2. Principles and results of La main à la pâte 1996-2011 Pierre Léna Emeritus Professor, Université Paris Diderot Délégation à l’éducation et la formation – Académie des sciences Education for innovation - The Role of Arts and STEM Education OECD-France Workshop - Paris – May 23-24, 2011

3. 1. La main à la pâte 1996-2011 Science & technology in school with inquiry : – Pre-school, primary (Gr.1 to 5), middle (Gr.6-7 since 2006) ; – Method : dissemination from pilot centers ; Leadership Académie des sciences + partners ; Focus : resources (incl. e-) for coaching teachers in service ; Progressive changes in science lessons : – From 100.000 teachers) ; – Inquiry recommended in curriculum, but variable practice. Assessment : – Student : subject knowledge, competencies, motivation. – Teacher : tools for formative assess. in classroom ; image of science. – System : professional devt. of teachers. International impact : InterAcademy Panel & Academies.

4. 2. Our principles – Science & technology for all students (no gender issue) ; – Age range 5-13 : neuronal connectivity ; curiosity ; – Science in deep relation with language (oral & written) ; – Skills being developed : Learning based on understanding ; Curiosity, observation, manipulation -> subject knowledge ; Inquiry, questioning, hypothesis -> thinking skills ; Writing, discussing, group work -> language & social skills ; MISSING : connection with mathematics (-> EU project Fibonacci) ; – Help modify the vision of science by teachers ; Curriculum, resources ; Bridge the gap between science world and school world.

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6. Listening to the student’s own words … A burning candle - Grade 5 - E cole Jean-Moulin ( from DVD Enseigner science & technologie à l’école –English - Spanish - Chinese) Experiment, material, candle, beaker …. To observe, to report.. Hypothesis… How to prove ? The proof… To ask questions…. Why ? To vary the experimental conditions… What happens if I change the bucket’s size ? Collected data… To measure… Length of burning, measuring time… Science notebook, to write… To establish a relation… ……….. Sensate experienze… necessarie dimostrazioni…(Galileo)

7. Observing 200 classes in France Saltiel E & Delclaux M, in press (2011) OUT MID IN STRUCTURING THE KNOWLEDGE WRITING ACTIVE PEDAGOGY REAL INQUIRY SUBJECT MATERIAL % of TEACHERS

8. 3. Structuring the knowledge, making sense and use of it : big ideas in science (Harlen W et al. 2010) Science for all : a core knowledge ? Ideas of science and ideas on science; From small to big : encompassing wider ; Doing and understanding, using evidence ; Progression from K to 9 : cognition, abstraction ; – from more direct to less direct evidence ; – from concrete, less abstract to more abstract ; – from single cause to multi-factor causes ; – from qualitative to quantitative, math and measure ; – modeling phenomena ; Towards complex problem solving & creativity.

9. A big idea : all the matter in the world is made of extremely small particles What do we call matter ? Material ? What do we call properties of matter ? How do different materials combine ? How about the changes of a given material ? What is matter at microscopic scale ? How is matter holding together ? Atoms, elements, molecules Electrons, ions, currents Radioactivity Matter in the universe….

10. Progressing on matter (K to 9) : making the idea bigger Ladder progression ; Puzzle progression ; Spiral progression. With inquiry pedagogy, several cognitive progressions are possible to structure the knowledge and develop the skills, while understanding remains present at each stage

11. http://www.lamap.fr