Professional Development - CiÃªncia Viva

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$(Microsoft PowerPoint - Sess\343o 2 - PPT IBSME ... - CiÃªncia Viva$

- Hans-Jürgen Pokall (Landesschulrat, Senatsverwaltung für Bildung, Jugend undSport, Berlin)- Jürgen Hegemann (Leiter der Abteilung Schulaufsicht, Qualitätssicherung undWeiterbildung, Ministerium für Bildung, Jugend und Sport des LandesBrandenburg, Potsdam)The individual talks were followed by aplenary discussion with Prof. Menzel, Prof.Kohse-Höinghaus, Kerstin Reimstad, Prof.Holt (from left to right)and was lead by Dr.Skiebe-Corrette.The first day of the conference was closed with a public debate between Prof. Menzeland Prof. Stern (Max Plank Institute for Human <strong>Development</strong>), who argued the proand con of using the results of neuroscientific research in the classroom. Followingthis debate, some of the speakers and organisers (Prof. Holt, Kerstin Reimstad, Prof.Menzel and Prof. Kohse-Höinghaus, Prof. Stern, Dr. Skiebe-Corrette, Dr. Corrette)attended a conference dinner at a nearby restaurant to discuss how inquiry-basedscience teaching can best be implemented in the future in Germany.One the first day, the conference was attended by 55 participants including:- 21 teachers from 19 different primary schools- 10 researchers involved in science education from various institutions (IPN in Kiel,ZNL in Ulm; Primary science education, University of Kassel; Max-Plank-Institutfür Bildungsforschung; Didaktik der Chemie, FU; Didaktik der Physik, FU; Didaktikder Biologie, FU; Didaktik der Physik, Humboldt Universität, Primary scienceeducation, FU)- 6 representatives of public foundations (Telekom Stiftung, Robert Bosch Stiftung,McKinsey & Co. Inc.)- 5 representatives from informal school laboratories (DeutschesElektronensynchoton, NatLab - Freie Universität Berlin, Freilandlabor Kaniswall)
The aim of the second day of the conference was to give an example of how inquirybasedscience education can be implemented in the classroom. Therefore, a handsonworkshop was held on the topic “floating and sinking” using materials which weredeveloped in the USA by the National Science Resources Center and which wereadapted for use by the Swedish Science and Technology for All Program. Theworkshop was taught by Prof. Holt in cooperation with Kerstin Reimstad and wastranslated into German by Dr. Skiebe-Corrette.One the second day, 33 participants attended this workshop including:- 24 teachers from 20 different primary schools- 6 researchers involved in science education from various institutions (ZNL in Ulm;Didaktik der Physik, FU; Max-Plank-Institut für Bildungsforschung; Primaryscience education, Humboldt Universität; Didaktik der Physik, HumboldtUniversität, Primary science education, FU)- 1 representative of a private foundation (Telekom Stiftung)- 2 representatives from informal school laboratories (NatLab - Freie UniversitätBerlin, Freilandlabor Kaniswall)An interview with Prof. Menzel relating to the conference was broadcast by a Berlinradio station (RBB Inforadio, “Wissenswerte”) prior to the conference. Following theconference, two newspaper articles were published (Tagesspiegel, October 4th;Neues Deutschland, September 30 th ).Due to the positive feedback from primary school directors and teachers, a secondworkshop sponsored by SciencEduc is being planned to further inform the schoolsinterested in being part of a pilot program.
Page 1 and 2: Berlin-Brandenburgische Akademie de
Page 3 and 4: Die Veranstaltung ist Teil des EU-P
Page 5 and 6: SciencInternationale Konferenz zum
Page 7: German National Conference of the S
Page 11 and 12: Science is primary(27. -28.9.2005)
Page 13 and 14: The inquiry-based methodenhances ch
Page 15 and 16: PartnersLa main à la pâte(France)
Page 17 and 18: PartnersLa main à la pâte(France)
Page 19 and 20: 12 European partners with unique ex
Page 21 and 22: Thank youSome children will be scie
Page 23 and 24: Science andTechnology forAllBerlin,
Page 25 and 26: The Swedish educational systemCompu
Page 27 and 28: The syllabuses… establish the sub
Page 29 and 30: Swedish education system- Municipal
Page 31 and 32: What´s in it for the Academies?The
Page 33 and 34: The role of Swedish academiescont..
Page 35 and 36: • NTA in Sweden is organizedaroun
Page 37 and 38: NTA Expansion1997: 1 municipality,
Page 39 and 40: Grade123456NSRCsScience and Technol
Page 41 and 42: Organized MaterialSupport System
Page 43 and 44: Professional development for the te
Page 45 and 46: Forum for dialoguesForum for exchan
Page 47 and 48: Students interests and attitudes”
Page 49 and 50: •Working with predicitions is wha
Page 51 and 52: Guides for the teachers are seenas
Page 53 and 54: NTA:s program forschool development
Page 55 and 56: NTA´s strategy for schoolimproveme
Page 57 and 58: MarchConference for all NTA-coordin
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The coordinator of the municipality
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NTA-teachers, who have worked with
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What the NTA program has contribute
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Why is the NTA program a success in
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Paul Gardner“The first task and c
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Discussion Points1. What is the con
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Context- 25% of the current science
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National Science Resources CenterEs
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National Science Resources CenterCo
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NSRC Science Education Systemic Ref
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Five Elements of ReformResearch-bas
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Curriculum DevelopmentCenterDevelop
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2005 Edition of STC Program• Unit
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Five Elements of ReformAssessmentSt
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Student A - Post-testBee Drawing Ch
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Student B - Post-testBee Drawing Ch
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Professional DevelopmentCenterProvi
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What factors should beconsidered in
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• Need to apply knowledge and ski
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What do teachers need to know andbe
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Development of ExpertiseCONTINUUMEX
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Stages Stages of of Expertise Exper
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Five Elements of ReformScience Mate
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Stages of WorkIncreasing Time, Reso
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Professional Development - CiÃªncia Viva

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