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‘Design of LA@CERN Missions’

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Current status

• Teaching methods applied in the schools

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“Guided research teaching model” of Schmidkunz & Lindemann

(1992)

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Guided research teaching model

The teaching model includes five teachingstages • bringing up the phenomena related to a problem, • suggestions for confrontation with the problem, • implementation of a suggestion, • abstraction of the finding, • consolidation

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Nature of Science

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Current Trends Science Education

A reversal of school science-teaching pedagogy from mainly deductive toinquiry-based methods provides the means to increase interest in science.Inquiry-based science education (IBSE) has proved its efficacy at both primary andSecondary levels in increasing children’s and students’ interest and attainmentslevels while at the same time stimulating teacher motivation. IBSE is effective withall kinds of students from the weakest to the most able and is fully compatible withthe ambition of excellence. Moreover IBSE is beneficial to promoting girls’ interestand participation in science activities. Finally, IBSE and traditional deductiveapproaches are not mutually exclusive and they should be combined in any scienceclassroom to accommodate different mindsets and age-group preferences.

The Rocard Report on Science EducationThe Rocard Report on Science Education (2007) (2007)Science Education in Europe:Critical Reflections (J. Osborne, J. Dilon, 2008)

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Renewed school’s science-teaching pedagogybased on IBSE provides increased opportunitiesfor cooperation between actors in the formal andinformal arenas.Due to the nature of its practices, IBSE pedagogy ismore likely to encourage relationships between thestakeholders of both formal and informal education.And it creates opportunities for involving firms,scientists, researchers, engineers, universities, localactors such as cities, associations, parents and otherkinds of local resources.

Current Trends Science Education

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Current Trends Science Education

Scientific disciplines in school have to be

enlarged. The introduction of problem

oriented fields of studies instead of more

traditional disciplines would attract the

interest of more young people.

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What is a scenario?

• A scenario is a story targeted towards a specific user group

• It must incorporate the characteristics of the group, such as their specific needs, learning styles, preferences and learning context

• The scenario is modular, consisting of a set of learning activities

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To make the multiple functions of a scenario best visible and thescenario easily usable by the various types of its potential users,the following structure of the information included has beendevised and used consistently for the presentation of the scenariosdeveloped for the three learning spaces (school, universities, science

centres):

• Scenario title: each scenario is given a clear title, demonstrative of its purpose and content focus.

• Rationale: this is a short text briefly describing the context, content, and purpose of the scenario.

• Space of implementation: in this fi eld a table presents the learning space (school, university, in the field) in which the activities described in the scenario are mainly expected to take place, as well as the spaces in which the activities could also, or might possibly take place.

• • Settings and user groups addressed: a table presents the identified settings station) in which certain user groups are expected to, or may possibly be, interested in the scenario.

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• Involved actors: In this section the characteristics (e.g. educational background, motivation) of the actors involved in the scenario are presented.

• Specific goals: The purpose and intentions of the scenario are presented here in the form of specific goals/objectives.

• Connection with the identifi ed user needs: The identified user needs that are addressed by the scenario are selected out of a list.

• Connections with the curriculum: The links of the proposed scenario with certain areas of the school curriculum or other formal education curriculum are mentioned here.

• Types of learning supported: Out of a list of main pedagogical approaches the most relevant to the approach adopted in the scenario are marked.

• Temporal mode: It is marked if the scenario foresees time-independent activities, e.g. Asynchronous interaction with others, or time-dependent activities, e.g. synchronous interaction with others, or both.

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• Prerequisite competence: This field describes the knowledge and skills that the involved actors may need to possess in order to participate in the activities effectively.

• Applications involved: This field describes technological solutions identified that can be used for the implementation of the scenarios

• Narrative description: This is main part of the scenario, in which the activities proposed are described in detail.

• Evaluation parameters: This field provides information about the parameters of the proposed implementation that should be particularly focused upon in the evaluation.

• Relevant resources: Additional information or resources about

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Constraints for school scenarios• School is a formal education institution

and all time is allocated based on the official curriculum

• Infrastructure and equipment constraints might apply

• Teachers’ skills must be taken under consideration

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Some scenarios of use