scientific community. This criterion refers to features such as: ◊ Official recognition of excellence. ◊ Reviews of teaching practices; published comparative research studies, articles,

monographs or other products on professional media.

3. Trend towards consolidation (longitudinal perspective) This criterion refers to features such as: ◊ Iteration of the experience / number of editions. ◊ Integration into the curriculum. ◊ Transferability of the context-based method and adoption by other institutes /

schools. ◊ Creation of a network of schools / other organisations (e.g. science museums,

science parks, industrial actors, university, etc.).

4. Level of mobilisation of local stakeholders This criterion refers to features such as: ◊ Partnership composition (e.g. involvement of institutional, scientific, academic,

industrial players).


◊ Availability of external resources (e.g. funding from private players, creation of public-private procurement schemes, etc.).

5. Innovation This criterion refers to the following domains of innovation: ◊ Methodology. Analysis focuses on the design and implementation of context-

based teaching and learning methodologies, articulation between field work/laboratory-based work and classroom-based/traditional courses; teacher training requirements.

◊ Organisation. Analysis focuses on the degree of integration into the curriculum, newly created or adapted structures to facilitate the management, dissemination and consolidation of context-based teaching and learning approaches, such as: resource centres, laboratories, science rooms, etc.

◊ Institutional. Analysis focuses on the involvement of institutional players (e.g. ministries, universities) as well as of local players (e.g. schools, scientific museums, companies, etc.), geared to the development of a specific project, or to the improvement of school curricula, or to the elaboration of novel assessment and evaluation methods and tools.

◊ Sustainability. Analysis focuses on the capacity of the initiative to continue and consolidate in time. Attention will be paid to factors such as: availability of funding, visibility and dissemination capacity, integration of the initiative within school curriculum and/or within other existing projects, transferability potential.

Each long-listed case study has been read and analysed applying the above-mentioned selection criteria. The further step undertaken has been the development of narrative case studies, collected in the “Integrated Case Studies Report” (Annex 7). The “Integrated Case Studies Report” presents the sixteen fully developed case studies articulated according to the following structure:

1. The context of the experience. Particular attention is paid to: ◊ the start-up phase of the action (orientation and definition of the action priorities

and objectives), ◊ the characteristics of the promoters, ◊ the schedule

2. The description of the experience. The good practice experiences have been ‘narrated’ in a way so to highlight their qualitative and quantitative features. Detailed descriptions focus on: ◊ the objectives, ◊ the contents and concrete measures put in place (e.g. the methodology adopted

and the related implementation scheme, in terms of laboratory activities, field work, combination of field-work and classroom-based lessons),

◊ the geographical coverage, ◊ the characteristics of the addressed target groups (e.g. students) ◊ the needs addressed, ◊ teacher training requirements, ◊ resources requirements, ◊ degree of integration into the curriculum,


◊ the partnership involved (e.g. involvement of an ‘extended network’ or external expertise such as science museums, universities, etc.),

◊ the funding scheme, ◊ the technological infrastructure (e.g. laboratories set up).

3. Key innovative elements. This part represents a kind of ‘summary’ of the key features of the experience in terms of methodology, organisational solutions adopted, institutional processes, and sustainability capacity.

The contents presented have been developed on the basis of desk research (analysis of papers, evaluation reports, articles and other materials prepared by the initiatives’ promoters) and of the contributions and feedback that promoters have sent to the Research Team. 2.4 Analysis and clustering of the selected experiences The analysis of the developed case studies has allowed to highlight a number of recurrent and typical strategies enacted so to achieve positive and durable results. On the basis of these observed features, the following six clusters have been developed:

1. Teacher training schemes and initiatives. This cluster addresses the questions concerning the specific teaching competences and knowledge for the science and technology teachers. Analysis has particularly focused on the following dimensions:

a. Governance of teacher training programmes.

b. ‘Authentic’ training : use of CBL in teacher training programme.

c. Communities of practice and co-construction of materials for teacher training.

d. Enriched teachers’ role.

2. Resources for learning design and implementation. This cluster addresses the question concerning the specific resources for learning (e.g. laboratories equipment) and materials needed as an effective support to context-based learning. Analysis has particularly focused on the following dimensions:

a. Guidelines for design and implementation.

b. Competence-based approaches.

3. Integration within the curriculum. This cluster addresses the question concerning how context-based learning/teaching methods can set out the most effective results within school curricula. Analysis has particularly focused on the following dimensions:

a. ‘Polycentrism’ of learning resources.

b. Evaluation methods for students’ achievements.


4. Networking and access to external resources. This cluster addresses the questions concerning how context-based learning can be embedded in “real” life and be related to employability and lifelong learning. Analysis has particularly focused on the following dimensions:

a. Multi-actor teams and enhancement of competences and resources.

b. Different forms of collaboration.

5. Stakeholders involvement. This cluster addresses the question concerning the involvement of external players in the planned activities, with the aim of maximising the impact of the initiative at local level. Analysis has particularly focused on the following dimensions:

a. Approaches to stakeholders involvement.

b. Participatory governance structures.

6. Gender approach and mainstreaming. This cluster focuses on the particular approaches and implementation schemes developed to promote girls’ interest and commitment in scientific subjects matters. Analysis has particularly focused on the following dimensions:

a. Teachers’ new competences and related training programmes.

b. Stakeholders involvement.

c. Targeted communication, dissemination and awareness raising programmes. Throughout the analysis concrete references to the developed case studies are provided, as exemplary and successful implementation achievements. To this end, short texts in ‘framed boxes’ are provided, as practical examples of what is stated in the analysis. For further details of a specific experience, the Reader can refer to the ‘Case Studies Report’ (Annex 6) and the ‘Integrated Case Studies Report’ (Annex 7). 2.5 Analysis of the enhancing and inhibiting factors The ‘enhancing and inhibiting factors’ are considered as ‘elements for success’ and ‘situations to avoid’ in designing and implementing CBL initiatives. A case-based, practical approach has been adopted. On the basis of the experiences described in the collected case studies, a number of conditions have been identified, which facilitate/enhance the implementation of the specific practices, or hamper/inhibit it. The aim of this analysis phase consists in providing the Reader with concrete and usable hints on how to design and implement meaningful S&T teaching experiences, with an impact for students and teachers. In this respect, the analysis has focused on the identification and explication of those factors which have determined the success of a particular experience and which could be considered as suitable for being “transferred”.


2.6 Conclusive remarks and elaboration of recommendations The conclusive remarks have been developed on the basis of the recurrent trends, implementation patterns and expressed needs emerged from the collected good practice experiences. The conclusive remarks provide a sort of synthetical overview of such identified elements and set the trail for the key recommendations. The recommendations have been elaborated on the basis of key intervention areas, as highlighted in the analysed good practice experiences. Recommendations address practitioners and policy makers, providing case-based suggestions concerning possible measures to be taken in order to improve the visibility of CBL initiatives, as well as to increase their adoption in schools and in other learning settings.


3. The analysis. Identifying common elements and general trends in Context-Based Learning implementation for Science and Technology teaching and learning

The identification and collection of good practice case studies across European countries has resulted in a substantial amount of descriptive data and information, developed in the form of narrative descriptions (as showed in the Case Studies Report – Annex 6, and the Integrated Case Studies Report – Annex 7). The analysis phase which has followed the field research activities has aimed at:

♦ identifying general trends, common elements and typical features of context-based learning (CBL) experiences for Science and Technology (S&T) teaching, on the basis of the evidence collected for the case studies;

♦ highlighting the strengths of the described experiences in a perspective of further dissemination and transferability.

This analysis has focused on the sixteen short-listed case studies which present particularly significant features in terms of comprehensiveness and effectiveness of the implemented solutions. In addition, these experiences represent in a rather balanced way the two key dimensions concerning the nature of the promoter /formal or non formal and informal) and the setting of implementation (in-school or out-of-school), as illustrated in the table below:

Setting of implementation

Promoter

IN SCHOOL

OUT OF SCHOOL

FORMAL

NON FORMAL /

INFORMAL

Eco-Schools

SeT

LUMA

Deutsches Museum

Fionn Science Project

Edison

MERA + PRO-FIT Science Bus

La Main à la Pâte

Pedagogical System for Integrated Science

Ciência Viva

Schola Ludus

Pollen NTA

KIDSinfo

WISE Outlook



The further analysis of the collected case studies / good practice experiences has highlighted six relevant clusters, featuring a number of relevant sub-categories:

1. Teacher training schemes and initiatives

a. Governance of teacher training programmes

b. ‘Authentic’ training : use of CBL in teacher training programme

c. Communities of practice and co-construction of materials for teacher training

d. Enriched teachers’ role

2. Resources for learning design and implementation

a. Guidelines for design and implementation

b. Competence-based approaches

3. Integration within the curriculum

a. ‘Polycentrism’ of learning resources

b. Evaluation methods for students’ achievements

4. Networking and access to external resources

a. Multi-actor teams and enhancement of competences and resources.

b. Different forms of collaboration.

5. Stakeholders involvement and governance structures

a. Approaches to stakeholders involvement.

b. Participatory governance structures.

6. Gender approach and mainstreaming

a. Teachers’ new competences and related training programmes.

b. Stakeholders involvement.

c. Targeted communication, dissemination and awareness raising programmes. The cluster-based analysis has built on the collected good practice case studies; direct references to relevant experiences are provided throughout the Section, in specific ‘framed boxes’. The text in these boxes has been excerpted from the ‘Integrated case Studies Report’ and is meant to provide exemplary samples of a given trend/feature described in the cluster. For further and detailed information about a specific experience, the Reader should consult the ‘Integrated case Studies Report’ (Annex 7).


3.1 Teacher training schemes and initiatives Case analysis highlights that the implementation of CBL initiatives in school settings is generally accompanied by specific training and continuous professional development programmes for teachers. Most of the analysed experiences incorporate actions aimed at training teachers (as well as other figures supporting or facilitating learning processes) in the use of CBL and of active and experiential learning approaches. The overview of national programmes for pre-service and in-service teacher training points out that there exist few specific and mainstreaming training schemes to introduce teachers to CBL and to familiarise them with theory-based practical and hands-on activities to be developed with students. Most of the existing teacher training programmes are still focused on traditional and transmissive pedagogical approaches in which the students represent the ‘receiving end’ of the teaching process. 3.1.1 Governance of teacher training programmes The term ‘governance’ refers to the structure, procedures and processes through which a programme is designed, developed, implemented and managed. On the basis of the collected case studies, two main trends have been identified regarding the way teachers’ learning and training needs are collected and taken into consideration in the design process:

1. Institutional governance. The competent institutions design and implement through their national, regional and local structures targeted programmes and initiatives, strongly based on a centralised process of learning needs analysis. General statistics and the results of specific surveys focused on teachers’ learning needs are used to determine the programmes for their continuous professional development and in-service schemes.

2. Distributed governance. The programmes and interventions are defined according to a bottom-up process, in which teachers and other players work in groups or in communities of practice so to develop consistent and relevant curricula for pre-service and in-service training. In this way, teachers express their needs and preferences vis-à-vis their professional development, and endorse directly the developed programmes.

As regards institutional governance, several experiences show that, at macro level, targeted actions at policy level represent the key factor for fostering awareness and developing relevant competences. Ministries of Education, as well as National Agencies competent for curricula development and teachers training, are the key players in this respect. Specific pre-service and in-service training programmes involving teaching staff are generally introduced gradually. As in any change process, in the initial phases only limited groups of teachers are involved so to ‘test’ the programme and provide feedback on possible improvements and amendments. Further on, the participants in these groups act as ‘champions of innovation’ and their role is usually pivotal in the following stages of broader implementation. Their early involvement usually adds a participatory/bottom-up dimension to the process and the newly introduced programmes are likely to be better accepted and adopted. The involvement of specialised institutional bodies as initiators of the change contributes to the legitimisation of the proposed programmes and to their adoption at system level.


The LUMA project (Finland) LUMA is a development programme of the National Board of Education for mathematics and science education for 1996-2002. The project is a part of the national joint action launched by the Ministry of Education for raising mathematical and scientific knowledge in Finland to the international level. One of the projects promoted by LUMA consisted in Teacher training reform projects (P7). It implied an integrated teachers’ training scheme aimed at fostering new methods to make science and technology more attractive to students. All the activities developed worked to this end. Teachers have eagerly participated in the in-service training. They have taken degrees, improved their subject knowledge and widened their pedagogical skills. Links: http://www.oph.fi/SubPage.asp?path=1;443;6717;7806 and http://www.edu.fi/english/pageLast.asp?path=500,571,36263,36272 The decentralised and ‘distributed’ approach to governance (e.g. at regional, or local level, following teachers’ direct involvement) appears to be particularly effective, since it allows to take into account and incorporate specific needs emerging locally and to benefit from the collaboration with local research centres (e.g. universities, laboratories) and other specific organisations (e.g. science museums, science parks). CBL can greatly benefit from this approach, since it is easier to establish links with the students’ daily lives and experiences. The SeT project (Italy) The SeT project was launched in 1999 by the National Ministry of Education, University and Research (MIUR) as a special project for scientific and technological education. The SeT project has brought forward an integrated action which aims at combining the outcomes of pedagogical research, the results of ICT use in schools, the results and needs of scientific research developed by other players such as research agencies, associations and companies. The issue of teachers training is crucial in SeT. Each pilot project that schools submit for funding has to contain an action for teachers training. This can occur in different ways, depending on the characteristics of the project submitted and the needs in terms of professional development and updating. In this respect, teachers training is contextualised to the specific features of each project. Link: http://www.indire.it/set/ Obviously, a decentralised approach needs to be based on clear general guidelines and indications established so to assure harmonisation of programmes and coherence with the Ministry’s directives. 3.1.2 ‘Authentic’ training: CBL in teacher training programmes Another relevant aspect related to teachers training refers to teachers’ involvement in CBL activities as part of their pre-service and in-service training programmes. This approach is based on the assumption that only by learning through CBL methodologies will teachers be able to embed it in their pedagogical approach and use it in a suitable and effective way. Experiential learning and the direct application of CBL for teachers training often entail collaboration of education institutions with other organisations which have a better and more consolidated experience in hands-on activities. The resulting cross-fertilisation processes contribute to the development of comprehensive ‘blended’ pedagogical models combining pedagogical theory and hands-on approaches. Pedagogical System for Integrated Science (Hungary)

http://www.oph.fi/SubPage.asp?path=1;443;6717;7806

http://www.edu.fi/english/pageLast.asp?path=500,571,36263,36272

http://www.indire.it/set/


The teaching of integrated science raises the importance of in-service teacher training, in terms of adoption of a different pedagogical paradigm, acquisition of new learning ideas and teaching methods. The basic condition of success of this programme is self-training, teacher’s learning, appropriate motivation, financial support and organisational/logistic support from the school management (e.g. fewer obligatory classes). The individual research and development work is not enough for working out such a complex programme. This can be successful only if teachers set up a work team and effectively develop together the curriculum and the relevant activities. In this respect, it has been very important to improve teachers’ social competencies and to strengthen their cooperative skills and sense of responsibility. Link: http://www.oki.hu/oldal.php?tipus=kiadvanyok&kod=8 It appears clear that CBL methodologies for pre-service and in-service teacher training work at their best when implemented in collaborative working groups. In this way, involved teachers can experience directly the benefits, and the possible pitfalls, of active learning for science teaching. In particular, teachers have the opportunity to reflect critically on the approach used and find out collaboratively solutions. Science and Technology for All – NTA (Sweden) Continuous professional development is a central part of NTA. High-quality professional development is essential for effective science education. As teachers’ understanding of science and pedagogy increases, they become more able to engage students in the sciences. The goals of professional development schemes for teachers, and principals, are:

♦ Teacher teams develop and expand their attitudes toward, and approach to, science and technology.

♦ Teacher teams develop and expand their knowledge of science and technology.

♦ Teachers teams acquire tools for developing work methods and forms. Every teacher using a unit completes one day of training in that thematic area. Teachers are also given repeated opportunities to share their classroom experiences. Professional development is also carried out in collaboration with local educators (experienced teachers), industry representatives, colleges and universities. Professional development consists of:

♦ Introductory training. New teacher teams are given a presentation of and insight into the work methods used in the NTA units, the program's main activities and how NTA will function locally within the municipality. This introduction lasts about half a day

♦ Training in thematic areas (NTA units). The teacher teams become familiar with an NTA unit by working with the unit assignment, elucidating the of the experiments, working through questions of curriculum, emphasizing observation, reflection and documentation as development tools, as well as by advancing their knowledge of the subject area. Unit training lasts an entire day and is repeated annually.

♦ Recurring unit meetings. Meetings can include exchange of experience, expansion of knowledge in the subject area, reflection and discussion on work methods and forms, collaboration with local industry, interaction with researchers at universities/college. Meetings recur during the school year.

Link: http://www.nta.nu/ The development of new learning resources is key in order to support consistent pre-service and in-service training programmes. Learning resources for teachers training are generally developed on the basis of practical experiences. The involved teachers themselves contribute

http://www.oki.hu/oldal.php?tipus=kiadvanyok&kod=8

http://www.nta.nu/


to the elaboration of guidelines, manuals, data bases with activities and experiments, and other reference materials for developing a CBL experience within the school setting. Such learning resources focus on both the pedagogical method to be adopted (supporting CBL and experiential learning processes) and the contents to be addressed. In this way it is possible to identify the most suitable and effective method in order to foster students’ commitment and deep understanding of the tackled subjects. The learning resources for teachers can be made available locally, at the level of the single school participating in the CBL project, or at national level, involving a wide network of schools and science teachers. La Main à la Pâte (France) A relevant part of the developed activities focuses on the professional development of teachers. Some of the documents and learning resources available in the general resource centre and in the local ones have been produced by teachers themselves. Seven centres (Bergerac, Blois, Loudéac/Saint-Brieuc, Pamiers, Perpignan, Poitiers, Troyes) have set up their own web site, linked to the national network of La main à la pâte, where they have published the pedagogical documents and guidelines used for science teaching. In some Regions, most of the science teachers have adopted the methodology and use the materials developed by the network of La main à la pâte. For instance, in Bergerac, Mâcon, Nogent-sur-Oise, between 50% and 100% of teachers have endorsed the method and use the resources and services offered by the pilot centres. In other Regions, the rate ranges between 25 and 35%. Link: http://www.lamap.fr 3.1.3 Communities of practice and co-construction of materials for

teacher training The process of co-construction of learning resources and sharing presents another relevant feature: the community dimension. Teachers involved in CBL often spontaneously set up communities of practice. A community of practice involves much more than the technical knowledge or skill associated with undertaking some task. Members are involved in a set of relationships over time (Lave and Wenger 1991) and communities develop around things that matter to people (Wenger 1998). The fact that they are organising around some particular area of knowledge and activity gives members a sense of joint enterprise and identity. For a community of practice to function it needs to generate and appropriate a shared repertoire of ideas, commitments and memories. It also needs to develop various resources such as tools, documents, routines, vocabulary and symbols that in some way carry the accumulated knowledge of the community. In other words, it involves practice, or ways of doing and approaching things that are shared to some significant extent among members.

http://www.lamap.fr/


The interactions involved, and the ability to undertake larger or more complex activities and projects though cooperation, bind people together and help to facilitate relationship and trust. Communities of practice can be seen as self-organising systems, presenting many of the benefits and characteristics of associational life, such as the generation of social-capital-oriented practices. The work of communities of practice allows participants to share experiences and materials and to learn from each other, also allowing for interaction with extra-curricular specialised training providers and creation of synergies with non-formal learning environments (such as science museums, science parks, laboratories, higher education institutions). The peer-to-peer learning processes contribute to create a well-rooted professional culture and to overcome possible risks of isolation for those teachers who alone promote and carry out CBL experiences. The EDISON experience (Belgium, Flanders) The EDISON project adopts a context-based approach closely linked to the creation of a product to simulate what happens through innovation in industry. It uses an active pedagogical methodology combining the personal idea of the students to create something and enabling them to develop the product they have thought of. Teachers are challenged by the EDISON activities which are based on active learning methodologies and hands-on experiences. The Project provides teachers with specific Guidelines presenting the key elements of the didactic approach adopted and the ways to make the most effective use of them. It is also important to stress the fact that teachers are not ‘alone’ in introducing innovative methodologies in their teaching approach, but are part of the EDISON community composed of other teachers and researchers sharing the same objectives and interests. Link: http://webhost.ua.ac.be/focus/Edison/index_edison.htm This experience introduces an important enabling factor for the management and animation of professional communities / communities of practice: Information and Communication technologies (ICT). In the past decade, communities of practice have been increasingly using ICT, such as synchronous communication facilities (e.g. chats, video conference, synchronous interactive games / muds) and asynchronous ones (e.g. online forums, email, shared work spaces, wiki pages). ICT represents an enabling factor supporting, among other processes, communication at a distance, data and information storage, re-usability of developed resources, possibility to involve growing numbers of users. It allows participants / teachers to exchange experiences, share ideas (e.g. for new didactic strategies), and work collaboratively on common professional objectives (e.g. the development of new learning resources). The potential of ICT should not be underestimated, since it opens up opportunities for collaboration at a distance, making it possible to overcome possible conditions of isolation (e.g. geographical isolation; difficulties in accessing learning resources stored in central libraries or data banks) and to multiply relationships among different and distant actors. The use of ICT for training purposes entails the set up of appropriate provisions, in terms of technological equipment, and the availability of ad hoc training paths to promote digital alphabetisation and familiarisation with the most widespread technological tools (e.g. PCs, scanners, digital cameras) and applications (e.g. email, Internet, chats, instant communicators, Internet-based voice services).

http://webhost.ua.ac.be/focus/Edison/index_edison.htm


Pollen (Spain) Pollen provides schools and teachers with educational materials, permanent advisory services and a web portal where learning units, guides for teachers, trainers & coordinators, complementary material and pedagogical resources (worldwide collected) are also available. All cultural, scientific, economic, political, leisure and other resources are mobilised to improve the community’s knowledge, abilities, skills, attitudes and values, which will, as a knock-on effect, irrigate the city and improve its resources, thus contributing to local development. The Seed City aims to build a sustainable framework for science education through a child-centred approach starting in school and extending to the whole community, offering a model for the development of similar centres. Pollen provides the opportunity to have an organised forum for ongoing discussion about the science and technology curriculum, involving teachers and their students, school administrators, politicians, scientists, engineers and researchers in the field of educational science. Pollen is supported by a group of pedagogical and scientific organisations from 12 European countries. Pollen is therefore a network, not only on a community level, but also at European level, bringing science closer to society through schooling. Schools are seen as an individual setting, but are also part of a broader environment, in which interaction with the rest of the local stakeholders is crucial to enhance pupils’ competences. In each partner country teachers trainings is to be provided, and specific resources for the classroom (lesson plans, teachers guides, material kits database, etc.) as well as a web support resource have been set up. Exchanges between teachers, scientists and pedagogical experts are strongly encouraged. Scientific community engagement enables teacher’s support for scientific activities. Link: http://www.pollen-europa.net/ CBL experiences also show an integration between traditional teaching methods (the so-called ‘transmissive’ methods) and other teaching and learning methodologies which are more learner-centric and allow active learning processes. In this respect, teachers assume multiple roles, ranging from ‘transmitter’ (related to the traditional transmissive mode, useful especially for basic alphabetisation) to ‘moderator’ and ‘facilitator’. These different roles are related to the didactic and learning objectives of the experience. In their new role of facilitators of learning processes, teachers can ask for the specialised support from experts in scientific matters who add extra value to the students’ learning experience. Fionn Science project (Ireland) Teachers have a completely different role in the classroom. They are facilitators of learning processes, introducing students to the hands-on activities and to the support provided by the experts. In this respect, each class has the back up of professors, pilots and painters, doctors and sculptors, scientists and submariners, horsemen and women, farmers and fishermen, all of whom give their time voluntarily to help their local schools. The Fionn Science Project has foreseen teachers training sessions, mainly based on learning-by-doing and experiential learning processes. Link: http://www.irishscience.com/

http://www.pollen-europa.net/

http://www.irishscience.com/


3.1.4 Enriched teachers’ role Pre-service and in-service training programmes are also important since CBL engages teachers in new and often unexplored roles, as mentors, supervisors, facilitators, motivators within students’ learning process, supporting a learner-centric pedagogical model. In this respect, teachers need to acquire and develop specific competences in the use of CBL methodologies As a matter of fact, the implementation of CBL approaches implies that students are considered as ‘constructors’ of their own knowledge which is developed through interaction with the social context and collaboration within groups. Inquiry-based learning and active learning are key to substantiate CBL. In this respect, knowledge is not simply supplied by the teacher (as in the traditional transmissive, ex cathedra mode) but is – tendentially – constructed by the learners although in a ‘supported’ mode. Learners can choose among individual (e.g. in the classroom and at home), cooperative (e.g. classroom-based small teams) and collaborative (e.g. team work using a virtual learning environment) learning activities. The teacher is responsible for creating an effective learning environment, by making available resources, equipment, theoretical and conceptual references, and by organising activities which engage students in self-directed learning processes. MERA and PRO-FIT Programmes (Cyprus) Teachers have an important function within the MERA and PRO-FIT Programmes. They need to adopt a new role, as:

♦ Mentors

♦ Supervisors

♦ Facilitators

♦ Motivators Especially in MERA, teachers also support and inspire pupils in generating their research idea. This new role for teachers is implied by the general reform of education which occurred at the beginning of 2000. In this regard, MERA and PRO-FIT are in line with the overall Government priorities for the renewal and updating of the national education system. Link: http://www.research.org.cy Teachers, tutors, mentors, peers, experts, and other practitioners also represent ‘role models’ for the students. By embodying the ‘scientist’, with their work and actions involved practitioners convey the authentic idea of what a scientist can do and what the professional career opportunities are. The function of teachers as role models is particularly evident with respect to gender issues and gender mainstreaming, as presented in Section 3.6 of this Report.

http://www.research.org.cy/


3.2 Resources for learning design and implementation In CBL experiences, the role of resources for learning design and implementation is key in order to foster effective development processes and local experiences. Contextualisation of theoretical principles and contents can occur only if specifically designed resources are adopted. In this respect, the design of curricula for students needs to embed CBL approaches and to integrate hands-on experiences and experiments supporting active learning, as well as individual and/or group reflection and study. Similarly, the implementation of CBL experiences requires guiding principles or, in the most structured cases, specific guidelines presenting the steps to be followed in order to achieve sound and durable results. 3.2.1 Guidelines for design and implementation Most of the analysed projects have developed specific guidelines for the design and implementation of the planned activities. As a matter of fact, the examined CBL experiences start from the assumption that adaptation is always needed, in order to make sure that the programme is suitable to and consistent with different educational environments and learners’ needs. The guidelines produced provide inputs and clear suggestions on how to develop and implement CBL courses in different contexts. Depending on the features of the experience and on the needs addressed, guidelines can be either rather flexible and general, or increasingly prescriptive and specific as regards methods to be adopted and steps to be taken. The following ‘degrees’ of flexibility-rigidity have been identified:

1. ‘High degree of freedom’ and definition of general principles.

2. Definition of methodological and pedagogical standards.

3. Structured learning provisions.

4. Structured guidelines for organisational and institutional implementation, and ‘implementation packages’ for the learning processes.

Details on these degrees are provided below:

1. ‘High degree of freedom’ and definition of general principles. This is the case of those small-scale initiatives which have started locally. At a later stage, thanks to the achieved results and successful outcomes, the promoters wished to promote the project at a wider scale, and provide hints for the general public. In this respect, the local experience has to be examined with the aim of identifying those general features which do not depend on the specific context where it was firstly developed and which can be transferred to a different and/or broader context.

The Fionn Science project (Ireland) The Fionn Science Project was launched in 2001 responding to a national concern for improving science and technology careers. At the Galway Education Centre a group of teachers started to nurture the idea that in order to make science and technology attractive to young students, specific context-based and real-life learning paths had to be developed, starting from primary school (pupils aged 5-10). The Fionn Science Project aims at setting up science projects in order to support students in learning about science in a seriously hands-on way. Researching, observing, carrying out experiments, quizzing and questioning make up the method developed. Starting in Galway City and County, the project was then awarded national relevance, and its approach acted as a prime catalyst in the Galway City Development Board’s decision to include


the following Strategic Action in its Strategy for Economic, Social & Cultural Development 2002-2012: “to develop a programme to promote Science & Technology at Primary School level.” The key elements of the original Fionn Science project that have been highlighted and put forward as transferable components are:

♦ Partnership composition. Promoters should seek the involvement of institutions, higher education institutions, schools, community and civil society at large (families, NGOs, etc.).

♦ Steps of the CBL process. One of the basic tenets of Fionn is that Primary Science should not be taught in isolation and that an interdisciplinary approach should be adopted involving such elements as art, music, drama and heritage with subject matter being drawn from the school’s immediate locality in order to give the teaching of this new and oftentimes difficult subject a relevancy and excitement to its very young participants.

♦ Involvement of experts. ‘Experts’ are professors, pilots and painters, doctors and sculptors, scientists and submariners, horsemen and women, farmers and fishermen, all of whom give their time voluntarily to help their local schools.

♦ Use of multimedia resources to register the experiences developed by children.

♦ Access to the media to foster visibility and sustainability. Link: http://www.irishscience.com/

2. Definition of methodological and pedagogical standards. This is the case of large-scale initiatives which have been designed and implemented at transnational or national level, with the initial involvement of a restricted group of schools. In order to transfer the experiences to different contexts, it is necessary to foresee flexible and accurate mechanisms and approaches so to accommodate the specificities of local environments.

The Eco-School programme (Greece) Eco-Schools is an international programme for environmental education for sustainability: It aims at “involving pupils participations in the decision making, planning and activities”. This programme is linked with the Local Agenda 21. Based on the Agenda 21 results and proposals, in 1994 the Foundation for Environmental Educations (FEE) developed the Eco Schools programme, as a concrete solution aimed at raising students’ awareness on environmental themes and related issues of sustainable development. In this respect, the Eco Schools started as an international initiative with local/national implementation programmes supported by important international players (such as the UNEP). The Eco Schools programme is carried out through an original methodology which articulates in the following seven steps:

1. Establishment of the Eco-School Committee. It represents the core body animating the democratic process within (but not only) the school. Different stakeholders participate in the committee: pupils, teachers, custodial staff, caretakers, parents and even representatives of the municipality or other local authorities.

2. Environmental Review. When the project objectives and the specific actions are defined, pupils are encouraged to develop a review or assessment about the school’s environmental conditions, e.g. the level of litter on school grounds, or the efficiency of infrastructures.

3. Development of the action plan. It consists in identifying priority areas and creating an action plan using the information found in the “Environmental Review”.

4. Monitoring and Evaluation. It consists in making sure that the process progresses as planned in the involved schools. If necessary, the priorities determined in the Action plan can be updated/amended.



5. Eco-code. Each schools produces its own “Eco-code”, a statement of values and objectives, outlining what the students are striving to achieve

6. Curriculum work. Specific recommendations and guidelines are drafted so to influence the school study curriculum. In this respect, classes (and teachers) are encouraged to undertake themes such as energy, water, etc. and to make use of specific hands-on activities. Furthermore, where environment and sustainable education is not part of the national / regional curriculum, recommendations are made as to how this can be incorporated.

7. Information and engagement. This stage allows to directly bringing Local Agenda 21 into schools, as parents, local authorities, businesses and the wider community are involved in the Eco-Schools process.

Implementation of the Eco Schools programme within every country can undergo substantial adaptation and changes, coherently with the local needs and policy priorities. for instance, in Greece themes such as noise, nature and biological diversity, healthy living and transport have also been addressed. The action methodology adopted can also be adapted, provided it applies the following few general principles:

♦ It needs to be adapted to the local, specific needs detected.

♦ It needs to set actions in line with the specific objectives detected.

♦ It needs to be concrete and feasible/realisable.

♦ Actions have to be designed on the basis of a participatory approach, involving all interested parties/stakeholders.

♦ Actions have to be designed as a combination of strong formative components and concrete interventions which should result in clear, tangible environmental benefits.

Links: www.eco-schools.org and http://www.eepf.gr/pe_EcoSchools_00.htm

3. Structured learning provisions. This is the case of those initiatives which produce learning resources based on existing and endorsed pedagogical approaches. These resources are usually developed in a collaborative way, with the involvement of expert organisations and teachers. In this respect, the guidelines for CBL courses also propose and make available reference materials specifically developed.

Science and Technology for All – NTA (Sweden)

The NTA programme is presently centred on 15 thematic experimental units. The NTA units are translated and adapted from the American Science and Technology for Children curriculum. Students make inquiries while discussing and documenting what they do and their findings. The teaching sequence often involves brainstorming, making predictions, observing or performing experiments, and applying knowledge to contexts outside school. Units also help the teacher to follow what students learn. The NTA has developed 15 ‘knowledge units’, consistent with the different school grades (from K-2 to 8). Every NTA unit consists of:

♦ Guides for teachers and students.

♦ Equipment for laboratory experiments for a full size group of students. Work is usually carried out in an ordinary classroom. A local science centre deals with the arranging and distributing of all the equipment to the schools.

♦ A one-day, compulsory unit training for teachers before commencing a new NTA unit.

♦ Teachers skills updated continuously through regular meetings. These meetings could consist of ”crash courses” to increase the theoretical knowledge of the various subjects, the exchange of views and experiences within the group in collaboration with The

http://www.eco-schools.org/

http://www.eepf.gr/pe_EcoSchools_00.htm


Institute of Technology in Linköping and special meetings between teams of teachers and representation from local industry, such as SAAB.

Each NTA unit is complete since it provides:

♦ Written material for students as well as teachers.

♦ Laboratory material for an entire class (work is carried out in a regular classroom).

♦ Training in the thematic area, which is mandatory for teachers wishing to use NTA; professional development for the teacher/teaching team.

♦ Separate training for every thematic area. The 15 Knowledge units focus on:

♦ Solids and Liquids: students investigate Solid objects and liquids

♦ Comparing and Measuring: students investigate Different methods of measuring length

♦ Balancing and Weighing: students investigate Size and weight by making a scale

♦ Soils: students investigate Soils and decomposition

♦ The Life Cycle of Butterflies: students investigate Insect biology by raising butterflies

♦ Plant Growth and Development: students investigate The life cycle of plants by growing plants

♦ Electric Circuits: students investigate How circuits work and can be used

♦ Chemical Tests: students investigate The properties of substances to identify them

♦ Motion and Design: students investigate Mechanics by making a toy car

♦ Measuring Time: students investigate Astronomy and making time measuring devices

♦ Food Chemistry: students investigate The basic nutritive substances in food

♦ Floating and Sinking: students investigate What causes floating and sinking

♦ Magnets and Motors: students investigate Different kinds of magnets and their use

♦ Properties of Matter: students investigate Different properties of matter Link: http://www.nta.nu/

4. Structured guidelines for organisational and institutional implementation, and ‘implementation packages’ for the learning processes. This is the case of those experiences which propose a well-planned – though possibly rigid – scenario of implementation. The organisational and institutional conditions for starting the CBL experience are defined (e.g. in terms of features of the involved parties and their roles, characteristics of the partnership and functioning processes, etc.), and the learning resources are designed (e.g. learning resources for teachers training, for students learning processes, assessment procedures, etc.).

This approach implies a highly structured implementation procedures, although involved organisations can choose the subject matters according to local needs.

Pollen (Spain)

The first step for implementing the seed city approach entails the creation of the local coordination team. Typically, this consists of a coordinator, a trainer, a local authority representative and a scientist. The coordinator is in charge of implementing the different activities of the project in agreement with its schedule and aims.

http://www.nta.nu/


The role and responsibilities of the local coordinator are defined in a prescriptive way, implying activities such as: making sure that the project in the municipality is developed according to objectives, qualities, development strategy and calendar; establishing contacts with teachers, institutions and entities to introduce them to the project; defining the participating schools and teachers, and following their involvement in the programme, etc.

In each involved city the local Seed City community board is also set up. It is the place and occasion where all schools and stakeholders work together to improve science education in the city. It will enable consensus on the goals and resources necessary for the project, and will ensure that all efforts will be undertaken in a converging manner. Also children can be involved part of this community board: they can discover what its goals are, how it works and who its members are. This board holds meetings periodically. Stakeholders are encouraged to invite individuals or institutional actors who may be interested in promoting science education in the city.

Furthermore, Pollen provides to each seed city an “implementation package” made of professional development schemes, learning units and reference materials, procedures for pupil and programme assessment; proposals for tests, exercises and evaluation tools to monitor hands-on practices in primary science education classes; guidelines for administrative management and community support. The guidelines and other materials are to be adapted or could be seen as examples to design and implement a local reform. Each document is specific targeted to a particular actor of the seed city: teachers, trainers, local coordinators or general public, all members of the community.

Pollen does not provide any ‘one fits all’ solution. It gives the tools and the procedures to develop a relevant and context-dependant educational programme, using the ‘strategic planning’ model which consists of different elements. Together, they form the system needed to create and sustain a school development programme in science. Link: http://www.pollen-europa.net/

The examples provided show that guidelines – be them flexible and general or more normative and detailed – serve the purpose of transferability. Only by explicitly determining the experience’s founding principles, procedures, phases, processes and implications is it possible to apply the same model to other contexts. 3.2.2 Competence-based approaches The use of CBL methodologies for science learning can effectively build on competence-based approaches which allow to take into account not only the ‘formal’ outcomes of the learning process (e.g. acquisition of specific notions) but also the ‘non formal’ ones, namely the development of a richer and broader range of knowledges, skills, and attitudes. Competence-based learning places concrete emphasis on the acquisition of competences during the learning process by matching competences to assignments. A competence can be broadly defined as the ability to apply knowledge, skills and values to relevant workplace/study-place environments based on the standards/success criteria required by that environment. In other words, a competence is always a combination of knowledge, skills and attitudes and behaviours. Core competences are those that are relevant to a number of different settings. These empower learners to be able to adapt and transfer their learning from one setting to another. The competence frameworks analysed in the collected case studies propose a description of the subject matters and of the related competences (knowledge, skills, and attitudes) which need to be mastered so to perform effectively experiments and other kinds of demonstrations.

http://www.pollen-europa.net/


In this respect, the key assumption consists in considering sciences as a key component in the formation of students as active individuals whoa re used to investigating and looking for the causes of phenomena. This approach entails the re-design of curricula, clearly stating the relationship between certain contents, the planned related activities and the expected results and outcomes in terms of students’ achievements. Pedagogical System for Integrated Science (Hungary) In order to promote the development of students’ knowledge with a social relevance and coherently with active citizen’s competencies, a set of activities have been planned and implemented. In this respect, the initiative adopts a competence-based approach for science learning, based on the work of the European Commission, OECD, and Canadian Quebec territory educational reform. The competence-based approach allows to deploy an integrated pedagogical system aimed at the development of specific knowledge, general abilities and skills, attitudes and behaviours required for being active citizens in the Knowledge Society. In detail, 4 competences groups have been identified: methodological, intellectual, communication and individual and team competences. For example, some of the identified methodological competences are:

♦ Look-out. The focus is on natural, technological systems, connections among natural phenomena, interferences among systems, changes, look-out tools use, elaboration of results. The planned activities cover: Observation, identification of key variables and processing of data and information, sensory perceptions and use of specific tools to quantify them; use of sources and information handling.

♦ Experimentation. The focus in on natural and technological systems scientific method, the trials-and-error method. The planned activities cover: Design and implementation of lab-based experiments.

♦ Measuring. The focus in on natural and technological systems, natural phenomena, measures and gauges. The planned activities cover: Introduction to scientific measuring techniques, active measuring, data record, modelling and results application.

♦ Strategy design. The focus in on information management and use; work in teams; conflict management; decision making; trouble-shooting. The planned activities cover: Set up of teams; development of collaborative work assignments; design of routines and research procedures

Some of the identified intellectual competences are:

♦ Trouble-shooting. The focus in on problem identification, knowledge application, search for and sorting of solutions, solutions rating. The planned activities cover: Research planning, investigation of possible methods, preliminary problem identification, risk planning and management.

♦ System thinking. The focus in on theory development, scientific system development. The planned activities cover: Scientific reasoning, interrelation and interference processes, data and information management, recognition of features and related theorisation.

♦ Alternatives search. The focus in on problem analysis and identification of possible solutions, collection of hints and suggestions, information management and processing. The planned activities cover: Elaboration of possible solutions lists, development of selection criteria

♦ Historical tracking. The focus in on development of a sense of continuity linking scientific and technological evolution. The planned activities cover: Longitudinal research on a given topic (e.g. car manufacturing); prediction techniques of scientific progress.

Some of the identified communication competences are:

♦ Verbalisation. The focus in on development of discussion abilities and communication skills. The planned activities cover: Individual presentations; team work; public speaking (e.g. presentation of the individual or group work).


♦ Work recording. The focus in on the use of memoranda, statement tools, notification and annotation techniques. The planned activities cover: Use of different tools (paper, computer, email, fora)

Some of the identified communication competences are:

♦ Self-evaluation. The focus in on the acquisition of self-awareness; critical attitudes towards the self and self-reflection. The planned activities cover: Individual and group assignments; peer evaluation; tutoring and supervision

♦ Openness. The focus in on acceptance of the other; curiosity for different subjects; knowledge extension and boundary-crossing. The planned activities cover: Team work; interdisciplinary assignments; tasks to be carried out by multiple teams; peer evaluation; tutoring and supervision

Link: http://www.oki.hu/oldal.php?tipus=kiadvanyok&kod=8 The development of a competence framework for science teaching usually requires a significant change in the pedagogical approach used and, more generally, in the concept of learning that the education player has. The transition from a knowledge-based to a competence-based curriculum needs to be promoted by means of specific training actions for teachers, awareness raising events, possibly pilot classes involving limited numbers of users/students. The design or re-design of teaching methods and of the related learning resources may take a lot of effort. It is indeed a challenging and stimulating task which is likely to lead teachers towards innovative ways to manage classes, facilitate learning processes, and assess students’ performance. 3.3 Integration within the curriculum Traditional curricula are organised around subjects and disciplines with teaching arranged often in a rather independent way, within a simple structure based around the availability of students, staff and facilities. In such a structure the content is decided by each ‘discipline / knowledge owner’. This occurs at the different institutional levels according to the degree of centralisation / decentralisation of the curriculum definition function that are to be found in the addressed European countries. As one of the key advantages of CBL is integration of subjects and disciplines, both horizontally (cutting across different subjects and establishing links) and vertically (addressing a subject at different levels of complexity and difficulty) throughout the programme, the management of the curriculum becomes a key factor to be handled in order to deliver this advantage to students. However, it may emerge a lack of integration between the approaches developed by individual CBL projects and the framework for the existing national curricula. In addition, often teachers find it hard to integrate such approaches into their teaching in a routine and practical way. This generates one of the most common frustrations for teachers who perceive a basic lack of integrity with existing curriculum frameworks. Often teachers cannot see how or where CBL approaches can be incorporated into their teaching. Many of the analysed case studies show a different situation, in which CBL initiatives are successfully introduced into the curriculum and go through an effective integration process. Usually this favourable situation results from the interaction among interrelated dimensions concerning teacher training, innovation of existing curricular components such as evaluation and assessment methods, learning/training needs analysis, educational strategies, teaching and learning methods, communication about the curriculum and management of the curriculum,



partnership structure, involvement of stakeholders, availability of (human, learning, financial) resources. It is clear that the dimensions presented in the previous Sections of Chapter 3 exert an influence on the integration process. Actions are needed so to address the issue from a holistic point of view which takes into account the complexity of the addressed field and the many intervening factors. Nonetheless, the issue of ‘evaluation’ of non formal and informal learning outcomes still remains scarcely tackled and developed. 3.3.1 ‘Polycentrism’ of learning resources Most of the analysed experiences are characterised by the involvement and commitment of both formal learning providers / schools and non formal and informal learning providers, such as museums, associations, city and local libraries. This emphasises the fact that learning occurs in a variety of circumstances and settings, and introduces the concept of polycentrism of learning resources. Such a concept, and the resulting practices, bring forward a radical change in the formal education system. It is implied that:

♦ a variety of agencies and bodies are competent to act as learning providers (e.g. science museums, foundations, associations, companies and research bodies), and

♦ a variety of learning activities and the resulting outcomes need to be taken into consideration in the individual education process (e.g. experiments conducted in research laboratories and companies; hands-on activities developed ‘on the field’).

In this respect, the education institution (i.e. the school) is facing the challenge to open its organisational structure as well as its curricula to the stimuli and instances expressed by non formal and informal learning providers. The interaction between the non formal and informal learning programmes and outcomes and the formal school curriculum is therefore an urgent and sensitive issue. The analysis of the collected case studies has highlighted two possible and interrelated processes:

1. Interaction (and eventually integration) is possible if the formal education institution is open and willing to recognise the competence and relevance of ‘other’ learning providers.

2. Interaction (and eventually integration) is possible if the initiatives carried out by ‘other’ learning providers are coherent with the aims and objectives pursued by the education institution.

In the former case, formal education institutions should have a ‘listening’ attitude towards the experiences and achievements developed by ‘other’ agencies which conventionally are not considered as learning providers. This is the case of science museums, science parks, academies of sciences, research laboratories, companies and thematic associations and foundations. The Science Bus (Estonia) Taking on the challenge launched in 2005 by the European Physics Society and the United Nations Organisation, which declared 2005 to be the World Year of Physics, the University of Tartu started the Science Bus initiative. The University has a well-consolidated tradition in ‘outreach’ actions. These aim at supporting students in making ‘their choice’ to further their studies (end of upper secondary


school), and at providing primary and lower secondary school students with the opportunity to ‘make practice’ with scientific topics. It is the University’s belief that interest and commitment towards scientific matters is to be fostered and nurtured in young generations, when research and experiments can be seen as a play and as amusing activities. The idea of the Science Bus was enthusiastically joined and supported by the education system, which involved primary and lower secondary schools (students aged 5-12). In its first year of implementation (2005), the Science Bus was invited to 99 different schools in Estonia, giving approximately 120 shows for about 20,000 school students. Additionally they took part in different public activities and TV shows. Science shows are for schools without charge, and one show lasts 45 minutes. The physics shown in the Big Dipper is different in form, although it is the same in content. It is presented/demonstrated by young motivated students who have contributed to translate the drawings in books into real experiments. Students have the opportunity to organise and carry out experiments whose results are usually discussed with their fellow students and the teachers once they are in the classroom. In this respect, the Bus offers the laboratory facilities and the related learning-by-doing approach which facilitate the learning process and boosts students’ motivation to learn. Approximately 20,000 students from more than 100 schools participated in this engaging and hands-on physics in 2005. These figures refer to approximately 20% of all of the Estonian primary and secondary schools. The Big Dipper plans to continue visiting schools after the end of the World Year of Physics. Link: http://www.fyysika.ee/fyysika/teadusbuss/ As regards the latter case, it is implied that the initiatives developed by non formal and informal learning providers can be integrated only if they present a clear – and recognised – educational value, coherently with the school’s educational priorities and objectives. In this event, the collaboration between schools and extra-school organisation can generate remarkable synergies in terms of:

♦ Enriched teachers training opportunities and improved teachers’ motivation

♦ Access to learning resources (e.g. reference materials, laboratory equipment, etc.)

♦ Students’ motivation

♦ Students’ achievements Schola Ludus (Slovakia) Schola Ludus is an educational and research Science Centre at the Faculty of Mathematics, Physics and Informatics at Comenius University in Bratislava focused on support of new ways of science education and lifelong non-formal learning. To date, Schola Ludus’ educational progress has been realised mainly using examples from physics. Research and development projects aim at creating new alternative educational strategies, conceptions, methods, programmes, teaching and learning support materials which comply with the non-formal science education approach in a lifelong learning perspective. This links up to the need for a new approach to school education and to the idea of support to learning provided by schools. Schola Ludus alternative educational approaches consist in:

♦ Authentic learning by playing, whereby three ways of playing are taught: Spontaneous, Directed and Playing aimed to “great creation”.

♦ Complexity of viewing real processes while the teaching and learning procedure is based on experience with simple experiments.

♦ Effective creative and critical learning by use of parallel method and parallel cases.

http://www.fyysika.ee/fyysika/teadusbuss/


♦ Group teaching in the spirit of constructivism, e.g. starting always from the learners and from the current students’ conceptions and experiences.

The Schola Ludus projects link formal, non-formal and informal science education. The learning strategy and the relevant environment (equipment, texts, evidence, documents etc.) are designed so to enable participants to gain systematic knowledge and operational skills, and to stimulate their acquisition in informal contexts (e.g. everyday life experiences). One example of the alternative educational process is the parallel Schola Ludus method for learning, teaching and testing, preliminary developed for the exhibitions (the most popular one being ‘Surprises in Liquids’). The method has been adapted for schools’ needs in the form of tests with simple experiments including ICT-support. Link: http://www.scholaludus.sk/index-e.htm The experiences analysed show that ‘unconventional’ learning settings (e.g. a lab in a bus) and pedagogical approaches (e.g. game-based learning) can work in a harmonious way within the formal school environment, provided that teachers and the school management are ready to be challenged, and that the proposed activities are in line with the school educational objectives. 3.3.2 Evaluation methods for students’ achievements CBL activities (such as: field activities, development of project work, participation in competitions defending one’s own achievement) bring into the debate the important issue of what kind of evaluation approach is the most suitable so to take into account the variety and richness of learning outcomes developed also in non formal and informal learning settings. In general terms, the evaluation approach is inherently linked to the learning/didactic strategy adopted. Therefore, when designing and implementing a CBL approach, a teacher (or a pedagogue) has to consider also how evaluation will take place and on what objects it will focus.

http://www.scholaludus.sk/index-e.htm


Traditional evaluation objects (e.g. essays, homework, classwork, etc.) have proved to insufficiently support evaluation process when CBL is in place. The need to take into account outcomes of experiential and context-based learning, which can occur in a school environment as well as in non formal settings, such as a science museum or a science park/centre. A more complex and comprehensive concept of evaluation needs to be introduced in schools, focused on competences and ‘knowledge in action’. Only by using the consistent and relevant criteria will teachers be able to ‘evaluate’ their pupils in an accurate and ‘authentic’ way. Pedagogical System for Integrated Science (Hungary) The ‘Pedagogical System for Integrated Science’ initiative is based on the assumption that students can develop a real and durable interest in scientific subject matters only if it is made clear the proximity relationship between their everyday life activities and the observed natural phenomena. The integrated science curriculum which has been developed links together theoretical elements of scientific subject matters (physics, chemistry, biology, natural sciences), practical experiences, reflection and discussion on implications on everyday life, development of transversal/core competencies of students in terms of responsibility, mature citizenship, critical thinking. Students start to solve simple technological problems as starting points for developing their own ideas and opinions concerning practical as well as ethical questions. The curriculum integrates contructivist ideas of learning as a competences development process. In this respect, a system of cross-curricular competences has been developed and applied. Teamwork and formative assessment are regularly used with the purpose of developing students’ social and individual competencies. In synthesis, the pedagogical model developed presents the following features:

♦ Constructivist learning theory (deductive cognitive processes, recognition and capitalisation of former knowledge, individual knowledge creation as the result of social interactions and socially-situated learning processes). If learning processes are organised upon specific practical problems then students can arrange their own learning by themselves and therefore they will work more actively and effectively, with enthusiasm

♦ Context-Based Learning (modular curriculum, inquiry approach with questions defined by students)

♦ Collaborative and cooperative learning (computer supported collaborative learning, Kagan-methods)

♦ Meta-cognitive learning strategies (concept maps, strategies for problem solving and for gathering selecting and processing information, self evaluation)

♦ Formative assessment (electronic portfolio, booklet of criteria, assessing booklet, personal feed-backs during projects and group works).

♦ Flexible participating possibilities (individual research, project work, practical exercises, in the classrooms and on the Internet)

♦ Frequent outdoor learning activities

♦ Computer-supported learning and multimedia presentations. Students are empowered and can develop their intellectual potential along the lines of autonomous research and reflection. In this context the role of teachers changes dramatically. They have to give up part of their ‘power’ in the classroom and accept that their professional success stems from their ability in providing a learning environment where students can deal with problems freely and oriented by their interest. Teachers become facilitators of students’ learning processes, adopting the style of tutors. Link: http://www.oki.hu/oldal.php?tipus=kiadvanyok&kod=8



The definition of ad hoc evaluation procedures represents one of the key elements which is still challenging teachers and pedagogical experts. Whereas it is easy for a science teacher to determine how evaluation will be structured for the specific class he/she manages, it is very hard to define and standardise the procedures to be adopted at a broader level (e.g. regional or national). This is indeed a key theme which deserves, and needs further reflection and development. 3.4 Networking and access to external resources A recurrent feature in the analysed experiences consists in the involvement of a variety of players, operating within the specific education context (e.g. schools networks) as well as in other environments (e.g. research laboratories, higher education institutions, science museums, science parks and centres, community services, NGOs, etc.). The involvement of external players enhances the project’s overall potential, as well as the availability of resources for learning and for supporting visibility and sustainability. In particular, the multi-actor perspective contributes positively especially in terms of access to improved resources for learning. This entails the possibility to use specialised reference materials, equipped laboratories and other venues, so to expose students to state-of-the-art research outcomes and facilities. 3.4.1 Multi-actor teams and enhancement of competences and resources The set up of partnerships and networks mainly responds to the need of enhancing the competences and resources deployed within an initiative. The analysed experiences are characterised by different solutions. There is not any ‘one best way’ to set up a partnership and engage certain actors. In general, the involvement of players from different sectors (public, private, non-governmental, civil society) and professional areas (research, education, higher education, media, community work) aims at assuring:

1. Availability of diversified and complementary methodological, conceptual and operational resources

2. Access to state-of-the-art research outcomes and facilities

3. Creation of links between the school environment and the labour market

4. Visibility, promotion and dissemination of the project with regard to the developed products and (expected) impact

5. A ‘waterfall effect’ fostering the involvement of other stakeholders/key players in the different fields addressed by the project

Details on the concrete implementation of the above-mentioned objectives are provided below:

1. Availability of diversified and complementary methodological, conceptual and operational resources which can assure the cross-fertilisation between theoretical and practical approaches. The produced synergies also allow to set off innovative processes in the adopted learning methodology and learning strategy.

La Main à la Pâte (France)


La main à la pâte has promoted the set up of pilot centres throughout the nation. Located in primary schools, these pilot centres have set up original accompanying measures for the renovation of science and technology teaching and offer to other schools their support in terms of pedagogical design, course delivery, development of learning resources taking into account specific local contexts and their needs. To this end, pilot centres can rely on two broad operational models:

♦ Creation of a large local partnership/network of key players working with the pilot centre. The most significant example of this kind is the pilot centre in Perpignan, where the strong local partnership has made it possible to set up a comprehensive support system for the Region schools and teachers. The regional centre for pedagogical documentation has coherently created a ‘resource pole’ for science teachers and has set up the web site of the pilot centre. In order to foster the process, a few teachers have been appointed ‘maîtres ressources’ with the tasks of pedagogical animation, coordination of accompanying actions, management of the reference materials (the teaching time of these teachers has been reduced of 25% so to allow them enough time to take care of the pilot centre’s activities.

♦ Creation of a resource centre which offers to teachers and schools a variety of services. The most significant example of this kind is the pilot centre in Bergerac, whose ‘experiment room’, documentation centre and ‘expérimentothèque’ are available to all teachers of the Region. The main feature of this centre and of other similar ones is that they have fully equipped rooms for experiments, as well as full-time (or in a few case, part-time) staff supporting visiting classes or teachers in a re-training scheme.

Link: http://www.lamap.fr

2. Access to state-of-the-art research outcomes and facilities, exposing young students to the ‘real world’ of scientific research and experiments. This usually affects in a positive way the quality of the implemented activities and the related outcomes.

The EDISON project (Belgium – Flanders) The EDISON project is an invitation to students to work in a creative way on their ideas and intuitions, establishing a link between sciences and society. The interdisciplinary character of the project (sciences, economy, communication, language proficiency, and ICT) represents a condition for promoting reflection and hands-on activities addressing real-life issues. The EDISON project is carried out by schools/education institutions throughout Flanders, the University of Antwerp, Department of Physics, and a number of companies and research laboratories which accept to open their doors to students and to support them in developing their scientific project. The young students have the chance to acquire first-hand knowledge from researchers, scientists and entrepreneurs, during the company and study visits. Their support continues throughout the project development process, as a form of mentoring. Finally, in the closing event, students have to present and defend their product in front of a profession jury. These experiences, complementing the classroom situation, are very enriching and allow participants to broaden the horizon of their views and beliefs Link: http://webhost.ua.ac.be/focus/Edison/index_edison.htm


http://webhost.ua.ac.be/focus/Edison/index_edison.htm


3. Creation of links between the school environment and the labour market. This helps participating students develop awareness about the possible career opportunities for their professional future. Therefore, the objects of the learning process are linked with ‘real life’ situations, contributing to the acquisition of awareness vis-à-vis the concrete future study and career opportunities.

WISE Outlook Programme (UK) The WISE Outlook Programme is funded by the manufacturers' organisation - EEF and the WISE Initiative which is funded by different public-private organisations. The WISE Outlook Programme cooperates with these relevant organisations, establishing good synergy among formal and not-formal, public and private institutions and local organisations such as colleges, schools, companies. This remarkable cooperation proves to be useful for at least the following reasons:

♦ it enhances cultural exchange within the formal and not-formal organisations (girls have the opportunity to know and to practice engineering techniques in science and technologic fields);

♦ it allows to develop curricula in a way which is suitable for (labour) market needs;

♦ it fosters and increases cooperation among schools, colleges and industry;

♦ it enhances girls’ awareness about their opportunity to work in science and technology fields.

Link: http://www.wisecampaign.org.uk/

4. Visibility, promotion and dissemination of the project with regard to the developed products and (expected) impact. Partnership composition and related networking actions can greatly contribute to enhance an initiative’s visibility and significance in respect to the addressed field of action. Therefore partnerships should be built keeping in mind the possible further developments of the initiative and its consolidation. For that reason, viable solutions should be sought to support the transferability of the experience to other contexts and its sustainability as key strategic objectives.

The LUMA Programme (Finland) The programme was initially implemented in 16 networks involving 78 local authorities and, within their regions, a total of 270 educational institutions. Primary schools, lower and upper secondary schools and vocational schools and institutes collaborated with each other and with other educational institutions and enterprises in their territories. The LUMA schools are working with their own activities in mathematics and science. Co-operation between teachers has increased; connections with partners outside the schools have become stronger than before. Although the Programme phased out in 2002, LUMA Centres are still operating throughout the country, serving as centres for education, research, development and co-operation. LUMA Centres promote the teaching of biology, chemistry, geography, mathematics, physics and technology and enhance interaction between schools, universities and business and industry. The aim is cross-disciplinary co-operation. The Ministry of Education has now expanded the programme to partners outside the school system. As a result, businesses, organisations and media now participate in the programme on a voluntary self-financing basis. For instance, LUMA has been extended to the higher education level. In order to meet this goal, curricula and textbooks have been reviewed and universities as well as polytechnics have considerably increased their intake in the fields of natural sciences and technology.

http://www.wisecampaign.org.uk/


Increasing the number of women in technological fields was another goal. As a result the overall enrolment of students in science-related subjects increased by 14% in a period of only four years (1996-1999). The share of women in mathematics and science also constantly increased, amounting to almost 35% in 1999. As a part of the LUMA programme, the Finnish Ministry of Education together with its Hungarian and Swedish counterparts launched a trilateral cooperation project where diverse university departments in these countries analyse and compare the way in which education is organised. The objective of this program consists in improving the quality and efficiency of university education in mathematics and exact sciences. It is envisaged to extend the co-operation to other areas such as physics and computer science. Links: http://www.oph.fi/SubPage.asp?path=1;443;6717;7806 and http://www.edu.fi/english/pageLast.asp?path=500,571,36263,36272

5. A ‘waterfall effect’ fostering the involvement of other stakeholders/key players in the different fields addressed by the project. This effect may promote and support consensus beyond the partnership and beyond the project scope as defined in the proposal and contractual obligations.

Fionn Science Project (Ireland) The Fionn Science Project’s partnership comprises the following organisations:

♦ Galway Education Centre at NUI Galway. It has been the promoter of the initiative, providing the theoretical and practical ideas to be further developed.

♦ Primary Schools. They have been the actors of the project, deploying valuable human resources, equipment and willingness. Their involvement and engagement determined a bottom-up process proceeding from the users (the schools) to the outer society. This has been the key element generating participation, enthusiasm, visibility and long term impact, despite the limited duration of the project itself.

♦ Heritage Council. It got involved at a later stage, when the impact of the Fionn project started to become visible. The Council patronised public events as well as projects. In 2004 the Heritage Council and the Galway County Council decided upon developing a pilot educational school Heritage programme modelled on the Fionn structure.

♦ Galway County Council. It supported the project since its inception, providing basic resources. In 2004, together with the Heritage Council, it decided upon developing a pilot educational school Heritage programme modelled on the Fionn structure.

♦ Galway City Development Board. It was involved towards the end year of the project. It took up the challenge launched by Fionn which in away acted as a prime catalyst in the 2002 Board’s decision to include the following Strategic Action in its Strategy for Economic, Social & Cultural Development 2002-2012: “to develop a programme to promote Science & Technology at Primary School level.”

Link: http://www.irishscience.com/

In general terms, the evidence of positive results achieved by students greatly encourages the consolidation of the partnership and the take-off of further networking actions.

http://www.oph.fi/SubPage.asp?path=1;443;6717;7806

http://www.edu.fi/english/pageLast.asp?path=500,571,36263,36272



3.4.2 The different forms of collaboration The analysed experiences are characterised by different forms of collaboration among different players, usually organised in partnerships and networks, at local, national or even transnational level. It is not possible to establish a causal relationship between a certain collaboration/partnership typology, the activities developed, and the achieved outcomes and impact. The existing collaboration structures have been clustered taking into account the characteristics of the agreement/ collaborative relationship (partnership / network) and the nature of the participants:

♦ Partnership among education authorities.

♦ Partnership between education authorities and extra-curricular bodies.

♦ Partnership among education authorities, extra-curricular bodies, NGOs, community. Formal partnerships often generate external networks, involving relevant partners so to increase the scope and impact of the initiative. The following types of networks have been identified:

♦ Schools network.

♦ Network among extra-curricular bodies.

♦ Network between extra-curricular bodies and education authorities. The following table provides an overview of the different forms of collaboration put in place within the analysed initiatives:

DIFFERENT TYPES OF COLLABORATION DIFFERENT TYPES OF NETWORKS

CASE STUDIES

Partnership among

education authorities

Partnership among

education authorities and

extra-curricular

bodies (e.g. companies,

research labs)

Partnership among

education authorities,

extra-curricular

bodies, NGOs, community

Schools network

Network among extra-

curricular bodies


curricular bodies and education authorities

Edison X X

MERA and PRO-FIT Programmes X X

The Science Bus X X

LUMA X X

La Main à La Pâte X X X

Deutsches Museum Educational Programmes

X


DIFFERENT TYPES OF COLLABORATION DIFFERENT TYPES OF NETWORKS

CASE STUDIES

Partnership among

education authorities

Partnership among

education authorities and

extra-curricular

bodies (e.g. companies,

research labs)

Partnership among

education authorities,

extra-curricular

bodies, NGOs, community

Schools network


curricular bodies


curricular bodies and education authorities

Eco Schools X X X

Pedagogical System of

Integrated Science X X

Fionn Science Project X X

SeT X X

Ciência Viva X X X

Schola Ludus X X

Pollen X X X X

Science and Technology for All X X X

KIDSinfo X X X

WISE Outlook Programme X X X

As regards the possible types of formal collaboration, as implied by partnerships, it appears evident that initiatives have been promoted and coordinated by partnerships comprising either education authorities (e.g. Ministry of Education, national Boards of education), or a ‘joint venture’ between education authorities and extra curricular bodies (e.g. research laboratories, enterprises, associations, foundations). The former typology is represented by projects promoted by the national Ministry of Education, or other institutional authorities competent for curriculum innovation. This is the case of:

♦ MERA and PROFIT, promoted by the Government-funded Research Promotion Foundation, the University of Cyprus , and the Ministry of Education and Culture.

♦ LUMA, promoted by the Finnish National Board of Education.

♦ Pedagogical System of Integrated Science, promoted by the public Budapest Business Polytechnic and the National Institute for Public Education.


♦ Fionn Science Project, promoted by the Galway Education Centre and the Galway City and County.

♦ SeT, promoted by the Italian Ministry of Education, with the direct involvement of secondary schools.

♦ Schola Ludus, promoted by the Comenius University in Bratislava, with the direct involvement of the Slovak Ministry of Education.

The latter typology is represented by projects promoted by partnerships bringing together education authorities and extra curricular organisations. This is the case of:

♦ Edison, promoted by a group of secondary school teachers in Flanders together with the University of Antwerp, and actively supported by local companies and research laboratories.

♦ The Science Bus, promoted by the Estonian Physical Society and the University of Tartu.

♦ Science and Technology for All, promoted by the Royal Swedish Academy of Sciences and the Royal Swedish Academy of Engineering Sciences, in cooperation with municipalities and schools.

♦ Eco Schools, promoted by the Hellenic Society for the Protection of Nature, together with the national Bank of Greece, the Kostopoulos Foundation, local schools and other private sponsors.

♦ Ciência Viva, promoted by the Association which includes a wide range of scientific bodies, university institutes, research laboratories, schools, science parks.

♦ Pollen, promoted at national level by the Pau Educación association, which coordinates activities carried out locally with municipalities, schools, community services, NGOs.

♦ KIDSinfo, promoted by the professional association of women engineers (SVIN), with the involvement of a number of other professional bodies.

♦ WISE Outlook Programme, promoted by the organisation for manufacturing, engineering and technology-based businesses (EEF), and the privately-funded WISE Initiative, with the direct involvement of schools and colleges.

The French initiative la Main à la Pâte proposes a different and ‘unique’ form of partnership, involving the Ministry of National Education, with the strong support of the National Pedagogical Research Institute of France (INRP - Institut National de Recherche Pédagogique) and the Académie des Sciences, with the strong and widespread involvement of primary schools institutes and teachers, families, the local community at large, local scientific communities (universities, ‘Grandes écoles’), and local institutes for teachers training/Colleges of education. Another ‘exception’ is represented by the educational programmes of the Deutsches Museum. The Museum develops autonomously its own educational offer for school-aged students by using its rich and varied learning resources. These educational programmes are externally supported by the Bavarian ministry of education; schools of different grades enthusiastically participate in these programmes which are designed and implemented in a way consistent with school curricula. It is also important to stress the fact that most of the initiatives (13 out of 16) collaborate with schools networks. Schools usually act as competence centres and/or as pilot sites where the


initiative is validated. Schools make their learning resources available to the larger community of practitioners, showing an incredible willingness to start exchange processes with their colleagues so to promote the advancement of learning programmes and the motivation of students. Interesting examples are also offered in terms of involvement of networks made of extra-curricular bodies, and mixed networks comprising institutional bodies and extra curricular organisations. 3.5 Stakeholders involvement The analysed successful initiatives show that it is important to involve relevant stakeholders at institutional level, in the civil society, in the labour market, in the world of research and development. Only by reaching a wide range of players is it possible to create the conditions to assure the initiative’s visibility and sustainability. Furthermore, it emerges from the analysed initiatives that the societal impact of CBL experiences for science learning is such that a variety of stakeholders need to be involved, regardless of their formal ‘degree of institutionalisation’. In this respect, it is evident that the success and sustainability of these experiences does not depend solely on their endorsement by the institutional players but also on the degree of ‘societal acceptance’ expressed by other civil society players. Since their role appears to be particularly crucial to enhance the impact of the planned actions, stakeholders are to be involved in the strategic decision making processes, participating as consulting bodies in distinctive phases of the initiative’s development (especially in the definition of perspectives for further development). This is likely to increase the initiative’s endorsement and acceptance, with positive results in terms of sustainability and possible transferability, according to a longitudinal perspective related to the evolution of the experience. 3.5.1 Approaches to stakeholder involvement The analysis of stakeholders, their needs and interests, is an important part of the preliminary ‘situation analysis’ which precedes the formulation of a project. The purpose of stakeholder analysis is to gain an overview of important groups or players who have or may develop vested interests in a certain situation or working context. Core stakeholders are those who are well-informed and can help to analyse and discuss the main issues that the analysis will focus on. The main purposes of stakeholder analysis are:

♦ To better address and manage the social impacts of the planned project.

♦ To identify existing or potential conflicts of interest and to foresee appropriate strategies into activity design and implementation phases.

The analysed experiences show that stakeholder analysis is usually part of the design process, either explicitly described or tacitly implied in the preliminary design phases. Interesting examples of stakeholders participation in CBL activities show that the following categories can/should be involved:


♦ Educational institutions, e.g. Ministry of Education, national boards of education, schools for teachers training, and schools, competent for the formal recognition and endorsement of the initiative and its outcomes.

♦ Other institutions, e.g. local authorities and municipalities, acting as gateways or ‘intermediate agents’ which can highlight the concrete opportunities related to the planned experience, and create the conditions for its effective implementation.

♦ Labour market players, e.g. companies, responsible for liaising the education experience with the real world of labour and entrepreneurship.

♦ Research actors, e.g. private or university research laboratories, responsible for liaising the education experience with hands-on activities as well as with real scientific research agendas.

♦ Non formal education settings, e.g. science museums, science parks, NGO-managed camps and field activities, communities, and even families, having a responsibility for making scientific activities ‘normal’ to young people’s eyes, and meaningful as part of their daily experiences.

♦ Media and other communication agents, e.g. specialised press, TV, web-based information bulletins and similar news agents, with a responsibility in disseminating relevant information and contribute to raise awareness in the broader public.

Obviously, the above-mentioned stakeholders categories can be involved according to ‘variable geometries’ depending on the features of the initiative and the objectives pursued. Science and Technology for All – NTA (Sweden) The project partners are the Royal Swedish Academy of Sciences, the Royal Swedish Academy of Engineering Sciences, 60 municipalities and 10 independent schools (figures updated in May 2006). In the participating municipalities, NTA provides support and stimulation for children, youths and teachers to develop elementary school education in science and technology. NTA makes possible to create a long-term plan for school development in which local industry, institutions and people outside the school are also engaged. The municipalities make use of the NTA programme as learning support for students and development support for teams of teachers. To a great extent, the NTA programme helps the municipalities to reach the goals specified in the curriculum and the syllabuses. Each municipality uses and develops the NTA programme in its own way and in terms of its own goals, prerequisites and needs. In this respect, this cooperation is determined by the conditions in local municipalities. The objective is to provide support and stimulation so that elementary school students and teachers can achieve the goals specified in the Swedish national curriculum and syllabuses. As regards future developments of the NTA programme, it is expected that in the next five years 10-20 new municipalities will join the project each year. This means that the project may involve more than 30% of the municipalities in Sweden by the end of 2007. The activities will, in accordance with the wishes of the municipalities, be continued through two divisions: a. NTA-U, a project with KVA and IVA as key actors, which works with development, evaluation

and analysis of NTA activities (in the future perhaps research on didactic aspects will be included

b. NTA Production and Service (NTA PoS) – a self-financed, production division in the form of a financial association owned by the municipalities and independent schools.

Link: http://www.nta.nu/ In this case, municipalities and local government authorities find a ‘stake’ in the definition and adaptation of the educational programme. This provides an answer to the need of adapting it to the local demands concerning individuals’ competences and employability profile.

http://www.nta.nu/


Ciência Viva (Portugal) Ciência Viva is an Association located in the Pavilhão do Conhecimento (Pavilion of Knowledge) in Lisbon. It includes a great variety of public bodies and research institutes:

♦ Centro de Neurociências de Coimbra (CNC – Coimbra Centre for Neurosciences);

♦ Centro de Estudos Sociais (CES – Centre for Social Studies);

♦ Instituto de Telecomunicações (IT – Telecommunications Institute);

♦ Instituto de Ciências Sociais (ICS- Social Sciences Institute) ;

♦ Instituto Biologia Molecular e Celular (IBMC – Molecular and Cellular Biology Institute);

♦ Instituto de Engenharia de Sistemas e Computadores do Porto (INESC Porto – Porto Institute for Computing and Systems Engineering);

♦ Instituto de Patologia e Imunologia da Universidade do Porto (IPATIMUP - Porto University Institute for Pathology and Immunology);

♦ Instituto de Tecnologia Química e Biológica (ITQB – Chemical and Biological Technological Institute);

♦ Laboratório de Instrumentação e Física experimental de Partículas (LIP – Laboratory for Instrumentation and Experimental Particle Physics);

♦ Agência de Inovação, PLC;

♦ Fundação para a Ciência e Tecnologia (FCT – Foundation for Science and Technology). The national network of Ciência Viva Centres designed as interactive science centres provides the opportunity for scientific, cultural and economic regional involvement. This network includes science centres, planetariums, aquariums and other organisations. Ciência Viva promotes education projects that develop practical activities and foster science and technology culture in basic and secondary education schools. More than 3.000 projects have been supported, in partnership with research institutions, local authorities and scientific associations. Since 1996, 5 annual calls for projects have been held, and 3.200 projects have been funded. Until now, over 3.000 schools, 7.000 teachers and up to 600.000 students were involved. Link: http://www.cienciaviva.pt/ The creation national networks involving centres / organisations pursuing similar objectives by using similar approaches and tools represents an effective solution to capitalise on the achieved results, and maximise the investments made (in terms of human, financial and cultural resources).

http://www.cienciaviva.pt/


3.5.2 Participatory governance structures Developing participatory governance structures, involving stakeholders in the analysed initiatives’ strategic processes, contributes to maintain a focus on the societal objectives, including a clear, shared vision/mission statement, use of action research, leadership by faculty in curriculum, committees with a dedicated educational focus, continuous evaluation and assessment, collaboration among faculty, and collaboration with parents. This participatory or shared approach provides critical information as to the expectations of institutions, labour market, and other civil society players. There are also clear implications in terms of social capital and promotion of local assets. Many of the analysed experiences present such a participatory governance approach, activating in a traditionally institutional field (as education is) different civil society players: enterprises, associations (e.g. teachers associations), science museums, city and local libraries and the like, community bodies (e.g. scouting groups), NGOs (e.g. foundations and associations focused on environmental protection), families, the media. La Main à la Pâte (France) La Main à la Pâte provides for a ‘recommended’ action plan and a learning path, which combine the efforts of schools, families and scientific partners. The experimentation has created a powerful dynamic based on investigation, questioning, hands-on experiences and field work, all carried out by students themselves. The involved actors are:

♦ The promoters: the National Pedagogical Research Institute of France (INRP - Institut National de Recherche Pédagogique), together with the Academy of Sciences and the Ministry of National Education.

♦ Schools and teachers. These are the key promoters of science-related activities during school time. From the web site, teachers can download a variety of modules, guidelines, tips for actions, checklists, etc. to make their pedagogical work easier. Furthermore, they can also use the web site forum, which gathers together the broad community of involved teachers, trainers, and researchers.

♦ Families and the local community. They play the key role once school time is over. They are responsible for the creation of a stimulating environment in which students can continue their learning process and experiment what has been taught/has been learned in school.

♦ Local scientific communities (universities, ‘Grandes écoles’). They accompany the work of teachers and students, assuring their availability for seminars, question-times, demonstrations, experiments, guided visits to local laboratories or science parks, etc.

♦ Local institutes for teachers training/Colleges of education (Instituts universitaires de formation des maîtres, IUFM). They grant school teachers their pedagogical and didactical support.

In this respect, the initiative has promoted the creation of a large local partnership/network of key players working with the pilot centre. The most significant example of this kind is the pilot centre in Perpignan, where the strong local partnership has made it possible to set up a comprehensive support system for the Region schools and teachers. The regional centre for pedagogical documentation has coherently created a ‘resource pole’ for science teachers and has set up the web site of the pilot centre. Link: http://www.lamap.fr The role of professional organisations is also acknowledged and amplified in a few experiences. Their ability in highlighting needs and demands expressed by civil society appears to be extremely useful in order to design and implement meaningful actions.



KidsInfo (Switzerland) The project promoter is the Swiss Association of Women Engineers (Schweizerische Vereinigung der Ingenieurinnen, hereafter SVIN), a not-for-profit professional organisation for individuals with an interest in engineering. The members of the national organisation are engineers from various branches and allied fields, corporations and persons interested in supporting the aims of SVIN. It launched in September 2001 the KIDSinfo Project to answer the need of innovation of the country and, in particular, to foster women participation in science and technology life. SVIN considers that technology is an essential part of contemporary culture. People who work in technical fields (engineers, computer scientists, physicists, technicians, etc.) influence our future significantly. The engineering professions are unfortunately still largely male-dominated. Many young women and girls don't consider a career in engineering because the necessary role models are lacking. As a result, the idea of KIDSinfo emerged. SVIN is aware that engineers have technical responsibility and also responsibilities in science, industry and to the public at large. Therefore, SVIN is involved in promoting the significance of the ethical and social roles of female engineers. In addition to professional competence it is essential that female engineers integrate social skills, communication skills and the ability to seek better solutions to a variety of complex socio-economic-technical-humanitarian problems KIDSinfo Project is supported by many professional and educational associations:

♦ Engineer Shape our Future INGCH

♦ FachFrauen Umwelt FFU

♦ Gruppo Ingegnere e Architette della Svizzera Italiana FIA Associazione Tecnica Svizzera ATS

♦ Planung, Architektur, Frauen P.A.F

♦ Schweizerische Akademie der Technischen Wissenshaften SVA

♦ Schweizerische Konferenz der kantonalen Erziehungsdirektoren

♦ Erziehungsdirektion des Kantons Bern

♦ Lehrerinnen und Lehrer Bern LEBE Links: http://www.kids-info.ch , http://www.svin.ch/ In the KIDSinfo specific case, the aims of the involved professional organisations are coupled with specific gender-related objectives. This form of advocacy has proved to be particularly appropriate and effective in supporting the urgent and sensitive issue of gender mainstreaming in scientific education. Further details are provided in the following Section 3.6. 3.6 Gender approach and mainstreaming ‘Gender’ is often classified as “women’s issues”. This is wrong and it is important to dispel the misconception from the very beginning so that students do not get used to such a way of thinking. It is important to clarify the fact that it is about the relationships between women and men. Examples, experiments, problems, exercises, visits and other hands-on activities should in all cases reinforce this fact and lead students – girls and boys – to share the same environments and to engage on the same topics. “Women are affected by gender stereotypical approaches in formal education, in particular in science and technology. Gender bias lies in the education system and its teaching practices rather than in any inherent physical or intellectual barrier on the part of women. Educational gender inequality is a way through which inequality is transmitted from one generation to another. This problem relates to a variety of gender issues such as:

http://www.kids-info.ch/

http://www.svin.ch/


♦ Educational disparities between girls and boys.

♦ Pressure to conform to traditional gender roles in primary and secondary schools.

♦ Skewing science curricula in favour of interests and values of boys.

♦ Stereotyped sex roles in teaching materials.

♦ Lack of positive role models for girls in science and technology. […] A true integration of gender into research would profoundly affect the way in which scientific knowledge is defined, valued and produced, the methodologies that are invoked, and the theoretical reflections to which such new modes of knowledge give rise. A socio-cultural understanding of gender is necessary to move towards a more transformative gender approach. At its best gender should help to form the design and implementation of research and lead to transformation in the way in which research is carried out while at the same maintaining or enhancing research quality. A new trend can already be seen with a move away from quantitative measures, such as positive discrimination in recruitment, toward measures that promote a diverse workforce” (EC, DG RTD, Gender in Research, 2001, pages 12-13). The gender dimension is indeed a priority in EU as well as in Member States’ policies for the promotion of scientific culture and research. It represents also a transversal dimension which cuts across a variety of initiatives, bringing forward the idea of equal representation of women and mainstreaming of gender approaches in the definition and implementation of research deeds. The gender issue emerges as a distinctive factor in some of the analysed experiences. Embedding gender approach in education activities usually implies specific and targeted actions in terms of:

♦ Teachers’ new competences and related training programmes.

♦ Design of new reference materials and resources for learning.

♦ Involvement of multiple stakeholders.

♦ Communication and dissemination actions. Among the analysed case studies, only two deal directly with gender mainstreaming: the KIDSinfo (Switzerland) and the WISE Outlook programme (UK).


3.6.1 Teachers’ new competences and related training programmes In CBL experiences, teachers take on a new role as facilitators of the students’ learning processes. When gender is also involved, they assume another important function, as role models. As a matter of fact, despite the increasing emphasis on gender equality in the Knowledge Society society, children are still conforming to many traditional gender stereotypes. Because these stereotypes limit children’s opportunities to develop a specific interest in particular disciplines (as science, mathematics and technology), pilot educational initiatives attempt to change children’s gender-typed preferences by exposing them to positive role models. In Section 4.1 of this Report further details are presented on the implications of CBL on the role of teachers, tutors and mentors. Most of the times, the ‘role models’ are teachers themselves, as well as other professionals who are invited as experts, speakers or supporting professionals in laboratory experiments or field research activities. WISE Outlook Programme (UK) Participating girls take part in hands-on engineering projects, designing and making something for themselves, work in teams to develop presentational skills, talk to women students and staff from technical colleges and meet women engineers to talk about their work and careers. The young engineer and scientist mentors play a vital role in influencing the schoolgirls about attitudes to a career in engineering opportunities. Ideally, the mentors should be female engineers or scientists with some experience of working in an engineering concern e.g. on an Advanced Apprenticeship or similar training scheme, leading to a technician grade position in their organisation. They should be pursuing or have completed some form of Further Education programme leading to an appropriate qualification e.g. BTEC national certificate or diploma, higher diploma, engineering A level, NVQ or SVQ equivalent. When recruiting the mentors, it is important to emphasise the benefit they will obtain from the programme. There are many aspects to this programme that are of benefit to practising young engineers and scientists e.g. the development of their own personal skills such as interpersonal, leadership, communications and presentation. Seeing the project work and making the company visits may also be of assistance to them. Link: http://www.wisecampaign.org.uk/ 3.6.2 Stakeholders involvement Initiatives to promote gender equality in science and technology learning programmes are usually based on the involvement of a broad cohort of stakeholders. Representatives from institutions, academic and research bodies, professional associations, enterprises, community organisations all have a stake in promoting the advancement of women presence in the addressed field.



KIDSinfo (Switzerland) The Swiss Association of Women Engineers (Schweizerische Vereinigung der Ingenieurinnen, hereafter SVIN) initiated in September 2001 the KIDSinfo Project to answer the need of innovation of the country and, in particular, to foster women participation in science and technology life. SVIN considers that technology is an essential part of contemporary culture. People who work in technical fields (engineers, computer scientists, physicists, technicians, etc.) influence our future significantly. The engineering professions are unfortunately still largely male-dominated. Many young women and girls don't consider a career in engineering because the necessary role models are lacking. As a result, the idea of KIDSinfo emerged. The project promoter is the Swiss Association of Women Engineers (SVIN), a not-for-profit professional organisation for individuals with an interest in engineering. The members of the national organisation are engineers from various branches and allied fields, corporations and persons interested in supporting the aims of SVIN. KIDSinfo Project is supported by quite a few professional and educational associations: Engineer Shape our Future - INGCH; FachFrauen Umwelt - FFU; Gruppo Ingegnere e Architette della Svizzera Italiana FIA Associazione Tecnica Svizzera - ATS; Planung, Architektur, Frauen – P.A.F.; Schweizerische Akademie der Technischen Wissenshaften - SVA; Schweizerische Konferenz der kantonalen Erziehungsdirektoren; Erziehungsdirektion des Kantons Bern; Lehrerinnen und Lehrer Bern LEBE. KIDSinfo is co-financed by the Federal Office for Equality between Women and Men and by the Kulturprozent of Migros, the most important leader in the Swiss retail trade. The total costs of the Project are covered by the Federal Office for Equality between Women and Men (participated in the financing with 160’000 Swiss francs), and other sponsors: Migros Genossenschaft Bund zur Seite (the main sponsor); Jacobs Stiftung; Schweizerische Akademie der Technischen Wissenschaften - SATW; Swisscom; Die Schweizerische Post (the Swiss General Post Office); Cogito Foundation; Centralschweizerische Kraftwerke (the Swiss central power station); Forbo International. Links: http://www.kids-info.ch , http://www.svin.ch/ The participation and active contribution of associations of women scientists (or engineers, as in the KIDSinfo case) provide critical inputs especially in terms of identification of real and concrete education needs, and of definition of role models to be integrated in education and learning programmes. 3.6.3 Targeted communication, dissemination and awareness raising Gender mainstreaming is supported and in many cases facilitated by targeted communication and dissemination actions. Only by setting up a coherent communication strategy directed to the media, and possibly by organising awareness raising campaigns, is it possible to reach out for broad audiences and to start instilling a ‘gender conscience’. ‘Appropriation’ of the communication processes allows the promoters to improve the sustainability of the initiative, improving its degree of legitimisation and recognition, and by gathering consensus around its actions. Communication and dissemination strategies observed in the collected case studies usually comprise:

♦ Targeted use of media (e.g. specialised as well as non-specialised press, TV, in-house organs, newsletters).

http://www.kids-info.ch/

http://www.svin.ch/


♦ Participation in events (e.g. festivals, film festivals, exhibitions, meetings, conferences, seminars and workshops).

♦ Membership in national and international networks which offer opportunities to present the initiative and set up contacts with the promoters of other experiences or with practitioners willing to start a similar initiative.

♦ Awareness raising campaigns reaching out for the specific target group (e.g. secondary school girls), presenting the study and the professional opportunities opened up by scientific subject matters.

WISE Outlook Programme (UK) A relevant element of the WISE Outlook Programmes is that local organisers have to take care of is publicity in order to assure visibility to their WISE Outlook workshop. It is naturally important for the sponsors and the host college to maximise the publicity about the event in the local and national media. The WISE Outlook Guidelines (Chapter on ‘Publicity’) provide some hints helping organisers bring the event to the attention of the media:

♦ “Issue a ‘press release’ some two or three weeks ahead of the event. If necessary place an embargo on publication before a certain date. This will help editors allocate an appropriate ‘slot’ in their programme/publications. The release should: Be typed, double spaced and be dated; Encapsulate the gist of the NEWS in the first sentence; Clearly identify the date and location for the event; Mention the sponsors; Show, under ‘Notes for Editors’ when would be a good time for the press/TV to send along a photographer/cameraperson; Identify who the media can contact for further information and where they can be contacted.

♦ Phone the media the week before the event to make sure the (picture) editors have the event in their programme for the following week.

♦ Issue another release during the event with photos of some of the girls in action, or on the company visit if photography is permitted there.

♦ Publish another release after the event including a quote from some of the girls about the event, with an activity photograph and/or a photograph of all the girls after they have received their certificates.”

Link: http://www.wisecampaign.org.uk/ The possibilities offered by a targeted use of the media can indeed increase the visibility of the initiative and disclose opportunities for further developments, networking, and synergies.



4. Analysis of enhancing and inhibiting factors The ‘enhancing factors’ presented below refer to concrete and specific conditions which characterise the examined case studies and which have exerted an influence towards their successful implementation. Par contre, the ‘inhibiting factors’ consist in those conditions which hamper the development of an initiative, in the form of bottlenecks, constraints, delays and ‘dead ends’. On the basis of the analysis presented in Section 3, it has been possible to highlight a substantial set of enhancing and inhibiting factors, emerging from particularly successful examples of design patterns and solutions, implementation mechanisms and network creation. Between the identified enhancing and inhibiting factors there is – not surprisingly– a sort of ‘symmetry’. In order to highlight such a correspondence, for each cluster (as identified in Section 3) a tabular format has been used: the first column refers to the ‘enhancing factors’ and describes the positive and constructive condition, whereas the second column introduces the constraints and the so-called ‘situations to avoid’. 4.1 Teacher training schemes and initiatives

Enhancing factors Inhibiting factors

SPECIFIC PROGRAMMES AND DEDICATED FUNDING FOR TEACHERS TRAINING IN CBL WITHIN S&T SUBJECT MATTERS

LACK OF FOCUS ON CBL IN TEACHERS TRAINING PROGRAMMES IN S&T

EXAMPLES: EXAMPLES:

At institutional level, specific funding is foreseen for extensive teacher training programmes as regards the introduction of CBL approaches. ‘Authentic training’ actions imply that teachers learn how to use CBL methodologies by using them.

Institutional funding for teachers training programmes is not ‘focused’ and covers a variety of different teaching methodologies and purposes, resulting in a sort of ‘dispersion’ of resources and weakened effectiveness.

At institutional level, particular attention is paid to the ‘innovation cycle’, taking all necessary steps to allow to scale up an initiative from the pilot phase to its mainstreaming implementation.

Pilot activities are conceived in an ‘isolated’ way, with scarce links to further development and broader implementation.

Pre-service and in-service training programmes aimed at making CBL methodologies widespread introduce teachers to a range of new ‘roles’ as facilitators, tutors, mentors, moderators, animators. Training contributes to the development of a different professional profile which embeds multiple competences and skills.

Pre-service and in-service training programmes tackle discipline-based curricula with reference to conventional, transmissive teacher-centred methods (e.g. the teacher presents the contents, the learners listen and develops the assignments).

Identification of teachers’ learning needs as regards CBL for S&T teaching is made locally, with specific and clear links to community and local exigencies and priorities.

Teachers’ learning needs are presumed on the basis of general surveys supposedly concerning the whole teachers population.



WIDESPREAD ‘CULTURE OF INNOVATION’ IN THE TEACHING PROFESSION

TEACHERS’ (OVER)EXPOSITION TO TOP-DOWN INNOVATION POLICIES

EXAMPLES: EXAMPLES:

A peculiar ‘innovation culture’ in the teaching profession is shared among teachers. In this respect, teachers’ propensity to innovate together with a certain ‘openness’ of the institutional authorities, are pre-requisites for the successful achievement of experimental actions geared at the introduction of CBL approaches for S&T teaching.

A centralised governance system determines in a top-down way teachers training programmes and curricula, without leaving much room for bottom-up initiatives arising from teachers’ experience and creativity.

SUPPORT TO TEACHERS IN EXPLORING AND BECOMING FAMILIAR WITH THE POTENTIAL OF COMMUNITIES OF PRACTICE

PERSISTENCE OF TRANSMISSIVE TEACHING MODELS IN PRE-SERVICE AND IN-SERVICE PROGRAMMES.

EXAMPLES: EXAMPLES:

The involvement of teachers in Communities of Practice (CoPs) facilitates the exchange of experiences in a peer-to-peer mode. It also enhances the development of a professional culture open to innovation and experimentation. Communities of practice can intensify the results of collaboration with other players (e.g. other teachers, stakeholders, participants in networks) or, in case these contacts are not possible (e.g. due to geographical isolation), CoPs can replace traditional face-to-face contacts by providing distance communication facilities and opportunities.

Support to traditional in-service and pre-service programmes is based on face-to-face events (e.g. courses, seminars, presentations) and periodic examinations.

Related to the effective work of Communities of Practice, teachers’ familiarity with the use of Information and Communication Technologies (ICT) can greatly facilitate their exploitation of communication facilities and applications for developing common projects and assignments in a shared way. The effective use of ICT can also contribute to the introduction within the school environment of important elements of openness towards other relevant players operating in different, and often distant environments.

Information and Communication Technologies are used for purely administrative and planning operations, thus impoverishing their potential for learning.


4.2 Resources for learning design and implementation


EXISTENCE OF SPECIFIC MEASURES TO SUPPORT TRANSFERABILITY OF GOOD PRACTICES

LACK OF INFORMATION AND SUPPORT TO FACILITATE EXCHANGE OF GOOD PRACTICES

EXAMPLES: EXAMPLES:

Planning of appropriate general guidelines and ‘hints’ for a successful implementation are provided, in order to transfer a small-scale initiative to a broader level.

In order to transfer a small-scale initiative to a broader level, prescriptive guidelines result in too many limitations and exceptions, thus hindering further implementation attempts.

Planning of appropriate methodological and pedagogical guidelines and ‘hints’ for a successful implementation are provided, in order to transfer a large-scale initiative to the local level. Flexible though accurate methodological mechanisms and approaches allow to adapt the general approach to the specificities of local environments.

Rigid and hard-to-adapt methodological and pedagogical standards (defined at general level) are hard to be applied to local / small-scale settings which present a whole different range of needs, specificities and constraints.

UTILISATION OF EXTRA-SCHOOL LEARNING EXPERIENCES

RELUCTANCE TO INTEGRATE LEARNING EXPERIENCES DEVELOPED IN EXTRA-SCHOOL ENVIRONMENTS

EXAMPLES: EXAMPLES:

The use of competence-based approaches to design CBL programmes (e.g. CBL curricula defined on the basis of the range of competences that learners can develop through experiments and other hands-on activities) allows to take into account the evolving set of formal, non formal and informal learning outcomes resulting from CBL paths.

Strictly discipline-based (or content-based) curricula imply that learners are evaluated on the basis of their (theoretical) knowledge, without taking into consideration the competences which can be developed in practical / hands-on activities.

Appropriate flexible guidelines for designing relevant learning resources allow to capitalise other teachers’ and designers’ achievements and experiences and to personalise learning resources.

Guidelines applying a normative approach do not take into account teachers’ direct experience and fail to contextualise theory vis-à-vis practical teachers’ needs.


4.3 Integration within the curriculum


AUTONOMY OF SCHOOLS, INCLUDING FINANCIAL IMPLICATIONS

SCHOOL RESOURCES MANAGED BY NATIONAL / REGIONAL ADMINISTRATION AUTHORITIES WITH LITTLE OR NO ROOM FOR SCHOOL INITIATIVES

EXAMPLES: EXAMPLES:

Autonomy of schools in identifying their curriculum priorities, in defining the learning paths and the hands-on activities for S&T subject matters allows to establish contacts with ‘external’ learning providers.

Strictly centralised structures and scarce school autonomy in curriculum design hinder the establishment of relationships with external learning providers.

Autonomy of schools as regards the use of funding for didactical activities allows education institutions to set their agenda and to support its implementation with adequate resources.

Strictly centralised structures and scarce school autonomy in managing and allocating funding hinder the possibility to ‘open’ school activities to external learning opportunities.

RECOGNITION OF THE ROLE OF OTHER LEARNING PROVIDERS AND RESOURCES – IN A PERSPECTIVE OF MATURE LIFELONG LEARNING

RESISTANCE TO RECOGNISE THE EXISTENCE AND ROLE OF OTHER LEARNING PROVIDERS

EXAMPLES: EXAMPLES:

The institutional recognition of multiple learning providers (perspective of ‘polycentrism of learning providers’) allows to establish different curricular an extra-curricular activities with an official educational value. This may be based on specific quality criteria for the ‘accreditation’ of learning providers.

Schools are the only recognised and accredited learning providers.

Multiple activities, resources and reference materials are dignified as ‘learning resources’ with a clear pedagogical value. This may be based on specific quality criteria for the ‘certification’ of learning resources.

Regulations and administrative frameworks are in place in which school-based activities and school books are the only recognised learning resources.

Evaluation systems take into account outcomes of formal learning processes, as well as of non formal and informal ones (e.g. experiments developed in external laboratory facilities, hands-on activities carried out in museums or in city libraries, etc.)

Traditional evaluation systems are in place, based on the traditional approach focused on knowledge / notions acquisition.

The integration of competence-based approaches in the pedagogical and the evaluation system design allow to take into account learners’ variety of learning outcomes, as resulting from formal, non formal and informal learning experiences.

The use of knowledge / notion-based approaches in the pedagogical and the evaluation system design reduces the possibility to account for learners’ variety of learning outcomes.


4.4 Networking and access to external resources


EXISTENCE OF LIFELONG LEARNING POLICIES FULLY IN PLACE

PERSISTENCE OF INFLEXIBLE INSTITUTIONAL BORDERS BETWEEN FORMAL, NON FORMAL AND INFORMAL LEARNING SYSTEMS

EXAMPLES: EXAMPLES:

The existence of Lifelong Learning policies fully in place promotes and supports opportunities for integration of different learning systems operating in the community or territory (e.g. schools, training providers, enterprise-based programmes, etc.) and partnerships (e.g. involving formal learning providers such as schools; non formal learning providers such as science museums, city libraries; informal learning providers such as NGOs).

The separation of the formal education system from the local environment and the other local players inhibits the possibility to create synergies to better learning processes.

An underlying institutional propensity to change, innovate and establish partnerships promotes dialogue with local players and exploration of possible paths for collaboration and synergy-building.

Strictly disciplinary structure and ‘knowledge-orientation’ of the curriculum keep the school’s attention focused on its internal processes and priorities.

Collaboration processes with formal and non formal learning providers (e.g. museums, science parks, university research laboratories, industry research laboratories, thematic NGOs, etc.) allow to promote participatory processes and to substantiate the value dimension related to active citizenship and participation in the local community’s life.

The ‘isolation’ of school institutions from the local environment results in autoreferentiality of learning programmes / curricula and separation from real life.

INSTITUTIONAL OPENNESS OF MIND AND PROPENSION TO CHANGE AND ESTABLISH PARTNERSHIPS

RESISTANCE TO SHARE LEARNING RESOURCES

EXAMPLES: EXAMPLES:

The set up of public thematic resources centres (to be freely accessed) allows teachers and other learning practitioners to share the learning materials and to capitalise on others’ successful experiences.

The existence of learning resources scattered in the territory (e.g. in a number of different libraries or documentation centres) and hard to be found and accessed undermines learning practitioners’ willingness to advance in their own professional development and continuous learning processes.

ACCESS TO AND EXPLOITATION OF COMMUNICATION AND DISSEMINATION MEDIA

SCARCE AWARENESS OF THE POTENTIAL OF MEDIA TO SUPPORT INNOVATION IN THE EDUCATION SYSTEM

EXAMPLES: EXAMPLES:



Structured links with the world of communication and the media foster visibility of developed S&T programmes and initiatives and raise awareness in the public opinion at large.

Disregard of the potential of communication processes and the media results in scarce visibility of the developed activities and in poor consideration from the community (at local or broader scale).

4.5 Stakeholders involvement


EXISTENCE OF POTENTIAL RESEARCH AND INDUSTRY PARTNERS IN THE TERRITORY

LACK OF POTENTIAL RESEARCH AND INDUSTRY PARTNERS IN THE TERRITORY

EXAMPLES: EXAMPLES:

The existence of potential science and industry partners in the territory supports the possibility to set up collaboration schemes with educational institutions, with an impact in terms of social capital and improved employability and overall economic conditions.

Scarce presence of potential science and industry partners makes the possibility to set up collaboration schemes very hard to realise. This is even more evident if any collaboration schemes are not in place.

Analysis of local stakeholders’ needs and priorities, and the development of a map of the key local stakeholders provide essential inputs to determine a sort of ‘roadmap’ for the development of local potential and social capital, with the educational institution possibly at the centre of the process.

Lack of knowledge about the key players in the local territory / community hinders the possibility to involve them in structured and targeted collaboration actions.

The set up of participatory governance structures involving stakeholders in curriculum design and in the implementation phases supports the development of a shared sense of ownership, commitment and responsibility towards the successful development of specific actions.

Institutional separation of competences between school, university, industry, NGOs, city libraries, and the like, with little exchange of information, inhibits the development of a sense of active participation in local development processes.


4.6 Gender approach and mainstreaming


MAINSTREAMING GENDER-ORIENTED APPROACHES AND PRACTICES IN PLACE

LACK OF OVERALL AWARENESS OF GENDER ISSUES

EXAMPLES: EXAMPLES:

Specific funding is foreseen for extensive teacher training programmes as regards the introduction of gender approaches in CBL. ‘Authentic training’ actions imply that teachers learn how to use gender-oriented CBL methodologies by using them in real life situations.

Institutional funding for teachers training programmes does not cover gender-related themes thus contributing to a general ‘disaffection’ towards these issues.

Particular attention is paid to the ‘innovation cycle’, taking all necessary steps to allow to scale up an initiative from the pilot phase to its mainstreaming implementation.

Pilot activities embedding gender approaches within the CBL methodology are conceived in an ‘isolated’ way, with scarce links to further development and broader implementation at system level.

The involvement of teachers in thematic Communities of Practice (CoPs) discussing gender issues in CBL programmes facilitates the exchange of experiences and enhances the development of a professional culture open to integrate gender approaches.

In-service and pre-service schemes provide little or no reference on how to integrate gender approaches into CBL programmes, thus hampering the possibility to mainstream gender issues in the teaching process.

Pre-service and in-service training programmes allow teachers to develop a new ‘professional role’ related to gender issues, based on the concept of ‘role models’.

Pre-service and in-service schemes adopt discipline-based approaches without addressing gender-related aspects related to formative pedagogical and psychological aspects..

Structured links with the world of communication and the media foster visibility of developed gender-oriented CBL education programmes and initiatives and raise awareness in the public opinion at large.

Disregard of the potential of communication processes and the media results in scarce visibility of the developed gender-oriented activities and in poor consideration from the community (at local or broader scale).


5. Conclusive Remarks and Recommendations Within the present Study a comprehensive and systematic observation and analysis has been carried out focused on current practices in the use of context-based learning methodologies for Science and Technology teaching in thirty-three European countries. Based on forty-six broadly examined experiences and on sixteen more thoroughly analysed ones, it has been possible to collect a substantial range of data and information allowing then to identify some common implementation patterns and mechanisms, the adopted learning design strategies and didactical approaches to involve students in significant and exhaustive hands-on activities, within meaningful learning contexts. The analysis of the good practice experiences has been built on specific ‘clusters’ specifically designed so to better articulate and clarify the relevant trends and the identified key dimensions. As a result, the following key conclusive remarks and recommendations have been elaborated: 5.1 Conclusive Remarks

1. Teachers have a pivotal role. In all analysed good practice experiences, teachers are recognised as the key actors in designing and implementing effective projects and initiatives. The introduction of CBL approaches and the resulting hands-on experiments greatly challenges their professional profile and expertise, bringing about novel and often unexplored working methods and roles.

2. In this respect, targeted teachers training schemes are needed, both as regards pre-service and in-service programmes. The application of CBL methodologies already in these phases allows teachers to ‘learn by doing’, thus better embedding the new approach in their teaching methodology and style.

3. The availability of learning resources and reference materials represents for teachers an opportunity to support their continuous professional development and the exposure to state-of-the-art pedagogical research. The existence of resource centres has proved to be an key asset in this respect.

4. A very useful solution to promote teachers’ awareness of CBL potential and benefits, as well as their continuous learning processes is represented by the set up of spontaneous communities of practices (CoPs). The ‘spontaneous’ nature of CoPs is a fundamental feature which has proved to support teachers’ participation and active contribution.

5. A cultural change may be required from many teachers. Their idea of the teaching profession as based on the traditional teacher-centric concept is confronted with novel teaching methodologies, built on the learner-centric idea of active and collaborative learning. The analysed good practice experiences propose interesting solutions to address this issue in an effective and transferable way.

6. Cultural changes can only occur if the variety of involved players commit themselves to bring innovation forward and mutually strengthen their change-oriented attitudes and behaviours. Players from the institutional educational sector, industry, higher education, NGOs, foundations and associations, other learning providers such as museums and


libraries, and other ‘non formal and informal’ learning providers, usually activate themselves so to support change and consolidate novel work practices.

7. The recognition of the role of a variety of learning providers is also a key step that has been taken in order to promote CBL within the school curriculum. Non formal and informal learning providers are usually more used to applying experiential and experiment-based learning methodologies. By recognising their role as learning providers, the formal education system benefits from the expertise and know-how accumulated in long-term activities.

8. Particular actions are usually taken in order to support the innovation cycle. Many analysed good practice case studies have developed their own solution to move on from the pilot scale to a broader scale, up to mainstreaming. The development of specific guidelines for teachers, school managers and other players may contribute to scale a small experience up.

9. The implementation of successful and meaningful experiences are usually based on the involvement of a varying range of players, since the design phase. So-called ‘participatory governance processes’ greatly help elaborate needed and targeted interventions. These are meant to provide practical and sustainable answers to the demand for sustainable local development and for increased social capital.

10. The application of gender approaches in CBL methodologies for Science and technology teaching needs to be carefully designed and implemented. The analysed experiences are based on specific concepts taken from psychology and pedagogy, such as the concept of ‘role model’.

5.2 Key Recommendations The general recommendation which can be drawn on the basis of the outcomes of the analysis of the collected good practice experiences is a kind of exhortation: ‘Build on enhancing factors, minimise inhibiting factors!’. Aside from such a simplistic and tautological statement, the following recommendations have been elaborated for four key intervention areas:

♦ Dissemination and capitalisation of existing experiences.

♦ Integration of CBL and other related innovative learning approaches within Lifelong Learning policies.

♦ Adaptation and application of what works elsewhere.

♦ Promotion of sustainable Communities of Practice. 5.2.1 Disseminate and capitalise on existing experiences 1. Stakeholders and the wider community of practitioners and experts should be involved

in the design phase and in the implementation process of CBL initiatives. Only in this way is it possible to foster their sense of ‘ownership’ of the action and their commitment to the further development of the experience, in a perspective of capitalisation, promotion of visibility and sustainability.


2. In this respect, the adoption of ‘participatory governance structures’ can be of great help in bringing different interests together and in definition a shared agenda.

3. Promoters of CBL initiatives should make all efforts to create partnerships and/or networks with other players willing to work synergistically so to contribute to the increase of the local social capital.

4. Specific resources centres should be set up, so to provide teachers, other learning providers as well as learners with state-of-the-art reference materials and possibly laboratory facilities to implement CBL experiences. Such resource centres should be created and maintained thanks to the contribution and collaboration of different players, working together in partnership or network.

5. In order to support the visibility, and therefore the sustainability of a CBL initiative, specifically designed events should be organised. Participation and presentations made in conferences, exhibitions, other events held at local and/or at national or international level generally contribute to raise interest on the initiative and to generate constructive feedback.

6. In order to support the visibility, the promoter and partners of a CBL initiative should exploit the opportunities offered by existing initiatives, journals, portals, permanent discussion fora (physical events as well as virtual fora). The more a project/experience is presented, showed and discussed, the greater the attention will be on its outcomes and potential for further development.

7. In this respect, a targeted use of the media should be made. A specific ‘communication strategy’ should be developed for each CBL initiative, defining the addressed target publics and the coherent communication and dissemination actions to be implemented. In the ‘Knowledge Society’ the use of information and communication media represents a decisive step to be taken.

5.2.2 Integrate CBL and other related innovative learning approaches

within Lifelong Learning policies

1. The widespread implementation of Lifelong Learning policies across European countries should be coupled with particular actions aimed at recognising a variety of learning providers, apart from the formal ones (e.g. schools). Only the integration of different learning and training systems can generate real and effective synergies between different policy areas and implementation domains. In this respect, in the framework of the Education & Training 2010 Work Programme, recommendations addressed to decision-makers in the area of Mathematics, Science and Technology (MST) point out the need to modernise teaching methods and to promote extra-curricular activities, as well as to connect MST to real-life contexts and experiences6. Suggestions also focus on the opportunity to move from ‘content’ to ‘activity’-based teaching.

6 European Commission (2004): Implementation of “Education & Training 2010” Work Programme. Progress

Report of Working Group D “Increasing Participation in Math, Sciences and Technology”. Op. cit. European Commission (2004): Implementation of “Education & Training 2010” Work Programme. Annex to the Progress Report of Working Group D. Op. cit. European Commission (2003): Implementation of “Education & Training 2010” Work Programme. Progress Report of Working Group “Increasing Participation in Math, Sciences and Technology””. Op. cit.


2. The shift from ‘knowledge-based’ learning approaches to ‘competence-based’ ones should be backed by specific policy actions. This shift goes hand in hand with the recognition of out-of-school learning providers and with the need to value the learning outcomes also emerging from non formal and informal learning processes. Furthermore, the recently adopted Recommendation on European Reference Framework on Key Competences for Lifelong Learning defines ‘competences’ rather than ‘knowledge’ as part of the national reforms and strategies for Lifelong Learning. Mathematical competence and basic competences in science and technology are actually one out of eight areas addressed by this Recommendation7.

3. Teachers should be supported in the challenging process of becoming aware of and grasping a holistic view of innovation including topics, concepts, approaches and working methods. The risk is that the whole picture appears fragmented into small, unrelated and meaningless pieces. In this respect, the identification and exchange of good practices and the promotion of peer learning activities in MST are at the heart of the work being carried out by the EU Member States (the so-called ‘EU27) with the support of the European Commission. A specific Cluster of countries is launching initiatives in the field of science education. The information network on education in Europe, EURYDICE, published a comparative study on Science Teaching in Schools presenting a detailed overview of school curriculum, teacher training and pupils' assessment in Europe8.

5.2.3 Learn, adapt and apply what works elsewhere 1. An ‘observatory capacity’ should be fostered at local, national and transnational level.

Good practice experiences of CBL implementations should be collected and explained to the broad interested public. As a matter of fact, it often happens that newly designed experiences start almost from scratch, without knowing what has been going on in a nearby school or organisation. Collecting information and making it available through a public space (possibly a web portal or other easy-to-update and to-access supports) would greatly contribute to the capitalisation of past experiences , to their visibility and to the aggregation of expert organisations in further activities.

2. Strategies for horizontal transferability should be developed and implemented. Horizontal transferability refers to the opportunity to apply the developed CBL model and the processes behind it to other similar contexts. Support to horizontal transferability aims at broadening the borders of the initiative and stretching it out so to reach larger numbers of users. Actions for horizontal transferability should imply efforts aimed at increasing either the group of partners, or the addressed stakeholders, or both.

3. Strategies for vertical transferability should be developed and implemented. Vertical transferability refers to the extent to which a CBL model and processes can be transferred to all levels of the system (namely the formal education system).

4. Collaboration processes should be nurtured, involving teachers and other interested learning practitioners. This should be based on stable and easy-to-access organised structures, such as dissemination events, coordination committees, communities of practice.

7 Recommendation of the European Parliament and of the Council (December 2006). Op. cit. 8 EURYDICE (2006): Science teaching in schools in Europe. Policies and research. Brussels: Eurydice. Op. cit.


5.2.4 Promote sustainable Communities of Practice 1. Communities of Practice (CoPs) should be fostered and nurtured. It is important to

stress that CoPs should be set up spontaneously by interested players and not imposed in a top-down way. The set up of CoPs supports teachers and other learning practitioners in developing a professional culture and a sense of belonging to a professional community. When teachers have a strong sense of professional community their morale is better and teacher commitment is higher. Professional communities help support teaching practices, and help teachers address the uncertainty that accompanies non-routine teaching of the sort brought about by CBL.

2. In order to acquire the know-how needed for the successful adoption of CBL-related innovations, teachers need to be supported in becoming well aware of why the innovations are proposed. Discussion and informal exchange of experiences and ideas which take place in a CoP should be directed to this end.

3. Ad hoc training actions should aim at creating clusters of teachers in each school in order to diffuse CBL-related expertise among fellow teachers and potentially greatly increase the take-up of innovations based on IT.

4. Spontaneous participation in CoPs should be recognised as an informal opportunity to develop professionally, within the planned in-service training and continuous professional development schemes.


References

♦ European Commission (2004): Implementation of “Education & Training 2010” Work Programme. Progress Report of Working Group D “Increasing Participation in Math, Sciences and Technology”. Document available at: http://ec.europa.eu/education/policies/2010/doc/math2004.pdf

♦ European Commission (2004): Implementation of “Education & Training 2010” Work Programme. Annex to the Progress Report of Working Group D “Mapping of Policies Supporting the Implementation of the 2003 Recommendations Agreed Upon By Working Group D”. Document available at: http://ec.europa.eu/education/policies/2010/doc/maths_sciences_en.pdf

♦ European Commission (2003): Implementation of “Education & Training 2010” Work Programme. Progress Report of Working Group “Increasing Participation in Math, Sciences and Technology””. Document available at: http://ec.europa.eu/education/policies/2010/doc/maths_sciences_en.pdf

♦ Recommendation of the European Parliament and of the Council (December 2006). OJ L 394, 30.12.2006. Document available at: http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l_39420061230en00100018.pdf

♦ EURYDICE (2006): Science teaching in schools in Europe. Policies and research. Brussels: Eurydice. Document available at: http://www.eurydice.org/portal/page/portal/Eurydice/showPresentation?pubid=081EN

♦ “European Union Science Education Network”. ERAS-CT-2003-510213.

♦ “STEDE” project. Further information at: http://www.biol.ucl.ac.be/STEDE/

Contract DG-RTD-C6-2004-2

http://ec.europa.eu/education/policies/2010/doc/math2004.pdf








European Commission SCIENTER - “To identify and disseminate within Europe best practices in the context of science teaching that places science and technology into meaningful learning contexts” Luxembourg: Office for Official Publications of the European Communities 2007 - 649 pp. - 21.0 x 29.7 cm ISBN 978-92-79-06075-5


SALES AND SUBSCRIPTIONS

Publications for sale produced by the Office of Official Publications of the European Communities are available from our sales agents throughout the world. You can find the list of sales agents on the Publications Office website (http://publications.europa.eu) or you can apply for it by fax (352) 29 29-42758. Contact the sales agent of your choice and place your order.

http://publications.europa.eu/

1

ISBN 978-92-79-06075-5

KI-78-07-117-EN

-N

This Final Report presents the results of the activities carried out in the framework of the Study identified by the contract DG-RTD-C6-2004-2. Activities officially started with the kick-off meeting, held in Brussels on January 31st, 2006. On that occasion, it was clearly stated that the study approach and the developed contents would be very practical and focused on experiences regarding applications of context-based methodologies in science teaching implemented in schools (formal settings) and out-of school (non formal and informal settings, e.g. science parks, science museums, etc.). Based on the mandate stated in the Tender Specifications, the present Study has aimed at: ♦ identifying and disseminating within Europe best practice experiences in the context of

science teaching that place science and technology into meaningful learning contexts; ♦ collecting information in the 25 Member States of the EU, the Associated Countries and the

Candidate Countries, on best practice examples, with justification, of particularly effective techniques or experiences for demonstrating the relevance of science and innovation in our daily lives.

Documents

Identification and Dissemination within Europe of Best ...ec.europa.eu/research/science-society/document_library/pdf_06/sci... · A free sample copy or free ... schools of context-based