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 Download report (PDF, 175kB) |
| 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 Download report (PDF, 135kB) |
| 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 Download presentation (PDF, 1.1MB) Download brochure (PDF, 684kB) |
| Report by | Nicola Stollhoff, Free University of Berlin, Germany Download report (PDF, 13kB) |
| 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 Download presentation (PDF, 988kB) Download report presentation (PDF, 1.6MB) |
| Report by | Frankie McKeon, University of Leicester, United Kingdom Download report (PDF, 44kB) |
| Abstract |
There will be four main parts to this workshop which will explore:
|
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 Download report (PDF, 36kB) |
| 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 Report not yet available for download. |
| 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 Download presentation (ppsx, 1.7MB) |
| Report by | Jenny Sendova, Bulgarian Academy of Sciences, Bulgaria Download report (PDF, 151kB) |
| 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 Download presentation (PDF, 1.8MB) |
| Report by | Philippe Leonard, Free University of Brussels, Belgium Download report (PDF, 50kB) |
| 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 Download report (PDF, 39kB) |
| 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 Download presentation (PDF, 1.7MB) |
| 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. |
