Second European Conference - Informal Proceedings
Researchers and practitioners presented their work at the conference. There were 39 papers and 12 posters presented following review by two referees in the autumn. Presenters came from 21 different countries including many from the Fibonacci Project as well as from other European countries and some as far afield as USA, Australia, Brazil and Colombia. Presenters varied from practicing teachers to very experienced researchers. Sessions covered:
- Pupils' and teachers' practice from early years to 18 year olds in different countries
- Integrating mathematics and/or science inquiry into the school curriculum
- Nature of science
- Using ICT to promote investigative work
- Professional development for teachers and student-teachers
- Involving scientists in developing investigations
- Different strategies for assessment and self-assessment of inquiry activities
- Support for disseminating practice between European countries and related issues
- Use of outdoor learning sites
A one page abstract for all Posters and abstracts can be found in the Conference Booklet.
The following presenters have also provided an extended paper about their work which can be downloaded:
A new model for inquiry-based, academic pre-service teacher education
Maaike van den Herik, University of Amsterdam; Ed van den Berg and Welmoet Damsm, Hogeschool van Amsterdam; and Ineke Schaveling, University of Amsterdam.
Maaike van den Herik, University of Amsterdam; Ed van den Berg and Welmoet Damsm, Hogeschool van Amsterdam; and Ineke Schaveling, University of Amsterdam.
Acceptance of IBSE method among children, teachers and students on the University and Society in Serbia
Dragana Miličić, University of Belgrade; Marija Bošnjak and Stanko Cvjetićanin, University of Novi Sad; Biljana Jovanov, Primary School – Zrenjanin; Tatjana Marković –Topalović, High Medical School – Šabac; Ljiljana Jokić, AKM Edukacija; Dušanka Obadović, University of Novi Sad; and Stevan Jokić, University of Belgrade - Vinča Institute.
Dragana Miličić, University of Belgrade; Marija Bošnjak and Stanko Cvjetićanin, University of Novi Sad; Biljana Jovanov, Primary School – Zrenjanin; Tatjana Marković –Topalović, High Medical School – Šabac; Ljiljana Jokić, AKM Edukacija; Dušanka Obadović, University of Novi Sad; and Stevan Jokić, University of Belgrade - Vinča Institute.
An IBSME approach to teaching in in-service education
Renata Carvalho, Claus Auning and Ida Guldager Ciência Viva, Portugal and University College South Denmark
Renata Carvalho, Claus Auning and Ida Guldager Ciência Viva, Portugal and University College South Denmark
Continuous professional development for raising teachers' self-sufficiency in IBSE
M. Canu, Graduate School of Engineering, Nantes; J. Hamy, Private Schools’ Authority, Nantes; L. Lakenhal-Ayat, Graduate School of Engineering, Nantes; J. Martin, State Schools’ Authority, Nantes; N. Michel, Arronax Research Department, University of Nantes; and C. Rauch, Graduate School of Engineering, Nantes.
M. Canu, Graduate School of Engineering, Nantes; J. Hamy, Private Schools’ Authority, Nantes; L. Lakenhal-Ayat, Graduate School of Engineering, Nantes; J. Martin, State Schools’ Authority, Nantes; N. Michel, Arronax Research Department, University of Nantes; and C. Rauch, Graduate School of Engineering, Nantes.
Developing teaching efficacy for inquiry-based learning
Steven Watson, University of Nottingham
Steven Watson, University of Nottingham
Development of a student self-evaluation instrument to evaluate accuracy, reliability and validity (A/R/V) in inquiries
Saskia van der Jagt, VU University Amsterdam and Coornhert Gymnasium, Gouda; Lisette van Rens and Herman Schalk, VU University Amsterdam; Albert Pilot FISME, Utrecht University; and Jos Beishuizen, VU University Amsterdam.
Saskia van der Jagt, VU University Amsterdam and Coornhert Gymnasium, Gouda; Lisette van Rens and Herman Schalk, VU University Amsterdam; Albert Pilot FISME, Utrecht University; and Jos Beishuizen, VU University Amsterdam.
Evaluation Criteria for inquiry-based biology teaching
Kirsten Schlüter, University of Cologne, Institute for Biology Education; Kathrin Bylebyl and Katharina Freund, University of Siegen; and Stefan Nessler, University of Cologne.
Kirsten Schlüter, University of Cologne, Institute for Biology Education; Kathrin Bylebyl and Katharina Freund, University of Siegen; and Stefan Nessler, University of Cologne.
Getting children to design experiments through concept cartoons
Patricia Kruit and Ed van den Berg, Hogeschool van Amsterdam and Fanny Wu, Universiteit Utrecht.
Patricia Kruit and Ed van den Berg, Hogeschool van Amsterdam and Fanny Wu, Universiteit Utrecht.
IBSME in the Czech Republic
Libuse Samkova, Faculty of Education, University of South Bohemia, Ceske Budejovice.
Libuse Samkova, Faculty of Education, University of South Bohemia, Ceske Budejovice.
Initiating inquiry-based science education in outdoor learning sites: Issues and challenges
Suzanne Kapelari, University of Innsbruck; Elaine Regan, King´s College London; Costa Bonomi, Natural History Museum Trento; Justin Dillon, King's College London; Julia Willison and Asimina Vergou, Botanic Garden Conservation International; Hartwig Schepker, Botanika, Bremen; and Doris Elster University Bremen.
Suzanne Kapelari, University of Innsbruck; Elaine Regan, King´s College London; Costa Bonomi, Natural History Museum Trento; Justin Dillon, King's College London; Julia Willison and Asimina Vergou, Botanic Garden Conservation International; Hartwig Schepker, Botanika, Bremen; and Doris Elster University Bremen.
Inquiry in Education for Sustainable Development - Research on energy consumption including students as research partners
Christian Bertsch, University of Teacher Education, Vienna; Michaela Leitner and Anja Christanell, Austrian Institute for Sustainable Development, Vienna.
Christian Bertsch, University of Teacher Education, Vienna; Michaela Leitner and Anja Christanell, Austrian Institute for Sustainable Development, Vienna.
Mind the Gap: How (or how not) is inquiry-based learning integrated in German biology school lessons?
Stefan Nessler, Philipp Krämer and Kirsten Schlüter, University of Cologne.
Stefan Nessler, Philipp Krämer and Kirsten Schlüter, University of Cologne.
Nanoscience and nanotechnology at high school: A hands-on inquiry based approach
Annamaria Lisotti and Guido Goldoni, University of Modena and Reggio and CNR-Insitute for Nanoscience ; and Valentina De Renzi, University of Modena and Reggio and Via Campi 213/a, 41125 Modena.
Annamaria Lisotti and Guido Goldoni, University of Modena and Reggio and CNR-Insitute for Nanoscience ; and Valentina De Renzi, University of Modena and Reggio and Via Campi 213/a, 41125 Modena.
STEM workforce preparation program aligned with New Jersey’s 21st Century Life and Career Skills standard
S. Anders Hedberg, Hedberg Consulting, LLC.
S. Anders Hedberg, Hedberg Consulting, LLC.
The SECURE project researches science curricula and teachers' and learners opinions on science education
Wim Peeters, DKO vzw, Antwerpen and Job De Meyere, KHK, Geel.
Wim Peeters, DKO vzw, Antwerpen and Job De Meyere, KHK, Geel.
Download 14._The_SECURE_Project_Peeters.pdf (461.05 kB)