Deepening the specificities of scientific inquiry in mathematics

Coordinator Peter Baptist, University of Bayreuth, Germany
Speakers Petar Kenderov, Academy of Sciences, Bulgaria
Kenneth Ruthven, University of Cambridge, UK
Report by Volker Ulm, University of Augsburg, Germany
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Abstract The goal of inquiry-based mathematics education is to teach students, among other things, how to deal with knowledge, apply knowledge and independently solve problems. These abilities are of a higher quality than simply checking off isolated elements of knowledge. In this workshop, various aspects of how to implement IBME successfully will be shown and discussed, e.g. experimental approaches, visualisation, fostering independent work and critical thinking.

Deepening the specificities of scientific inquiry in natural sciences

Coordinator David Jasmin, La main à la pâte, France
Speaker Wynne Harlen, University of Bristol, United Kingdom
Report by Susana Borda, La main à la pâte, France
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Abstract In order to achieve the intended learning outcomes of inquiry-based science education - progress in the development by students of understanding of key scientific ideas, inquiry skills and attitudes of science and towards science - students must experience certain processes of learning. In this workshop we will consider which learning processes are indicators of effective learning in science. These processes have consequences for teachers if they want to implement effective inquiry teaching. As a result we can express what teachers need to do in terms of standards to be attained, which can be used in formative evaluation of implementation and also by teachers in self-evaluation. Some examples of how this formative evaluation of practice can be carried out will be discussed.

Implementing and expanding a reference centre

Coordinator Petra Skiebe-Corrette, Free University of Berlin, Germany
Speakers Phil Hingley, University of Leicester, United Kingdom
Ida Guldager, University College South Denmark
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Report by Nicola Stollhoff, Free University of Berlin, Germany
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Abstract Fibonacci reference centres play a role in professional development of teachers, material support, adapting to the existing curriculum, community involvement and evaluation. The workshop starts with three introductory talks discussing: 1) the requirements and problems that might occur when implementing a reference centre, 2) how Pollen changed the confidence and attitudes of primary teachers towards teaching science, and 3) how a material centre can service a large number of schools. In the workshop, participants will also discuss the problems they have in implementing a reference centre and try to find ideas to solve them.

Cross disciplinary approaches

Coordinator Tina Jarvis, University of Leicester, United Kingdom
Speaker Janet Ainley, University of Leicester, United Kingdom
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Report by Frankie McKeon, University of Leicester, United Kingdom
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Abstract There will be four main parts to this workshop which will explore:
  • what is a Cross-Disciplinary Approach and its advantages and disadvantages;
  • what the term ‘inquiry’ means to different subject specialists;
  • what strategies can be used to include science investigations in different subject areas, including mathematics, within the context of real life problems;
  • and what support is needed to enable teachers and schools to incorporate a cross-disciplinary approach within their teaching schemes ?

Using the external environment of the school

Coordinator Hannu Salmi, University of Helsinki, Finland
Speakers Leo van den Bogaert, The unschooled Mind Company, Netherlands
Konrad Krainer, University of Klagenfurt, Austria
Report by Arja Kaasinen, University of Helsinki, Finland
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Abstract Bridging the gap between formal education and informal learning is one of the main challenges of the education. The teacher students and in-service teachers should have more pedagogical opportunities and skills to apply it in their professional development. The session will handle the latest results on how to use science centres in benefit of classroom learning and especially teacher training. How to use ICT and other new technologies to form the link between formal education and informal learning? What is the role of the outdoor activities? How to involve scientific community in the classroom?

ICT and virtual environment for science education

Coordinator Ed van den Berg, University of Amsterdam, Netherlands
Speakers Franz X. Bogner , University of Bayreuth, Germany
Dan Sporea, National Institute for Lasers, Plasma and Radiation, Serbia
Report by Bas Higler, pedagogical college PABO/Hogeschool van Amsterdam, Netherlands
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Abstract Using computers in science research is a common place. In science education however, the use of digital information and communication technology needs a pedagogical rationale to justify investment and effort. This workshop discusses many successful (and some less successful) applications of ICT in secondary and primary science education in the perspective of inquiry based science teaching. We plan to share our time evenly among presentation of interesting projects in schools, explanation of technical features, and engaging in a discussion about the added value of ICT in IBSE.

ICT and virtual environment for mathematics education

Coordinator Peter Baptist, University of Bayreuth, Germany
Speakers Volker Ulm, University of Augsburg, Germany
Paul Drijvers, Freudenthal Institute Utrecht, Netherlands
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Report by Jenny Sendova, Bulgarian Academy of Sciences, Bulgaria
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Abstract New technologies lead to new ideas for visualising and learning. How do ICT and virtual environment help to improve students’ understanding in mathematics? There are different design activities like dynamic worksheets, but also different ways of using them in classroom teaching. Different approaches, successfully tested in classroom teaching, will be shown and discussed in this workshop.

Involving the private sector (foundations and companies) in science and mathematics education

Coordinator Patricia Corieri, Free University of Brussels, Belgium
Speaker Wolfgang Gollub, Gesamtmetall Berlin, Germany
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Report by Philippe Leonard, Free University of Brussels, Belgium
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Abstract The lack of interest of young people in science and mathematics is a concern for industry. While collaboration between universities and industry is common, more recently several actions have been aimed at primary and secondary schools in order to interest young children. Companies can provide internships and visits not just to children but also to teachers. They can also provide financial support to science projects, especially those linked with real life applications. This session will deal with interactions between industry, foundations, and science and mathematics education.

Transition from primary to secondary school

Coordinator Gerd Bergman, Royal Swedish Academy of Sciences, Sweden
Speakers Anders Jidesjö, University of Linköping, Sweden
Martin Braund, University of York, United Kingdom
Report by Jan Schoultz, University of Linköping, Sweden
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Abstract Progression and transition are key concepts in trying to adjust science content in relation to students' learning and their encountering of school science. Considering ways of working is one important part. Reflecting upon the content and understanding ways young people experience science in and outside school is equally important. This entails relating the work on progression and transition with concrete content from the perspective of the learners.

Arts and inquiry based science and mathematics education

Coordinator Carsten Miller, University of Bayreuth, Germany
Speakers Eugen Jost, Artist and Teacher, Switzerland
György Darvas, Institute for Research Organisation of the Hungarian Academy of Sciences, Hungary
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Report by Doris Bocka, University of Bayreuth, Germany
Abstract Mathematical theories and problems are not only a matter of mind, they also have an effect on sensibilities and aesthetic feelings, comparable with artistic activities. The famous British number theorist G. H. Hardy (1877 – 1947) pointed out: “A mathematician, like a painter or poet, is a maker of patterns. If his patterns are more permanent than theirs, it is because they are made with ideas.” Collaborative and interdisciplinary practice across the arts, ma-thematics and science can help to provide new perspectives on both fields. The workshop shows various ways how to find ways from visual art to mathematics and vice versa from mathematics and sciences to the arts.