Pollen and it’s implications

Ad hoc Group on Innovation and Human Resources

PD Dr. Petra Skiebe-Corrette

Department of Biology, Chemistry, Pharmacy

Freie Universität Berlin

Neuroscientist

head of an informal science laboratory at the Freie Universität Berlin

German representative in 3 EU initiatives

Scienceduc: Renovation of science teaching in European primary education with inquiry methods (2002-2004) make inquiry-based science education known

Pollen: Seed cities for science, a community approach for a sustainable growth of science education in Europe (2006-2009) implement inquiry-based science education in 100 schools

PRISMA: PRimary Inquiry Science Model of Amplification (in review) transfer inquiry-based science education to another seed city in another EU country

Focus onprimary schools

Agenda

Inquiry-Based Science Education

One reason to focus on primary schools

Pollen: A model for the work with primary schools

What has to be done in the future?

Inquiry-Based Science Education is based onhow children learn

Focus Pupils share their

preconceived ideas about science concepts

Explore Using hand-on

investigations, pupils explore new ideas that build on their prior knowledgeReflect

Pupils analyze their data and observations, reviewing original ideas and using evidence to develop explanations.

Apply Pupils apply their

understanding of science concepts to a new situation

Learning Cycle

Students who in 8. grade expected a science degree

Students who in 8. grade did not expected a science degree

Only by increasing the interest in science and engineering broadly in primary school will we increase the number of high school and university students that study chemistry.

non science fields

physical science/engineering

life science

Tai R.H. et al. (2006) Planning Early for Careers in Science, SCIENCE 312, 1143

12 European seed cities

Amsterdam (Netherlands)

Berlin (Deutschland)

Bruxelles (Belgium) Girona (Spain)

Leicester (United Kingdom)

Ljubljana (Slovenia)

Perugia (Italy)

Sacavém (Portugal)

Saint-Etienne (France)

Stockholm (Sweden)

Tartu (Estonia)

Vac (Hungary)

Goal: Support more than 4 Mio. science lessons in 3.5 years

Concept: 100 Primary schools 1,500 Classes 37,500 Pupils

Budget: 1.75 Mio. €

Start: January 2006

Goal: Improve science teaching in 10 Primary schools 150 Classes3,750 Pupils

Implementation in each seed city

Pollen in Europe

Each seed city a model for other cities in that country

1.Teacher Training

Adapted from the National Science Resources Center

5 Pillars of Pollen!

5 Pillars

Teacher Training in Berlin

• Motion and Design

• Chemical Tests

• Microworlds

• Electrical Circuits

1.Teacher Training

2.Science Material Support

Adapted from the National Science Resources Center

5 Pillars of Pollen!

5 Pillars

• Adaptation of teaching material from the National Science Resources Center founded by the National Academies and the Smithsonian Institute in the USA.

• Successfully used in Sweden, Mexico and Chile

• Experimental material for 30 Kinder

• Student and teacher guides

• 24 topics

• 16 teaching units within a topic

Science Material used in Sweden, Berlin and Tartu

24 Topics

Testing through application of knowledge

Kinder der 8. Klasse mit einen naturwissenschafl.-technischen Berufswunsch

1.Teacher Training

3.Curriculumrelated

2.Science Material Support

Adapted from the National Science Resources Center

5 Pillars of Pollen!

5 Pillars

Curriculum in Berlin

Grades 1 – 4Science and Social Science

7 topics, none explicitly chemical

Grades 5 – 6Science

6 topics, one explicitly chemical

More chemical topics in the primary school curriculum

1.Teacher Training

4.Administrative and Community Support

3.Curriculumrelated

2.Science Material Support

Adapted from the National Science Resources Center

5 Pillars of Pollen!

5 Pillars

Senatsverwaltung für Bildung, Jugend und Sport

selected

Community support

EUTSBBBAW

FU Berlin

GenaU

DBH Osthandelsgesellschaft mbH Siemens AG

1.Teacher Training

4.Administrative and Community Support

3.Curriculumrelated

2.Science Material Support

5.Evaluation

Adapted from the National Science Resources Center

5 Pillars of Pollen!

5 Pillars

El Centro school district Average income: $16.322

30% out of work

6.500 pupils (pre-school to 8. grade)

51% English as a second language

81% Mexican, 12% Caucasian, 4% African, 3% Asian american

1997: 1 school

district 60 teachers 1,200 pupils

2004: 45 school district 2,200 teachers 40,000 pupils

2007: 70 school district 4,200 teachers 65,000 pupils

Where could Europe be in 10 years?

Development of the NTA-Programm in Sweden

What has to be done?

1. More chemical topics in the primary school curriculum

2. Pre-service training of primary teachers:Universities have to include chemical topics into their professional development of primary teachers

3. Post-service training of primary teachers: Model teacher training centers in each country

4. Model material centers that provide experimental teaching materials- no maintenance for the teachers- economical- control

5. Training centers that show how to built up a science reform program

Thank you for your attention!