1. Guillermo Fernández de la Garza Member of the Board Innovation for Science Education

2. Context Mexico has more than 25 million students in elementary education. The level of proficiency of Mexican students in PISA,in Math, Sience and Reading has been poor since our country became part of the study.

3. Innovation in Science Education (INNOVEC) INNOVEC was created to contribute to enhance the learning science capabilities in elementary students from kindergarten to secondary schools (k-9). Is a non profit organization integrated by distinguished members from academia, bussiness and education fields.

4. Since 1995 INNOVEC established a long term alliance with the National Secretary of Education as well as the National Science Resources Center in the US to use in Mexico the Science and Technology for Children curriculum. Since then INNOVEC adopted a systemic model to enhance Inquiry-Based science education capabilities both in teachers and students. Innovation in Science Education (INNOVEC)

5. First hand training for teachers, with experts coming from science, education and bussiness fields. Few topics to learn and practice in order to make clear those fundational ideas of science and technology. At least 18 hours of training at the begining of the scholar year. Materials and opportunities to manipulate and perform the experiments just they are expeted to do in the classroom with the children. Mentoring and pedagogical advice during the implementation phase. A Systemic approach means…

6. The IBSE Program in México is working currently with: 8,000 Teachers, 120 Pedagogical Advisors IBSE &Professional Development of Teachers The teachers’ training has been a key objective for INNOVEC. We’ve been working in this training with the support of the State Ministries of Education, institutions and other IBSE Programs from abroad. These sessions are focused in giving teachers a deeper understanding of inquiry and the tools to use it in classroom, in the scientific content, in formative assessment and in the use of science notebooks.

7. National and International Networking Another main factors that has contributed to enhance the mexican teacher´s formation to teach through Inquiry are: ECBI Programs in the States Children and Teachers National Secretary of Education National and International Universities National and International Bussiness and Consortia National and International Research Institutions ECBI Programs abroad Private Fundations State Science and Technology Councils Media and politicians

8. Into the classrooms teachers count with the support of a pedagogical advisor who helps them to improve their science lessons, as part of its Professional Development. Once the training took place, follow up the program in the classrooms is also important to compain the teachers and support them in the use of the materials and teaching strategies. INNOVEC operates a diferentiated PD for novice, competent and expert teachers. Mentors help us to identify the level of proficiency for teaching through inquiry. Pedagogical advice is critical…

9. International Conferences Since 2001 INNOVEC and FUMEC have organized Six International Conferences on Science Education. This effort has been developed jointly with the National Ministry of Education Public, the Nuevo Leon State Government and the Mexican Academy of Sciences. The Conference’s subject has been on: 2001. Educational Research to support SEVIC. 2003. Social and Economic impact of SEVIC worldwide. 2005. Professional Development for Teachers. 2007. Science and Well-being from Amazement to Citizenship 2009. Quality Growth of Inquiry-Based Science Education Programs 2011. Innovate and transform the world through Science Education The Conferences have been a key element to consolidate different programs and initiatives, not only in Mexico but also in other Latin American Countries such as Chile, Panamá and Costa Rica.

10. In order to implement PD strategies with a global perspective as well as to learn and adapt the lessons learned in other countries and regions INNOVEC has collaborated with similar projects in other regions of the world. International Collaboration…

11. IAP: Principles and Big Ideas about Science Education In October 2009, a small group of UK and international science educators, from Chile, Mexico, Canada, USA, China and France, met to discuss how a set of big ideas in science education might be identified and how they should be expressed and communicated. The members of the group all have extensive experience in defining science curricula in their countries; several are distinguished scientists or engineers and members of their country’s academy of sciences.

12. Impact on teaching and learning In relation to pedagogy, it is fair to ask: what difference would it make to be working ‘with big ideas in mind’? Teachers’ awareness of the big ideas –being able to explain how the ideas developed through students’ science activities relate to certain big ideas, however distantly – would lead to spending more time to study certain topics in depth, Consciously building understanding into big ideas so that students arrive at a picture of the world in which parts are connected with each other. In other words, it means both teachers and students realising that ‘Just as a house is not a pile of bricks, so science is not a pile of disconnected facts’ (p.47)

13. Cooperation with NSRC INNOVEC and The US – Mexico Foundation for Science have a strong collaboration with the National Science Resources Center (NSRC). Mr. Leopoldo Rodríguez from INNOVEC is member of the NSRC Advisory Board. With NSRC support and the Chilean Program, in February, 2006 INNOVEC organized a LASER Institute where there was an important involvement of the local authorities, bussiness and scientific community to support Mexican IBSE programs. It was possible to create a common vision and a strategic plan to incorporate a systemic model in the state programs.

14. Cooperation with La main à la pâte Program. France La main à la pâte Program in France and INNOVEC collaborated to produce the international edition of the DVD “Learning science and technology at primary school”. This DVD was developed by the National Education Ministry and the French Academy of Sciences as a tool for the professional development of teachers. INNOVEC also collaborated with La main à la pâte program to make the spanish edition of the book: “29 notions to savourer et faire savourer la science”. “ 29 notions to enjoy and making enjoy science”

15. The leader countries in the world are those that consider the complete and successful trayectories of their students, those which have achieved an efficient teaching profession, well remunerated with permanent formation and high social recognition (Barber y Mourshed, 2007).

16. Even when in Mexico has not been posible to implement a comprehensive assessment program to know the impact and results there are significant evidence about the achievements in students and teachers as a result of their participation in programs with a similar vision and estructure.

17. The ASSET Project in Pittsburgh

18. Student performance and teacher PD

19. The Leadership and Assistance for Science Education Reform (LASER) initiative, launched by the National Science Resources Center in 1998, has the overarching goal of promoting a sustainable, inquiry-based model for kindergarten through Grade 12 science education reform. The use of hands-on science instructional modules (kits) and inquiry- based pedagogy are hallmarks of the LASER approach. Other key elements of LASER are ongoing professional development, effective program and student assessment, curriculum materials supplied to teachers in ready-to-use condition, and the development of strong administrative and community support. Washington State LASER 2009 – 2010 Evaluation Report

20. Finding 2—The following characteristics were more likely to be observed among students by principals in science classes in high ranking schools (see Exhibit 28): Clarity of Purpose—Students clearly understood why they were performing each activity. Intellectual Engagement—Students were intellectually engaged with the science content. Science Discourse—Students had opportunities to make claims, use evidence to support their claims, or critique others’ claims. Closure—Students had an opportunity to make sense out of how the lesson related to science concepts, and it was clear that most drew the appropriate conclusions. Metacognition—Students had an opportunity to reflect on their thinking and most could identify ways in which their thinking about the science concepts had changed.

21. Achievements in ten years of Action 30 thousand trained teachers More than 1 million students beneffited 21 Students beneffited in the scholar year 2011-2012

22. Thank you ¡¡¡ www.innovec.org.mx gfernandez@fumec.org