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IOSTE Eurasian Regional Symposium & Brokerage Event Horizon 2020
THE INTERNATIONAL ORGANIZATION FOR
SCIENCE AND TECHNOLOGY EDUCATION (IOSTE)
Symposium Programme
&
Abstracts
30 October – 01 November 2013
ANTALYA - TURKEY
2
IOSTE The International Organization for Science and Technology Education http://www.ioste.org
IOSTE Eurasian Regional Symposium & Brokerage Event Horizon 2020 Symposium Abstracts Compiled by Bulent CAVAS & Gultekin CAKMAKCI October 2013 Antalya – TURKEY http://www.ioste2013.org
3
PREFACE
The International Organization for Science and Technology Education (IOSTE) was established to advance the
cause of education in science and technology as a vital part of the general education of the peoples of all
countries and to provide scholarly exchange and discussion in the field of science and technology education.
Consistent with our mission to encourage the peaceful and ethical use of science and technology in the
service of humankind, IOSTE opposes the use of science and technology by government or other
organizations for military purposes against civilians. Its origins can be traced to a Symposium on World
Trends in Science Education convened in August 1979 in Halifax, Nova Scotia, Canada. At the third
symposium, held in Brisbane (Australia) in 1984, the informal circuit of ‘World Trends’ was transformed into
a formal organization with members from over sixty countries.
Today, IOSTE has members from about eighty countries, and is officially recognized by UNESCO as a non-
governmental organization. Membership of the International Organization for Science and Technology
Education is open to all who subscribe to its Constitution.
We are deligted to see educators, teachers, researchers, and policy makers from around the world at the
IOSTE Eurasia Regional Symposium and Brokerage Event Horizon 2020-EU Framework Programme for
Research and Innovation, which will be held in Antalya, Turkey. The aim of the brokerage event is to provide
information about Horizon 2020 calls for proposals related to science, technology, engineering and
mathematics (STEM) education and bring all stakeholders together (universities, research institutions, civil
society organizations, SMEs, public bodies, science centers etc.) to promote partnerships among potential
coordinators and partners in a fruitful networking environment.
Kind regards,
Bulent Cavas, Dokuz Eylul University, Turkey ([email protected])
Gultekin Cakmakci, Hacettepe University, Turkey ([email protected])
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CONTENTS
The International Organization for Science and Technology Education (IOSTE) ............................................................... 1
Preface ................................................................................................................................................................................... 3
DETAILED SCIENTIFIC PROGRAMME ...................................................................................................................................... 9
30 OCTOBER 2013 ............................................................................................................................................................. 9
31 OCTOBER 2013 ........................................................................................................................................................... 12
1 NOVEMBER 2013 .......................................................................................................................................................... 17
Workforce Skills for the 21st Century – Impact on Science and Technology Education - Jack Holbrook / Estonia ............. 19
Development of an effective pre-service course on ICT integration in inquiry based science education- Ton Ellermeijer,
Trinh Ba Tran, Ewa Kedzierska / The Netherland ................................................................................................................ 20
Impact of Professional Development for Teaching Science & Technology-LD Skills Project- Alexander Schmoelz, Bulent
Cavas / Austria – Turkey ...................................................................................................................................................... 21
ICT Supported Personalised Learning-Mustafa Ali Turker / Turkey ..................................................................................... 22
The Effects of PROFILES Modules on Student Motivation - Bulent Cavas, Yasemin Özdem, Pinar Cavas, Jack Holbrook,
Cagla Bulut, Simge Akpullukcu/ Turkey ............................................................................................................................... 23
Review of Studies Related to Energy Concept in the Context of Elementary Science Education - Seda Cavus, Savas
Gungoren, Sema Aydın Ceran / Turkey ................................................................................................................................ 24
SYNERGIES: Understanding and Connecting Early Adolescent STEM Learning Interests with Community Resources- Faik
Ö. Karatas / Turkey, Nancy Staus, Lynn D. Dierking & John H. Falk / USA ........................................................................... 25
Selected aspects of the STEM education strategy in NDU-Antti Rissanen / Finland ........................................................... 26
The Effects of Using Documentary Movies on 8th Grade Students’ Views about the Nature of Science-Munise Seçkin
Kapucu / Turkey ................................................................................................................................................................... 27
IBSE and Gifted Students - Josef Trna & Eva Trnova / Czech Republic................................................................................. 28
A Study about the different interpretations of the wave’s nature in Quantum Mechanics and how university students
understand it-Rabah Ladj / Algeria ...................................................................................................................................... 29
A Case on In-service Science Teachers' Pedagogical Content Knowledge about Celestial Objects-Ali Sağdıç & Elvan Sahin
/ Turkey ................................................................................................................................................................................ 30
Innovation Adoption in Educational E-health - Marjo Rissanen Aalto University / Finland ................................................ 31
Mobil tools for outdoor-learning- Martin Lindner, Alexander Finger / Germany ............................................................... 32
5
ESTABLISH Project - Ton Ellermeijer, Ewa Kedzierska, Miia Rannikmäe ESTABLISH Consortium ........................................ 33
GreeNET – Environmental Education through Inquiry and Technology - Vassiliki Markaki / Greece ................................. 34
Balancing the needs between training for future scientists and broader societal needs – SECURE - Dagmara Sokolowska /
Poland, Job de Meyere, Thomas More Vorselaar / Belgium, Elvira Folmer / Netherlands, Barbara Rovsek / Slovenia, Wim
Peeters, Dienst Katholiek / Belgium .................................................................................................................................... 35
Creativity in early years science and mathematics school practice across the EU- Fani Stylianidou - Esme Glauert /
Greece - UK .......................................................................................................................................................................... 36
PROFILES - Promoting Inquiry-based Science Education in Europe and abroad - Claus Bolte and the PROFILES Consortium
............................................................................................................................................................................................. 37
Raising Standards through INQUIRE in Pre-Service Teacher Education-Doris Elster, Tanja Barendziak, Lena Kastenholz,
Frederike Haskamp / Germany ............................................................................................................................................ 38
Mind the Gap - Sibel Erduran / UK ....................................................................................................................................... 39
Brokerage Event Horizon 2020 - SYSTEMatIC LEARNING AND stem education - Peter Gray / ProCoNet, NTNU, Norway . 40
Workshop 1: Workshop on the philosophy behind the 3 stage module linked to an optional course on "Science –
Technology – Society" - Miia Rannikmae, Katrin Vaino, Klaara Kask University of Tartu / Estonia ..................................... 41
Workshop 2: Academic writing for publication - Sibel Erduran, University of Bristol / UK ................................................ 42
Science is fun! Creativity Development in Science and Technology Education - Janchai Yingprayoon, Suan Sunandha
Rajabhat University / Thailand ............................................................................................................................................. 43
Assessment of Inquiry Skills – Strengths & Dilemmas - Christine Harrison, King’s College London / UK ............................ 44
Brokerage Event Horizon 2020: Legal and Financial Issues - Fırat Gedikli, TÜBİTAK / Turkey ............................................. 45
The Role of Uncertainty in Science - Consequences for Inquiry-Based Learning - Dietmar Höttecke / Germany ............... 46
IBSE and Creativity Development - Eva Trnova / Czech Republic ........................................................................................ 47
Engineering design applications in pre-service science Teacher training - Esra Bozkurt, Havva Yamak, Esma Buluş
Kırıkkaya, Nusret Kavak / Turkey ......................................................................................................................................... 48
Expectations from Engineering Applications in Science Education: Decision-Making Skill - Serhat Ercan, Esra Bozkurt /
Turkey .................................................................................................................................................................................. 49
Abbé Guinot: Teaching Logic during the eighteenth century to increase scientific abilities- Olivier PERRU / France ........ 50
Pre-service Science Teachers’ Epistemic Beliefs Regarding Climate Change - Emrah Hiğde & Ceren Oztekin / Turkey ..... 51
History of Thought and Evolutionary Science Education- Olivier Perru / France ................................................................ 52
6
A Comparison of Estonian and Turkish Teachers’ Implementation of Inquiry Based Science Education in their Classrooms
- Bulent Cavas, Klaara Kask, Jack Holbrook, Miia Rannikmae, Pinar Cavas / Turkey – Estonia ............................................ 53
Predictors of Recycling Behavior: A Turkish University Campus Case - Elvan Sahin, Dilek Sultan Kilic, Savas Pamuk, Ceren
Oztekin, Gaye Tuncer / Turkey ............................................................................................................................................ 54
Promoting Creative Collaboration through Supportive Technologies - Gabriel Gorghiu, Romania, Tommi Inkilä, Finland
............................................................................................................................................................................................. 55
Social Networking Websites from the Point of View of University Students: A Comparative Analysis - Vincentas
Lamanauskas, Violeta Šlekienė, Lithuania; Dragos Iordache, Costin Pribeanut, Romania; Martin Bilek, Czechia; Bulent
Cavas, Turkey, Tatyana Mazurok, Ukraine; Eleonora L. Melnik, Russia .............................................................................. 56
The Comenius-Network "SciCamp": Science Camps in Europe - Martin Lindner, Christian Kubat / Germany ................... 57
FuLL-Science - Bulent Cavas, Yasemin Özdem, Umut Alper, Bahar Yılmaz / Turkey ............................................................ 58
First-Year Students' Priorities and Choices in STEM Studies - IRIS Findings from Germany and Austria - Doris Elster /
Germany .............................................................................................................................................................................. 59
PROFILES at Freie Universität Berlin- C. Bolte, M. Albertus, K. Scheurer, V. Schneider, T. Schulte, & S. Streller / Germany
............................................................................................................................................................................................. 60
INTUITEL fosters Technology Enhance Inquiry Based Learning - Alexander Schmoelz, Christian Swertz & Alexandra
Forstner / Austria ................................................................................................................................................................. 61
Supporting teachers of climate change - John Oversby / UK ............................................................................................... 62
Inquiry Based Learning in the Zoo - Sue Dale Tunnicliffe / UK, Bulent Cavas / Turkey ........................................................ 63
Assessing the Needs of Elementary Science and Mathematics Education Teachers about Engineering Aspect of STEM -
Muhammet Ali Karaduman, Belkıs Garip, Ümmügülsüm Cansu Kurt / Turkey ................................................................... 64
Workshop 3: Using Tablets and Mobiles in Science Classrooms - Joseph M. Makokha, Stanford University / USA .......... 65
Workshop 4: Opening Up Opportunities for Inquiry Skills in Science- Christine Harrison, King’s College London / UK ..... 66
LD SKILLS - LD-skills: Development of learning design skills for enhancing students' key competencies - Argiris
Tzikopoulos, Bulent Cavas, Alexander Schmoelz and LD Skills Consortium......................................................................... 67
ENGINEER - BrEaking New Ground IN the SciencE Education Realm - Maya Halev, Jack Holbrook, Bulent Cavas and
Consortium .......................................................................................................................................................................... 68
Creative Little Scientists - Fani Stylianidou, Dimitris Rossis / Greece .................................................................................. 69
PreSEES - Preparing Science Educators for Everyday Science - Devrim Güven, Ebru Zeynep Muğaloğlu, Maria Evagorou,
PreSEES consortium ............................................................................................................................................................. 70
SiS Catalyst - Michela Insenga .............................................................................................................................................. 71
7
ESTABLISH - Ton Ellermeijer, Ewa Kedzierska, Miia Rannikmäe ESTABLISH Consortium .................................................... 72
Inquiry for Science, Technology, Engineering and Mathematics Education (INSTEM) - INSTEM Consortium & Michela
Insenga, Peter Gray, Gultekin Cakmakci .............................................................................................................................. 73
Strategies for Assessment in Inquiry Learning in Science (SAILS) - SAILS TEAM & Gultekin Cakmakci, Buket Akkoyunlu,
Christine Harrison, Dagmara Sokolowska ............................................................................................................................ 74
Mathematics and science for life (MaScil) - MASCIL Team & Gultekin Cakmakci, Ahmet Ilhan Sen ................................... 75
RevIsItIng ScIentIfIc InquIry In the Classroom: Towards an InterdIscIplInary Framework for ScIence TeachIng and
LearnIng - Sibel Erduran / UK & Ebru Z. Mugaloglu / Turkey ............................................................................................... 76
Children as Researchers in Primary Schools in Europe - Buket Akkoyunlu & Derya Şahseyinoğlu / Turkey ....................... 77
FAST, ON THE FLY POSITION MEASUREMENTS OF FREELY MOVING OBJECTS “fire fly strategy – jozefINA AND ZYGMUNT
TURLO / POLAND ................................................................................................................................................................. 78
The assessment of transformative skills of 10th and 11th grade students' biology test as indicators of scientific literacy -
Anne Laius, Ana Valdmann, Miia Rannikmae / Estonia ....................................................................................................... 79
Self-perception of scientific literacy: What do 10th grade students tell us? - Sheila Gamut Oyao, Regina Soobard, Miia
Rannikmae, Jack Holbrook ................................................................................................................................................... 80
Model of Sustainable Campus and Environmental Activities - Ayşegül Kınık / Turkey ........................................................ 81
Students’ usage of school science in understanding pseudoscience - Arne Rannikmäe, Miia Rannikmae / Estonia .......... 82
On misconceptions conveyed in textbooks - Said Boumghar / Alger .................................................................................. 83
The Physics applets give help to learners to improve their performance in problem solving: the case of mechanical
waves - Brahim Mazouze and Ali Lounis / Algiers ................................................................................................................ 84
Implementing Three-phase SL Teaching Modules on Tertiary Healthcare Education - Inga Ploomipuu, Jack Holbrook, Miia
Rannikmäe University of Tartu ............................................................................................................................................ 85
Beyond Nature of Science: The Case for Reconceptualising Science in Science Education - Sibel Erduran, University of
Bristol, United Kingdom ....................................................................................................................................................... 86
Project Chain Reaction and its implementation in Georgia - Marika Kapanadze, Ekaterine Slovinsky / Georgia ............... 87
SUSTAIN - A LLP Comenius Project that Provide Good Practices which Support the Education for Sustainable
Development - Mihai Bîzoi*, Ana-Maria Suduc*, Gabriel Gorghiu*, Zuhal Yılmaz Dogan** * Valahia University Targoviste
/ Romania ** Doga Educational Institutions / Turkey ......................................................................................................... 88
Nano-Tech Science Education - A European KA3-ICT Project that Promotes Science Education through Virtual
Experimentation - Gabriel Gorghiu*, Laura Monica Gorghiu*, Mihai Bîzoi* and Zuhal Yılmaz Dogan**, * Romania, **
Turkey .................................................................................................................................................................................. 89
8
Outdoor Education in Izmir Natural Life Park- Bulent Cavas, Pinar Cavas, Gülfem Muslu Kaygısız, Teoman Kesercioğlu /
Turkey .................................................................................................................................................................................. 90
Mobile Teaching-Laboratory: Nature and Technology - Monika Holmeier, Maria Till / Switzerland .................................. 91
An Investigation on Pre-Service Science Teachers’ Behavioral Intentions Towards Laboratory Applications - Melike
Hidiroglu, Elvan Sahin / Turkey ............................................................................................................................................ 92
Raising students’ interest in and awareness of, science and technology and their role in society - Toomas Vaino, Katrin
Vaino, Miia Rannikmäe and Jack Holbrook / Estonia ........................................................................................................... 93
The nature of classroom discourse while teaching about nature of science: Challenges and possible avenues - Gökhan
Kaya, Gültekin Çakmakcı, Nihal Doğan, Serhat Irez, Yalçın Yalaki / Turkey ......................................................................... 94
Engaging girls with science through a community of enquiry - Lynda Dunlop, Linda Clarke and Valerie McKelvey-Martin /
UK ......................................................................................................................................................................................... 95
What are the views of students about their science teachers at different scientific creativity levels? - Sema Aydın Ceran ,
Seda Çavuş, Nilda Boyacıoğlu, Savaş Güngören / Turkey .................................................................................................... 96
Training of Trainers Higher School experience for professors ............................................................................................. 97
Khadraoui Mohamed / Algeria............................................................................................................................................. 97
Science with sensors in primary schools - Ewa Kedzierska & Ton Ellermeijer / The Netherlands ........................................ 98
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DETAILED SCIENTIFIC PROGRAMME
30 OCTOBER 2013
Time Period Room Details 8:45 - 9:00 Atlantis 4 Opening Ceremony
Bulent Cavas, Gultekin Cakmakci Honorary Guests: Ben Akpan, Margaret Kit Yok Chan, Dato Jamil Hj Hamali, Miia Rannikmae, Vincentas Lamanauskas, Sadi Türeli
09:00 - 10:00 Atlantis 4 Keynote Speaker # 1 Workforce Skills for the 21st Century – Impact on Science and Technology Education Jack Holbrook / Estonia
10:00 - 10:30 Coffee Break
10:30 - 12:00
Atlantis 1 (Special session for funded projects) Chair: Jack Holbrook
ICT Supported Personalised Learning Mustafa Ali Turker / Turkey The Effects of PROFILES Modules on Student Motivation Bulent Cavas, Yasemin Özdem, Pinar Cavas, Jack Holbrook, Cagla Bulut, Simge Akpullukcu / Turkey
Outdoor Education in Izmir Natural Life Park Bulent Cavas, Pinar Cavas, Teoman Kesercioğlu, Gülfem Muslu Kaygısız, Sibel Sönmez / Turkey Development of an effective pre-service course on ICT integration in inquiry based science education Ton Ellermeijer, Trinh Ba Tran, Ewa Kedzierska / The Netherland
10:30 - 12:00
Atlantis 2 Chair: Faik Karataş
Review of Studies Related to Energy Concept in the Context of Elementary Science Education Seda Cavus, Savas Gungoren, Sema Aydın Ceran / Turkey SYNERGIES: Understanding and Connecting Early Adolescent STEM Learning Interests with Community Resources Faik Ö. Karatas / Turkey Nancy Staus, Lynn D. Dierking & John H. Falk / USA
Selected aspects of the STEM education strategy in NDU Antti Rissanen / Finland
The Effects of Using Documentary Movies on 8th Grade Students’ Views about the Nature of Science Munise Seçkin Kapucu / Turkey
10
10:30 - 12:00
Atlantis 3 Chair: Ben Akpan
IBSE and Gifted Students Josef Trna & Eva Trnova / Czech Republic
A Case on In-service Science Teachers' Pedagogical Content Knowledge about Celestial Objects Ali Sağdıç & Elvan Sahin / Turkey Innovation Adoption in Educational E-health Marjo Rissanen Aalto University / Finland
10:30 - 12:00
Black Sea 2 (Special session for funded EU projects) Chair: Sibel Erduran
Mind the Gap Sibel Erduran / UK Mobil tools for outdoor-learning Martin Lindner, Alexander Finger / Germany GreeNET Vassiliki Markaki / Greece
Balancing the needs between training for future scientists and broader societal needs – SECURE Dagmara Sokolowska / Poland Job de Meyere, Thomas More Vorselaar / Belgium Elvira Folmer / Netherlands Barbara Rovsek / Slovenia Wim Peeters, Dienst Katholiek / Belgium
10:30 - 12:00
Atlantis 4 (Special session for funded EU projects) Chair: Peter Gray
ESTABLISH Project Ton Ellermeijer, Ewa Kedzierska, Miia Rannikmäe & ESTABLISH Consortium PROFILES - Promoting Inquiry-based Science Education in Europe and abroad Claus Bolte and the PROFILES Consortium Creativity in early years science and mathematics school practice across the EU Fani Stylianidou - Esme Glauert / Greece - UK Raising Standards through INQUIRE in Pre-Service Teacher Education Doris Elster, Tanja Barendziak, Lena Kastenholz, Frederike Haskamp / Germany
11
12:00 – 13:30 Lunch
13:30 - 15:00 Atlantis 4
Keynote Speaker # 2 Brokerage Event Horizon 2020: Systematic Learning and STEM Education Peter Gray / ProCoNet, NTNU, Norway
15:00 - 15:30 Coffee break
15:30 - 17:00 Atlantis 4
Workshop 1: Workshop on the philosophy behind the 3 stage module linked to an optional course on "Science – Technology – Society" Miia Rannikmae, Katrin Vaino, Klaara Kask University of Tartu / Estonia
15:30 - 17:00 Atlantis 1
Workshop 2: Academic writing for publication Sibel Erduran, University of Bristol / UK Editor, International Journal of Science Education
17:00-17:30 Coffee break
17:30-18:30
Atlantis 4 Chair: Margaret Kit Yok Chan
Keynote Speaker # 3 Science is fun! Creativity Development in Science and Technology Education Janchai Yingprayoon, Suan Sunandha Rajabhat University / Thailand
20:00 - 22:00 Dinner
12
31 OCTOBER 2013
Time Period Room Details
09:00 - 10:00 Atlantis 4
Keynote Speaker # 4 Assessment of Inquiry Skills – Strengths & Dilemmas Christine Harrison, King’s College London / UK
10:00 - 10:30 Coffee Break
10:30 - 12:00 Atlantis 1
Keynote Speaker # 5 Brokerage Event Horizon 2020: Legal and Financial Issues Fırat Gedikli, TÜBİTAK / Turkey
10:30 - 12:00
Atlantis 2 Chair: Dietmar Höttecke
The Role of Uncertainty in Science - Consequences for Inquiry-Based Learning Dietmar Höttecke / Germany IBSE and Creativity Development Eva Trnova / Czech Republic Engineering design applications in pre-service science Teacher training Esra Bozkurt, Havva Yamak, Esma Buluş Kırıkkaya, Nusret Kavak / Turkey Expectations from Engineering Applications in Science Education: Decision-Making Skill Serhat Ercan, Esra Bozkurt / Turkey
10:30 - 12:00
Atlantis 3 Chair: Dagmara Sokolowska
Abbé Guinot: Teaching Logic during the eighteenth century to increase scientific abilities. Olivier PERRU / France Pre-service Science Teachers’ Epistemic Beliefs Regarding Climate Change Emrah Hiğde & Ceren Oztekin / Turkey History of Thought and Evolutionary Science Education Olivier Perru / France
10:30 - 12:00
Black Sea 2 Chair: Bulent Cavas
A Comparison of Estonian and Turkish Teachers’ Implementation of Inquiry Based Science Education in their Classrooms Bulent Cavas, Klaara Kask, Jack Holbrook, Miia Rannikmae, Pinar Cavas / Turkey – Estonia
13
Predictors of Recycling Behavior: A Turkish University Campus Case Elvan Sahin, Dilek Sultan Kilic, Savas Pamuk, Ceren Oztekin, Gaye Tuncer / Turkey Promoting Creative Collaboration through Supportive Technologies Gabriel Gorghiu*, Tommi Inkilä**;* Romania, ** Finland
Social Networking Websites from the Point of View of University Students: A Comparative Analysis Vincentas Lamanauskas, Violeta Šlekienė, Lithuania; Dragos Iordache, Costin Pribeanut, Romania; Martin Bilek, Czechia; Bulent Cavas, Turkey Tatyana Mazurok, Ukraine; Eleonora L. Melnik, Russia
Atlantis 4 (Special session for funded EU projects) Chair: Martin Lindner
The Comenius-Network "SciCamp": Science Camps in Europe Martin Lindner, Christian Kubat / Germany FuLL-Science Bulent Cavas, Yasemin Özdem, Umut Alper, Bahar Yılmaz / Turkey First-Year Students' Priorities and Choices in STEM Studies - IRIS Findings from Germany and Austria Doris Elster / Germany PROFILES at Freie Universität Berlin C. Bolte, M. Albertus, K. Scheurer, V. Schneider, T. Schulte, & S. Streller / Germany INTUITEL fosters Technology Enhance Inquiry Based Learning Alexander Schmoelz, Christian Swertz & Alexandra Forstner / Austria
12:00 – 13:30 Lunch 13:30 - 15:00 Atlantis 4
(Brokerage Event Horizon 2020: Proposal ideas for the new call) Chair: Gultekin Cakmakci
Supporting teachers of climate change John Oversby / UK Inquiry Based Learning in the Zoo Sue Dale Tunnicliffe / UK, Bulent Cavas / Turkey Assessing the Needs of Elementary Science and Mathematics Education Teachers about Engineering Aspect of STEM Muhammet Ali Karaduman, Belkıs Garip, Ümmügülsüm Cansu Kurt / Turkey
15:00 - 15:30 Coffee break
14
15:30 - 17:00 Atlantis 4 Workshop 3: Using Tablets and Mobiles in Science Classrooms Joseph M. Makokha, Stanford University / USA
Atlantis 1 Workshop 4: Opening Up Opportunities for Inquiry Skills in Science Christine Harrison, King’s College London / UK
17:00 - 17:30 Coffee break
17:30 - 18:30
Poster area (Poster session- Already funded EU projects) Chair: Peter Gray
Poster Presentation of the already funded EU projects LD SKILLS - LD-skills: Development of learning design skills for enhancing students' key competencies Argiris Tzikopoulos, Bulent Cavas and LD Skills Consortium ENGINEER - BrEaking New Ground IN the SciencE Education Realm Maya Halev, Jack Holbrook, Bulent Cavas and Consortium INTUITEL fosters Technology Enhance Inquiry Based Learning Alexander Schmoelz, Christian Swertz & Alexandra Forstner / Austria Creative Little Scientists Fani Stylianidou, Dimitris Rossis / Greece PreSEES - Preparing Science Educators for Everyday Science Devrim Güven, Ebru Zeynep Muğaloğlu, Maria Evagorou, PreSEES consortium PROFILES - Promoting Inquiry-based Science Education in Europe and abroad Claus Bolte & the PROFILES Consortium SiS Catalyst Michela Insenga ESTABLISH Ton Ellermeijer, Ewa Kedzierska, Miia Rannikmäe ESTABLISH Consortium Inquiry for Science, Technology, Engineering and Mathematics Education (INSTEM) INSTEM Consortium & Michela Insenga, Peter Gray, Gultekin Cakmakci FuLL-Science Bulent Cavas, Yasemin Ozdem, Umut Alper, Bahar Yilmaz SECURE Dagmara Sokolowska
15
Strategies for Assessment in Inquiry Learning in Science (SAILS) SAILS Team & Gultekin Cakmakci, Buket Akkoyunlu, Christine Harrison, Dagmara Sokolowska Mathematics and science for life (MaScil) MASCIL Team & Gultekin Cakmakci, Ahmet Ilhan Sen Revisiting Scientific Inquiry in the Classroom: Towards an Interdisciplinary Framework for Science Teaching and Learning Sibel Erduran / UK & Ebru Z. Mugaloglu / Turkey SciCamp: Science Camps in Europe Martin Lindner & Christian Kubat / Germany Children as Researchers in Primary Schools in Europe Buket Akkoyunlu & Derya Şahseyinoğlu / Turkey Project Chain Reaction and its implementation in Georgia Marika Kapanadze, Ekaterine Slovinsky / Georgia
17:30 - 18:30 Poster area (IOSTE Poster session) Chair: Katrin Vaino
Training of Trainers Higher School experience for teachers, Khadraoui Mohamed /Algeria
The assessment of transformative skills of 10th and 11th grade students' biology test as indicators of scientific literacy Anne Laius, Ana Valdmann, Miia Rannikmae / Estonia Self-perception of scientific literacy: What do 10th grade students tell us? Sheila Gamut Oyao, Regina Soobard, Miia Rannikmae, Jack Holbrook Model of Sustainable Campus and Environmental Activities Ayşegül Kınık / Turkey Students’ usage of school science in understanding pseudoscience Arne Rannikmäe, Miia Rannikmae / Estonia On misconceptions conveyed in textbooks Said Boumghar / Alger The Physics applets give help to learners to improve their performance in problem solving: the case of mechanical waves Brahim Mazouze and Ali Lounis / Algiers Implementing Three-phase SL Teaching Modules on Tertiary Healthcare Education Inga Ploomipuu, Jack Holbrook, Miia Rannikmäe University of Tartu
16
A Study about the different interpretations of the wave’s nature in Quantum Mechanics and how university students understand it Rabah Ladj / Algeria
18:30 - 19:30 Atlantis 1-2-3-4
Brokerage Event: Bilateral Meetings
20:00 - 22:00 Dinner
17
1 NOVEMBER 2013
Time Period Room Details 09:00 - 10:00 Atlantis 1 Keynote Speaker # 6
Beyond Nature of Science: The Case for Reconceptualising Science in Science Education Sibel Erduran, University of Bristol, United Kingdom
10:00-10:30 Coffee Break
10:30-12:00
Atlantis 1 (Special session for funded EU projects) Chair: Marika Kapanadze
Changing with the Climate
John Oversby / UK Project Chain Reaction and its implementation in Georgia Marika Kapanadze, Ekaterine Slovinsky / Georgia
Preparing Science Educators for Everyday Science (PreSEES) Devrim Güven, Ebru Zeynep Muğaloğlu, Maria Evagorou, PreSEES consortium Widening access through science in higher education Michela Insenga / UK
10:30-12:00 Atlantis 2 (Special session for funded EU – national projects) Chair: Fani Stylianidou
Environmental Education through Inquiry and Technology Vassiliki Markaki / Greece Impact of Professional Development for Teaching Science & Technology-LD Skills Project Alexander Schmoelz, Bulent Cavas / Austria – Turkey SUSTAIN - A LLP Comenius Project that Provide Good Practices which Support the Education for Sustainable Development Mihai Bîzoi*, Ana-Maria Suduc*, Gabriel Gorghiu*, Zuhal Yılmaz Dogan** * Romania; ** Turkey Nano-Tech Science Education - A European KA3-ICT Project that Promotes Science Education through Virtual Experimentation Gabriel Gorghiu*, Laura Monica Gorghiu*, Mihai Bîzoi* and Zuhal Yılmaz Dogan**, * Romania, ** Turkey
10:30-12:00
Atlantis 3 Chair: Miia Rannikmae
Mobile Teaching-Laboratory: Nature and Technology Monika Holmeier, Maria Till / Switzerland An Investigation on Pre-Service Science Teachers’ Behavioral Intentions Towards Laboratory Applications Melike Hidiroglu, Elvan Sahin / Turkey
18
Raising students’ interest in and awareness of, science and technology and their role in society Toomas Vaino, Katrin Vaino, Miia Rannikmäe and Jack Holbrook / Estonia The nature of classroom discourse while teaching about nature of science: Challenges and possible avenues Gökhan Kaya, Gültekin Çakmakcı, Nihal Doğan, Serhat Irez, Yalçın Yalaki / Turkey
10:30-12:00
Black Sea 2 Chair: Janchai Yingprayoon
Engaging girls with science through a community of enquiry Lynda Dunlop, Linda Clarke and Valerie McKelvey-Martin / UK What are the views of students about their science teachers at different scientific creativity levels? Sema Aydın Ceran , Seda Çavuş, Nilda Boyacıoğlu, Savaş Güngören / Turkey Fast , on the fly position measurements of freely moving objects „fire fly strategy” Józefina and Zygmunt Turło / Poland Science with sensors in primary schools Ewa Kedzierska & Ton Ellermeijer / The Netherlands
12:00 – 12:15 Atlantis 4 Closing Ceremony
12:15 – 13:30 Lunch
13.30-18.30 Excursion (Antalya City – Perge - Cultural Shopping Tour)
19
WORKFORCE SKILLS FOR THE 21ST CENTURY – IMPACT ON SCIENCE AND TECHNOLOGY
EDUCATION - JACK HOLBROOK / ESTONIA
Employability requirements in countries around the world are changing. Especially in the developing world, there is a far greater need for the workforce to possess higher intellectual skills to enable countries to compete in industry settings, whether this is the high tech industry or even the service industry employing such personal as lawyers, doctors, etc. Such changes have had an impact on education, and in particular science education, where curricula are now focusing much more on the development of competences. However, how well are the competences being identified and promoted? And does the knowledge, skills, attitudes and values being developing in science education meet the need for raising meaningful scientific literacy? It is suggested that the enhancement of scientific literacy is needed to enable students to be adequately prepared for higher education demands, the demands of self-promotion in seeking and sustaining suitable employment and enabling students to function as future responsible citizens? This presentation examines competence needs of 21st century students and the science education need to support these. It sees science education as being very different from science, whereby the education component stresses the need to go beyond conceptual knowledge requirements and to pay far more attention to cognitive skills, especially those related to reasoning and to recognise a greater role for values education This, it is suggested, means a shift from the development of abilities to more attention to the development of capabilities in new or unknown situations.
20
DEVELOPMENT OF AN EFFECTIVE PRE-SERVICE COURSE ON ICT INTEGRATION IN INQUIRY
BASED SCIENCE EDUCATION- TON ELLERMEIJER, TRINH BA TRAN, EWA KEDZIERSKA / THE
NETHERLAND
In order to be able to integrate ICT tools in Inquiry Based Science Education (IBSE), teachers need much time and
support for mastering ICT tools; learning the basics of IBSE; and getting experience in applying these tools into students'
scientific investigation. In the Framework of the EC-funded Establish project and following a developmental research
approach, we define, test, and evaluate design principles through case studies to develop effective pre-service and in-
service courses on ICT integration in IBSE. This report focuses on two case studies of an ICT-IBSE course for pre-service
science teachers from universities in the Netherlands. Other case-studies are planned for Slovak Republic, Italy, Vietnam
and Mexico. To cope with the time constraint and considerable differences in backgrounds, experiences, interests of
pre-service teachers, the course offers flexible learning contents with supporting materials through a blended
environment via the Moodle platform. Pre-service teachers are introduced to the Coach learning environment which
integrates all ICT constructive tools such as data logging, video measurement, and modeling. The course consists of 3
sessions of each 3 hours, spread over 5 weeks, and major tasks in between the meetings. A participant first learns basic
concepts, skills, and possibilities of the ICT tools in science teaching (broadly at conceptual level), then chooses a
particular tool (data logging, video measurement, or modeling) to practice advanced skills mostly on their own with
supporting materials such as Coach basic, tutorial, subject activities and instructional videos. With that tool, next,
he/she has to prepare an IBSE lesson, try it out in class, and evaluate the integration of the tool into the IBSE classroom
activities. During the case studies, we collect data through questionnaires, observations, documentaries, and interviews
to be able to analyze the teacher’s learning process and answer the main questions of whether the course was
implemented as intended (faithful implementation) and whether the course had the effects as expected (effectiveness).
We focus on the following research questions:- In classroom activities integrated with ICT, were teachers able to ge
students involved in features of IBSE such as asking research questions, translating them into experiments, executing
experiments and analyzing data, and interpreting the results meaningfully? - Once a pre-service teacher gets the basics
of ICT & IBSE skills & concepts and is motivated to learn further, is he/she able to gain advanced knowledge and skills
mostly on their own? Which factors influenced the distance learning activities of participants and how? - With
experience of learning to use a particular ICT tool (e.g. data logging) in IBSE through the course, are participants
motivated and able to learn a different tool (e.g. video measurement or modeling)? In the presentation, we will present
the design principles in more details, the courses themselves, and the findings of two case studies.
21
IMPACT OF PROFESSIONAL DEVELOPMENT FOR TEACHING SCIENCE & TECHNOLOGY-LD SKILLS
PROJECT- ALEXANDER SCHMOELZ, BULENT CAVAS / AUSTRIA – TURKEY
Innovative teaching in science education is only in its beginnings and already shows great potential throughout different
school systems. Different theoretical approaches such as inquiry-based learning have been developed. In recent years
professional development activities for teachers try to transform these theoretical approaches into common classroom
practise. This transformation stands at the core of this paper and will be examined by presenting results of field studies
in Austria and Turkey. This contribution will demonstrate how different teacher development activities and training
curriculums evolved and were developed for learning design skills engaging into inquiry-based learning scenarios.
Furthermore, research data - both quantitative and qualitative - will outline the differences in terms of national school
capacities, view of science inquiry and training success, comparing the different training curriculums. Centre results
have been that capacities in Turkish and Austrian schools show great differences. In regards to the impact of teacher
development activities, data showed that it had very little impact on the views of science inquiry, however great
outcome have been evidently in terms of changing teachers classroom practise and fostering innovative teaching.
Especially interesting outcomes show high consistency between the two field studies in terms of the views of science
education – regardless the great differences of training curriculums – but large differences in terms of changing
teachers future classroom practise. Conclusively, it will be discussed whether possible interdependency between school
capacities and professional development can explain large differences in terms of the impact of professional
development for teaching science & technology.
22
ICT SUPPORTED PERSONALISED LEARNING-MUSTAFA ALI TURKER / TURKEY
IClass was an Integrated Project which started off to build an adaptive and personalised e-learning system. The project, which ran from 2004 to mid-2008 and received 9 million EUR from the Sixth Framework Programme for research, brought together 22 partners from 11 countries. Partners included prominent universities and R&D institutes specialising in educational technology, three large school networks and international IT companies, such as Microsoft, Sun Microsystems and Intel. Under the technical coordination of SEBIT, a protype was developed and tested early on which revealed serious pedagogical issues about the “adaptiveness” of computer controlled learning. The vision of the project was reformulated and user control was priotized while the computer system was designed to be “adaptable” and “formative” to allow Self-Regulated Personalised Learning. This pedagogical model and the supporting computer system were demonstrated in Austria, Italy, Bulgaria and France, at workshops attended by 31 teachers and 121 learners. These hands-on trials stimulated much interest among both teachers and learners. In addition to the demonstrations, evaluations were carried out in focus groups and workshops in six countries which drew in 62 teachers and 263 pupils from 31 schools. In this presentation, we will explain the pedagogical shift in personalised learning that took place starting with the iClass project and the later projects that followed suit in the 7th Framework Programme.
23
THE EFFECTS OF PROFILES MODULES ON STUDENT MOTIVATION - BULENT CAVAS, YASEMIN
ÖZDEM, PINAR CAVAS, JACK HOLBROOK, CAGLA BULUT, SIMGE AKPULLUKCU/ TURKEY
Motivation is explained as the internal state that arouses, directs and sustains students’ behavior toward achieving
certain goals. The motivation affects students’ conceptual change processes, critical thinking, learning strategies and
science learning achievement. For that reason, the challenge for science education is to find alternative ways to
increase student motivation in order to more meaningful science courses. The study presented in this article explores
the effects of PROFILES type modules on student motivation. The study included three dimensions. First, PROFILES type
Continues Professional Development (CPD) seminars for teachers, second Teacher Ownership and third Students Gains.
There were more than 40 hours CPD seminars conducted for teachers in order to explain Inquiry Based Science
Education, PROFILES Type modules and Creating & designing their own modules for implementation. Regarding teacher
ownership, the teachers developed their own teaching and learning modules and implemented them in their
classrooms. Totally, 15 teaching and learning modules were developed within the topics: matter & heat; light & sound;
the world of living things for 6th
Grade. In order to determine the impact on student motivation, a questionnaire was
implemented on the students. The data from 85 students in three state schools in Izmir-Turkey was used for statistical
analysis. The findings of the study showed that there were statistically meaningful differences between pre and post
questionnaire scores. A dramatically increase on student motivation was found leading to an interpreted that the
learning environment using PROFILES modules increased students’ motivation. It is also thought that the CPD on IBSE
and the use of PROFILES type modules also positively affected teachers’ teaching methods.
24
REVIEW OF STUDIES RELATED TO ENERGY CONCEPT IN THE CONTEXT OF ELEMENTARY
SCIENCE EDUCATION - SEDA CAVUS, SAVAS GUNGOREN, SEMA AYDIN CERAN / TURKEY
Energy is a basic and interdisciplinary concept in educational program. Energy is a common subject that is used by many
scientific branches; so, the importance of every dimension is unique and separate. Today, energy is consumed very
rapidly in the world and when we consider this, the understanding of energy concept by the students in the right way
has a critical importance. The energy-educated students will be better equipped to make decisions related to energy
when they are adults. According to organize educational policies in this direction, it is important to find the missing
parts of the literature to contribute to the field and suggesting to make studies in this field is very important to obtain a
more complete picture. The aim of this study is to analyze the literature according to researches on energy education at
K-12 level in the last five years. This study is prepared as a ‘review study’ and “energy” and “science education” terms
were used as keywords to search for this study in ‘Eric Database.’ Through these studies, 10 studies were evaluated
appropriate in terms of K-12 education, and analysis process is still ongoing. It is considered that the results will show to
the researchers, who want to do research in the field of energy education, as to promote energy studies and as well as
to reveal which points are studied in the literature and what kinds of deficiencies are there in the field. It is also
considered that the identification of deficiencies in the literature is undertake an enlightening role for researchers who
work in this area.
25
SYNERGIES: UNDERSTANDING AND CONNECTING EARLY ADOLESCENT STEM LEARNING
INTERESTS WITH COMMUNITY RESOURCES- FAIK Ö. KARATAS / TURKEY, NANCY STAUS, LYNN
D. DIERKING & JOHN H. FALK / USA
Despite the importance of science, technology, engineering, and mathematics (STEM) in the increasingly scientific and
technological world of the 21st century, research indicates that many citizens do not engage with STEM or understand
the underlying concepts (NRC, 2006,, 2009). In particular, children’s interest in STEM topics appears to decrease
significantly between middle childhood and adolescence possibly leading to less engagement with STEM over time
(PISA, 2007). Our 4-year, longitudinal study of 5th – 8th graders seeks to understand how STEM interest develops and
how educational partners (in school and out-of-school) within a community can better support that development.
Specifically, we posit that by better connecting the activities of STEM partners in support of youths’ existing STEM
interests, we can develop synergies resulting in a more effective community-wide STEM education system. Our project
focuses on one ethnically and socio-economically diverse neighborhood in Portland, Oregon. We are using a mixed-
methods design with yearly questionnaires distributed to all children in the age cohort we are tracking and in-depth, in-
home interviews with a subset of families in the cohort. Using quantitative and qualitative sources of data, helps us
richly understand how and why children’s STEM interests began and changed during adolescence, and which factors
(e.g. family, friends, or accessibility to community resources) contributed to these changes. Now in year two, some
STEM interest patterns have emerged. Although self-assessed interest in science declined significantly between 5th
and
6th grade (p = 0.000), 6th graders still found science interesting and reported liking earth/space science topics in
particular. Positive affect (i.e. liking) toward STEM was high for 6th graders, regardless of gender, although boys
reported liking technology/engineering more than girls (p<0.05). However, there were no gender differences in sixth-
grade youth’s enjoyment, feelings of self-efficacy, perceptions of support (e.g. parental, teacher), or relevancy of
science in their lives. Although boys had significantly greater science aspirations than girls (p<0.05), neither gender
expected to become a scientist some day. There were a number of out-of-school activities/community resources (e.g.
using the public library) that strongly correlated with reported interest in STEM. However, family interviews revealed
large differences in the use of these resources. Thus, it appears that many youth are not fully utilizing the possible
community resources available to support their interests in and engagement with STEM. These two-year findings
establish a baseline of STEM interest and engagement patterns which we will be trying to influence through the
development STEM education interventions in the next two years. This summer with the help of a group of high school-
aged youth researchers we are identifying existing STEM-related community resources which will be used to develop
programs that support identified youth STEM interests. Two-year interest data and the community resource data also
will be used to build an Agent-Based Model (ABM) examining the interconnectedness among these variables. The
resulting ABM will help us develop and test synergistic learning interventions with community partners in Portland to
support youth STEM interest development, with the goal of developing a replicable model for other communities.
26
SELECTED ASPECTS OF THE STEM EDUCATION STRATEGY IN NDU-ANTTI RISSANEN / FINLAND
Development in science and technology are often claimed to produce a knowledge explosion. Likewise, demands to improve people’s personal ability to learn scientific knowledge, get new information, and to resolve real world problems are widely expressed. Finally, it is not enough that students get professional knowledge; but are in the future as skillful workers and able to apply their knowledge and skills in totally new situations. From that point what are the elements of sustainable education strategy for STEM disciplines in National Defence University (NDU)? National Defence University in Finland educates cadets to officer’s profession at university level according to the Bologna process. Military technology is one of the major learning lines in NDU, but basic scientific education is also an essential part of the general curriculum. Learning aims may be expressed as: gaining basic scientific knowledge, understanding on how technology utilizes scientific results, and abilities to manage practical exercises within working environment. Selected aspects, such which may have wider interest when teaching STEM subjects, are presented. The formal knowledge level and personal interests vary among cadets.In general courses the requirements are set to mach for non physics or non mathematics majors. According to the curriculum and the semester plan only compact and tightly scheduled science and technology courses are feasible. Modeling or simulating activities are based on known rules which need to be formulated in mathematical expressions. Equally physics concepts or laws can be expressed as compact notes by utilizing mathematical formulations. That is why STEM-education starts with a rehearsal course in mathematics. As a sustainable approach next thing is to learn concepts and principles which are applied in any device, relevant in the future profession. This is done by the theory basis from the view point of physics. Here relatively limited lecturing frame must be utilized by selecting only essential topics for lectures. Moreover, locally customized lecturing material is tuned for each course. Education laboratories or demonstrations are considered to be part of the practical professional science and technology education. In NDU’s plan most of that is done during professional work environment related stages. Most of the homework or calculation exercises are done in small groups lead by peer-assistants who are currently enrolled in the course. The assistants are chosen according to their pre-assessment scores. With this approach we promote constructivistic student-centred methodology which helps students to develop thir skills in the stem but also their capabilities as team members. Such skills are useful to learn not only to pass the course, but also in the future at the profession. This paper presents NDU’s practices and analyzes its relevance to literature findings.
27
THE EFFECTS OF USING DOCUMENTARY MOVIES ON 8TH GRADE STUDENTS ’ VIEWS ABOUT
THE NATURE OF SCIENCE-MUNISE SEÇKIN KAPUCU / TURKEY
This study investigated the effects of using documentary movies on 8th
grade students’ views about the nature of
science (NOS). A pilot study was carried out with 22 8th grade students in Eskisehir. Based on the pilot study, the
documentary movies and the data collection tools used in the study were modified. The main study was carried out in
two elementary schools in Eskisehir in the academic year of 2012-2013. The subjects of the study were 113 8th Grade
students, who were in four different classes in two schools. A quasi-experimental design with a non-equivalent pre-
test–post-test control group was used to compare the outcomes of the intervention In the experimental groups, the
science and technology teachers made the experimental group students watch following documentary movies in their
science and technology lesson: ‘Science and Life-Mendel’, ‘Science and Life-DNA’ and ‘Charles Darwin and the Tree of
Life’ for the lesson unit of ‘Cell Division and Heredity’ and the documentary movies of ‘Archimedes’ ‘Wright Brothers
How was plane invented and ‘First Flying Tests’ for the lesson unit of ‘Force and Motion’. As for the control group
students, they were taught the science lessons in line with the Science and Technology Curriculum. The data were
collected via the questionnaire of VNOS- E (Views of Nature of Science Elementary Level) developed by Lederman and
Ko (2004). In addition, semi-structured interviews were held with 14 students (7 students from the experimental group,
and 7 students from the control group) by using VNOS-E at the beginning and end of the study. The results showed that
there was no significant difference between pre-test and post-test regarding the control group students’ views about
the aspects of NOS. Nonetheless, there was a significant difference between the pre-test and post-test of the
experimental group students’ views on the following aspects of NOS: tentativeness of NOS, (NOS-1), empirical aspect of
NOS (NOS-2), subjective nature of scientific knowledge (NOS-3) and the creative and imaginative nature of scientific
knowledge (NOS-4). No significant difference was found in the differences between observation and inferences (NOS-5).
In addition, there was a statistically significant difference between the posttests of the experimental and control group
students’ views about the four aspects of the NOS (NOS-1, 3, 4, 5); however, no statistically significant difference was
found between the posttests of their views about one theme (NOS-2). The present study suggests that the use of
documentary movies in science classrooms promote students’ views about NOS.
28
IBSE AND GIFTED STUDENTS - JOSEF TRNA & EVA TRNOVA / CZECH REPUBLIC
Inquiry-based science education (IBSE) seems to be the appropriate method to encourage interest in science and
technology education. The core principles of IBSE are involving of students in discovering natural laws, linking
information into a meaningful context, developing critical thinking and promoting positive attitudes towards science.
IBSE is suitable for teaching/learning all students, including the gifted students. For gifted students some components of
IBSE must be selected and modified. Use of IBSE allows discovering hidden giftedness in students, because it enables an
individual approach to students. IBSE matches needs of gifted students, because it corresponds with their behaviour.
Gifted students have many questions, are curious, have unusual ideas etc. Our research has verified that exist three
areas crucial for the support of gifted students: education of teachers in order to identify and to develop of giftedness,
creation a system to help teachers and parents in the development of gifted students and setting of high-quality school
facilities. Components of IBSE suitable for gifted students are very important part of teachers' continuous professional
development (CPD). Teachers and parents also need teaching/learning materials for gifted students. European 7FP
project PROFILES offers suitable materials and supports science teachers to use IBSE also for gifted students.
29
A STUDY ABOUT THE DIFFERENT INTERPRETATIONS OF THE WAVE’S NATURE IN QUANTUM
MECHANICS AND HOW UNIVERSITY STUDENTS UNDERSTAND IT-RABAH LADJ / ALGERIA
Quantum mechanics is considered as a physics theory which was born in the beginning of the 20th century, and took its
final form as a mathematical formalism in 1925. It describes the behavior of the quantum particles. The most important
basic aspect of this description is the wave, but there are many different explanations and interpretations between
different schools and scientists about the reality of this wave. Till now there are about 13th important schools of
quantum mechanics’ interpretations. In the case of the wave some of interpretations consider the wave in quantum
mechanics as a real wave that means it has a real existence. While others consider it as only a mathematics toll, (hasn’t
any physics meaning). Through our long experiences in teaching a quantum theory, we strongly concluded that teaching
quantum mechanics is not only deriving a beautiful and logical equations and relations related to the subject, but we
believe that it is necessary for any step of deriving those equations or relations may followed by a deep discussions and
interpretations of physical concepts and meanings, the discussions should cover all its basic concepts and how the most
important different schools of quantum mechanics interpret them. We believe that good discussions with students will
improve their skills and their knowledge. To give an importance and legitimacy to our work, we would like to remind to
all, the following sentence said by a very famous physicist. ‘I believe that any lover of nature should study Quantum
Mechanics- not its mathematics- but its ideas’ [1]. In our work according to many schools of quantum mechanics’
interpretations, we discussed the wave in quantum theory which is the most fundamental concept of our most
fundamental Quantum mechanics theory, we discussed its nature, i.e., whether it has a real physical meaning or not.
And we presented an investigation results done for Algerian university students showed how students understand the
nature of wave in quantum mechanics.
30
A CASE ON IN-SERVICE SCIENCE TEACHERS' PEDAGOGICAL CONTENT KNOWLEDGE ABOUT
CELESTIAL OBJECTS-ALI SAĞDIÇ & ELVAN SAHIN / TURKEY
Astronomy is regarded as one of the excellent way to teach basics of science due to its characteristics which easily
fascinate students (Schatzman, 1972). Considering these factors, many nations focus on astronomy education and
integrated related topics in their curriculum (Bailey & Slater, 2004). Astronomy topics were also inserted into Turkish
elementary science curriculum in various grade levels. Past studies (e.g Kurnaz & Değermenci, 2012) reported that
students lack sufficient knowledge about astronomy and have many misconceptions originated from inadequate
instructional activities, difficult terminologies, and students’ past experiences. It is emerged that all these challenges are
associated with teachers’ pedagogical content knowledge (PCK). Thus, this study aimed to reveal elementary teachers’
pedagogical content knowledge in one of the astronomy topics; “celestial objects” based on the model by Magnusson et
al. (1999). Two in-service elementary science teachers participated in this study. Both of them are working at village
schools. Moreover, they pursued courses about astronomy in their undergraduate education. Semi-structured
interviews were carried out to gather the present data. Interview protocol was prepared based on the previous studies
on PCK (Henze, Driel, &Verloop, 2008) and astronomy education (Kurnaz, & Değermenci, 2012). The results indicated
that these teachers have both didactic and discovery orientation in science teaching. However, their instructions on
astronomy are influenced by didactic orientation; therefore, they generally prefer lecturing and questioning to
introduce celestial objects and assess learning outcomes with traditional methods. With respect to curricular
knowledge, they stressed that celestial objects are mainly associated with students’ previous learning in a previous
grade level and students learn the basics of the astronomy in that grade level. Abstract concepts and difficult
terminologies were perceived as challenges for students’ learning. Additionally, these teachers were aware of students’
misconceptions. These results suggested that these teachers had satisfactory knowledge about curriculum and
students’ understandings while their knowledge about assessment and instruction were limited with subject specific
strategies. Although these teachers mentioned some of the topic specific methods, they do not apply them due to
contextual factors. APPED participants will be also introduced with specific clues in teacher education programs which
facilitate astronomy education. This study indicated that teacher education programs should be expanded to include
specific instruction and assessment techniques for astronomy education.
31
INNOVATION ADOPTION IN EDUCATIONAL E-HEALTH - MARJO RISSANEN AALTO UNIVERSITY
/ FINLAND
eHealth innovations have much potential especially in consumers’ information delivery and in educational practices.
Several models explain the diffusion process of innovations and the presented attributes fall into different quality
categories. This study focuses on the following question: In which way the adoption and diffusion processes of
educational eHealth innovations could be enhanced? A multidisciplinary literature review and its analysis are connected
to quality theoretical framing to enlighten this dilemma. In the design process of innovative eHealth tools and services
the focus is primarily laid on the product and process quality aspects. Educational and informative eHealth applications
have their specific target audience that means a continuous need for an intensive customer quality focus in innovation
design. Applications must be understandable, easy to use, clear, and useful in their intended mission. They must also
manifest the actualization of connected ethical principles and prove to be cost-effective in a long run. Reasonable cost
intensity as such is always a secondary task in health sector. In eHealth area only such a cost-benefit ratio which means
improved care intensity with better health outcomes is meaningful. In eHealth product- and process innovations are
often bundled. Designed products change or streamline processes in health sector or process re-engineering happens
often assisted by technology support. It is useful to consider which informative and educational processes need
complete re-engineering and which of them should be kept as blended, only to be empowered with new innovations. A
more multidimensional evaluative focus may get emphasis when applications are tried to implement into their target
environments; however this means a delay. Therefore, the designers should concentrate on the real needs and
problematic areas with inventive problem solving but also in a way which evaluates so called “previously solved
problems” in health sector. The evaluative focus should be multifaceted enough starting from the early design phase.
Such an approach may cover more intensively also quality attributes related to ethics-, customer-, and mission aspects
as well as issues concerning cost/benefit ratio of innovations. Such kind of a design ideology may also make the
adoption and diffusion processes more flexible. The questioning which focuses on the quality of eHealth innovations is
hence more essential than the debate dealing tools for more intensive adoption. In demanding development areas
maturation processes of products may be laborious. Rapid diffusion processes are not always possible or even useful it
these may happen at the expense of quality. Comprehensive quality evaluation around new innovations needs
continuously intensive attention by designers, system providers, health professionals, and policy makers if flexibility in
adoption is wanted and this concerns especially ideological frames in the early design phases of innovations. Limited
resources and in developing countries infrastructural issues in generally no doubt may weaken the dissemination of
eHealth innovations but finally these reasons do not explain all.
32
MOBIL TOOLS FOR OUTDOOR-LEARNING- MARTIN LINDNER, ALEXANDER FINGER / GERMANY
Mobil devices are often called to trigger a "revolution" in teaching and learning. Anyhow, they provide new chances for
teaching and learning, e.g. tools for species determination, visualization of processes, communication and orientation
software. This paper will present chances and restrictions of these tools, will show our results from research on the use
of them in outdoor-activities and will help to see the true worth for Inquiry Based Science Education.
33
ESTABLISH PROJECT - TON ELLERMEIJER, EWA KEDZIERSKA, MIIA RANNIKMÄE ESTABLISH
CONSORTIUM
The ESTABLISH project encourages and promotes the more widespread use of Inquiry-Based Science Education (IBSE) in secondary level schools, culturally adapted for each country.
The rationale for ESTABLISH lies in creating authentic learning environments for science by bringing together and involving all relevant stakeholders, particularly the scientific industrial community, policy makers, parents, science education researchers and teachers to drive change in the classroom.
Innovation in classroom practice is achieved through the involvement of stakeholders for the development and provision of:
Appropriate teaching and learning IBSE units (informed by scientific and industrial communities)
Appropriate supports for both in-service and pre-service teachers to implement IBSE
The outcomes of ESTABLISH are seen as:
a large team of science teachers across Europe who are skilled and confident in inquiry based science teaching methodology;
identification of suitable model(s) of science teacher education, at both pre- and in-service levels, for inquiry based science teaching;
promotion of inquiry in the classroom, involving the relevant stakeholders in science and science education.
34
GREENET – ENVIRONMENTAL EDUCATION THROUGH INQUIRY AND TECHNOLOGY - VASSILIKI
MARKAKI / GREECE
Around the world, the awareness that we live on a planet with limited resources signals an educational crisis, among
others, that calls for support to these key competences necessary for active citizenship and social cohesion, as well as a
turn towards green professions (Orr, 1992). What is more, teachers often lack the skills needed to enhance students’
key reflective problem-solvers, a fact that derives from the limited range of learning activities that demonstrate specific
pedagogic approaches (inquiry-based learning) and innovative use of ICT tools. The role of specially trained teachers to
effectively carry out environmental education, increase expertise and ensure sustainability (Ariansingam, n.d.) is
particularly stressed out by the European Commission (Stokes et al, 2001). This paper will focus on the GreeNET project,
an initiative that corresponds to this increasing recognition through the development of a teachers’ network that
strengthens the connection between environmental sciences education and the respective labor market. More
specifically, GreeNET aspires to provoke interest on green sciences among students, and thus contribute to the increase
of number of students choosing science-related subjects. Naturally, some such innovative educational activities exist in
various EU regions but they are the exception and do not communicate with each other. The goal is to develop an
appropriate scheme for collecting and exchanging these exceptional good practices and their respective tools in the
area of environmental education and green careers counseling that exist in various EU countries, in accordance with the
“Education and Training 2010” framework. This way, GreeNET network aspires to address the necessity to develop an
integrative approach in collecting and disseminating best practices that promote environmental education using
enquiry-based and problem-solving approaches. To this end, a European network of teachers is being formed and
motivated through specific educational actions, contests, and summer schools, to develop the competencies necessary
in order to properly educate their students according to cutting-edge approaches in environmental education. The
paper will explain the process of the network’s formation and motivation through specific educational actions to
develop the competencies necessary in order to properly educate their students according to cutting-edge approaches
in environmental education, and finally trained to operate in an independent way. The focus is on obtaining the skills
necessary to be actively involved in the green jobs market (United Nations Environment Programme, 2009). Ultimately,
the work of GreeNET is in line with the European Commission’s High Level Expert Group on Science Education Renewal
point that to render “teachers are key players… being part of a network allows them to improve the quality of their
teaching and support their motivation”.
35
BALANCING THE NEEDS BETWEEN TRAINING FOR FUTURE SCIENTISTS AND BROADER
SOCIETAL NEEDS – SECURE - DAGMARA SOKOLOWSKA / POLAND, JOB DE MEYERE, THOMAS
MORE VORSELAAR / BELGIUM, ELVIRA FOLMER / NETHERLANDS, BARBARA ROVSEK /
SLOVENIA, WIM PEETERS, DIENST KATHOLIEK / BELGIUM
SECURE is founded as a collaborative project under FP7 to provide research results of current mathematics, science and
technology (MST) curricula across Europe. The research focuses on the MST curricula offered to 5, 8, 11 and 13 year old
learners in 10 European countries. The consortium invited 60 schools from each partner country to participate in the
project. Altogether almost 9000 pupils, 1500 teachers and 600 schools took part in the study. The research framework
was constructed upon the curriculum spider web (van den Akker, 2003), in which curriculum is represented on a spider
web with Rationale located in the center and nine other components (Aim and Objectives, Content, Learning activities,
Teacher Role, Materials and Resources, Grouping, Location, Time, Assessment) placed around it, becoming the nine
threads of the spider web, yet extended with eleventh item: Motivation and Interest, crucial for future scientists as well
as broader needs of modern, knowledge-based society. The instruments used in the study consist of a transnational
comparative screening instrument for MST curricula and of the school data collection instruments: teacher
questionnaires, learner questionnaires and interview protocols for all age groups of pupils and their teachers. A mixed
method approach for the analysis of the MST curricula is applied throughout three different representations of the
curriculum: the intended curriculum (formal curriculum documents), the implemented curriculum (the actual process of
teaching) and the attained curriculum (focus on learning experiences of the learners). The overall aim of the SECURE
project is to make a significant contribution to the European knowledge-based society by providing relevant research
data that prompt public debates on this issues. Based on good practices and other research results SECURE will
formulate a set of recommendations for policy makers and other stakeholders on how MST curricula and their delivery
can be enhanced in order to ensure the balance between the training of the future scientists and broader societal
needs. During the presentation a comparative study of written MST curricula in 10 countries and their general trends
will be shown. Examples of the national results on several items of the spider web with use of triangulation approach
will be also presented.
Acknowledgement
This work is based on the SECURE research project (No SIS-CT-2010-266640), which received funding from the
European’s Unions Seventh Framework Programme for Research and Development.
36
CREATIVITY IN EARLY YEARS SCIENCE AND MATHEMATICS SCHOOL PRACTICE ACROSS THE EU-
FANI STYLIANIDOU - ESME GLAUERT / GREECE - UK
This conference presentation reports findings from the research carried out for the purposes of the EU/FP7-funded
project ‘Creative Little Scientists’ (SIS-CP-2011-289081), which contributes to a better understanding of the potential
available on the common ground that science and mathematics education in preschool and early primary school can
share with creativity. More particularly, the project seeks to document and compare current policies and practices in
science and mathematics education in preschool and first years of primary school (up to the pupil age of eight) in the
nine European partner countries (Belgium, Finland, France, Germany, Greece, Malta, Portugal, Romania and the UK),
using a variety of methods, from desk research, to a survey and classroom focused fieldwork. The importance of starting
the teaching of science and mathematics during the early childhood period, both for a child’s development and for
science and mathematics learning is increasingly recognized around the world. Children’s natural tendency to enjoy
observing and thinking about nature, and their motivation to explore the world around them can be nurtured and
exploited by science and mathematics experiences. The latter, moreover, can provide a solid foundation for the
development of understanding of key concepts, thinking, informed language and positive attitudes in science and
mathematics. Similarly, the skills for creativity and innovation are recognised as important and their strengthening in
and through education as a vital priority for Europe. Empowering today’s students to become tomorrow’s creative
citizens is a priority of education in today’s world. Innovation and creativity are vital for economic and social progress,
since qualities of mind such as inventiveness, imagination, intuition, wonderment and curiosity are vital for innovation
and creativity. This paper will be concerned with presenting results gathered through a teacher online questionnaire
survey and extensive classroom-based fieldwork across the consortium countries, answering to the research questions:
How are the teaching, learning and assessment of science and mathematics in early years in the partner countries
conceptualised by teachers? What role does creativity play in these? What approaches are used for the teaching,
learning and assessment of science and mathematics? What role does creativity play in these? The findings reveal that
early years teachers prioritise affective and social over cognitive learning objectives in their teaching and assessment of
science and mathematics in preschool and first years of primary school. Learning aims and objectives pursued reflect a
‘foundation for lifelong learning’ (with a social pedagogy approach) over ‘readiness for school’ approach. Hands-on
activities and explorations linked to children’s everyday lives, such as developing observation skills, fostering children’s
questioning and eliciting their curiosity in natural phenomena, are preferred by teachers across the participating
countries, while promoting understandings about scientific concepts and children developing basic procedural
knowledge take a less dominant place in the learning activities carried out in the classroom. In terms of pedagogy, early
years teachers across the partner countries encourage children’s play, expression in various modes (including pictures,
graphs, gestures and physical activity) and collaborative work, but underuse outdoor learning opportunities. Finally,
teachers’ assessment practice is overall underdeveloped in the early years classroom.
37
PROFILES - PROMOTING INQUIRY-BASED SCIENCE EDUCATION IN EUROPE AND ABROAD -
CLAUS BOLTE AND THE PROFILES CONSORTIUM
PROFILES (Professional Reflection-Oriented Focus on Inquiry-based Learning and Educa¬tion through Science) is one of
the European FP7-funded projects in the field of “Science in Society”, promoting contemporary science education in
order to enhance Scientific Literacy in Europe and other countries associated to the European Union (see: www.profiles-
project.eu). The PROFILES Consortium consists of 22 partner institutions from 21 different countries. PROFILES supports
efforts for IBSE by raising the self-efficacy of science teachers to take ownership of more student-relevant ways of
teaching in consideration of stakeholders’ views. The project is based on ‘teacher partnerships’, implementing existing,
exemplary, context-led, IBSE-focussed science teaching materials, guided by long-term teacher training programmes,
reflecting on challenges identified by participating teacher educators and science teachers to improve their professional
skills in developing creative, scientific problem-solving learning environments. Besides science teachers continuous
professional development (CPD) the PROFILES project focuses on students’ intrinsic motivation to learn science and
aims at enhancing students’ competencies in scientific inquiry as well as in skills of socio-scientific decision-making. The
PROFILES poster will offer a brief overview of the PROFILES project as a whole and introduce the eight work packages all
PROFILES consortium members are engaged in. Furthermore, the PROFILES project will take this meeting as an
opportunity to invite other FP6 and FP7 funded projects to attend the “2nd PROFILES International Conference on
Contemporary Science Education in Europe” and to introduce the projects they are involved in. The Conference is going
to take place from 25th to 28th
July in Berlin.
38
RAISING STANDARDS THROUGH INQUIRE IN PRE-SERVICE TEACHER EDUCATION-DORIS
ELSTER, TANJA BARENDZIAK, LENA KASTENHOLZ, FREDERIKE HASKAMP / GERMANY
Raising standards through inquiry-based science education - what are the challenges in pre-service teacher education?
What do ongoing teachers and active teachers learn from each other when planning, conducting and evaluating minds-
on and hands-on IBSE activities in the classroom? What do they learn “beyond” IBSE? Which stumbling blocks hinder
the implementation of IBSE in the regular teacher education curriculum? The project “INQUIRE for teacher students”
tries to give some answers to these questions.
The European project INQUIRE
The FP7 INQUIRE Project (Inquiry based teacher training for a sustainable future) is a three-years-lasting project
focusing on inquiry-based science education (IBSE). 17 Partners from botanic gardens, science centres, natural history
museums and universities from 11 countries participate in the INQUIRE project coordinated by the University of
Innsbruck in Austria. Science educators, and teachers of the primary and lower secondary level work together to
develop INQUIRE courses focusing on the major global issues of the 21st century – biodiversity loss and climate change
39
MIND THE GAP - SIBEL ERDURAN / UK
The aim of the European Union FP7 funded Mind the Gap project carried out between 2008-2010 was to improve the
way science is taught in secondary schools in Europe by bridging the gap between theory and practice in inquiry-based
science teaching (IBST). Research and development done in Europe in the area of inquiry-based science teaching (IBST)
is abundant; however, the knowledge is scattered and incoherent, and consequently not utilized to its full potential by
teachers and educators throughout Europe. This was the starting point of Mind the Gap, a project that gathered,
exchanged, developed and disseminated ideas of good practices in IBST. The objective of Mind the Gap was to stimulate
a more engaging and interesting science teaching based on principles of IBST, so that more young people in general, and
girls in particular, will choose to pursue courses and careers in science and technology. The project and network
focused on such gaps and aimed to bridge them across different European contexts (Norway, Denmark, Germany,
Hungary, United Kingdom, Spain, and France). Mind the Gap used its network to learn from each other, critically reflect
on practices and existing policies and begin to export ideas across national boundaries for implementation – in short, to
“mind the gap” by bridging the gap. The project involved six work packages (WPs), each led from different European
countries with relevant expertise. Some examples from the work package on argumentation and communication will be
discussed.
40
BROKERAGE EVENT HORIZON 2020 - SYSTEMATIC LEARNING AND STEM EDUCATION - PETER
GRAY / PROCONET, NTNU, NORWAY
In this talk I will report on recent work from the INSTEM project and elsewhere, which synthesises and reflects on the
results of Science, Technology, Engineering and Mathematics (STEM) projects funded under EU Framework Programme
7 and the Lifelong Learning Programme. I will argue that there has been considerable learning from the outcomes of
these projects, and that this learning needs to be applied in future Horizon 2020 projects, if they, and the Horizon 2020
programme as a whole, is to succeed.
The primary learning is that a more strategic approach is required, combined with much greater stakeholder
involvement. In STEM education, this means teachers and pupils being consulted at an earlier stage in project and
programme development. In a wider sense, we have learned that it is unrealistic to adopt short-term measures to affect
long-term career decisions and the structure of the STEM workforce. Even more widely, we can see that greater
integration of science in society requires a fundamental rethinking of science education and its purposes. The
presentation will provide some suggestions for the way forward in these areas.
I will also describe the current opportunities for STEM education within Horizon 2020, in particular the ‘Inclusive
Societies’ societal challenge. This will be based on extant information, and suggest some possible approaches to calls in
this area.
41
WORKSHOP 1: WORKSHOP ON THE PHILOSOPHY BEHIND THE 3 STAGE MODULE LINKED TO
AN OPTIONAL COURSE ON "SCIENCE – TECHNOLOGY – SOCIETY" - MIIA RANNIKMAE, KATRIN
VAINO, KLAARA KASK UNIVERSITY OF TARTU / ESTONIA
In order to increase levels of scientific literacy of students, an optional course for gymnasium students is designed to solve issues which are essential for students and having a wide impact on the society. During the course, reasoned decisions are made by students taking into consideration scientific, technological, environmental, social, political, economic and ethical aspects. Whereas, the application of acquired knowledge in new contexts is seen a key demand, higher order thinking skills and the acquisition of new interdisciplinary knowledge and skills through the scientific content of socio-scientific problems, is kept in balance. The course is module-based, where the structure of each modules derived from a three-stage model is:
1) recognising issues in everyday situations as contextualisation of the science context
2) acquiring new knowledge through an inquiry-process requiring de-contextualisation from the socio-scientific situation to a science context,
3) socio-scientific decision-making and reasoning as part of re-contextualisation. An integral part of each module is experimental work, which derive from real-life situations and is directed towards constructing new scientific knowledge. The set of materials is made up of 20 modules, each designed for teaching 4 or 5 lessons and targeting an inter-disciplinary socio-scientific issue, where emphasis is possible within chemistry, physics, biology, or geography. Teachers are recommended to choose at least 6 Modules, based on students’ needs (interest, career-plans, previous knowledge and skills) and the teacher’s own competence.
During the workshop an overview of all modules is given and participants are involved as a group in analysing and giving feedback on a chosen module. The workshop involves practising teachers who comment on implementing the course. All participants receive hand-outs, which introduce the main aspects of the modules.
42
WORKSHOP 2: ACADEMIC WRITING FOR PUBLICATION - SIBEL ERDURAN, UNIVERSITY OF
BRISTOL / UK
The workshop will review issues related to the publication process in some key science education journals. The key
aims of the workshop are (a) to learn generally about the publication processes of key international science education
research journals; (b) to investigate and apply the criteria used by science education research journals in evaluating
manuscripts; (c) to reflect on your own work and engagement in the publication process. The participants will work in
groups and report about discussions to share experiences and ideas. The workshop will be conducted in English but the
participants can carry out the discussions in their native language in the group format if this works better for the group.
Some implications will be made about the role of publications in the wider academic community in terms of career
progression and promotion.
43
SCIENCE IS FUN! CREATIVITY DEVELOPMENT IN SCIENCE AND TECHNOLOGY EDUCATION -
JANCHAI YINGPRAYOON, SUAN SUNANDHA RAJABHAT UNIVERSITY / THAILAND
Children are curious and they love to have fun with exciting things around them. Appropriate activities can be found to
stimulate them to have fun and love to learn science. The ways to develop creativity in Science and Technology
Education are introduced to increase intellectual curiosity, to develop problem solving and thinking skills, to promote
discovery as well as to unleash creativity. This lecture will show how to make science lessons more meaningful, effective
and interesting, how to cultivate intrinsic motivation for learning science, and how to develop thinking abilities,
problem-solving skills and creativity. Some creative hands-on activities will also be demonstrated.
44
ASSESSMENT OF INQUIRY SKILLS – STRENGTHS & DILEMMAS - CHRISTINE HARRISON, KING’S
COLLEGE LONDON / UK
Almost every article and policy on science education in the 21s century has a strong focus on science inquiry and the
need for all children to develop inquiry skills whether they are needed for future careers or simply citizenship in this fast
evolving world of science and technology. There are numerous science inquiry projects within the EU and yet there still
is either a slow uptake or a reluctance for this approach to teaching and learning in many classrooms. At the heart of
this problem is the unresolved issue of assessment of inquiry skills and this keynote will look at trhe dilemma that
teachers face, the types of training they need and the possibilities for assessment of inquiry skills within the classroom
45
BROKERAGE EVENT HORIZON 2020: LEGAL AND FINANCIAL ISSUES - FIRAT GEDIKLI, TÜBİTAK
/ TURKEY
As the National Contact Point of the Legal and Financial Issues of FP7 and Horizon 2020 Programme, Mr. Gedikli will try
to share the latest developments about the Horizon 2020 Programme which will launch with the beginning of 2014.
Because the programme has not officially adopted and published yet, all the information given within the presentation
will be provisional and limited to the knowledge that was circulated via the European Commission in the informal
meetings.
The presentation mainly covers the general information about the programme; the main priorities, goals and novelties
of it following its predecessor, FP7. The changes on work programme and call structure, and funding schemes will be
also explained briefly. Finally, the presentation will be finalized with the details of “simplification” which is one of the
main goals of the Horizon 2020, which determine the rules for participation, and legal and financial details of the
programme.
46
THE ROLE OF UNCERTAINTY IN SCIENCE - CONSEQUENCES FOR INQUIRY-BASED LEARNING -
DIETMAR HÖTTECKE / GERMANY
Teaching and learning with HPS as well as inquiry-based learning follow the broad idea that learning with and about
nature of science should be enabled. This paper contributes to the question of what it means to learn about scientific
practices in an authentic manner. Buxton (2006) has separated three dimensions of authenticity of teaching science
(canonical, youth-centered, contextual). My analysis focuses the canonical dimension by responding to the question of
what it means to teach and learn science in an authentic manner. As long as science itself serves as a point of reference
to define the meaning of authenticity, science teachers and curriculum developers have to reconstruct views on what
the canon of scientific knowledge as well as scientific practices might mean. This paper argues on the basis of the
analysis of a case study from the history of science that uncertainty is a central feature of science in the making (Latour,
1987). Pickering (1993) has pointed out the idea that scientific practices might best be understood as interactively
stabilizing theoretical, instrumental and material procedures. Hagner and Rheinberger (1998) have developed the idea
of experimental systems as central working units of science. Such systems not only comprise epistemological elements
like observations, data, or theories, but also social, institutional as well as cultural elements. Taken together, these
elements are in a constant state of flux, necessary for the emergence of something new. According to Rheinberger an
experimental system varies between states of stability and instability, while the latter is a necessary condition for the
fruitful generation of new ideas and even new objects of science. Instability of an experimental system might be related
to a state of disequilibrium where theoretical, material and instrumental entities do not lead to clear-cut interpretations
of what should count as evidence. This paper discusses this central idea of disequilibrium as a source for creativity in
science. The idea will be demonstrated by a case study of Michael Faraday's work on specific inductive capacity
(1836/37). Faraday has been working on the detection of a new state of matter under a condition of electric tension.
The analysis of this piece of research illustrates the above-mentioned ideas. Theoretical, material and instrumental
elements were constantly changing until Faraday's next publication let to a preliminary settlement. While performing
several experiments over the course of some six months, Faraday again and again faced the problem of re-adjusting the
relation of theoretical, material and instrumental entities. The paper concludes with a discussion of implications for
science education with a focus on canonical authenticity. If uncertainty, disequilibrium and instability are important
features of science, the "making of science" by students has to be reconsidered in multiple ways. Inquiry-based learning
as well as case studies from the history of science have to present science not as ready-made, but as an ever changing
interplay of material, instrumental and theoretical elements.
47
IBSE AND CREATIVITY DEVELOPMENT - EVA TRNOVA / CZECH REPUBLIC
Creativity plays very important role in development of society and so it is clear that has also got important place in the
education system. Most of European and world educational systems support creativity as relevant competence for the
21st century. According to the findings of experts, teachers´ creativity is important for development students' creativity.
We introduce theoretical base of creativity in teaching/learning. On this base we propose specific recommendations
and impulses for education and suggestions for the development of teachers´ and students´ creativity. The majority of
teachers want to encourage creativity in their students, but they are not sure how to do so. We present kinds of
creativity and how to develop them at schools in science education. On the base of our research inquiry-based science
education (IBSE) seems to be the appropriate way for development of creativity of teachers as well as students. Every
teacher and student is more or less creative and IBSE enables individual attitude for development of creativity. The core
principles of IBSE such as student activities, linking information into a meaningful context, developing critical thinking,
promoting positive attitudes towards science and motivation correspond to basic components of creativity defined by
Teresa Amabile. Similarly IBSE involves basic processes that give rise to creativity and which Robert Sternberg
delineates. We present specific possibilities how to develop creativity using IBSE and research results which confirm
their effectiveness.
48
ENGINEERING DESIGN APPLICATIONS IN PRE-SERVICE SCIENCE TEACHER TRAINING - ESRA
BOZKURT, HAVVA YAMAK, ESMA BULUŞ KIRIKKAYA, NUSRET KAVAK / TURKEY
Recent research in the field of science education brings forward that science, mathematics, technology and engineering
(STEM) education support one another and that science education should be multi-discipline focused where these
disciplines are integrated. Thanks to multi-discipline focused science education, it is possible to make students relate
their scientific and technological knowledge as well as students’ academic success with their daily lives and to have
beginning skills on science, engineering and technology no matter which profession they do. In this context, it has been
revealed that engineering designs should enrich the inquiry-based learning that is supported by science education for
many years. In this regard, National Research Council (NRC) published an extensive report in 2012 and the United States
developed a framework to renew science education standards. Considered for our country, it is seen that the basic
approach of Science Curriculum that was revised as Science Courses in 2013 is based on inquiry-based learning. When
examined the skill, affective, science-technology-society-environment learning domain of this programme, it is seen that
combination of inquiry-based learning and engineering designs may be compatible with the learning domain.This
situation shows the necessity of the definition of science education that is based on inquiry-based learning enriched by
engineering designs. In order to disseminate science education supported by engineering designs and to make science
teachers have required qualifications, it is essential to use engineering designs in pre-service teacher training. For this
purpose, in order to reflect the relationship between science and engineering applications to the pre-service science
teacher training, degree programs in science teacher training have been analysed. It can be considered that, at the
Science Teaching Laboratory Courses I-II, science processes during scientific research /experimentation can be
supported by engineering design process. A matter of fact that, in this research, what is aimed at is to scrutinize the
process of carrying out the science teaching laboratory courses supported with engineering design applications in
accordance with the opinions of pre-service science teachers. This research which is based on the paradigm of
qualitative research is a case study. The study group of the research consists of 3rd Class degree and 22 pre-service
science teachers. 14-week activities that include engineering design process developed by the researchers were applied
in the study. Two and three science education specialists’ opinions were taken in order to scrutinize the
appropriateness of activities to the process of engineering design and the content, respectively. The data were collected
through focus group interviews. SWOT analysis was also conducted in order to determine the strengths and weaknesses
of activities and method in this study. Accordingly, pre-service science teachers stated that the most powerful points in
the course of Science Teaching Laboratory II which was supported by engineering designs was that it kept students alive
and enabled them to produce, and expressed that the most deficient point is the limitation of the lesson period. In
addition, the vast majority of pre-service science teachers state that this method can be applied in primary and
secondary school science classes.
49
EXPECTATIONS FROM ENGINEERING APPLICATIONS IN SCIENCE EDUCATION: DECISION-
MAKING SKILL - SERHAT ERCAN, ESRA BOZKURT / TURKEY
Science, mathematics, engineering and technology (STEM) are the fields that affect our lives deeply, that reflect our
cultural background and that show the level of our civilization. Developing curriculums that will provide the integration
of these fields was dwelled on the recent educational reform studies. STEM education that has been pointed out in this
way takes its own place in each level of K-12 education as a field of application. Especially, in accordance with the
applications of engineering design in science instruction at elementary schools, what is expected from the students is,
beyond learning science concepts, to use these concepts in terms of applications; to develop positive attitudes towards
science, technology and engineering; to comprehend the problem-solving methods of engineers basically; in brief, to be
a science, technology (engineering) literate. Besides, the use of engineering designs in science education is also essential
in terms of developing students’ decision-making skills. Likewise, students are supposed to make a decision on solution
in the process of engineering design. The decision-making skill have an important role among competencies described
within the concept of technology literacy. Individuals who are technologically literate should have the ability to decide
whether the product is appropriate to use or not even if they do not know how a technological product works and what
is the advantage or disadvantage of that product. Conducting appropriate information, skill and processes by all
students including the others who have not chosen a career in STEM fields after K-12 education is one of the goals of
STEM education. As stated above briefly, the science education performed with engineering designs enables students to
make decisions in real life and to test the decisions they made. Within this context, what is aimed at in this study is to
support science students’ decision-making skills through the systematic approaches used by engineers and science
instruction based on engineering designs. Within the scope of a program supported by Children’s University, Sinop
University, 7th grade students consisting of 25 members attended activities (total 15 hours ) during 5 weeks. Within the
context of activities, student groups consisting of 3-4 members were given a limited budget and they were asked to
design a solar house. The general plan conducted within the frame of application steps of engineering design process. In
this study, one group, pretest-posttest design was applied. According to this design, pre-test was applied in order to
determine the decision-making skills of students before the execution and posttest was applied in order to determine
the change in students after the execution. Decision-making skill test that was used as a data collection means was
developed by researchers within the study. This test consists of 10 items which describes the structure that enables
students to make the best decision among other choices. The analyses indicate that the decision-making skill became
different at the end of the execution.
50
ABBÉ GUINOT: TEACHING LOGIC DURING THE EIGHTEENTH CENTURY TO INCREASE SCIENTIFIC
ABILITIES- OLIVIER PERRU / FRANCE
In 1778, abbé Guinot, a priest native of Lorraine and professor in the seminary of Toul, published in Nancy the two
volumes of his philosophical lectures, whose subtitle is “De la Logique”. This book is not only about Logic, but it
concerns a general philosophy of knowledge and a critic of philosophical systems. Guinot is interested in science and
natural discoveries. He describes the organization of institutional science, he appreciates the progress of sciences but he
makes a distinction between scientific progress and philosophers’ sophisms that he criticizes. In order to favor science
and avoid philosophical errors, logic is essential in students’ training. According to Guinot, logic allows us to extend our
intellectual abilities, to uplift our ideas, to help our thought processes and to mature our reflection. However this logic
refers to the great book of nature written in mathematical language. Guinot thinks that scientific experiment is of the
highest importance for accuracy of mind. This logic lecture is inspired by Aristotle but above all by Port-Royal Logic. It
gives a place to Locke empiricism and it favors development of sciences. Abbé Guinot was a chaplain in the cathedral of
Nancy, he emigrated in 1791. He came back in France during the Consulate and he died a few time later.
51
PRE-SERVICE SCIENCE TEACHERS’ EPISTEMIC BELIEFS REGARDING CLIMATE CHANGE - EMRAH
HIĞDE & CEREN OZTEKIN / TURKEY
The last two decades have witnessed an increasing interest in the area of educational psychology in examining students’
epistemological beliefs, the contributor variables of epistemological predispositions, and the way those beliefs affect or
mediate the knowledge acquisition. According to Hofer and Pintrich (1997), epistemological beliefs are the theories
about the structure of knowledge and about the nature of knowledge acquisition. By considering the domain specific
nature of epistemic beliefs, this study focused on personal epistemic beliefs regarding climate change - one of the main
socio-scientific issues. Accordingly, present study examined Turkish pre-service science teachers’ personal epistemic
beliefs regarding climate change. The following research questions guided the study: What is pre-service science
teachers’ epistemic beliefs regarding climate change? Is there a significant difference in pre-service science teachers’
personal epistemic beliefs regarding climate change with respect to gender and grade level? Participants were 252 pre-
service science teachers (Mean age = 22.10 years, SD = 1.70 years) attending two public universities. Of the sample, 168
(66.7%) were females, 84 (33.3%) were males. Participants administered the Turkish version of the Topic Specific
Epistemic Beliefs Questionnaire (TSEBQ) developed by Bråten et al. (2009). It is 49-item 10 point Likert type
questionnaire with 4 subscales (certainty of knowledge about climate change, simplicity of knowledge about climate
change, source of knowledge about climate change, justification for knowing about climate change). After adapted and
translated into Turkish, data were subjected to the Confirmatory Factor Analysis. Four-factor model of the TSEBQ was
analyzed based on the Maximum Likelihood estimation method. Pre-service science teachers found to have fairly
sophisticated epistemological beliefs regarding climate change as indicated by the item mean scores ranging from 6.69
to 7.39 in a 10-point scale. For the Justification dimension, the mean score of 7.39 implies that when justifying and
valuating knowledge about climate change, PST believed the necessity of inquiry to critically evaluate and compare
multiple related sources rather than only adhering what feels right or firsthand experience. For the Simplicity dimension
the mean score of 7.37, suggests that PST tended to believe that knowledge about climate change consist of
interrelated concepts and complex theories rather than an accumulation of specific facts and details. The mean value
(7.13) for the Certainty dimension suggesting that PST tended to believe that knowledge about climate change is
tentative and evolving rather than true and certain. The mean value of 6.69 for the Source dimension implies that PST
tended to be slightly closer to the view that knowledge is constructed by the knower rather than viewing knowledge
about climate change to be transmitted from experts. While PST’s beliefs changes with respect to grade level, it does
not differed with gender.
52
HISTORY OF THOUGHT AND EVOLUTIONARY SCIENCE EDUCATION- OLIVIER PERRU / FRANCE
Today, teaching about scientific origins needs taking account of creationism (Jones and Reiss, 2007). So, teachers’
training for evolutionary science education not only refers to biology. To have a good comprehension of some
philosophical and theological claims on life is become necessary. In this paper, we try to elaborate an epistemological
distinction between diverse approaches of the life. Then we interrogate occidental thinking about the compatibility
between creation and evolution. For instance, St Augustine thinks that Earth received from God a capacity to produce
plants. After that, God didn’t play another part: secondary causes are autonomous. As Augustine, Thomas Aquinas
claims a progressive development of plants’ species in their specific characteristics. Concerning animals, Augustine
thinks that water received the capacity to produce fishes and marine animals. He takes account of spontaneous
generation in his worldview. Augustine and Thomas Aquinas considered spontaneous generation as an evolutionary
factor, so insects’ species didn’t exist at the beginning but they were produced by decomposition of living matter.
During 17th and 18th centuries, perspectives about a progressive creation were no more understood. A symbolic sense
of the Bible was lost, so appeared the fixism: God created each living species in a Linnaean sense one after another.
During the 20th
century, Pierre Teilhard de Chardin, a French Jesuit, tried to elaborate an evolutionary thought about
creation. It is important to explain there is no opposition between religion and evolution, teachers and students may
accept Evolutionary Theory and believe in God.
53
A COMPARISON OF ESTONIAN AND TURKISH TEACHERS’ IMPLEMENTATION OF INQUIRY
BASED SCIENCE EDUCATION IN THEIR CLASSROOMS - BULENT CAVAS, KLAARA KASK, JACK
HOLBROOK, MIIA RANNIKMAE, PINAR CAVAS / TURKEY – ESTONIA
The main aim of this study is to compare Estonian and Turkish Science Teachers’ implementation of Inquiry Based
Science Education in their classrooms. The data was collected from science teachers using a questionnaire developed by
researchers. The aspects of Inquiry Based Science Education defined by researchers (identifying and posing appropriate
scientifically oriented questions; Making prediction / Developing hypothesis; Designing and conducting investigations;
Identifying Variables; Collecting data; Analyzing data to develop patterns; Communicating and connecting explanation
were taken into consider) were used in order to analyze collected data. The data collected at the same time period in
Estonia and Turkey. The data consists of 91 Estonian science teachers and 788 Turkish science teachers.
54
PREDICTORS OF RECYCLING BEHAVIOR: A TURKISH UNIVERSITY CAMPUS CASE - ELVAN
SAHIN, DILEK SULTAN KILIC, SAVAS PAMUK, CEREN OZTEKIN, GAYE TUNCER / TURKEY
Household recycling is regarded as a coping strategy to hinder environmental destruction by policy makers,
environmental researchers and educators, and sensitive citizens. Separating newspapers, glass, plastics, and other
recyclable materials is a way to conserve natural resources, diminish environmental pollution and landfill problems as
well as contribute struggling with acid rain and global warming. However, recycling is still at a primitive stage in Turkey.
Provided as a supportive evidence for this claim, if all of the recyclable household waste products were separated
completely, the volume of the waste to be stored would decrease with a rate of 35%. Thus, in order to disseminate
recycling behavior, it is crucially important to determine the factors playing a role in emergence of such a behavior. At
this point, the theory of planned behavior (TPB; Ajzen, 1991) provides a theoretical framework to determine predictors
of recycling behavior. TPB associates a specific kind of behavior with personal beliefs. Accordingly, demonstration of a
behavior depends on both an intention and behavioral control (ability to perform). It focuses on three kinds of beliefs –
behavioral, normative, and control which collectively determine an individual’s intention and actual control over the
behavior. The present study aimed to predict significant attributes of recycling behavior for adults having recycling
opportunities in a university campus through TPB. A total of 863 individuals who were in connection with a campus
university in Turkey as a student (66%) or a staff (34%) participated the present study. Of the participants, 60% were
female and 40% were male. A seven-point Likert scale including 87 items which were developed by the authors was
used to gather the present data. The survey covered socio-demographic factors and statements assessing the each
component of the TPB. Data were analyzed by using AMOS statistical program. The recycling-behavior model proposed
through TPB was tested to reveal the significant determinants of this behavior among Turkish adults having recycling
opportunities. The results showed that the TPB could successfully explain such a behavior for the related focus group
with the following model fit-indexes; RMSEA=.045, GFI=.92, CFI=.95, and SRMR=.06. More specifically, this study
indicated that recycling behaviors of Turkish citizens from a university campus could be accounted by their
willingness/intentions to engage in such a behavior. Furthermore, these individuals’ perceptions about their own
control toward this behavior made the largest contribution to their intentions. It also appears that their commitment in
recycling depended on positive attitudes toward the behavior and the expectations or wishes of instructors,
municipality, and peers indicating them as the role models (Vining and Ebreo, 1992). Firstly, this study intends to
introduce a valid and a reliable instrument covering recycling-related attributes to be used in environmental education
research. Then, some educational strategies could be suggested as a way to enhance individuals’ recycling behaviors.
55
PROMOTING CREATIVE COLLABORATION THROUGH SUPPORTIVE TECHNOLOGIES - GABRIEL
GORGHIU, ROMANIA, TOMMI INKILÄ, FINLAND
In the actual education, collaboration is considered an important issue for raising the process of creative learning. It is
mainly used in schools for gathering the student’s knowledge from his/her colleagues, for sharing the student’s
expertise with his/her colleagues and for adapting the student’s understanding (as learner) in a continuously process of
personal and social development. Going further, creative collaboration is seen as a multidisciplinary process in which a
multitude of problems are explored from various perspectives, taking into account, develop and evaluate technology-
supported collaborative spaces for different age learners. In fact the whole process of creative collaboration is
upported by technology, which proposes a collaborative space that represents a combination of real and virtual
environment which allow group working. In this respect, the LLP-KA3 transversal project no. 511733-LLP-1-2010-1-FI-
KA3-KA3MP entitled “CoCreat – Enabling Creative Collaboration through Supportive Technologies”
(http://www.cocreat.eu), which gather 8 institutions from 7 European countries (Finland, Sweden, Norway, Estonia, UK,
Romania and Spain) had as main aim to find out how to enhance creative collaboration by applying the theory of
collaborative learning. The main Project outcome was oriented on the increasing of competences in acting and learning
in complex and dynamic environments, where collaboration and creative solutions for various problems are required. In
fact, the particular project aims were oriented on: (a) exploring how social media and mobile technology can effectively
enhance creative collaboration; (b) developing and evaluating different collaborative spaces where different technology
/ applications were applied, developed and tested; (c) providing formal (elementary school, upper secondary school &
higher education), informal (leisure time activities) and non-formal (adult education) educational areas with a better
understanding of how people could be supported to work and learn together, in order to attain creative ways of
thinking, solving problems and investigating different phenomena; (d) exploring and testing how to integrate and adapt
social mobile media technology and applications for collaborative learning purposes, in a sustainable way; (e)
understanding how the theory of collaborative learning could be linked to theories of creativity, in order to support and
enhance the process of creative collaboration. Most of the participants to the CoCreat project actions were really
interested and attracted by the proposed activities. On the other hand, their feedback shows that in order to achieve a
successful creative collaboration, several factors have to be met in the whole process: generation of ideas,
understanding of initial views, use of imagination and various possibilities offered for exploration.
56
SOCIAL NETWORKING WEBSITES FROM THE POINT OF VIEW OF UNIVERSITY STUDENTS: A
COMPARATIVE ANALYSIS - VINCENTAS LAMANAUSKAS, VIOLETA ŠLEKIENĖ, LITHUANIA;
DRAGOS IORDACHE, COSTIN PRIBEANUT, ROMANIA; MARTIN BILEK, CZECHIA; BULENT
CAVAS, TURKEY, TATYANA MAZUROK, UKRAINE; ELEONORA L. MELNIK, RUSSIA
The use of social networking websites is becoming increasingly popular. While there are many reasons for this, the rapid
spread of ICT is one of the most determining factors. New technologies provide various possibilities for education and
in relation to social networking websites, it is worth emphasizing their diverse possibilities. The functionality of social
networking websites is increasing, and this, in its own way, opens many possibilities for the consumers, a factor
encouraging the usage of social networking sites. This research relates to the usage of social networking websites. The
purpose of the research is to ascertain how university students from a range of European countries (Lithuania, Romania,
Slovenia, Ukraine, Czechia, Turkey, Russia) use social networking websites; how they value them; what opinion they
have about various social networking websites; what they know about them. The main research questions are: What
social networking websites do university students know and use most frequently? What social networking website
functions do university students use and why? To what degree do university students like social networking websites
and why? What do university students know about how social networking websites function in terms of published
personal and other type of information? What are university students’ attitude towards the diversity of possibilities
provided by social networking websites? A questionnaire, Social Networks, with 16 questions was used in the research.
The breakdown of the questions is as follows: 3 questions were allotted to establishing the characteristics of the
respondents and 5 open ended type questions were to possible advantages and disadvantages of SNW. The 6th
question was assigned to evaluate the frequency of social networking website usage. A list of 23 main networking
websites was presented . The 8th question was to evaluate the functions of social networking websites (e.g.,
communication, advertisement, friend search, information exchange and so on). In addition, the questionnaire also
presented 26 various type statements about social networking websites and respondents were asked to evaluate these
by applying the interval Likert scale (from “Completely agree” to “Completely disagree”). The original questionnaire was
translated into the national languages by the local researchers involved in the study. This education research was
carried out in 2012-2013. Recognizing that it is especially important to understand the essential motives of using social
networking websites, to analyze their probable advantages and disadvantages, to make some comparisons among
students from the different countries. The findings illustrated that the respondents knew a lot of social networking
websites, with the most frequently visited and most popular being: You Tube, Facebook and Google+. The most
important functions put forward by the university students were : communication, learning and exchanging
information, texting. Gender differences were noted in the case of valuing social networking websites. The university
students pointed out the following SN website advantages: (a) the possibility to communicate with many people at one
time, (b) to get in touch with the people seen long ago also with the friends and relatives living abroad, (c) the possibility
to find proper information and share it, etc. The respondents also noted that SN website had disadvantages. They
indicated: lack of information publicity, a lack of privacy, insecurity in presented data, possible lies, deceptions, etc.
57
THE COMENIUS-NETWORK "SCICAMP": SCIENCE CAMPS IN EUROPE - MARTIN LINDNER,
CHRISTIAN KUBAT / GERMANY
Science Camps are widespread in Europe, either offered in holidays or during school. Often they are combined with
companies of Science and Technology. The Comenius network SciCamp wants to combine forces, wants to generate a
common body of knowledge and wants to share good practice. Furthermore, it aims on a transfer of new educational
approaches of the IBSE field towards classroom teaching. Another important field is seen in the collaboration with local
enterprises, especially SMEs.
58
FULL-SCIENCE - BULENT CAVAS, YASEMIN ÖZDEM, UMUT ALPER, BAHAR YILMAZ / TURKEY
In this project, we intend to generate an awareness and interest towards science by bringing scientists and all sections
of the public close to each together on the 28th of September 2012 in the Aegean port city of Izmir, Turkey. The overall
concept of our proposal is “have fun with science, love science, and live science”. Here, with this concept, we would like
to enhance public recognition of researchers and their work, encourage active participation into scientific planning,
experimentation and outcomes in three approaches: The first approach is to help participants “have fun” with science.
We plan to organize various activities, such as games, animations, entertainments, workshops, plays, theatres, music,
dance, etc. that meet the participants in all ages with the amusement in science. We want to illustrate how science is
enjoyable by a mix between science and art, theatre, and literature. The second approach is to introduce the
participants with the “love” part of the science, which we conceive as how scientists fall in love with science, and thanks
to this love how they become productive in their respective fields and how scientists are ordinary people who are also
have hobbies. That is, we would like to compel the participants to recognize the scientists and their work by presenting
them opportunities to meet with scientists and their studies. The third approach is to assist the participants to be
acquainted with how they “live” science in their daily life. For example, we present them opportunities to see how
science affects our life, to experience the science in daily life by hands-on and minds-on activities, and to shape their
view of science as a way of knowing. The participants have the opportunity to be introduced to latest scientific
developments in various fields by meeting and discussing with scientists. Vice versa, the researchers find chance to
make their work publically known. Furthermore, students at all levels make meaning of their science courses, feel
themselves closer to science and scientists, and eventually become more confident about science. Additional idea of the
researchers’ night is to recognize the participants to be aware of the role of European Union framework programmes,
the impact and effect they have had on the well-being of the public.
59
FIRST-YEAR STUDENTS' PRIORITIES AND CHOICES IN STEM STUDIES - IRIS FINDINGS FROM
GERMANY AND AUSTRIA - DORIS ELSTER / GERMANY
IRIS (Interests and Recruitment in Science) [1] is an European 7th
framework project that focuses on the challenge that
few young people in general, and women in particular, choose an education and career in science and technology. IRIS
contributes to the improvement of recruitment, retention and gender equity patterns in higher education. To acquire
information about the factors that influence the educational choice of young people, a questionnaire was developed by
the IRIS consortium coordinated by the University of Oslo. Associated partners in the whole of Europe were invited to
take part in the comparative questionnaire survey. This study will report on the experiences and findings of the survey
conducted in the associated partner countries Austria and Germany. Additionally, qualitative interview data from
Austrian biology students are enclosed [2]. The IRIS questionnaire was based on Eccles et al.’s model of achievement-
related choices [3] and on Bandura’s theories on the role of self-efficacy beliefs [4]. These theories provide a framework
to investigate the central aspects that influence an individual's educational choice. The research questions focus on two
constructs that directly influence achievement-related choices: The expectation of success and the subjective task
value. According to Eccles at al. [3], personal identity (student’s self-concept) and social identity (how he or she sees
himself or herself in social categories) influences the expectation of success and the subject task values. Therefore, a
further research question deals with the connection between study choice and students´ identity. The IRIS
questionnaire was completed by science and technology students at the end of their first year of higher education
(Germany: N=2336; Austria: =1344).The findings allowed the identification of fostering and hindering factors for choice
and retention. The experiences in secondary school were important when choosing a STEM study. “Good teachers”
were identified as the key persons and “interest towards the subject” the key factor that influenced the study choice.
The implications for supporting first-year students and preventing drop out can be summarized as follows: High-school
teachers have to be aware of the fact that students have to understand that STEM education is interesting and
meaningful for their future. STEM education will be a possibility to realize their own potential. It is important to
strengthen students’ self efficacy and to reduce the impact of perceived cost. Support is necessary in the form of social
and academic integration and by creating opportunities for interaction between students and the teaching staff and by
offering mentoring systems esp. for female students.
60
PROFILES AT FREIE UN IVERSITÄT BERLIN- C. BOLTE, M. ALBERTUS, K. SCHEURER, V.
SCHNEIDER, T. SCHULTE, & S. STRELLER / GERMANY
The PROFILES project (Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science)
aims at disseminating (WP8) contemporary Inquiry-Based Science Education (IBSE) in Europe and other associated
countries. To achieve the project’s aims and objectives the work within the PROFILES project is divided into eight work
packages (WP). All PROFILES partners are engaged in all work packages; they are using and conducting innovative
learning environments (PROFILES type Modules; WP4) and different locally balanced programs for the enhancement of
teachers’ continuous professional development (WP5). Both supportive action strategies (the development or adoption
of innovative learning environments and the realization of contemporary CPD programs) are supposed to raise the self-
efficacy of science teachers among the pre-service and/or in-service teachers participating in the PROFILES CPD
programs. The goal is that science teachers as well as pre-service teacher students take ownership in more effective
ways (WP6). The PROFILES consortium is convinced that professionally prepared and educated teachers are able to
provide a better science education. This way, as many pupils as possible should benefit from the PROFILES teaching
modules and approaches (WP7). Furthermore, all partners involved in the PROFILES project are supported by
stakeholders from different areas of society and the educational system (WP3). In our contribution the PROFILES team
of the FUB will offer insights into their projects. We will share our experiences and discuss outcomes from the
investigations which the FUB team has conducted within the PROFILES project so far. In doing this, we will focus on the
outcomes of the ‘(Inter-)National Curricular Delphi Study on Science Education’ (WP3), the development and trial of
exemplary “PROFILES type modules” created by the FUB team (WP4), the CPD programs for pre-service and in-service
teachers realized at FUB (WP5) and an approach on how to evaluate these CPD courses by means of the “Stages of
Concerns” Model by Hall and Hord (WP6) which was adopted by the FUB team. Last but not least, we would also like to
present an economically and scientifically sound approach to evaluate the students’ gains (WP7) which we labelled as
the analyses of “Motivational Learning Environments (MoLE)” in science classes. Finally we will offer an overview
providing the participants with some of our dissemination activities (WP8); amongst others the organization of the “2nd
PROFILES International Conference on Contemporary Science Education in Europe” which will take place from 25th to
28th
July in Berlin.
61
INTUITEL FOSTERS TECHNOLOGY ENHANCE INQUIRY BASED LEARNING - ALEXANDER
SCHMOELZ, CHRISTIAN SWERTZ & ALEXANDRA FORSTNER / AUSTRIA
This contribution looks at the running project INTUITEL, which integrates technology-enhanced learning and inquiry
based learning in an adaptive e-learning system. Based on a common pedagogical ontology, adaptive e-learning systems
can be enabled to recommend learning objects and activities, which follow inquiry-based learning (IBL) pathways. This
paper will show how inquiry-based activities and pathways are formalized so that they become suitable for adaptive e-
learning systems. Furthermore relations between different IBL learning objects and pathways are establish, in a way
that they become readable to e-learning systems. Developing specifications for pedagogical meta-data and pedagogical
rules derived from inquiry-based learning pathways provide the opportunity to connect technology enhanced learning
with inquiry-based learning. The reader will learn how the complex structure of inquiry-based learning was adopted to
the extent that it can be facilitated by adaptive e-learning systems. Furthermore we will outline how learning activities
derived from inquiry-based pathways are re-conceptualized, annotated and sequenced to fit to the logic of adaptive e-
learning systems and so it becomes possible to recommend inquiry-based learning objects and pathways within
adaptive e-learning systems.
62
SUPPORTING TEACHERS OF CLIMATE CHANGE - JOHN OVERSBY / UK
I start from a position that climate science predicts that dramatic increases in global average temperatures and extreme
weather events strongly influenced by human use of fossil fuels is convincing. The Changing with the Climate Network
has dealt with the interaction between content knowledge and for converting concerns into effective action. The latter
has involved teachers as being participants in the learning process, rather than the 'sage on the stage' as we have
sought to integrate social and natural sciences. A subsidiary but very important aspect has been the special nature of
climate science as a cross-curricular topic, including ethics, geography, mathematics, ICT and the sciences, which has
challenged the teachers involved. I have concluded that there is a need for further teacher support and professional
development that bridges subject knowledge and social science learning. Those interested in a new bid will need to
bring expertise in one or more areas: 1. Developing content knowledge using a plurality of modes including franchised
regular face to face activities, distance learning, mobile technology, Skype, FaceTime and similar methods, discussion
symposia with face to face and electronic contributions, self-learning manuals. 2. Creation of scientifically accurate
content knowledge in a variety of formats. 3. Creation of new pedagogies to teach and learn the Nature of Climate
Science, focusing on issues such as proxy data, modelling, uncertainty, risk, scenario prediction. 4. Creation of new
pedagogies to integrate climate science content knowledge and social science of change. 5. Evaluation procedures for
assessing effectiveness of new pedagogies. 6. Creation of self and collaborative self-assessment to improve
metacognitive learning. Details of these will be shared at the presentation, as will progress made so far through the
Changing with the Climate Network.
63
INQUIRY BASED LEARNING IN THE ZOO - SUE DALE TUNNICLIFFE / UK, BULENT CAVAS /
TURKEY
It has long been the consensus that education is not limited to what happens inside the walls of schools. Rather,
according to Kolb (1984), one of the experiential learning theorists, knowledge is continuously acquired through both
personal and environmental experiences. In order learning to be experiential, the experiences must be authentic,
common activities must be used among students, the activity for the real experience must have been planned and there
should be a leader to guide the learning (Gilbertson, 2006). In this way, experiential learning from fist hand observations
can be considered as a process through which the experience of the learner is reflected, and from this reflection new
insights or learning emerge (Kolb, Rubin, & Mcintyre, 1974). Zoos are outdoor education contexts, to maximise their
use in pedagogic terms efficient strategies are needed in order, not only to improve children's knowledge of animals
and their perception of environment and animal habitat interactions, but also to turn their attitudes towards the
environment to be highly positive especially for the elementary school children as these are the years when concepts
and attitudes and understanding are built, development for teachers and other adults accompanying school visits are
essential to be developed to aid the development of understanding in Europe's future citizens.
64
ASSESSING THE NEEDS OF ELEMENTARY SCIENCE AND MATHEMATICS EDUCATION TEACHERS
ABOUT ENGINEERING ASPECT OF STEM - MUHAMMET ALI KARADUMAN, BELKIS GARIP,
ÜMMÜGÜLSÜM CANSU KURT / TURKEY
The recent focus of the education in Turkey is on the integration of technology in science and mathematics.
Government projects like FATIH Project and some education related TUBITAK projects are dealing with the integration
of technology with education. However, in spite of its importance, the aspect of engineering is disregarded in Turkish
education system and it seems like policy makers do not consider integrating it. Moreover, Turkey has changed all the
curricula and the new curricula include engineering related goals and objectives but the term engineering is not
mentioned in the new curricula. In the light of the research, this report was commissioned to examine the current and
future needs of elementary science and mathematics teachers in Turkey about the engineering aspect of STEM
(Science-Technology-Engineering-Mathematics). To reach this goal, the accessible resources, such as reports, articles
and panel discussions regarding aforesaid concept were examined. Both qualitative and quantitative research methods
will be used to assess the needs of aforesaid teachers. At first a semi-structured interview was conducted with a key
informant, then, a questionnaire named ‘Teaching Engineering Self-Efficacy Scale (TESS)’, which was developed to
assess K-12 teachers’ self-efficacy in 6 main areas, was adapted to Turkish. The common adaptation process was
followed, such as translation and back-translation process. The questionnaire is aimed to be conducted to at least 250
elementary science and mathematics teachers. After the evaluation of the questionnaire, semi-structured interviews
will be carried out with the teachers chosen among the questionnaire participants. Although the study is in progress,
the results of the participants up to now show that science and mathematics teacher have problems with outcome
expectancy of students. Among 6 areas of the scale, only outcome expectancy value is below ‘partially agree (4)’ value.
The value of mathematics teachers is lower than the value of science teachers. It may be said that mathematics
teachers do not think themselves as responsible as science teachers in developing students engineering design skills.
Elaborative results will be gained after reaching the aimed sample and conducting the semi-structured interviews.
65
WORKSHOP 3: USING TABLETS AND MOBILES IN SCIENCE CLASSROOMS - JOSEPH M.
MAKOKHA, STANFORD UNIVERSITY / USA
The aim of these sessions is to provide educators with multiple perspectives on mobile learning in primary and secondary schools through hands-on activities. We will employ a two-pronged approach by examining issues, case studies (of at least two major initiatives in the United States of America) and uses on one hand; while emphasizing practical classroom, fieldwork and home use of mobile devices on the other. We will also explore a futuristic view of the technology’s role in learning and teaching, based on current trends such as the increasing affordability of technology/devices; proliferation of mobiles; young learner’s use of multimedia and the shifting paradigms resulting from this exposure; new requirements for participation in the emerging socio-economic climate; and the desire amongst educators, governments and administrators to adequately prepare students for a future that will in all certainty become their reality
While part of the sessions will feature presentations on past and ongoing initiatives and lessons learned from them,
most of the time will be dedicated to collaborative activities around envisioning real classroom applications of iPads,
Androids and Mobiles. This will include designing activities and lessons to take back to classrooms at the end of the
conference. In these sessions, Math, Science and Technology will be the focus, but we will also touch on general issues
regarding literacy in the content areas, as well as assessment of learning using Tablets and mobiles
66
WORKSHOP 4: OPENING UP OPPORTUNITIES FOR INQUIRY SKILLS IN SCIENCE- CHRISTINE
HARRISON, KING’S COLLEGE LONDON / UK
This workshop will look at how we need to organise learning experiences so that learners can take an active role
throughout an inquiry rather than the inquiry being closed down by teacher focus. We will look at two simple inquiries
and see how the planning, implementation and assessment of the teacher can either open up or close down an inquiry.
This work is an extension of the current research and development work that we are doing on the SAILS project
(Strategies for Assessment of Inquiry Skills in Science) which is an FP7 EU funded project.
67
LD SKILLS - LD-SKILLS: DEVELOPMENT OF LEARNING DESIGN SKILLS FOR ENHANCING
STUDENTS' KEY COMPETENCIES - ARGIRIS TZIKOPOULOS, BULENT CAVAS, ALEXANDER
SCHMOELZ AND LD SKILLS CONSORTIUM
The aim of the LD-Skills project was to have a positive impact on the development of students’ problem-solving
competencies by promoting the use of inquiry and problem-based approaches to teaching. To achieve this, a training
framework was developed for training teachers how to create science lesson plans by not just providing exemplar
solutions to problems that arise from everyday practice, but also enabling them to perceive effective lesson planning in
relation to educational principles that may enhance students’ problemsolving skills. Following the recommendations of
the Rocard report “Science Education Now” (Rocard, 2007) on science education in Europe, the use of problem-based
and inquiry-based approaches is important because they provide the means to increase students’ interest and
motivation. The proposed project aims to add its contribution towards the improvement of the quality of science
teaching by: (a) training teachers how to change their current teaching practices taking into consideration inquiry-based
and problem-based strategies, (b) introducing learning design processes and methods to motivate teachers to change
their practice (c) offering access to digital science learning material based on inquiry and problembased methods and
thereby expanding the limitations of classroom instruction. Such an approach will enable teachers to re-think their own
practice in the light of helping students to be effective and reflective problem-solvers. The impact of the training
material was assessed by using the PISA assessment framework for evaluating students’ acquired problem-solving skills.
An effective training approach directly contributed to designing such teaching and learning activities that increased
students’ motivation and thereby supporting and enhancing the acquisition of transversal key competencies by all
students, closely reflecting the aim of the LLP programme in terms of improving students’ motivation to learn, and
learning to learn skills.
68
ENGINEER - BREAKING NEW GROUND IN THE SCIENCE EDUCATION REALM - MAYA HALEV,
JACK HOLBROOK, BULENT CAVAS AND CONSORTIUM
ENGINEER supports the widespread adoption in Europe of innovative methods of science teaching and provide
extensive teacher training on inquiry-based methods. It is based on the proven ― Engineering is Elementary (EiE)
program developed by Boston‘s Museum of Science (BMOS) since 2003-04 and now widely used in primary schools
throughout the U.S. Evaluations of EiE have found that incorporating engineering in science teaching, using inquiry-
based pedagogic methods, results in highly desirable impacts on students and teachers, raising students‘ interest in
science and engineering. ENGINEER develops 10 engineering design challenge units suited to European environments
using EiE‘s Engineering Design Plan model. Each unit focuses on one engineering field and uses inexpensive materials for
student-led design problem-solving. Science museums lead the outreach effort that targets schools, teachers and
science museums. Teachers trained in using ENGINEER‘s materials incorporate the units into science teaching in their
classes. Museums offer programs for student groups as well as for the general public. ENGINEER‘s consortium features
10 science museums and 10 schools, as well as universities and other organizations that contribute expertise to project
tasks.
69
CREATIVE LITTLE SCIENTISTS - FANI STYLIANIDOU, DIMITRIS ROSSIS / GREECE
This conference presentation reports findings from the research carried out for the purposes of the EU/FP7-funded
project ‘Creative Little Scientists’ (SIS-CP-2011-289081), which contributes to a better understanding of the potential
available on the common ground that science and mathematics education in preschool and early primary school can
share with creativity. More particularly, the project seeks to document and compare current policies and practices in
science and mathematics education in preschool and first years of primary school (up to the pupil age of eight) in the
nine European partner countries (Belgium, Finland, France, Germany, Greece, Malta, Portugal, Romania and the UK),
using a variety of methods, from desk research, to a survey and classroom focused fieldwork. The importance of starting
the teaching of science and mathematics during the early childhood period, both for a child’s development and for
science and mathematics learning is increasingly recognized around the world. Children’s natural tendency to enjoy
observing and thinking about nature, and their motivation to explore the world around them can be nurtured and
exploited by science and mathematics experiences. The latter, moreover, can provide a solid foundation for the
development of understanding of key concepts, thinking, informed language and positive attitudes in science and
mathematics. Similarly, the skills for creativity and innovation are recognised as important and their strengthening in
and through education as a vital priority for Europe. Empowering today’s students to become tomorrow’s creative
citizens is a priority of education in today’s world. Innovation and creativity are vital for economic and social progress,
since qualities of mind such as inventiveness, imagination, intuition, wonderment and curiosity are vital for innovation
and creativity. This paper will be concerned with presenting results gathered through a teacher online questionnaire
survey and extensive classroom-based fieldwork across the consortium countries, answering to the research questions:
How are the teaching, learning and assessment of science and mathematics in early years in the partner countries
conceptualised by teachers? What role does creativity play in these? What approaches are used for the teaching,
learning and assessment of science and mathematics? What role does creativity play in these? The findings reveal that
early years teachers prioritise affective and social over cognitive learning objectives in their teaching and assessment of
science and mathematics in preschool and first years of primary school. Learning aims and objectives pursued reflect a
‘foundation for lifelong learning’ (with a social pedagogy approach) over ‘readiness for school’ approach. Hands-on
activities and explorations linked to children’s everyday lives, such as developing observation skills, fostering children’s
questioning and eliciting their curiosity in natural phenomena, are preferred by teachers across the participating
countries, while promoting understandings about scientific concepts and children developing basic procedural
knowledge take a less dominant place in the learning activities carried out in the classroom. In terms of pedagogy, early
years teachers across the partner countries encourage children’s play, expression in various modes (including pictures,
graphs, gestures and physical activity) and collaborative work, but underuse outdoor learning opportunities. Finally,
teachers’ assessment practice is overall underdeveloped in the early years classroom.
70
PRESEES - PREPARING SCIENCE EDUCATORS FOR EVERYDAY SCIENCE - DEVRIM GÜVEN, EBRU
ZEYNEP MUĞALOĞLU, MARIA EVAGOROU, PRESEES CONSORTIUM
The purpose of this poster is to present the PreSEES project, a Comenius/LLP project with the main aim of engaging
elementary and secondary pre-service teachers in critical discussions of everyday science through socio-scientific issues
(SSI) and prepare them to teach SSI. Socioscientific issues (SSI) are those that significant numbers of people would argue
about, without necessarily reaching a conclusion or consent. Socioscientific problems are ill-defined and value-laden,
invoking aesthetic, ecological, economic, moral, educational, cultural, religious and recreational values that are
constrained by missing knowledge. The ability to deal with everyday scientific issues and socioscientific issues (SSI) has
been recognized as an important goal of science education (e.g. Sadler, 2009). Furthermore, the inclusion of SSI in
science teaching could move science classes towards unwrapping and engaging discussions and, thus promote dialogic
arguments, understanding the nature of science, and conceptual understanding. The inclusion of SSI in the curriculum
offers a means of expanding both the curriculum and the range of instructional practices commonly experienced in the
school science classroom. Studies in SSI so far have focused on students’ decision making (e.g. Jiménez-Aleixandre &
Pereiro-Munoz, 2002), conceptual understanding, and engagement with science (e.g. Albe, 2008). A main gap in
research however is how teachers (either pre or in-service) approach everyday science and SSI in their teaching. As part
of the project the consortium has designed a framework including pedagogical and theoretical aspects concerning
teaching SSI. The partners designed three modules aiming to present these guidelines to pre-service teachers (primary
and secondary), with the emphasis of the modules being on presenting the nature of SSI issues, pedagogical
implications of teaching SSI, and assessing SSI. These are presented in two distinct contexts: global warming and eating
insects. The modules will be implemented in all partner countries, and data will be collected that will help us evaluate
SSI learning, and other related areas of interest (NOS, argumentation, history of science) as described in the work
packages. During the second part of the lifetime of the project our aim is to develop and maintain an online community
that will support interested parties (e.g. teachers, professionals in the field of teacher education) in the implementation
of the designed curriculum. We expect that in this way we will create a network of researchers interested in the area of
SSI in science education, and in that way support European initiatives for teacher professional development. The project
website contains more nformation, and deliverables: http://ssieurope.net.
71
SIS CATALYST - MICHELA INSENGA
Widening access through science in higher education, Michela Insenga, Centre for Excellence in Educational
Opportunities of the University of Liverpool, Abstract: My research aims to establish a link between science education
and children's aspirations to widen access of disadvantaged children to higher education, and to get people who have
traditionally been considered (for a variety of factors) as "school leavers" back into higher education. Many recent
statistics and EU projects have proved that socio-economic background, ethnic background, disabilities, and other
factors including even gender are closely related to attainments in school. This means that people coming from a lower
socio-economic background, an ethnic minority or people with disabilities are less likely to get into higher education
and to complete a University course. Widening participation in higher education is high on top of governments' agenda.
Reducing social issues such as exclusion, crime and alienation of the young generations is an urgent need of our
governments. My study is based on the idea of science as a main agent and driver for societal changes. As claimed by
the European Commission, there is a huge need, across Europe, of enhancing the current education process specifically
in regards of science education to better equip our students and future researchers, and of boosting the interest of
children in scientific disciplines, with a special attention to maths, technology and engineering, to enhance Europe's
competitiveness at a global level. My main aim is to link this need to the commitment, undertaken by the local and
European governments with the widening participation agenda, of raising children's aspirations and widening access to
higher education to non-traditional students, to reduce social exclusion. Profoundly interdisciplinary, this research
integrates a study of scientific disciplines, education, ethics, pedagogy and sociology. The National higher education
STEM Programme was annitiative funded by the Higher Education Funding Councils for England and Wales that ran
from 2009-2012. Primarily, it supported the disciplines of Chemistry, Engineering, Mathematics and Physics, aiming to
promote widening participation within STEM disciplines at university level, by supporting HEIs to work with those
currently within the school and FE institutions. Following the end of the National HE STEM Programme in July 2012, this
study intends to create a continuum investigating all previous findings in the subject area and presenting its own theory
of widening participation in higher education through scientific disciplines, building a bridge between previous projects
and the development of new threads of science education as an agent for societal change. Research main questions
What are the main challenges in widening access to higher education scientific disciplines in the 2010s? How are
different sectors and organisations addressing these challenges? What can we learn and import into the English
education system from the experience of other countries? What is the role of ‘collaboration’ in meeting the widening
access challenges here? How can we share our knowledge after the completion of a science education project, to tackle
a step in the process of collaboration and co-creation of knowledge? (best dissemination practices and the creation of a
strong network in science education and in educational opportunities) Is there the potential for new collaborative
activities in this area and who are the main societal actors? The main objective of this project is practical, as it aims to
provide some tools to develop the concept of science as a driver for changes in the education system; therefore it
includes recommendations on how to best disseminate and share project findings and to contribute to the co-creation
of knowledge.
72
ESTABLISH - TON ELLERMEIJER, EWA KEDZIERSKA, MIIA RANNIKMÄE ESTABLISH
CONSORTIUM
The ESTABLISH project encourages and promotes the more widespread use of Inquiry-Based Science Education (IBSE) in secondary level schools, culturally adapted for each country.
The rationale for ESTABLISH lies in creating authentic learning environments for science by bringing together and involving all relevant stakeholders, particularly the scientific industrial community, policy makers, parents, science education researchers and teachers to drive change in the classroom.
Innovation in classroom practice is achieved through the involvement of stakeholders for the development and provision of:
Appropriate teaching and learning IBSE units (informed by scientific and industrial communities)
Appropriate supports for both in-service and pre-service teachers to implement IBSE
The outcomes of ESTABLISH are seen as:
a large team of science teachers across Europe who are skilled and confident in inquiry based science teaching methodology;
identification of suitable model(s) of science teacher education, at both pre- and in-service levels, for inquiry based science teaching;
promotion of inquiry in the classroom, involving the relevant stakeholders in science and science education.
73
INQUIRY FOR SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION
(INSTEM) - INSTEM CONSORTIUM & MICHELA INSENGA, PETER GRAY, GULTEKIN CAKMAKCI
INSTEM is a Comenius network (2012 – 2015), which brings together the experience and learning of a wide range of projects in European Science and Mathematics education. INSTEM links research, practice and policy in a unique way. Its main goal is to promote inquiry based teaching, to gather innovative teaching methods and to raise students' interest in science as well as offering them careers information in STEM subjects, in order to respond to global challenges in teaching and gender imbalances in STEM education. The INSTEM project was developed from the idea that projects in STEM education should talk to each other and share their ideas. It grew out of the informal group ProCoNet (Project Coordinators‘ Network), which was formed in 2011. INSTEM and ProCoNet work closely together and provide a single channel to communicate with European Union directorates and other policymaking organisations. INSTEM also acts as an integrated provider of STEM education materials and techniques, based on the work of previous projects. It works with national teams on the implementation of good science and mathematics teaching, using inquiry as a starting point whilst being open to all innovative and effective approaches.
INSTEM will initially develop accessible synthesis reports and briefings, and will also provide regular updates on progress
in STEM education, based on state of the art information from researchers, practitioners and policymakers in the field.
It goes beyond previous ‘clearing-house‘ activities by taking a critical , reflective and inclusive approach to the various
strands of practice and development work carried out in projects across Europe.
74
STRATEGIES FOR ASSESSMENT IN INQUIRY LEARNING IN SCIENCE (SAILS) - SAILS TEAM &
GULTEKIN CAKMAKCI, BUKET AKKOYUNLU, CHRISTINE HARRISON, DAGMARA SOKOLOWSKA
Crucial to the development of key competencies in young people is their engagement in the education process.
Methodologies such as inquiry based science education (IBSE) have been highlighted as having the potential to increase
student engagement in science at primary and second level and provide such development opportunities.
Recommendations from international reports identify the need for “engaging curricula to tackle the issue of out-of-date
and irrelevant contexts and to enable teachers to develop their knowledge and pedagogical skills.”
The aim of this project is to support teachers in adopting an inquiry approach in teaching science at second level
(students aged 12-18 years) across Europe. This will be achieved by utilising existing resources and models for teacher
education in IBSE, both pre-service and in-service. In addition to SAILS partners adopting IBSE curricula and
implementing teacher education in their countries, the SAILS project will develop appropriate strategies and
frameworks for the assessment of IBSE skills and competences and prepare teachers not only to be able to teach
through IBSE, but also to be confident and competent in the assessment of their students‟ learning. Through this
unified approach of implementing all the necessary components for transforming classroom practice, i.e. teacher
education, curriculum and assessment around an IBSE pedagogy, a sustainable model for IBSE will be achieved. SAILS
will provide teacher education workshops in IBSE across the twelve participating countries and promote a self-
sustaining model encouraging teachers to share experiences and practice of inquiry approaches to teaching, learning
and assessment by building a community of practice.
The SAILS consortium consists of thirteen partner organisations, including universities, SMEs and a multi-national organisation, from across twelve European countries. The strength of this consortium lies in its vast experience and expertise in the areas of science education, teacher training and resource development for teaching, learning and assessment.
By using a pan-European approach, SAILS will ensure that the diverse practices built up in each country can be analysed and shared, resulting in the development of models of best practice. These can be used not only in all the consortium countries but will also be available for other countries to adopt. This European approach raises the standard for everyone by encouraging national implementation, and by extending and promoting innovation in science teaching and learning in the classroom. The long-term aim is to generate a greater interest in science subjects at school, improve the take-up of science at third level and thereby increase the number of skilled graduates for employment in science and technology in Europe.
75
MATHEMATICS AND SCIENCE FOR LIFE (MASCIL) - MASCIL TEAM & GULTEKIN CAKMAKCI,
AHMET ILHAN SEN
MASCIL (mathematics and science for life) aims to promote a widespread use of inquiry-based science teaching (IBST) in
primary and secondary schools. In addition, we plan to connect mathematics and science education to the world of
work. In a classroom where inquiry-based learning occurs, students take an active role. They pose questions, explore
situations, solve problems, find their path to solutions and communicate their results. Inquiry-based learning (IBL) can
have many faces, dependent on context, target group and learning aims. However, IBL learning approaches all have the
shared characteristics of aiming to promote students' curiosity, engagement and learning in-depth. Both inquiry-
based science teaching and the connection to the world of work will make mathematics and science more meaningful to
students. When doing inquiry-based tasks, students work like scientists and by doing so, they acquire competencies
they need for their future professional and personal lives as active citizens. In order to implement inquiry-based
teaching and to connect mathematics and science education to the world of work, mascil follows a holistic approach by
carrying out a variety of activities, including the development of materials and running professional development
courses. Furthermore, we will work with different target groups, such as teachers, parents, students, school
authorities and policy makers. National and European advisory panels will bring together stakeholders to advise
partners throughout the project; dialogue with policy makers will be facilitated by workshops and policy papers. The
project mascil is funded by the European Commission and brings together 18 partners from 13 countries. These
partners include experts in science and mathematics education, general education and e-learning as well as a journalist.
76
REVISITING SCIENTIFIC INQUIRY IN THE CLASSROOM: TOWARDS AN INTERDISCIPLINARY
FRAMEWORK FOR SCIENCE TEACHING AND LEARNING - SIBEL ERDURAN / UK & EBRU Z.
MUGALOGLU / TURKEY
This poster will outline a project co-funded by TUBITAK and EU Marie Curie Scheme and runs from 2013-2015. The overall aim of the project is to investigate how scientific inquiry can be defined from an interdisciplinary perspective and subsequently integrated, implemented and learned in the context of pre-service science teaching. Towards this aim, the following key research objectives have been specified:
1. Generating indicators for characterising scientific inquiry from a range of perspectives;
2. Understanding processes that pre-service science teachers go through in learning interdisciplinary frameworks on scientific inquiry;
3. Describing teaching scenarios based on scientific inquiry defined in an interdisciplinary framework;
4. Identifying effective pedagogical strategies that support the teaching and learning of scientific inquiry defined in an interdisciplinary framework;
5. Specifying the impact scientific inquiry presented in conventional versus interdisciplinary contexts on pupils’ learning of science. The poster will illustrate some preliminary work on this ongoing project.
77
CHILDREN AS RESEARCHERS IN PRIMARY SCHOOLS IN EUROPE - BUKET AKKOYUNLU & DERYA
ŞAHSEYINOĞLU / TURKEY
The main aim of the CARIPSIE project was to explore, compare and identify the best ways to teach young children of all
abilities in primary schools and pre schools the skills they need to become active researchers and how this could be
further developed and embedded in their curricula. It encouraged comparative research to topics so that children from
the seven project countries learned from each other. This empowered children who contributed to existing knowledge
providing adults who worked professionally with them, new insight into the children’s own perspectives. There were
eight project partners representing different European regions, The project worked in parallel to local primary and pre
primary schools in each partner country. These schools had set up an LLP project called CAR (Children as Researchers).
The main activities of these two projects involved the sharing of expertise and good practice via real and electronic
links plus visits and conferences for lecturers, students, teachers and children to trial materials and methods. It was also
include student teaching practice.
78
FAST, ON THE FLY POSITION MEASUREMENTS OF FREELY MOVING OBJECTS “FIRE FLY
STRATEGY – JOZEFINA AND ZYGMUNT TURLO / POLAND
Many educational experiments, particularly in kinematic, require possibly fast and accurate determination of position, velocity and acceleration of freely moving objects. So far, for this purpose so called „bat strategy” measuring travel time of the reflected ultrasonic pulses is used. In fact, this method not disturbs at all free movement of objects of interest, however, in practical applications have significant drawbacks, just to mention the most important: 1. Effective pulse reflection point is usually not well defined and moreover – is changing with changing distance. 2. Unavoidable in practice, reflections from surrounding objects are observed, usually of comparable intensity or even stronger than signal reflected from object of interest, tend to degrade measurement accuracy and its reliability. 3. Sampling rate is limited by the pulse travel time reaching at the short range 200 samples per second in most favourable conditions. Since 80. of the last century we are developing the measurement technique, which seems to be more suitable for educational applications. As compared to the previous one, this approach may be called „fire fly strategy”*. In this method we „mark” objects of interest with tiny self powered ultrasonic transmitter, generating continous wave of known and stable frequency. Only mass of the marker (ca. 50 g) may be considered as disturbing parameter, but this approach offers significant advantages: position of the marker rigidly attached to the interesting object is exactly known and stable during the • experiment, • signal received directly from the marker is usually much stronger than eventual reflections, • in fact, accuracy of measurement irrespectively of distance is limited only by the eventual turbulence and
temperature variations in the sourrounding air, • sampling rate is limited merely by the used microcontroller clock, irrespectively of the distance to the observed
object, • measuring procedure is inherently flexible offering eg: multichannel, differential modes, ultrasonic gate or even
ultrasonic „intrusion alarm” mode. Over years we improved our „fire fly device”. Now, it may be useful to the broader group of science teachers looking for innovations in educational experiments. The last version of its is characterized by: 1. three inependent channels with various modes of operation, 2. high measuring accuracy, which is usually better than 1mm in elementary sample at any range of distance from few cm to few meters, 3. sampling speed – 8000 Hz or 125 μs; sampling rate – roughly 300 times faster than demonstrated by the instrument based on „bat strategy” method, 4. multimode operetion under programme control, 5. USB communication protocol. In the presentation we are going to demonstrate not only the main idea of precise measurements, but also some examples of practical investigations of different experiments, as pendulum motion, free fall, basket ball bouncing, thermal expansion of the metal rod, etc., showing how this real-time computer experiments can allow students to understand better the main concepts of physics.
* Specific advantages of the „fire fly” strategy would be obvious to someone who had the experience observing in dark
summer night insects from family Lampyridae. With eyes adapted to the darkness it is easy to locate and follow some of
them dancing in the air or others crawling on the ground. However, if we turn on bright torch light with the aim to
examine them better (as we do sending strong ultrasound pulse in the „bat method”) we certainly see much more details
of the sourronding objects, but hardly any fire flyes itself.
79
THE ASSESSMENT OF TRANSFORMATIVE SKILLS OF 10TH AND 11TH GRADE STUDENTS'
BIOLOGY TEST AS INDICATORS OF SCIENTIFIC LITERACY - ANNE LAIUS, ANA VALDMANN, MIIA
RANNIKMAE / ESTONIA
The integrative test for assessing students' skills like transforming knowledge, interpreting data from tables, problem
solving, socio-scientific reasoning, decision making and diversity of thinking (creativity) was composed on the theme
intolerance of lactose (biology and chemistry) as indicators for scientific literacy. The test was fulfilled by 1210 Estonian
students who answered to 8 questions, connected to the scenario of intolerance of lactose of a family that allows
assessing the students’ ability to understand scientific knowledge in an integrative context. The answers categorised
into four groups and were given points as follows: 1st level – no answer (0 points); 2nd level – wrong answer (1 point);
3rd level – partially wrong/right answer (2 points) and 4th level – right answer (3 points). The results were analysed
focusing to three higher order skills that can be transformed: scientific content knowledge, problem solving, decision
making and interpreting data from tables. The comparison was made between 10th and 11th grade students (N=616
and N=594) and according to the average results of external science examination (45 schools dividing into three groups
with low, medium and high results of examination). The results of research showed that in every field the 11th grade
students statistically significantly outperformed the results of the 10thg grade students. The results mean results also
correlated with the presumed results of different examination level groups in all questions. The overall conclusion is
that the previous curriculum of Estonia did not support effectively the development of scientific literacy as the
proportion of missing and wrong answers were from total amount of students (both 10th and 11th grade) as follows:
with transformation of scientific content knowledge – 43 %; problem solving – 61 %; socio-scientific reasoning – 44 % ;
and the interpreting data from tables – 30 %. The decision making and creativity skills were also mostly at two lower
hierarchical levels – 46 % and 68 %, accordingly.
80
SELF-PERCEPTION OF SCIENTIFIC LITERACY: WHAT DO 10TH GRADE STUDENTS TELL US? -
SHEILA GAMUT OYAO, REGINA SOOBARD, MIIA RANNIKMAE, JACK HOLBROOK
As scientific literacy is in the limelight of science education discourses, there has been extensive literature characterising its nature and constitutive elements. There is a broad consensus suggesting that scientific literacy encompasses various aspects, among others, scientific competencies, socio-scientific/scientific contexts, domains of scientific knowledge, and affective realm (i.e., interest, attitudes). Although PISA 2006 assessed these elements and findings have broadened our understanding of the levels of 15 year old students’ scientific literacy across the globe; the Philippines did not participate in this study and one drawback is the limited accounts of the current state of Filipino students’ scientific literacy. A goal of this study is to expand our perspectives about scientific literacy in the Philippine context. This was achieved through a survey questionnaire that was distributed to 10th grade Filipino students in some public high schools in the Philippines selected through convenience sampling. This questionnaire consisted of three sections designed to uncover students’ self-assessment of their scientific competencies and scientific knowledge, whether or not their classroom practice tends to promote the acquisition of this disciplinary capacity and their future career choice – whether or not it is geared towards science-related fields. This paper will present the results of this study and discuss some implications relevant in rethinking about science education in the Philippines.
81
MODEL OF SUSTAINABLE CAMPUS AND ENVIRONMENTAL ACTIVITIES - AYŞEGÜL KINIK /
TURKEY
This study was carried out to develop a model for many universities in Turkey. Our main topic is to educate sensitive individuals to the environment and create environmentally sensitive university. The main objective of the study to create a campus environment-friendly and sustainable. In addition, we want to create generation of conscious in our campus and around the university. So Environment and Sustainable Campus Club was established in Education 2011-2012 period. This club was carried out many activities for this reason. This Project conducted with 75 students who are studying at Elementary Education. The project has been created entirely by the students. They created and applied in different headings of the Project about needs of students and adults. First, surveys were conducted through out the school to determine student’s views on sustainability and the environment. We uncovered fundamental errors and deficiencies after this surveys. In this context, 75 students came together and stablished "sustainable campus and the environment club" and they identified activities by experts. First of all they established in the solid waste management plan in the campus to order to ensure the sustainability. ÇEVKO and Küçükçekmece Municipality were supported us. Our students located 300 waste bin in different places within the campus. At the same time, many different activities have continued in schools and around the university. These are: poster competıtıon on the envıronment, establıshment of second hand market, desıgn a block which provıde own energy from solar cells, presentatıon on sustaınable energy, “protect the nature” project with primary school students, “the importance of water and efficient use” project with primary school students, “we want clean market” project with people, environment and clean energy" festival with primary school students.
82
STUDENTS’ USAGE OF SCHOOL SCIENCE IN UNDERSTANDING PSEUDOSCIENCE - ARNE
RANNIKMÄE, MIIA RANNIKMAE / ESTONIA
International studies have shown that school science is irrelevant among the students. This leads to the decrease of
interest towards science. At the same time, students are interested in pseudoscientific and para-normal phenomena.
The latter can be used to motivate students to learn science and explain how to differ pseudoscience from science.
Therefore it is important to find out how students understand and explain the pseudoscientific features in everyday life.
The data are collected from a representative sample of 4308 gymnasium students in Estonia. The research instrument is
made up of 9 claim statements related to astrology as a pseudoscience and 4 statements related to the nature of
science. Students are asked to decide the scientific correctness of the statements and the reason of the answers. The
answers are categorized, validated by independent experts from the science and science education community and a
comparison is made against the literature supporting correct explanations. It is found that students' understanding can
be described by four categories: scientific – modelling common views of scientists; fragmental school science related –
matching textbook expressions with everyday life vocabulary; contradictory reasoning - unlogical or scientifically
incorrect use of reasoning; extraneous statements – ‘let it be like it was.’ The poster presentation highlights how
students’ understanding are changing during gymnasium studies. Recommendations how to improve school science
teaching in gymnasium level is discussed.
83
ON MISCONCEPTIONS CONVEYED IN TEXTBOOKS - SAID BOUMGHAR / ALGER
The contents of the "teaching knowledge" of classical mechanics which is conveyed in physics textbooks from the midle school to the university first year, is usually distorted, deviated from its objective and that, whatever the pedagogical approach. It appears from our qualitative analysis of textbooks of mechanics, as approach to teach and to learn as example the "force" concept during the didactic transposition the scientific knowledge to the teaching knowledge, there is a reduction of mechanical questions to vector problems of geometry. This reduction affects all language tools of the content of knowledge to teach (the definitions,the symbolization of forces, the schematization of situations in physics ...). This mathematical approach is characterized by a homomorphism of a framework in the other, from the rational part of the physics to mathematicals part. We will show in this article, that " teaching knowledge" of the basic mechanics is built on the influence of this approach, is sometimes wrong, is similar to that found and deplored in the learner by didacticians. In conclusion: We strongly noticed that there is responsability part of the authors textbooks of the students misinderstanding of physics.
84
THE PHYSICS APPLETS GIVE HELP TO LEARNERS TO IMPROVE THEIR PERFORMANCE IN
PROBLEM SOLVING: THE CASE OF MECHANICAL WAVES - BRAHIM MAZOUZE AND ALI LOUNIS
/ ALGIERS
The new education programs of science recommend the use of information and communication technologies in teaching /learning situations. For this, it is proposed in this research to study the effect of computer simulation on the performance of learners in solving physics problems, in particular wave phenomenon. Indeed, a several studies have shown that this phenomenon poses difficulties for students in the same time at both for the conceptual level and at the phenomenological level. An initial survey of students allowed us to identify and catalog the most increased for these difficulties. Starting from the assumption that the use of simulation improves performance of learners, we first developed and implemented an activity based on a certain number of applets that we have chosen and selected according to their content and their links with the difficulties raised. We then asked a sample of students who have taken a course on classical waves and the practical work. We divided this sample into two groups: one group followed the activities of simulations in additional sessions; the other control group was limited to formal education. Finally, we developed a written test limited to the qualitative study of the evolution of the wave phenomenon, which we submitted to the two groups. The exploitation of the results showed that the simulation activity had a positive contribution to the performance of learners, but the outcome remains unsatisfactory recorded. However This result can be optimized if the use of simulations in learning activities obeys an objective study order to integrate them in a rational manner in educational programs.
85
IMPLEMENTING THREE-PHASE SL TEACHING MODULES ON TERTIARY HEALTHCARE
EDUCATION - INGA PLOOMIPUU, JACK HOLBROOK, MIIA RANNIKMÄE UNIVERSITY OF TARTU
Scientific literacy (SL) involves, among other things, scientific knowledge, ways of thinking, the ability to explain scientific phenomena, and socio-scientific decision making (Holbrook & Rannikmäe, 2009, Choi et al. 2010). In the 21
st
century, no specialist, especially in the field of healthcare, can use new technology without the ability to identify the problem, choose an approach and make a decision according to the data collected or “systematic thinking” as described by Choi et al. (2010). The high school background knowledge and skills of individuals undertaking health care courses are questionable. Recent research undertaken by Teichmann & Kübarsepp (2008) showed that even students in the field of science and technology have weak understanding in science and lack psychosocial skills.
For raising the levels of SL and motivation, Rannikmäe et al. (2010) describe effective use of modules based on the model of moving from a socio-scientific issue towards science content through three phases – establishing a problem, choosing an approach and science learning.
The goal of the research
Based on students’ SL levels, to develop and implement a course and to evaluate the SL levels and the effect of the course on students’ motivation after the course.
Methodology and course design
The participants were volunteer students who had graduated secondary school and continued education in healthcare college. Students undertook a 30 hour course and their levels of SL were measured before and after the course. After the course, also a structured focus-group interview, similar to the method used by Raved & Assaraf (2011), where everyone could express their opinions, feelings and beliefs on the course, their improvement and relevancy of SL to their curriculum.
The course materials composed included three SL stages, expressed through teaching modules developed in the framework of EC FP7 projects ESTABLISH and PROFILES (http://www.establish-fp7.eu; www.profiles-project.eu), where the science subjects were integrated and placed in an everyday life context. The modules followed the principles described by Rannikmäe et al. (2010). The modules were adapted to give more relevance and more related context to tertiary healthcare students according to their curricula and participants’ interests.
Preliminary Findings and discussion
Teaching modules have relevant real-life based scenarios and they are very well adaptable into the context of health
care curricula. The first analysis of the data estimates that there is a positive change on SL levels after the application of
the course. Students’ initial motivation of learning science related subjects was relatively low because they often failed
to see the relevance of SL in their particular area. These perceptions were changed after the course. Students found the
course different, motivating and interesting, but still difficult as it involved more self-directed work and independent
thinking. The results of current study will be directly implemented for modernization of teaching the subject in a tertiary
healthcare college and will also provide the basis for developing curricula and new optional courses.
86
BEYOND NATURE OF SCIENCE: THE CASE FOR RECONCEPTUALISING SCIENCE IN SCIENCE
EDUCATION - SIBEL ERDURAN, UNIVERSITY OF BRISTOL, UNITED KINGDOM
Nature of Science (NOS) has been an active area of research in science education for several decades. The argument for
the inclusion of NOS in science education is based on the rationale that science learning should aim for not just the
acquisition of scientific concepts and process skills but also the understanding of meta-level features of science as an
intellectual enterprise. The proponents of the so-called “consensus view” on NOS have advocated the inclusion of the
following tenets of science in science education: scientific knowledge is tentative, empirically based, subjective (theory-
laden), partly the product of human inference, imagination, and creativity, socially and culturally embedded;
observations are different from inferences; and scientific theories and laws are different from each other and have
distinct functions. These tenets have informed a series of empirical studies mainly aiming at characterizing students’
and teachers’ view on NOS, as well as at proposing and validating an adequate instrument to support and assess such
characterizations. Since 2011, some criticisms have emerged from both science education and philosophy of science
communities about the characterization and utility of the consensus NOS view. A key observation is that the consensus
NOS view is narrow in its depiction of science. The talk will trace some aspects of these recent debates and provide an
alternative framework with a particular emphasis on comprehensive accounts that are philosophically warranted. The
proposed new framework is based on an upcoming Springer book by Sibel Erduran and Zoubeida Dagher.
87
PROJECT CHAIN REACTION AND ITS IMPLEMENTATION IN GEORGIA - MARIKA KAPANADZE,
EKATERINE SLOVINSKY / GEORGIA
Chain Reaction is a three-year project funded by the FP7 program of the European Commission. It aims to develop Inquiry Based Science Education (IBSE) across twelve partner countries. The coordinator of the project is Sheffield Hallam University, UK. The project will provide interactive and engaging IBSE Professional development to teacher education professionals from each participating country using tried and tested inquiry based science resources. Participating teachers will in turn be briefed through a dedicated course in each partner country. Once fully confident with the IBSE approach encouraged by Chain Reaction the participating teachers will deliver a series of exciting and student - focused lessons which explore research-based projects. Using critical thinking, reasoning and problem solving skills, students in the 14-16 age groups work together to research scientific scenarios. Their work is summarized in presentations that are shared at national student celebration events. These annual national events take place in each partner country and will celebrate science and the work completed by the students. The student presentations encourage students to detail the inquiry processes they engaged in and share findings whilst being creative and imaginative through their presentations. The national events also engage practicing scientists (early year science professionals or PhD students) who act as role models for the school students and share their work to inform and encourage young people to consider science related careers. Three international conferences follow the national conferences and showcase the work of selected school students from each partner country. The project also provides a strong and sustainable IBSE framework both for teacher educators and for teachers, along with resources tailored to each partner's individual cultural and curricular needs. Science teachers are able to build their knowledge and skills, learning independently as well as being part of a wider teacher network. Chain Reaction is rooted in problem solving and inquiry based learning principles, aiming to actively involve students in their science studies, and enable them to experience the excitement and challenges of experimental and investigative science. Poster will present the project overview, also first steps of implementation process of Chain Reaction in Georgia and information about the projects’ future development and impact there.
88
SUSTAIN - A LLP COMENIUS PROJECT THAT PROVIDE GOOD PRACTICES WHICH SUPPORT THE
EDUCATION FOR SUSTAINABLE DEVELOPMENT - MIHAI BÎZOI*, ANA-MARIA SUDUC*, GABRIEL
GORGHIU*, ZUHAL YILMAZ DOGAN** * VALAHIA UNIVERSITY TARGOVISTE / ROMANIA **
DOGA EDUCATIONAL INSTITUTIONS / TURKEY
SUSTAIN is a Comenius LLP project that aims to improve the key competences related to the actual education for sustainable development. In line with the EC recommendations, the goal of the Sustain project is to provide teachers with methodological support in order to achieve knowledge and capabilities, which allow them to take the proper decisions and informed choices, respectful of both society and the environment. The project partnership is made of four institutions from four European countries (Turkey, Romania, Bulgaria and Italy). The activities and products aim to provide solutions for supporting the development of key competences for lifelong learning, relevant to the social and environmental aspects of sustainable development at an early school age. The main idea of the SUSTAIN paradigm is based on the Natural Learning Concept (NLC), developed and implemented in Doga Schools (Turkey), being emphasized on the importance of a teaching process that reflects learners’ interests, stimulates their creativity and self-direction, through creating a stimulating learning environment in which students can explore and come into direct contact with the knowledge opened to the nature and outside world. One of the most important outcomes of the project is represented by the SUSTAIN Database. The SUSTAIN Database is a collection of lesson plans proposed by primary and pre-primary teachers from the partner countries. Many of those lesson plans contain annexes with different related educational resources. Local experts from the partner countries revised the lesson plans, when necessary, before being uploaded in the Database. A big part of the lesson plans may be found also in other languages than English (Turkish, Bulgarian, Romanian and/or Italian). The implementation process has been finalized with good results, both teachers and pupils being opened to the activities dedicated to sustainable development issues, due to the fact that promote specific competences in relation to oral communication, social and civic behavior, learning to learn and digital skills.
89
NANO-TECH SCIENCE EDUCATION - A EUROPEAN KA3-ICT PROJECT THAT PROMOTES SCIENCE
EDUCATION THROUGH VIRTUAL EXPERIMENTATION - GABRIEL GORGHIU*, LAURA MONICA
GORGHIU*, MIHAI BÎZOI* AND ZUHAL YILMAZ DOGAN**, * ROMANIA, ** TURKEY
In many countries, virtual experiments represent a constant presence in the actual education. They represent fundamental units of virtual laboratories which help the students in the process of experimenting of real-life situations and various phenomena. There can be also illustrated possible dangerous contexts and boundary situations. However, the big advantage is coming from the fact that virtual experiments - basically, computer simulated processes - can be repeated until they are clearly understood. It is obvious that virtual laboratories represent complete digital resources, attractive and easy to be used by the students, making in this way the lesson time an interesting and enjoyable activity. Trying to make known the area of Nanoscience and Nanotechnology in the European Science education through the use of virtual experiments, a Virtual Lab was designed in the frame of the LLP KA3-ICT project no. 511787-LLP-1-2010-1-TR-KA3-KA3MP: “Nano-Tech Science Education” (http://www.ntse-nanotech.eu/). The Lab proposes to students experimental and podcasting rooms, repository database, blog section and other components - a suitable platform for several Science lessons, as well as a database of teaching materials. Practically, the Nano-Tech Science Education project has the declared aim to propose some ICT tools for making the learning of Science subjects more attractive and accessible. The project partnership is composed by 6 institutions from 5 countries (Turkey, Romania, Bulgaria, Greece and Italy), being addressed to 3 different target groups: (a) students from the general and vocational schools (aged 13 to 18); (b) in-service teachers involved in Science education; (c) university students who attend Science education courses (prospective teachers). When using the Virtual Lab facilities, the target groups have the possibility to use innovative training elements and related content, but also to notice the pedagogical effectiveness of the Project teaching materials (videos, simulations, student’s and teacher’s guidelines). The process of setting up of virtual resources was based on the idea of making the content easy to be understood and used, but also with the view to be considered as an inquiry-based method for the proposed application that encourage the learners to think on Nano processes and phenomena. The implementations performed so far indicated an important potential, the project partnership being encouraged to promote the Virtual Lab to different educational networks.
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OUTDOOR EDUCATION IN IZMIR NATURAL LIFE PARK- BULENT CAVAS, PINAR CAVAS, GÜLFEM
MUSLU KAYGISIZ, TEOMAN KESERCIOĞLU / TURKEY
The purpose of this project is to develop Regional Boarding Primary Schools (RBPS) students’ knowledge about nature and animals, to develop positive attitudes toward science an nature, and to improve their enviromental awareness through implementing various scientific and enjoyable activities in Izmir Natural Life Park. The specific aims of this project are given below: to help students’ understanding of the process in the natural life and developing their awareness with scientific viewpoint. to make students more active in learning environments by giving them some responsibilities and to ensure them learning by doing. to help students in gaining interdisciplinary viewpoints (eg. Science, art, natural life etc.) through various observations and workshops taking place in this project. to ensure students learn various characteristics (nutrition, development and reproduction) of animals living in natural life park through enjoyable activities including different competitions. to help students realize that both humans and animals have equal life rights and protecting animals are vital factor for natural life cycle. to support students for chancing their some negative attitudes and phobias to some animals (snake, crocodile, etc) into positive. to provide students learn some tropical plants through the tropical center located in the İzmir Natural Life Park. to make a connection between primary science and technology curriculum and topics which will be taught in the Izmir Natural Life Park, in this manner, to ensure students’ knowledge gained by this project more meaningful and permanent. Project includes introductory activities, 8 different science practices in Natural life park and different kinds of social activities.
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MOBILE TEACHING-LABORATORY: NATURE AND TECHNOLOGY - MONIKA HOLMEIER, MARIA
TILL / SWITZERLAND
The private nonprofit association MobiLab, in collaboration with the School for Teacher Education of the University of
Applied Sciences and Arts Northwestern Switzerland and with support of benefactors from industry, foundations and
private patrons, is going to operate a mobile laboratory for scientific experiments. It is offered as an on-demand service
to primary school classes (grades 4 to 6). The service is supervised by an accredited expert. The goal of this educational
offer is to arouse the interest of children in science and engineering at an age when they are most receptive to new
concepts and ideas. Due to this fact the undertaking is also aimed at encouraging children to be Switzerland’s future
scientists and engineers. Another goal of the MobiLab is to show in-service teachers and teacher students, how to teach
science as inquiry. Our concept intends to use everyday objects and materials for the experiments in order to encourage
children to continue experimenting at home on their own or with the help of their parents. With this step we are hoping
to integrate parents into scientific education. The service offers 200 different experiments, divided into eight main
fields: Air and gases, water, electricity, materials/food and kitchen laboratory, light/optics, microscopy, magnetism and
sound. The program is scheduled to start in summer 2013 and will be evaluated as from autumn 2013. This two-year-
evaluation asks whether children are more interested in experiments and science lessons after attending the Mobile
Teaching Laboratory-lesson and whether they make experiments in their leisure time more often. Furthermore, this
evaluation tries to find out whether teachers focus more on experimental competencies and inquiry-based learning in
their lessons after the Mobile Teaching Laboratory-lesson. To answer this question, children’s interest in conducting
experiments and teachers' attitude towards science teaching and their daily teaching practice will be gathered at three
measurement points (before, directly after and 2 months after the lesson with the Mobile Teaching Laboratory). The
sample consist of approximately N = 400 children and N = 30 teachers in every year. Besides the standardized survey,
qualitative interviews with teachers (N = 4 per year) will be carried out as well as a video study which aims to identify
inquiry in students' communication while conducting experiments but also to analyze the whole setting of the Mobile
Teaching Laboratory. Both, the qualitative interviews and the video analyses serve as support for the quantitative data
and should provide feedback about how the Mobile Teaching Laboratory can be improved and used as a tool for teacher
education. Besides the presentation of the Mobile Learning Laboratory and its specifics which distinguishes it from
other mobile laboratory to a great extent, we will also present our evaluation design and our hypothesis, derived from
theory, in more detail and put it forward for discussion. As the evaluation starts in September only, we will just present
first results. However, the aim of this contribution is to present a new model of a Mobile Laboratory and to discuss the
way it can be evaluated.
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AN INVESTIGATION ON PRE-SERVICE SCIENCE TEACHERS’ BEHAVIORAL INTENTIONS
TOWARDS LABORATORY APPLICATIONS - MELIKE HIDIROGLU, ELVAN SAHIN / TURKEY
Laboratory activities and experiences play a distinguishing role in science education, because they enable students to
comprehend concepts, and develop scientific and problem solving skills (Hofstein and Naaman, 2007).Knowledge, skills,
and attitudes gained through laboratory activities depend on teachers’ qualifications about that subject (Demir et al.,
2010). It was reported that although teachers emphasized the role of laboratory applications in science teaching, they
were far from carrying out this claim into practice (Erten, 1991). The determinants of behaviors on laboratory
applications have not been investigated deeply yet. For this reason, to determine whether pre-service science teachers’
intentions and associated factors about this issue were examined in this study. Based on The Theory of Planned
Behavior(TPB), behavioral intentions are the basic predictos of behavior, and human behavior is guided by three
independent components which are attitudes, subjective norms, and perceived behavioral control (Ajzen, 1991).
Therefore, to examine the behavioral intentions and the factors that influence these intentions, TPB guided this study.
The participants were 138 pre-service science teachers from a public university located in Southeast Anatolia Region of
Turkey. A questionnaire developed by Kilic and Soran (2011) was used to assess different aspects of laboratory
applications based on TPB. Multiple regression analysis was conducted to investigate the significant predictors of
laboratory application intentions. The linear combination of four predictors; behavioral beliefs, subjective norms,
control beliefs, and perceived behavioral control were significantly related to behavioral intentions (R2=0.59, F (4, 133)
= 47.01, p < 0.005). From these variables, behavioral beliefs made the largest contribution (β= .38), followed by
subjective norms (β= .30), then control beliefs (β= .17), and perceived control beliefs (β = .16). The findings of the study
showed that pre-service science teachers possessing greater behavioral beliefs, control beliefs, perceived behavioral
control, and holding more favorable subjective norms tended to have stronger intention to laboratory application
behavior. These findings were consistent with the study of Kilic et al. (2011). They reported that attitude, perceived
behavior control, and subjective norms are significant predictors of making laboratory applications.
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RAISING STUDENTS’ INTEREST IN AND AWARENESS OF, SCIENCE AND TECHNOLOGY AND
THEIR ROLE IN SOCIETY - TOOMAS VAINO, KATRIN VAINO, MIIA RANNIKMÄE AND JACK
HOLBROOK / ESTONIA
Globalisation, technologisation, increase of the labors that require more and more high-level cognitive thinking, are
changing the way how we think, learn, and work. It generally means that students need to be prepared for a diverse,
technologised, problem-oriented world and therefore, the secondary or high school curriculum should respond to the
changing needs of society. At the same time, school science studies are considered by students as abstract, difficult,
boring, not very meaningful to and detached from everyday life (High Level Group on Science Education, 2007). In
addition, students in developed countries have rather low interest in, and low awereness towards, the science-related
career possibilities (Henno, 2010). The concern is that as a consequence of pour interest of boys and even more of girls
in science and technology, may result in a decline of Europe’s long term capacity to innovate and undertake high level
research (OECD, 2006). In the current study, the problem of high school students’ low interest in science and technology
studies was addressed through specially designed science-technology-society course. The course (35 lessons) was
designed using four learning units („Medical imaging“, „Greenhouses on Mars?!“, „Chitosan – fatmagnet?“, „Why to
make home-made cosmetics?“) developed by the partner universities of the EU FP7 project ESTABLISH (European
Science and Technology in Action: Building Links with Industry, Schools and Home). At the beginning of the study, 11th
grade students’ (N=68) interest in science learning, appreciation of science and technology in society and attitude
towards their future career related to science and technology was measured by questionnaire. The same questionnaire
was conducted in the end of the course. Moreover, after passing the course, students’ feedback on the learning units
and ideas how to improve their design was sought. Based on the results of the pre- and after- questionnaire, it can be
concluded that: (1) students felt that learning science through the specially designed learning units became more
interesting than their previous science learning; (2) students’ attitude towards careers related to science and
technology became more positive as a result of the course; (3) learning units were able to develop students’
understanding of the nature of technology. Students’ suggestions regarding the design of the course units were most
of all related to the pace of the lessons, as for experimental activities, in some cases, more time was needed. Based on
the students’ ideas, the design of the the learning units will be followingly consolidated between the local participants
of the project.
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THE NATURE OF CLASSROOM DISCOURSE WHILE TEACHING ABOUT NATURE OF SCIENCE:
CHALLENGES AND POSSIBLE AVENUES - GÖKHAN KAYA, GÜLTEKIN ÇAKMAKCI, NIHAL DOĞAN,
SERHAT IREZ, YALÇIN YALAKI / TURKEY
Science teachers play an important role in educating scientifically literate individuals. Understanding about nature of
science (NOS) is an essential and critical component of scientific literacy. Science teachers who have an informed and
coherent understanding of science and nature of science can play a vital role in promoting scientific literacy in schools
and society. Therefore, promoting NOS among science teachers would enable them to teach these ideas to their
students. Facilitating science teachers’ content knowledge and pedagogical content knowledge for teaching NOS are
essentially important. This study reports about a continuing teacher professional development (CPD) project, which
aims to support science teachers’ classroom practices on NOS and on the use of explicit-reflective approach to address
these NOS aspects in 6-8 grades. 22 science teachers have participated in six one-day CPD workshops during five
months. All teaching materials have been developed in collaboration with those teachers and researchers and ideas
about NOS were integrated into the science and technology curriculum (MEB, 2013). Afterwards teachers practiced
these teaching materials in their science classrooms. This paper reports the effects of the CPD programs on teachers’
classroom practice in relation to classroom talk. This is a qualitative study employing a case study method. In this paper,
we focused on five science teachers’ classroom discourse patterns during the study. Main data sources were video
recordings of the teachers’ classroom practices while they were using the teaching materials in their classrooms. Data
were analysed by using NVIVO data analysis software. A communicative approach (Mortimer & Scott, 2003) was used
as a theoretical framework for analysing the data. Data analysis is still in progress and will be completed before the
conference. Nonetheless, the preliminary findings suggest that teachers find the use of explicit-reflective approach and
communicative approach somehow challenging while teaching ideas about NOS.
Acknowledgement:
This paper is part of the “Continuing Teacher Professional Development to Support the Teaching about Nature of
Science (Project number: 111K527)” project supported by TUBITAK. www.bilimindogasi.hacettepe.edu.tr
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ENGAGING GIRLS WITH SCIENCE THROUGH A COMMUNITY OF ENQUIRY - LYNDA DUNLOP,
LINDA CLARKE AND VALERIE MCKELVEY-MARTIN / UK
This paper examines the impact of the implementation of the Community of Scientific Enquiry (CoSE) approach with 507
young people aged 11 – 14 in different types of school (single sex, mixed, selective, non-selective, integrated,
maintained and controlled) in Northern Ireland. CoSE is a strategy based on on Philosophy for Children (Lipman, 1991),
which promotes child-led discussion about scientific, socio-scientific and ethical issues incluing cloning, stem cell
research and xenotransplantation. It was developed to support science education for scientific literacy. The
intervention involved young people in 20 schools taking part in 4 – 8 one hour CoSE classes with a teacher-researcher.
A mixed methods research design was used to evaluate the strategy. This paper reports on the results of the student
questionnaires which contained open response and closed Likert-style response items. Results suggest that CoSE
engaged young people with their learning in science and that the strategy has the potential to be used in order to -
engage children cognitively and emotionally; develop their understanding of science, the nature of science and of the
consequences of science; make progress in thinking skills such as asking questions and investigating ideas; and develop
social skills such as listening to each other and working as a member of a group. The Mann-Whitney U Test was used to
determine whether there were significant differences between students in selective and non-selective schools and the
Kruskal-Wallis Test was used to test for significant differences between students in boys’, girls, and co-educational
schools and between students in integrated, Catholic and Protestant schools. Overall, students found the CoSE classes
engaging: 71% talked about the topics after class; 93% agreed or strongly agreed that they enjoyed the classes and 88%
agreed or strongly agreed that they found them interesting. However, whilst 77% and 72% students in girls’ or co-
eduational schools talked about topics after class, only 62% of those in boys’ schools reported doing so. Students in
boys’ schools were also less positive about their enjoyment of the classes than those in girls’ and co-educational schools
(46% strongly agreed that they enjoyed the classes compared to 63% and 61% respectively). The finding that CoSE is
effective at engaging girls aged 11 -14 meets the need identified in the research literature to focus on the engagement
of girls in school science in order to increase the participation of girls in advanced science study (Francis and Greer,
1999, DE and DEL, 2009). Brotman and Moore’s (2008) review of the literature relating to girls’ attitudes towards
science found that girls have less positive attitudes towards science than boys’ or that their attitudes become less
positive with age. The collaborative and co-operative dialogue in CoSE supports the development of a deep
understanding of science concepts, which have been identified in the research as important for girls’ learning (Brotman
and Moore, 2008), and part of a gender-inclusive pedagogy (Hildebrand, 1989).
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WHAT ARE THE VIEWS OF STUDENTS ABOUT THEIR SCIENCE TEACHERS AT DIFFERENT
SCIENTIFIC CREATIVITY LEVELS? - SEMA AYDIN CERAN , SEDA ÇAVUŞ, NILDA BOYACIOĞLU,
SAVAŞ GÜNGÖREN / TURKEY
In recent times, education has entered in a process in which science, technology, mathematics and engineering are valued as inseparable fields and they have been determined as instructional objectives accordingly. The future of the society will depend completely on scientific literate people and scientific literacy fully depends on these inseperable fields. Next Generation Science Standarts prepared by the NRC, the National Science Teachers Association (NSTA) and AAAS, and whose draft was published by the USA, individuals have headed for a training process that includes these 4 major fields. There are two topics which these standarts concentrate in the level of K-12. One of them increased attention in education and research; but the increased interest in creativity has occurred without reference to any value framework. According to contribute this deficiency of this field, our aim in this study is to determine the views of students from different levels of scientific creativity about their science teachers. For this purpose, fistly, the Scientific Creativity Test (SCT) which was developed by Hu and Adey (2002) and adapted in to Turkish by Deniş Çeliker and Balım (2012) was applied to 227 students from two secondary school in Ankara and with this test was determined respectively students’ levels of scientific creativity low, mid and top level. Nine students were selected randomly from low (3), mid (3) and top (3) scientific creativity levels. The students views about science teachers revealed by semi-structure interviews. Content analysis method was used to analyze the data and obtained codes from content analysis were illuminated with examples of students' discourse. The results of the analysis have shown that three students
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TRAINING OF TRAINERS HIGHER SCHOOL EXPERIENCE FOR PROFESSORS
KHADRAOUI MOHAMED / ALGERIA
The teaching profession requires ongoing training consisting of traineeships, weekly monitoring of electronic
documentation, tutorials, as well as discussions on strategies and goals. Teacher retraining began at the Ecole Normale
Superieure de Kouba in Algiers (Algeria) in 1990 after the opening the department of teacher training and internships.
Teachers of primary schools were assigned according to internal criteria chosen by academies in order to train them for
secondary education. These teachers were trained along with students of ENS, but unfortunately many of them were
unable to continue their studies. After several meetings with representatives of the Ministry of Education, it was agreed
to organize a competition for science majors (mathematics, physics, chemistry and natural sciences). The competition
was held at the Hamia High School (Algiers) for a large number of teachers (120 teachers) during the month of
September 1991. The accepted ones attended school and completed their course successfully. This process was ended
after that, but another form of teacher training began in 1996 in the form of “aggregation”. The courses were taught by
correspondence and disseminated by the CNEG (National General Education Centre). The ENS continued training of
trainers between 1998 and 2010 in various formats (aggregation, post graduate training, special training, LMD training).
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SCIENCE WITH SENSORS IN PRIMARY SCHOOLS - EWA KEDZIERSKA & TON ELLERMEIJER / THE
NETHERLANDS
The use of ICT in Physics Education is well-known for many years, and has proven to stimulate f.i. more authentic and inquiry-based education. Already for 25 years CMA has developed the learning environment Coach for science education. Coach includes a.o. tools for measurement with sensors, measurement from videos, powerful analyzing tools including Modeling and authoring facilities to create activities adapted for age 10 – 20. In more recent years a special interface has been developed having Primary schools (and their teachers!) in mind. This interface, a little pink box called €Sense, has built-in sensors for light, temperature and sound. Also an external temperature sensor is provided. The interface takes it power from the USB-connector, to avoid batteries and power supplies. The design looks friendly and not too technical. During the last decade we experienced with the use of Coach in Primary schools, as well in The Netherlands as well in international contexts (f.i. Pollen Project). First with a more complex interface. Later on with the €Sense. Based on these experiences activity books with Coach activities have been developed with many examples for the different sensors of €Sense. The interactive poster presentation aims participants will become familiar with the interface and the teaching materials including Coach activities.
