LEARNING WITH CERN KICK-OFF MEETING ‘Design of Missions’

LEARNING WITH CERN KICK-OFF MEETING Current status Teaching methods applied in the schools

LEARNING WITH CERN KICK-OFF MEETING “Guided research teaching model” of Schmidkunz & Lindemann (1992)

LEARNING WITH CERN KICK-OFF MEETING Guided research teaching model The teaching model includes five teaching stages bringing up the phenomena related to a problem, suggestions for confrontation with the problem, implementation of a suggestion, abstraction of the finding, consolidation

LEARNING WITH CERN KICK-OFF MEETING Nature of Science

LEARNING WITH CERN KICK-OFF MEETING

LEARNING WITH CERN KICK-OFF MEETING Current Trends Science Education A reversal of school science-teaching pedagogy from mainly deductive to inquiry-based methods provides the means to increase interest in science. Inquiry-based science education (IBSE) has proved its efficacy at both primary and Secondary levels in increasing children’s and students’ interest and attainments levels while at the same time stimulating teacher motivation. IBSE is effective with all kinds of students from the weakest to the most able and is fully compatible with the ambition of excellence. Moreover IBSE is beneficial to promoting girls’ interest and participation in science activities. Finally, IBSE and traditional deductive approaches are not mutually exclusive and they should be combined in any science classroom to accommodate different mindsets and age-group preferences. The Rocard Report on Science Education (2007) Science Education in Europe:Critical Reflections (J. Osborne, J. Dilon, 2008)

LEARNING WITH CERN KICK-OFF MEETING Renewed school’s science-teaching pedagogy based on IBSE provides increased opportunities for cooperation between actors in the formal and informal arenas. Due to the nature of its practices, IBSE pedagogy is more likely to encourage relationships between the stakeholders of both formal and informal education. And it creates opportunities for involving firms, scientists, researchers, engineers, universities, local actors such as cities, associations, parents and other kinds of local resources. Current Trends Science Education

LEARNING WITH CERN KICK-OFF MEETING Current Trends Science Education Scientific disciplines in school have to be enlarged. The introduction of problem oriented fields of studies instead of more traditional disciplines would attract the interest of more young people.

LEARNING WITH CERN KICK-OFF MEETING What is a scenario? A scenario is a story targeted towards a specific user group It must incorporate the characteristics of the group, such as their specific needs, learning styles, preferences and learning context The scenario is modular, consisting of a set of learning activities

LEARNING WITH CERN KICK-OFF MEETING

LEARNING WITH CERN KICK-OFF MEETING To make the multiple functions of a scenario best visible and the scenario easily usable by the various types of its potential users, the following structure of the information included has been devised and used consistently for the presentation of the scenarios developed for the three learning spaces (school, universities, science centres): Scenario title: each scenario is given a clear title, demonstrative of its purpose and content focus. Rationale: this is a short text briefly describing the context, content, and purpose of the scenario. Space of implementation: in this fi eld a table presents the learning space (school, university, in the field) in which the activities described in the scenario are mainly expected to take place, as well as the spaces in which the activities could also, or might possibly take place. Settings and user groups addressed: a table presents the identified settings station) in which certain user groups are expected to, or may possibly be, interested in the scenario.

LEARNING WITH CERN KICK-OFF MEETING Involved actors: In this section the characteristics (e.g. educational background, motivation) of the actors involved in the scenario are presented. Specific goals: The purpose and intentions of the scenario are presented here in the form of specific goals/objectives. Connection with the identifi ed user needs: The identified user needs that are addressed by the scenario are selected out of a list. Connections with the curriculum: The links of the proposed scenario with certain areas of the school curriculum or other formal education curriculum are mentioned here. Types of learning supported: Out of a list of main pedagogical approaches the most relevant to the approach adopted in the scenario are marked. Temporal mode: It is marked if the scenario foresees time- independent activities, e.g. Asynchronous interaction with others, or time-dependent activities, e.g. synchronous interaction with others, or both.

LEARNING WITH CERN KICK-OFF MEETING Prerequisite competence: This field describes the knowledge and skills that the involved actors may need to possess in order to participate in the activities effectively. Applications involved: This field describes technological solutions identified that can be used for the implementation of the scenarios Narrative description: This is main part of the scenario, in which the activities proposed are described in detail. Evaluation parameters: This field provides information about the parameters of the proposed implementation that should be particularly focused upon in the evaluation. Relevant resources: Additional information or resources about

LEARNING WITH CERN KICK-OFF MEETING Constraints for school scenarios School is a formal education institution and all time is allocated based on the official curriculum Infrastructure and equipment constraints might apply Teachers’ skills must be taken under consideration

LEARNING WITH CERN KICK-OFF MEETING Some scenarios of use