THE SECURE PROJECT: SOME RESULTS COMING FROM THE RESEARCH OF - PowerPoint PPT Presentation

THE SECURE PROJECT: SOME RESULTS COMING FROM THE RESEARCH OF SCIENCE CURRICULA AND TEACHERS’ AND LEARNERS’ OPINIONS ON SCIENCE EDUCATION . Job de Meyere (1) , Dagmara Sokolowska (2) , Elvira Folmer (3) , Barbara Rovsek (4) , Wim Peeters (5) 1) Thomas More, Vorselaar, Belgium, 2) Institute of Physics, Jagiellonian University, Krakow, Poland, 3) Nationaal expertisecentrum leerplanontwikkeling SLO, Enschede, the Netherlands, 4) Faculty of Education, University of Ljubljana, Slovenia, 5) Dienst Katholiek Onderwijs vzw, Antwerpen, Belgium

Abstract • The focus of the “Science Education Curriculum Research” project is: balancing the needs between training future scientists and broader societal needs. The SECURE research focused on 5, 8, 11 and 13 years old learners, their science curriculum and their teachers. The author will present shortly the research strategy, including comparison of curricula, questionnaires and interview formats for teachers as SAILS well for all four age categories of learners. The SMEC presentation will give an idea of the huge amount of DUBLIN relevant and rigorous research data that have been June 24, found. Apart from studying thousands of pages of 2014 paper curricula, also over 8000 learners and 1400 teachers filled out a questionnaire and more than 1300 learners and 450 teachers were interviewed. This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

• Based on this research, the SECURE consortium has made a number of recommendations to policy makers who have an impact on curriculum development as well as on teacher education. These recommendations address the question how the interest in Math, Science, Technology and ICT (MST) can be enhanced among youngsters and in particular their future teachers, along with the learning of those pupils. • Starting from EU key competences, the variety of learning activities and differentiation, results and conclusions will be presented that provide evidence for the given recommendations. SAILS SMEC • In view of the aims of this SAILS project, some SECURE DUBLIN project research results will be shown to enhance the debate June 24, among policy makers on the topic of assessment of IBL. 2014 • During the poster sessions, several posters produced during the lifetime of the SECURE project, will be shown. This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SECURE’s Goals SAILS SMEC DUBLIN June 24, 2014 This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

7th Framework Programme Balancing the needs between training for future scientists SAILS and SMEC DUBLIN broader societal needs June 24, 2014 This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SECURE key vocabulary • “Science” curricula of 10 countries: comparative study • Perceptions of – 5, 8, 11 and 13 year old learners – Their teachers • Exploratory research SAILS • Trends SMEC DUBLIN • Recommendations June 24, • Paper curricula, questionnaires, 2014 interviews • Intended, implemented, attained This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

Spider web (SLO, J. Van den Akker et al.) SAILS SMEC DUBLIN June 24, 2014 Motivation/interest This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

Science in curricula • Complexity of 10 systems • Spider web gives a guideline • Motivation/interest is missing in curricula, but crucial for perceptions SAILS of teachers and learners (Timperley) SMEC DUBLIN June 24, 2014 This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

Remark: the spider web indicates the connectivity between elements of a curriculum. Assessment is one of them There is a strong relation with almost all SAILS other topics: SMEC DUBLIN - Aims and objectives June 24, 2014 - Grouping - Materials and Resources - …. This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

Teachers and assessment (13 yo learners) • Question 10.1: How much emphasis do you place on the following sources to monitor pupils' progress in S/T ? SAILS SMEC DUBLIN June 24, 2014 This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

Monitor progress... 60 54 50 48 45 40 36 35 34 no emphasis 31 31 30 SAILS 30 little emphasis 25 SMEC some emphasis DUBLIN major emphasis 20 June 24, 2014 10 10 8 7 5 3 1 0 Ready-made classroom Self-made classroom National achievement Your professional tests tests tests judgement This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

Teachers and assessment (13 yo learners) • Are there standardized guidelines for assessing your pupils at your school? SAILS SMEC DUBLIN June 24, 2014 This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

Are there standardized guidelines for assessing your pupils at your school? 70 60 60 50 SAILS yes 40 SMEC 31 DUBLIN 30 no June 24, 2014 20 I don't know 9 10 0 1 This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

Teachers and assessment (13 yo learners) • How often do you give a S/T test to your class? SAILS SMEC DUBLIN June 24, 2014 This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

How often do you give a S/T test to your class? 50 44 45 40 36 35 a. About once a 30 SAILS week SMEC 25 b. About every two DUBLIN weeks 20 c. About once a June 24, month 2014 15 d. Less than once a 12 month 10 e. Never 6 5 2 0 1 This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

Teachers and assessment (13 yo learners) • How often do you include the following types of questions in your S/T tests? SAILS SMEC DUBLIN June 24, 2014 This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

How often do you include the following types of questions in your tests? 70 59 60 52 50 50 46 SAILS 39 40 SMEC never sometimes DUBLIN 30 27 26 regularly June 24, 21 often 18 18 2014 20 17 12 10 6 4 3 1 0 a. Questions based on b. Questions involving c. Question involving d. Questions requiring recall or facts and application of S/T searching for patterns explanations or procedures procedures and relationships justifications This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

Teachers and assessment • How often do you assess the following aspects with respect to S/T? SAILS SMEC DUBLIN June 24, 2014 This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

S/T Teachers evaluate... 70 64 never 60 53 some lessons 50 41 39 39 38 40 about half the SAILS lessons 32 SMEC 30 DUBLIN every or almost every lesson June 24, 20 20 16 2014 15 13 12 11 10 4 3 1 0 10.5a Knowledge of 10.5b Application of 10.5c Practical skills 10.5d Behaviour facts and concepts knowledge This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

Big spread between countries Austria: Assessment How often do you assess the following aspects with respect to ST? Knowledge of facts and concepts - ST Never Application of knowledge - ST Some lessons Practical skills - ST Half the lessons Behaviour - ST Almost Always 0.00% 20.00% 40.00% 60.00% 80.00% 100.00% SAILS Belgium: Assessment SMEC How often do you assess the following aspects with respect DUBLIN June 24, to ST? 2014 Knowledge of facts and concepts - ST Never Application of knowledge - ST Some lessons Practical skills - ST Half the lessons Almost Always Behaviour - ST 0.00% 20.00% 40.00% 60.00% 80.00% 100.00% This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

Conclusions: teachers • Teachers find themselves the best to assess: they are confident • They do not assess very much: once a month or less: 86% • Knowledge (66%) or application of it SAILS (84%) is assessed most, while skills SMEC DUBLIN (57%) and behaviour (50%) less. June 24, (There is hope!) 2014 • The results should be studied separately per country. This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

Learners and assessment • Results for 13 yo learners, for all science directions (int. Science, biology, chemistry, physics) • Sometimes what they answered for SAILS maths or technology SMEC DUBLIN June 24, 2014 This project has received funding from the European Union’s Seventh Framework Programme for Research and Development