1. Pollen and it’s implications Ad hoc Group on Innovation and Human Resources PD Dr. Petra Skiebe-Corrette Department of Biology, Chemistry, Pharmacy Freie Universität Berlin

2.  Neuroscientist  head of an informal science laboratory at the Freie Universität Berlin  German representative in 3 EU initiatives  Scienceduc: Renovation of science teaching in European primary education with inquiry methods (2002-2004) make inquiry-based science education known  Pollen: Seed cities for science, a community approach for a sustainable growth of science education in Europe (2006-2009) implement inquiry-based science education in 100 schools  PRISMA: PRimary Inquiry Science Model of Amplification (in review) transfer inquiry-based science education to another seed city in another EU country Focus on primary schools

3. Agenda  Inquiry-Based Science Education  One reason to focus on primary schools  Pollen: A model for the work with primary schools  What has to be done in the future ?

4. Inquiry-Based Science Education is based on how children learn Focus  Pupils share their preconceived ideas about science concepts Explore  Using hand-on investigations, pupils explore new ideas that build on their prior knowledge Reflect  Pupils analyze their data and observations, reviewing original ideas and using evidence to develop explanations. Apply  Pupils apply their understanding of science concepts to a new situation Learning Cycle

5. Students who in 8. grade expected a science degree Students who in 8. grade did not expected a science degree  Only by increasing the interest in science and engineering broadly in primary school will we increase the number of high school and university students that study chemistry. non science fields physical science/engineering life science Tai R.H. et al. (2006) Planning Early for Careers in Science, SCIENCE 312, 1143

6. 12 European seed cities Amsterdam (Netherlands) Berlin (Deutschland) Bruxelles (Belgium) Girona (Spain) Leicester (United Kingdom) Ljubljana (Slovenia) Perugia (Italy) Sacavém (Portugal) Saint-Etienne (France) Stockholm (Sweden) Tartu (Estonia) Vac (Hungary)

7.  Goal: Support more than 4 Mio. science lessons in 3.5 years  Concept: 100 Primary schools 1,500 Classes 37,500 Pupils  Budget: 1.75 Mio. €  Start: January 2006  Goal: Improve science teaching in 10 Primary schools 150 Classes 3,750 Pupils Implementation in each seed city Pollen in Europe Each seed city a model for other cities in that country

8. 1. Teacher Training Adapted from the National Science Resources Center 5 Pillars of Pollen! 5 Pillars

9. Teacher Training in Berlin Motion and Design Chemical Tests Microworlds Electrical Circuits

10. 1. Teacher Training 2. Science Material Support Adapted from the National Science Resources Center 5 Pillars of Pollen! 5 Pillars

11. Adaptation of teaching material from the National Science Resources Center founded by the National Academies and the Smithsonian Institute in the USA. Successfully used in Sweden, Mexico and Chile Experimental material for 30 Kinder Student and teacher guides 24 topics 16 teaching units within a topic Science Material used in Sweden, Berlin and Tartu

12. 24 Topics

13. Testing through application of knowledge Kinder der 8. Klasse mit einen naturwissenschafl. -technischen Berufswunsch

14. 1. Teacher Training 3. Curriculum related 2. Science Material Support Adapted from the National Science Resources Center 5 Pillars of Pollen! 5 Pillars

15. Curriculum in Berlin Grades 1 – 4 Science and Social Science 7 topics, none explicitly chemical Grades 5 – 6 Science 6 topics, one explicitly chemical More chemical topics in the primary school curriculum

16. 1. Teacher Training 4. Administrative and Community Support 3. Curriculum related 2. Science Material Support Adapted from the National Science Resources Center 5 Pillars of Pollen! 5 Pillars

17. Senatsverwaltung für Bildung, Jugend und Sport selected Community support EU TSB BBAW FU Berlin GenaU DBH Osthandelsgesellschaft mbH Siemens AG

18. 1. Teacher Training 4. Administrative and Community Support 3. Curriculum related 2. Science Material Support 5. Evaluation Adapted from the National Science Resources Center 5 Pillars of Pollen! 5 Pillars

19. El Centro school district  Average income: $16.322  30% out of work  6.500 pupils (pre-school to 8. grade)  51% English as a second language  81% Mexican, 12% Caucasian, 4% African, 3% Asian american

21.  1997: 1 school district 60 teachers 1,200 pupils  2004: 45 school district 2,200 teachers 40,000 pupils  2007: 70 school district 4,200 teachers 65,000 pupils Where could Europe be in 10 years? Development of the NTA-Programm in Sweden

22. What has to be done? 1.More chemical topics in the primary school curriculum 2.Pre-service training of primary teachers: Universities have to include chemical topics into their professional development of primary teachers 3.Post-service training of primary teachers: Model teacher training centers in each country 4.Model material centers that provide experimental teaching materials - no maintenance for the teachers - economical - control 5.Training centers that show how to built up a science reform program

23. Thank you for your attention!