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OECD Conference Educating for Innovative Societies on 26 April 2012 - Session 3: STEM Education in Innovation-Driven Societies - Science Education for Innovation-Driven Societies by Francesco Avvisati, OECD
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Science Education for
Innovation-Driven Societies
Francesco Avvisati
OECD Centre for Educational Research and Innovation (CERI) Paris, Educating for Innovation-Driven Societies, 26 April 2012
Outline
• How does science education contribute to individual skills for innovation?
• Do education systems foster all skills for innovation?
• Are certain science pedagogies more effective in that respect?
• How can technology and informal learning help?
Innovation
Skills
Education and
training
HOW DOES SCIENCE
EDUCATION CONTRIBUTE TO
INDIVIDUAL SKILLS FOR
INNOVATION?
Innovation intensity by field of study
4
engi
neer
ing
&
com
putin
g
scie
nces
&
mat
hs
arch
itect
ure
agric
ultu
re
arts
educ
atio
n
soci
al s
cien
ces
busi
ness
heal
th
hum
aniti
es
law
othe
r
0
10
20
30
40
50
60
70
80
90
100
innovation intensity: any type
product or service
technology or tools
knowledge or methods
• Traditional views emphasise role of STEM graduates, but...
Non-disciplinary skills and innovation
5
4.1 3.1
2.9 2.8
2.6
1 2 4
come up with new ideas/solutions willingness to question ideas
present ideas to audience alertness to opportunities
coordinate activities analytical thinking
acquire new knowledge mobilize capacities of others
make your meaning clear master of your own field
write reports or documents work productively with others
write/speak a foreign language use time efficiently
use computers and internet perform under pressure
negociate knowledge of other fields
assert your authority
Odds ratio (innovative
vs non-innovative
graduates); based on
Reflex and Hegesco
• Critical skills according to tertiary educated workers
Science education and Innovation Skills
• need to consider learning outcomes that go beyond mastery of content knowledge and of procedural knowledge:
– Skills in thinking and creativity, positive habits of mind (curiosity, perseverance,...) and social skills;
• Science, as a subject, offers excellent opportunities for developing these...
• ... but how far are they really fostered in today’s schools?
DO EDUCATION SYSTEMS
FOSTER ALL SKILLS FOR
INNOVATION?
Do countries foster simultaneously subject-based and
behavioural skills? Not necessarily
AUS
AUT
BEL
CAN
CHL
CZE
DNK
EST
FIN
FRA DEU
GRC
HUN
ISL
IRL
ISR
ITA
JPN
KOR
LUX
MEX
NLD
NZL
NOR
POL
PRT
SVK
SVN
ESP
SWE
CHE
GBR
TUR
USA
BRA
HKG
MAC
IDN
RUS
440
460
480
500
520
540
560
580
600
620
640
380 400 420 440 460 480 500 520 540 560 580 600 620
Inte
rest
in
Sci
ence
To
pic
s
Science Score
HIGH SCORE HIGH INTEREST
LOW SCORE LOW INTEREST
LOW SCORE HIGH INTEREST
HIGH SCORE LOW INTEREST
Example: Science scores and interest in science
Source: OECD, based on PISA 2006
Robustness
partial correlation coefficents between science interest and
science score
(1) (2) (3) (4) (5) (6)
partial correlation -0.74 -0.71 -0.66 -0.69 -0.74 -0.56
controls:
GDP p/c X X X
Luxembourg X X
Self-concept (mean) X X
Self-efficacy (mean) X X
Culture (Hofstede 4-
dim) X X
N 34 34 33 34 32 31
The Test-Score/Interest Paradox C
HL
US
A
PR
T
ISR
ITA
PO
L
BE
L
NZ
L
ME
X
TU
R
NL
D
SV
K
ES
P
CZ
E
HU
N
AU
T
ES
T
GB
R
SV
N
GR
C
CA
N
DE
U
FIN
IRL
AU
S
CH
E
LU
X
FR
A
DN
K
SW
E
NO
R
ISL
JP
N
KO
R
BR
A
RU
S
HK
G
IDN
MA
C
-1
-0.5
0
0.5
1
between-school correlation of average interest and scores
CH
L
PO
L
ME
X
HU
N
PR
T
US
A
ES
T
TU
R
SV
K
CZ
E
ITA
ES
P
ISR
GR
C
LU
X
AU
T
DE
U
BE
L
NZ
L
NL
D
GB
R
IRL
CH
E
FR
A
AU
S
CA
N
KO
R
SV
N
DN
K
JP
N
SW
E
FIN
NO
R
ISL
BR
A
RU
S
IDN
MA
C
HK
G
-0.6
-0.3
-1E-15
0.3
0.6
within-school correlation of individual interest and scores
Source: OECD, based on PISA 2006
ARE SOME PEDAGOGIES
MORE EFFECTIVE IN
FOSTERING ALL SETS OF
SKILLS FOR INNOVATION?
A within-country analysis
• Interaction
– Collaboration and participatory exchanges
• Application
– Drawing connections between school science and the outside world
• Hands-on
– Guided activities around lab experiments
• Investigation
– Autonomous student inquiries
Teaching indicators in PISA 2006 based on 4 clusters of activities:
Pedagogies for innovation skills
4 8
1 -1 -2
-2
-10
-0.15
-0.1
-0.05
0
0.05
0.1
0.15
0.2
0.25
0.3
Science score
20
3 6
-2 -1 -1
-0.15
-0.1
-0.05
0
0.05
0.1
0.15
0.2
0.25
0.3
Interest in Science Topics
Effective Science Pedagogies
• The current teacher has more impact on interest than on scores;
• Structured inquiry (“hands-on”) dominates unstructured inquiry for scores
• Interest and curiosity are nurtured with “applications”: i.e. when the teacher…
– …explains how a school science idea can be applied to a number of different phenomena
– …uses science to help students understand the world outside school
– …explains the relevance of science concepts to our lives
– … uses technological applications to show how school science is relevant to society
INNOVATING SCIENCE
EDUCATION
Leverage technology, harness informal learning opportunities,...
THANK YOU
www.oecd.org/edu/innovation