THE+S-TEAM+PROJECT

The S-TEAM Project (FP7): Best Practice in Science Education – A look at European Educational Policy

What is Science?

• Explanations of the material world • Based on observation and testing of theories against nature (facts, hypotheses, laws, theories) • Importance historically • Importance in a modern society

The State of Science Education in Europe

• Relevance is lacking • Reforms in Pedagogy needed • Girls less interested than boys with fewer choosing careers in physical science and engineering • Reforms in curriculum needed (more human content)

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**//Curriculum for Excellence in the Sciences: Developing inquiry based approaches toteaching for scientific literacy //** **Dr Robert Evans ** Associate Professor, Department of Science Education, University of Copenhagen **Proposal **Robert has developed and piloted the following two day workshop which aims to provide an opportunity to use inquiry based learning in Science to develop approaches to teaching for scientific literacy, using national statements of literacy from across the EU. It is  proposed that Robert delivers this workshop to a group of Scottish Science Teachers on the 15th & 16th October 2010 in Glasgow with the intention that these teachers in turn could return to their establishments and offer the workshop to their colleagues. **Workshop Objectives **  Demonstrate pre‐workshop personal conceptions of scientific literacy and inquiry based science education by:  Answering two open ended questions in writing  Analyzing a video of a science teacher for evidence of use and non‐use of inquiry methods  Be able to identify important and relevant characteristics of inquiry based scientific literacy through <span style="display: block; font-family: 'calibri','sans-serif'; font-size: 19px; text-align: left;">participating in a 30 minute science inquiry lesson.  <span style="font-family: 'Calibri','sans-serif'; font-size: 19px;">Be able to identify themes of scientific literacy from several EU countries in writing and from given <span style="display: block; font-family: 'calibri','sans-serif'; font-size: 19px; text-align: left;">concept maps  <span style="font-family: 'Calibri','sans-serif'; font-size: 19px;">Analyze videos of teaching for examples of good and/or deficient use of inquiry teaching methods in   <span style="display: block; font-family: 'calibri','sans-serif'; font-size: 19px; text-align: left;">teaching for scientific literacy  <span style="font-family: 'Calibri','sans-serif'; font-size: 19px;">Create a short invitation to inquiry which exemplifies teaching at least one goal of scientific literacy <span style="display: block; font-family: 'calibri','sans-serif'; font-size: 19px; text-align: left;">from their country using inquiry based methods, and teach it to the group **<span style="font-family: 'Calibri-Bold','sans-serif'; font-size: 19px;">How does this relate to Curriculum for Excellence? ** <span style="font-family: 'Calibri','sans-serif'; font-size: 19px;">Sciences Principles and Practice Paper page 3:

The experiences and outcomes in science provide opportunities for children and young people to develop and practise a range of inquiry and investigative skills, scientific analytical thinking skills, and develop attitudes and attributes of a scientifically literate citizen; they also support the development of a range of skills for life and skills for work, including literacy, numeracy and skills in information and communications technology (ICT)

[|www.ltscotland.org.uk/Images/sciences_principles_practice_tcm4‐540396.pdf S-TEAMCollected papers No. 5Teacher Professional Development ProgrammesOctober 2010 Read full report... [[file:10+-+Report.pdf]]