INNOVAROOM|CSRC|MultiCO|RRITools|Scientix|ASSISTME|MODELFRAME|MicrobialResistance|PRISCINET|PLEGMA|EnginoSolar|
SECURE|STeam|CoReflect|eArgumentation|ΣΧΕΔΙΑ|EduComics|VirtualLabs|SYNERGASIA|HANDLEARN|TECHNOSKEPSI|METAGNOSE|
ΠΡΟΑΣΤΥ|HandsOnScience|FLORA|MaterialsScience|DIDASKO|AESTIT|SaltLakes|ENGINO|EPIKOITE|Reflective Inquiry|NETTLE|
DIAL-Connect|ITForUs|OutLabEurope|STOCHASMOS|WebLabs|ICTForIST|VIOPAIDIA|MathWrite|OIKOS|OIKOSKEPSI|DEMIOURGIA|
WETLANDS|EUROSCENE|ePhys|EKTEMA|Marine Ecosystems|HEROdotNET|ODISEAME|EMPEE|STEDE|PHYTEB|Physics By Inquiry|
Science Journeys|Electronic Roads|Distance Learning|Technological Perception|Creativity In Science Ed.|Physci/PhyEd|
INNOVAROOM
Generating new classroom ideas for a better school education
The project stems from the desire to create new educational spaces within European schools. InnovaRoom aims to train teachers who will promote new educational spaces where students can play an active role in the design of their educational environment and in the planning of their learning. The main objectives are the training of future professionals in new educational spaces; gradually introduce the new learning methodology based on creative spaces as well as research innovative, more dynamic teaching concepts and share them at various levels that includes collaboration with other centers in Europe.
The “learning by doing” method will be applied – Learning by doing -, recreating the classroom environment within creative educational spaces. Then, the results of these courses and the proposals developed will be applied in pilot initiatives in the respective training centers of each project partner. Innovaroom hopes to contribute to the change in classroom planning. Training through practical workshops, the predisposition towards innovation in learning and the proactive search for training and professional opportunities among teachers. The project wants to establish a “Cooperation Network” through social networks, to give visibility and consolidate the InnovaRoom network as a voluntary association of public and private entities throughout Europe, always with a cooperation and teamwork.
This is the first time that the island’s universities are joining forces to create a Center of Excellence and Innovation in Cyprus, in cooperation with Cypriot companies and other stakeholders.
Partners: University of Cyprus, Cyprus University of Technology, Open University of Cyprus, University of Nicosia, European University Cyprus, UCLan Cyprus, Neapolis University Pafos and Frederick University of Technology.
MultiCO
Promoting Youth Scientific Career Awareness and its Attractiveness through Multi-stakeholder Cooperation
Funding: European Commission |Contract Number: H2020-SEAC-2014-1-665100 |Duration: August 2015 - November 2018
http://www.multico-project.eu/
https://multicocy.wordpress.com/
MultiCO included partners from five countries: UK, Finland, Estonia, Germany and Cyprus. Our main aim was to promote the awareness of a range of science related careers for all young people. Initially we worked with partners in industry, business and relevant professions to establish ‘stories' from those in work, in order to create interesting scenarios that could be linked to curriculum topics and be presented to students in lessons. The aim was to stimulate students' engagement in science learning through the use of these scenarios and at the same time raise their awareness and interest in career paths that involve science. In addition we planned to work with teachers, parents and students themselves to incorporate their ideas in the design of scenarios, so that these held relevance to students from different cultures and communities. This was an important project aimed at widening the opportunities for students and at advancing their understanding of science and possible careers.
Aims
This project expanded on literature research outcomes and proposed to study the impact of real life related, career-focused stories (referred to as scenarios) as the introduction to the learning of science subjects by secondary school students (ages 13 to 15). Through such an innovative development, initiating motivational and meaningful context- and inquiry-based science studies, the project researched the impact on learning and attitudinal gains, as well as students' own ideas to enhance the relevance of science studies. The target was to increase students' future preferences for choosing science studies and their desire to reflect on and pursue science-related careers.
Background
There has been a general educational trend towards context-based approaches and viewing science education as being education through the context of science. Context-based approaches and strategies that actively engage students in the learning process have been shown to result in improvement in students' attitudes towards science, although the need for students to input their ideas and their indigenous knowledge should be taken into account. However, research has shown that middle grade students were not aware of career options, were not conversant with competences needed and few indicated knowing professionals actively working in the science, technology, engineering and mathematics fields. Yet in recruiting graduates, employers have indicated that a range of skills were important and that the most important skills were team working, sector-specific and communication skills.
Objective
The intended project outcome was to raise youth awareness of the role of science and technology in society, an awareness of science and technology careers and orientation of students towards gaining positive views towards undertaking science careers. The project was planned as a longitudinal study over 3 years, involving multi-stakeholder co-operation between different stakeholders.
Consortium: The project was balanced so that all consortium partners could work with all work packages. The project consortium brought together expertise at the highest level and quality from different areas of science education geared to secondary school and teacher education. The consortium carried out research in five European countries (Cyprus, Estonia, Finland, Germany, and United Kingdom).
The consortium had been selected to represent different educational and cultural contexts, different achievement levels in international science education studies and different parts of Europe. Cyprus represented the Mediterranean countries, Estonia Baltic and Eastern countries, Finland Northern Scandinavian countries, Germany, countries from Middle Europe, and U.K. the Western countries. In this way, the consortium was able to extrapolate and exploit the findings from the five partner countries at the European level. The consortium included big countries (U.K., Germany), small countries (Finland, Estonia and Cyprus), old European Union members (Germany, U.K.) and new members (Estonia, Cyprus). Through European collaboration, the project enabled excellent medium-scale research and supported the research infrastructure of these countries both at the individual and at the European level. Particularly the small countries benefited from the research collaboration.
The partners of the consortium brought with them considerable expertise in research on science education. All project partners have been extensively involved in the actual development of science education through their research and from different points of view. As well as in their respective research, all partners have special expertise in science education as well as in teacher education. Furthermore, while all partners have high science education research expertise, Finland has wide experience in ICT based education and e-learning interventions, Cyprus in inquiry learning, the United Kingdom has expertise in participation and reasoning education, Germany is specialised in creativity in science education and informal learning, while Estonia has expertise in Socio-Scientific Issues and scientific literacy in science education. All partners have an institutional background related to their national and international networks and are well placed to disseminate the project outcomes.
Partners
University of Eastern Finland, Institute of Education University College London, University of Tartu, University of Bonn, University of Cyprus
RRI Tools
Responsible Research and Innovation for Society, with Society.
A wide umbrella connecting different aspects of the relationship between R&I and society: public engagement, open access, gender equality, science education, ethics, and governance.
A cross-cutting issue in Horizon 2020, the EU Programme for Research and Innovation 2014-2020.
What you do when you do RRI?
RRI entails engaging all actors (from individual researchers and innovators to institutions and governments) through inclusive, participatory methodologies in all stages of R&I processes and in all levels of R&I governance (from agenda setting, to design, implementation, and evaluation). This in turn will help R&I tackle societal challenges — like the seven Grand Challenges formulated by the EC — and align to values, needs and expectations of a wide public. This is not only ethically and societally worthwhile, but also produces better science, making research agendas more diverse and taking better account of real-world complexities.
Adopting RRI is meant to aim the following outcomes:
Engaged publics, Responsible actors,Responsible institutions, RRI leads to empowered, responsible actors across our R&I systems (researchers, policymakers, businesses and innovators, CSOs, educators). Structures and organisations should create opportunities for and provide support to actors to be responsible, ensuring that RRI becomes — and remains — a solid and continuous reality.
Ethically acceptable,Sustainable,Socially desirable,RRI practices strive for ethically acceptable, sustainable, and socially desirable outcomes. Solutions are found in opening up science through continuous, meaningful deliberation to incorporate societal voices in R&I, which leads to relevant applications of science.
Seven Grand Challenges
Our societies face several challenges, which the European Commission has formulated as the seven ‘Grand Challenges’ — one of the three main pillars of the Horizon 2020 Programme. In order to support European policy, the EC requires R&I endeavours to contribute to finding solutions for these Grand Challenges.
It is therefore necessary to develop new assessment forms able to capture these new learning goals and to affect educational policymakers to implement them in the national educational
systems. The overall aim of ASSIST-ME (Assess Inquiry in Science, Technology and Mathematics Education) is to provide a research base on effective uptake of formative and summative assessment for inquiry-based, competence oriented Science, Technology and Mathematics (STM) education in primary and secondary education in different educational contexts in Europe and touse this research base to give policy makers and other stakeholders guidelines for ensuring that assessment enhances learning in STM education. As ASSIST-ME is a research project, the work within the project is driven by the formulated research questions. These are:
1. What are the main challenges related to the uptake of formative assessment in the daily practices in science, technology and mathematics in primary and secondary schools in different
European educational systems?
In their efforts to enact innovative inquiry-based teaching-learning sequences, how do teachers approach the need to monitor student learning as it develops? To what extent do they use structured formative assessment and in what formats?
What systemic support measures and what tools do teachers need in order to integrate formative assessment of student learning in their classroom practice?
2. What changes are needed in summative assessment practices?
To bring them into consistency with the learning aims of IBE in STM?
To ensure that they support and do not inhibit the practice of formative assessment?
3. How can formative and summative assessment methods be used together to promote learning in inquiry-based STM?
4. How can research-based strategies for the formative use of assessment be adapted to various European educational traditions to ensure their use and avoid hindrances?
How can the diverse roles of summative and formative assessment be clearly delineated for teachers and what strategies can help them make appropriate use of both, each to fit
its own purposes?
How can relevant stakeholders be invited to take co-ownership to the research results and how can a partnership between researchers, policy makers, and teachers be established in order to secure relevant actions following implementation guidelines?
In each participating country teachers worked together with researchers to implement assessment methods developed to be able to capture advanced STM competences. A research design for each assessment method made it possible to collect and analyze data related to the research questions on both a national and an international level. The resulting synthesis of opportunities and restrictions for implementing the assessment methods were discussed in National Stakeholder Panels in order to formulate guidelines and recommendations for policy makers, curriculum developers, teacher trainers and other stakeholders in the different European educational systems.
- Questioning and other interactions on the fly
- Marking (grading and feedback)
- Student peer and self-assessment
- Structured classroom dialogue The project concentrated on three domain specific competences:
- Empirical investigations in Science (Planning, performing, analysis and evaluation of data, presentation and representation of findings)
- Problem solving in Mathematics (Collection of information, problematization, presentation and representation of findings)
- Design in Engineering/Technology and three cross-disciplinary competences
- Argumentation
- Modelling
- Innovation
PRI-SCI-NET
The project considers inquiry-based learning in science at primary level as a teaching and learning framework with implications about learning science, learning to do science, and learning about science.
•engage actively in the learning process with emphasis on observations and experiences as sources of evidence;
•tackle authentic and problem-based learning activities where the correctness of an answer is evaluated only with respect to the available evidence and getting to a correct answer may not be the main priority;
•practice and develop the skills of systematic observation, questioning, planning and recording to obtain evidence;
•participate in collaborative group work, interact in a social context, construct discursive argumentation and communicate with others as the main process of learning;
•develop autonomy and self-regulation through experience.
•45 science-teaching activities using IBSE for ages 3-11 years in 15 different languages: English, Italian, French, German, Slovak, Russian, Dutch, Portuguese, Spanish, Greek, Romanian, Maltese, Finnish, Turkish, and Czech. These activities are available on www.priscinetwork.wordpress.com ;
•Recognition of Excellence for teachers implementing IBSE successfully at primary: one Award for Teachers and one for young researchers;
•Two International conferences: the First International Conference was organised within ESERA Conference, 2-7 September 2013 in Nicosia, Cyprus, the second International Conference was organised 16-18th July 2013 in Valletta, Malta;
•A minimum of four 20-hour national training courses on IBSE for teachers in 13 countries. In total 1911 teachers have been trained in the national courses over a total of 1493.5 hours of training;
•Three international teacher-training courses: Czech Republic in Jan/Feb 2013, Crete in July 2013, and Austria in March 2014;
•Two virtual European network platforms for teachers and researchers in IBSE;
•An online newsletter – 10 newsletters have been sent out to about 1000 teachers; and
•a research journal on IBSE in primary science - Inquiry in Primary Science Education (IPSE) with the first two issues published
At primary level, inquiry based learning is perfectly adapted to young children and their interest in the world around them. It is the appropriate age for introducing science education as it allows making the best use of the children’s innate tendency to want to learn and know more – to feed them when they are still in their ‘curiosity golden age’ (Rocard, 2007).
Inquiry-based science education (IBSE) has also proved its efficacy at both primary and secondary levels in increasing children’s and students’ interest and attainments levels and at the same time stimulate teacher motivation (European Commission, 2007). IBSE is also found to be effective with all kinds of students from the weakest to the most able and is fully compatible with the ambition of excellence. This is mainly the case as it allows children to engage with science phenomena at different levels. Moreover IBSE is beneficial in promoting science with girls as they enjoy participating in science activities and can pursue aspects of science more to their interest. It thus works in favour of promoting better attitudes towards science, particularly with girls who tend to be less enthusiastic.
Inquiry-based Science education has for long been advocated also in the U.S. In December 1995 the National Research Council (NRC) released the National Science Education Standards based on a vision of science education that would make scientific literacy for all a reality in the 21st century. A prominent feature of the Standards was a focus on inquiry. The term "inquiry" was used in two different ways in the Standards. First, referring to the abilities students should develop to be able to design and conduct scientific investigations and to the understandings they should gain about the nature of scientific inquiry. Second, it referred also to the teaching and learning strategies that enable scientific concepts to be mastered through investigations. In this way, the Standards drew connections between learning science, learning to do science, and learning about science. In understanding what types of practices can be included under IBSE, the practical guidelines (NRC, 2000) developed in the US offer an understanding of what can be expected within the primary level (up to K4 – age 10-11).
o Planning and conducting simple investigations: In the earliest stages, investigations are largely based on systematic observations. As students develop, they may design and conduct simple experiments to answer questions. The idea of a fair test is possible for many students to consider by the end of primary education;
o Employing simple equipment and tools to gather data and extend the senses: In early years, students develop simple skills, such as how to observe measure, cut, connect, switch, turn on and off, pour, hold, tie, and hook. Beginning with simple instruments, students can use rulers to measure the length, height, and depth of objects and materials; thermometers to measure temperature; watches to measure time; beam balances and spring scales to measure weight and force; magnifiers to observe objects and organisms; and microscopes to observe the finer details of plants, animals, rocks, and other materials. Children also develop skills in the use of computers and calculators for conducting investigations towards the end of primary education;
o Using data to construct a reasonable explanation: This aspect of the standard emphasizes the students' thinking as they use data to formulate explanations. Even at the earliest grade levels, students should learn what constitutes evidence and judge the merits or strength of the data and information that will be used to make explanations. After students propose an explanation, they will appeal to the knowledge and evidence they obtained to support their explanations. Students should check their explanations against scientific knowledge, experiences, and observations of others.
o Communicating investigations and explanations: Students should begin developing the abilities to communicate, critique, and analyze their work and the work of other students. This communication might be spoken or drawn as well as written (National Research Foundation, 2000).
• Provide resources in primary science for free and in a range of languages online and distributed through the teachers’ network;
• Organise in-service training sessions on a national level in the partner countries, with financial support to selected numbers of network members; and
• Organise three international professional development courses for primary science teacher-trainers and researchers;
• Organise two international primary science conferences aimed at researchers, teacher-trainers and practising teachers;
• Recognising the achievements of schools: teachers, researchers and trainers through Recognition for Excellence in IBSE Certificate which will be presented at the International conferences each year. This recognition will not be monetary in nature but will involve certification by the project consortium (those receiving recognition will only be given travel and subsistence to attend conference to receive Certificate);
• Evaluating all activities and initiatives through external and internal evaluation methods;
• Create a network for primary science education researchers and teacher-trainers, as well as practising teachers;
• Utilise the network to promote professional development of teachers through training material, sharing of experiences, educational resources as well as recognising achievement of primary school teachers and researchers in the area of Primary Science.
Helping teachers raise the quality of science teaching and its educational environment has the potential to increase student engagement, attainment, scientific literacy and science career choices. S-TEAM will achieve this by connecting existing science education research and teacher knowledge to teacher education. This task requires the power of coordinated action across a wide range of institutions and national contexts. The 26 partners and 15 nations engaged in S-TEAM have a unique opportunity to systematically integrate their knowledge of teaching, research and teacher education, and to adapt science education to the diverse needs of citizens and the economy in Europe, focusing on inquiry-based methods. These involve problem-solving, hands-on experimentation, authentic, student-led content and critical dialogue, but they require wider development of teacher skills and knowledge. Many teachers are already competent in these methods, and are thus the best source of learning for others. S-TEAM will achieve its aims by disseminating research on, and teachers' experiences of inquiry-based methods to existing and future science teachers. Its actions will involve listening to teachers, working with teacher educators and researchers, and providing support for better science education. This support will include workshops, training packages, video case-studies, teaching materials and publications. S-TEAM will involve not only teachers, but also teacher educators, researchers, students, parents and policymakers in dialogue, to ensure that this dissemination is effective. S-TEAM is sustainable since learning through teacher collaboration and education can be continually regenerated, but also necessary because science teacher education needs to be shared across Europe. By enabling teachers to deliver more efficient and efficacious learning, S-TEAM will improve the attitudes, motivation and learning of young people, including girls, in science education.
Results In Brief:
Helping teachers to enhance science education offers many potential benefits for improved student engagement, attainment, scientific literacy and science career choices. The 'Science teacher education advanced methods' (S-TEAM) project thus set out to enable advances in this area by connecting existing science education research and teacher knowledge to teacher education. In the context of this project, the term 'science' includes the natural sciences and some areas of technology, as well as mathematics. Comprising 26 partners across 15 nations, the consortium explored problem-solving, hands-on experimentation, and authentic student-led content and critical dialogue. It also emphasised the need for wider development of teacher skills and knowledge. Funded under the EU's Seventh Framework Programme, S-TEAM activities included the production of a wide range of materials and attendance at or organisation of more than 200 events. Education systems were addressed at the levels of policy, teacher education and teaching. Extensive reports were drawn up on the uptake and measurement of inquiry-based science teaching (IBST), and a range of training and development courses were designed for teacher professional development. At the level of teaching, project partners developed teaching sequences and other materials to assist teachers with the implementation of IBST in their classrooms. The project outlined a number of significant learning outcomes that are significant for all stakeholders, and applicable to various cultural contexts in which inquiry might be practiced. More information is available on the project’s website. The team's efforts succeeded in greatly increasing awareness of IBST and methods in science across a wide range of national contexts. By reaching out to teachers, teacher educators, researchers, students, parents and policymakers in dialogue, the project endeavoured to realise maximum impact of the project's activities, and the knowledge produced and disseminated. S-TEAM, completed in 2012, will continue to communicate its results and maintain its various activities, through web-based resources and other dissemination means. Project outcomes will go a long way towards improving the attitudes, motivation and learning of young people in science education.
CoReflect
Digital support for Inquiry, Collaboration, and Reflection on Socio-Scientific Debates
Funding: European Commission |Contract Number: FP7-Science-in-Society-2007-1-217792 |Duration:1 March 2008- 8 February 2011
https://cordis.europa.eu/project/id/217792
CoReflect was a three year (2008 – 2011) research program, funded by the European Commission, under the FP7 Science in Society program. Bringing together eight diverse and multi-disciplinary teams from seven European states, the project members promoted evidence-based practice in science teaching and learning, by collaborating to iteratively design, enact, critique, and validate problem-based innovative inquiry learning environments. These environments, which are being hosted on the STOCHASMOS web-based teaching and learning platform, coupled data-rich scientific rigor with the flexibility and easy modifiability that is needed for widespread adoption and use by teachers.
Objective
Citizens are increasingly being asked to deal with socio-scientific issues and make informed decisions on the basis of scientific data. At the same time, there is disconcert with the current status of science education, a disconcert that relates to issues such as student motivation, educational curricula, existing tools, as well as how to best support teachers in adopting new learning and teaching practices. There is a growing interest in university-school-educational authority partnerships developing web-based science inquiry environments as one way of addressing these challenges. Such environments can couple data-rich scientific rigor with the flexibility and modifiability that is needed for widespread adoption and use. CoReflect proposes to develop a European-wide network of Local Working Groups (LWG), involving university researchers, practising teachers and educational authority administrators. These LWGs will develop web-based, inquiry learning environments and accompanying materials on data-rich, socio-scientific debates (e.g. global warming). The LWGs will pair up, and together they will develop two web-based learning environments first in English and then in their national language. During Knowledge Sharing Workshops, they will decide on a common research and design framework. Following a series of peer-review activities, each LWG will adopt and implement their two learning environments. Each LWG will conduct research to systematically investigate specific aspects (e.g. student motivation) of the classroom implementation of the web-based inquiry learning environments, by collecting comparable qualitative and quantitative data. An existing web-based learning and teaching platform, STOCHASMOS, will be used to develop and host the inquiry learning environments. The platform was developed with national support and a Marie Curie action, is publicly accessible and offers specific tools for designing student scaffolds for reflection and collaboration.
Main Outcomes
Four main objectives were outlined at the outset of the CoReflect project:
1. Develop and empirically test a multi‐lingual and multimodal web‐based library of inquiry learning environments, integrating reflection as part of the learning process.
2. Contribute to fostering participating students’ interest in, and understanding of, socio‐scientific issues that preoccupy modern societies.
3. Develop a mechanism for spreading the crucial attributes that make the design of interactive learning environments about socio‐scientific topics and their classroom implementation effective in existing isolated pockets of practice, taking enough care to overcome the systemic, cultural, and organizational and language barriers that impede transfer of educational programs from one educational system to another.
4. Engage a network of university‐school‐educational authority Local Working Groups in a series of research studies on specific aspects of the classroom implementation of web‐based inquiry‐ oriented science teaching and learning environments, such as the role of student reflection in facilitating inquiry processes and the importance of collaboration in investigating hypotheses using actual scientific data.
The above goals were addressed successfully by the work conducted by the CoReflect Consortium. The work of the project was organized around eight WorkPackages (WP), with WP1 being the Project Managament WorkPackage. WP2 supported the project members in building common ground on the important concepts that unify the work conducted by each partner separately: learning in science, inquiry, scaffolding, motivation, understanding, reflection, socio‐scientific issues, and collaboration. In the context of the work conducted in this WorkPackage, the Local Working Groups came together, exchanged ideas, and received peer feedback on their work. Three such Knowledge‐Sharing occasions were planned and executed, one during each year of the project. These Knowledge Sharing Workshops provided the forum for exploring relationships between teachers and researchers.
WP3 supported the development of the web‐based, inquiry learning environments. The STOCHASMOS platform was used to support the development and hosting of these pedagogical content modules for inquiry‐based teaching and learning. STOCHASMOS was localized to support the authoring of web‐based learning environments in the local languages of the partners; the platform is now fully available in seven languages (Arabic, Dutch, English, German, Greek, Hebrew, and Swedish). With the exception of one partner, who assumed a dissemination coordination role, linking practicing teachers outside of the Local Working Groups with the project, each partner engaged in design‐based research to support learning by inquiry.
A Web Based Learning Environment For Promoting Students’ Argumentation Skills And Epistemological Understanding Across Scientific And Social Domains,
Funding: Cyprus Research Promotion Foundation|Contract Number: ΔΙΔΑΚΤΩΡ/ΔΙΣΕΚ/0308/43|Duration: 2008-2011
In-service Teacher Training In The Design Of Web-based Environments For Inquiry-oriented Learning And Investigation Of Their Classroom Implementations,
Funding: Cyprus Research Promotion Foundation|Contract Number: ΠΕΝΕΚ/ΚΙΝΗΤ/0308|Duration: 2009-2012
Using Web Comics in Education
Funding: European Commission (Comenius LifeLong learning programme)| Contract Number: 142424-2008-GR-COMENIUS-CMP.|Duration:2008-2010,
EduComics is an European Union Comenius education project under the Life Long Learning Programme. It will show educators how online comics can be used in the classroom to enhance learning, engage and motivate students, and use technology in a practical and effective way. The project will create training material for teachers and organise seminars for teachers in Greece, Cyprus, UK, Italy and Spain. These attending teachers will be able to apply strategies and lesson plans in their schools.
VirtualLabs
Development of a framework for the use of Virtual Laboratories in combination with Real Experimental Environments
Funding: Cyprus Research Promotion Foundation| Contract Number: ΑΝΘΡΩΠΙΣΤΙΚΕΣ/ΠΑΙΔΙ/0308(ΒΕ).|Duration: 2008-2010
Purpose of the Program
The research project "Virtual Laboratories" aimed to explore alternative scenarios for reorganizing the existing framework of laboratory experimentation in the Natural Sciences (FE), in a way that combines the use of virtual and real laboratory environments. The existence of specialized simulations and virtual laboratories has led to expressed hopes of reducing the cost or time spent in laboratory experimentation or data collection, to familiarize students with complex or inaccessible long-term phenomena that require extensive operation , moving to inaccessible areas or managing incompatible scales. At the same time, comparative studies have led to contradictory data on the relative effect of Virtual or Experimental Circuit Experiments on learning achievement. Although not previously explored, the pre-planned combination of virtual and experimental environments provided a potentially interesting solution, arguing that depending on the requirements of the teaching / learning course it could take advantage of the comparative advantages of one or the other environment.
The program in question had the following general objectives:
Scientific and Technological Objectives of the Program
Description of the Research Project
Attempts have been made to implement different combinations of virtual and real experimental environments and to compare these combinations with each other in terms of the effect they have on promoting conceptual understanding in the Natural Sciences and specifically in the thematic areas "Heat and Temperature" and "Light and Color". The research planning included a simultaneous comparison of various experimental groups of pre-designed combinations with control groups that used only Experimental Laboratory Laboratory (PEE) or Experimental Laboratory Experimentation (RES).
The selection of students and their division into groups was done randomly, while ensuring the equivalence of the groups in terms of their initial performance. The thematic units in which the comparisons were made were selected from the Physics by Inquiry, which has been scientifically validated for its effectiveness in promoting conceptual understanding (McDermott et al., 1996). Undergraduate students from the University of Cyprus participated in this effort. Data collection was done through the evaluation of assessment tests, before, during and after the teaching interventions, in order to show the improvement of the understanding of the individuals of each group (EIA, EIA or some combination of EIA and EIA).
The students were divided into 7 groups, of which 4 groups were the control groups and 3 groups were the experimental groups.
The survey was conducted over the same period of time (one academic semester) for all groups. The teaching intervention takes place once a week and lasts one hour and thirty minutes. The teaching staff taking part in the research was selected by AF (University of Cyprus) and became familiar with both the experimental teaching materials and the use of virtual and real laboratory.
Familiarity with virtual workshops and real materials: To learn the virtual workshops of their choice (Thermolab and Shadows and Colors, see Teaching Interventions), a teaching curriculum was developed by AF, which was given to groups using virtual environments and more user guides for each virtual lab. The instructional material and instruction manuals were given to the individuals before using the virtual lab to conduct the experimental material experiments. At the same time, a series of activities was developed to familiarize people with the real materials. The complete form of the sequences of activities for the acquaintance of the individuals with the real and virtual materials, will be available to SF1, SF2 and SF4 for future use in study programs or courses accordingly.
Application of teaching materials: The EIA includes the use of real instruments, objects and materials in the laboratory of Natural Sciences. The WEU includes the use of virtual instruments, objects and materials, which are included in the selected virtual laboratories, and the whole process is performed on the computer. The teaching material and teaching approach used in all groups, experimental or control, originates from a research-validated curriculum of the faculties that will concern the education of undergraduate students (eg McDermott et al. 1996) and includes 2 thematic units. .
Data collection and analysis:
Data collection began in the first year of the program and is completed in two academic semesters. Evaluation tests are used to collect the data, which will be developed by AF. The creation of these essays was based on existing assessment tests designed and validated by the Physics Education Group of the University of Washington (McDermott et al. 1996). The evaluation essays were piloted to members of the AF for completion, so that through their revision and modification they can satisfy the examination of the learning aspirations that were defined during the design of the teaching interventions. Assessment essays are given before and after each chapter of each module of the teaching material in the 2 thematic sections (pre-experimental and post-experimental essays). Data analysis follows both quantitative and qualitative methods. The way of examining the conceptual understanding was defined functionally before the comparisons were made (Π.χ Tao & Gunstone 1999, Zacharia et al. 2008). At the first level, each project was graded based on a criteria table determined based on the expected responses to the submitted projects. in the essays. In the second level, a quantitative analysis will be followed that will focus on controlling the possible improvement of students' performance due to each teaching intervention through the statistical test paired-samples t-test and comparing the performance between the two groups through the statistical test one-way ANCOVA. Qualitative analysis follows the methodology of open coding of all students' answers for each essay separately. The aim is to identify and categorize the ideas of individuals in terms of the concepts of each thematic unit (Heat and Temperature, Light and Color), before and after each intervention. For control purposes, the reliability of the analysis will be given 20% of the tests to be graded by two other independent inter-rater reliability researchers.
Results
Defining a specific methodology for using PPE, PEE, or a combination of the two in science teaching is an innovation in the field as there is no framework in the international literature that can be applied to take advantage of the added value of any medium of experimentation. . Attempts to investigate the effect of combining virtual with real experimental environments on learning in the Natural Sciences through which the definition of the mentioned framework will result, will lead to addressing the weaknesses of each experiment method (eg EIA - absence of use symbolic representations, PEE - absence of direct observation of the phenomenon).
Research Design
The comparison of the different means of experimentation and their combinations was determined to be done in the thematic area of "Heat and Temperature" and in "Light and Color". In the context of two different thematic areas, it was considered useful to make applications of different combinations with the control groups as originally defined. The control groups have been pre-determined to apply real materials and virtual materials respectively for the conduct of all the teaching material in both thematic areas. Regarding the combinations that will be applied in the teaching interventions, a specific design followed which in one context (Heat and Temperature) is serial (sequential) while in the other context (Light and Color) it will be determined through specific criteria that emerge through the literature. (blended).
Heat and Temperature
A total of 4 teams were created in the Theme area of Heat and Temperature. The first group consists of 50 students who use Experimentation in a Real Laboratory (RES) to conduct all experimental teaching experiments (Control Group 1). The second group consists of 50 students who use Experimentation in a Virtual Laboratory (PEE) to conduct all experimental teaching experiments (Control Group 2). The third group consists of 30 students who use in the first two chapters of the teaching material experimentation in a real laboratory (RES) and in the other two chapters, experimentation in a virtual laboratory (PEE) (Experimental Group 1). The fourth group of the second phase consists of 30 students who use in the first two chapters of the teaching material experimentation in a virtual laboratory (PEE) and in the other two chapters experimentation in a real laboratory (RES) (Experimental Group 2). In total, the 160 undergraduate students were divided into 4 groups that would use four different experimentation methods (EIA, WEU and two EPC and WEU combinations) in the thematic area of Heat and Temperature.
Light and Colour
In the thematic area "Light and Colour" there are a total of 3 groups. The first group consists of 22 students who used Experimentation in a Real Laboratory (RES) to conduct all the experiments of the teaching material (Control Group 3). The second group consists of 24 students who used Experimentation in a Virtual Laboratory (PEE) to conduct all the experiments of the teaching material (Control Group 4). The third group consists of 28 students who used a combined use of ICT and PEE (Experimental Group 3). The combination made was determined through the combination of the following elements: a) the choice of EIA or EIA in each experiment was made through specific criteria that emerged in the international literature (advantages and disadvantages of each medium of experimentation), b) the choice of EIA or the WEU was conducted in accordance with the learning objectives initially identified in each experiment, c) the selection of the EIA or the WEU was made according to the experience of the researchers in the specific contexts regarding the most effective conduct of the experiments with one or the other means of experimentation. A total of 74 undergraduate students were divided into 3 groups who used three different experimentation methods (EIA, EPC and combination - blended - EIA and EIA) in the thematic area "Light and Color".
Topics
The selection of thematic units for conducting the research through the application of different laboratory experimentation methods, was based on specific conditions which were defined based on the experience of the researchers, in an effort to optimize the research effort and at the same time teach the results obtained in relation to with the international literature. The conditions initially set for the selection of thematic units were based on previous researchers 'experiences in the specific research direction and are in line with the needs of pre-service teachers' curricula in higher education. Specifically, the thematic sections selected satisfied the following:
Based on the mentioned conditions, 2 thematic units were selected: TEMPERATURE AND TEMPERATURE, LIGHT AND COLOR
As part of the program, an effort is being made to document their selection by the international literature as areas that need to be explored both scientifically and didactically. Developing a framework for the use of virtual laboratories in conjunction with real experimental environments is an innovative teaching effort that must first be applied to contexts where their teaching needs immediate improvement and any innovative teaching effort in this direction seems promising. existing results in the international literature.
Subject Teaching Materials
. Revised teaching material on Heat and Temperature - Real Experiments.
. Revised teaching material on Heat and Temperature - Virtual Environments Experimentation.
. Revised teaching material on Heat and Temperature - Real and Virtual Environments of Experimentation.
. Revised teaching material on Light and Color - Real Experiments.
. Revised teaching material on Light and Color - Virtual Experiments.
. Revised teaching material on Light and Color - Real and Virtual Environments Experimentation.
The teaching material chosen for all the teaching interventions and in all the combinations of EPP and PEE is Physics by Inquiry, (McDermott and The Physics Education Group, 1996). This tutorial is designed at the University of Washington for Pre-Service Teachers and is applied to higher education programs internationally. This material consists of specially designed sequences of activities that guide students to make observations and use them as a basis for constructing mental models for various physical phenomena and processes (McDermott, Shaffer & Constantinou 2000). The people involved work in groups and are guided by the teaching material and the teaching staff, in order to perform specific activities. The application of the teaching material does not include a lecture and the teaching interventions will be limited to semi-Socratic dialogues of the teaching staff with the groups of students. In the teaching material there are control points in which the students, after conducting the experiments, will discuss their results and conclusions with the teaching staff. The discussions that will take place will include the relevant remarks made by the students and the relevant conclusions that will emerge from their remarks. The teaching staff will have the role of guide-coordinator in the discussions and its main purpose is not to give immediate or confirmatory answers, but to direct the discussions in order to reach the expected conclusion and draw the scientifically acceptable conclusions. Through such processes (questioning) will be identified the difficulties that students in all groups and with the appropriate guidance will overcome all the obstacles that will be created during the teaching intervention. Any differences of opinion between the members of the groups will be identified and the importance of building consensus will be emphasized.
The mentioned teaching material was reformulated and revised in a way that serves all the learning aspirations that were set during the research planning of the teaching interventions. The reformulation of the teaching material included the removal or modification of the execution of specific experiments in such a way as to enable the execution of the material both with virtual and real means of experimentation. In this way, the equivalence between the groups regarding the execution of the same experiments in all cases was ensured.
Collaborative Inquiry Learning Environments
Funding: Cyprus Research Promotion Foundation, |Contract Number: ΠΛΗΡΟ/0506/21.|Duration: 2007-2010
The Use Of New Technologies And Environmental Scenaria For Supporting Primary School Students’ Efforts To Develop Argumentation Skills
Funding: Cyprus Research Promotion Foundation.|Duration: 2006-2008
The Use Of Handheld Computers In The Teaching Of Science
Funding: Cyprus Research Promotion Foundation |Contract Number: ΚΟΙΝΩ/0506/07.|Duration: 2006-2008
The Development Of Argumentaton Skills Through An ICT Enhanced Learning Environment On Topical Environmental Issues
Funding: Cyprus Research Promotion Foundation | Contract Number: ΕΝΙΣΧ/0506/05.| Duration:2006-2008
Collection, Participative Processing And Distribution Of Knowledge Through Tagging Of Information With Keywords And Metadata
Funding: Cyprus Research Promotion Foundation|Contract Number: ΠΛΥΠΗ/0506/12.|Duration: 2006-08
The Responsibility Of Environmental Education For The Sustainable Development In The Suburban Area Of Larnaca Through The Implementation Of Local Agenda 21,
Funding: Cyprus Research Promotion Foundation |Contract Number: 3411-12056.|Duration: 2006-2007
Hands on Science
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Pre-School Education |
School Year |
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1st Public Kindergarten Aglantzia Nicosia |
2003 - 2004 |
2005 - 2006 |
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'1st Public Kindergarten of Lakatamia |
2003 - 2004 |
2004 - 2005 |
2005 -2006 |
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Linopetra Public Kindergarten, Limassol |
2005 - 2006 |
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Aradippou Public Kindergarten Larnaca |
2005 - 2006 |
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4th Public KIndergarten of Latsia, Nicosia |
2005 - 2006 |
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Primary Education |
School Year |
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2nd Primary School of Augorou, Famagusta District |
2003 - 2004 |
2004 - 2005 |
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1st Primary School of Sotera, Famagusta District |
2004 - 2005 |
2005 - 2006 |
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Chriseleousa Primary School, Nicosia |
2004 - 2005 |
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1st Primary School of Engomi, Nicosia |
2004 - 2005 |
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3d Primary School of Kaimakli, Nicosia |
2003 - 2004 |
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St.Vasilios Primary School, Nicosia |
2003 - 2004 |
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2nd Primary School of Makedonitissa,Nicosia |
2003 - 2004 |
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5th Primary School of Aglantzia, Nicosia |
2003 - 2004 |
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Lykavitos Primary School, Nicosia |
2004 - 2005 |
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Secondary Education |
School Year. |
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Gimnasium of Paralimni, Famagusta District |
2003 - 2004 |
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Lanitio High School Limassol |
2003 - 2004 |
2004 - 2005 |
2005 - 2006 |
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FLORA
Funding: Cyprus Research Promotion Foundation.|Duration: 2006-09
Program Objectives
The research program FLORA (CHLORIDA) aimed at creating and evaluating learning material for the flora of Cyprus and its protection, in combination with the training of teachers for its teaching in formal and non-formal education. Specifically, it included activities for development: (a) learning environment for students 6-12 years old related to plants (structure, function, systematic, ecology and conservation) and was a material enrichment of the curriculum of the course "Science" in Primary, (b) a research-certified Environmental Education Program which contributes to environmental awareness, utilizing the natural and man-made environment of Cyprus, with an emphasis on local flora and its protection and (c) material training of teaching teachers concerning both the conceptual content of the teaching material and the innovative didactic and methodological approaches.
Existing knowledge
A significant number of studies show that students have difficulty understanding basic concepts and phenomena related to plant functions and their role in natural ecosystems and therefore fail to assess the need to protect the flora of their place. In addition, although plant-related modules are an important part of elementary school curricula, their teaching is usually limited to teacher-centered methods in classrooms, and teachers' lack of knowledge and skills in teaching approaches is a deterrent to any factor. for implementing environmental awareness programs.
Learning Material
The learning material incorporated elements of experiential learning and field research, experimentation and development of data processing skills, exploration and critical thinking. The design of the curriculum utilizes research data on students' initial ideas about the structure, function, classification, ecology and conservation of plants and the difficulties they face in field research, experimentation and data processing in the process of producing scientific knowledge. . The design of the textbook for the teacher uses research data to identify difficulties in teaching the relevant topics.
Scientific Program Director: Konstantinos I. Korfitis (This email address is being protected from spambots. You need JavaScript enabled to view it.) Assistant Professor of Environmental Education, Department of Educational Sciences, University of Cyprus
Program Coordinator: Dimitra Paraskeva-Chatzihambi (This email address is being protected from spambots. You need JavaScript enabled to view it.), This email address is being protected from spambots. You need JavaScript enabled to view it.
Special Educational Staff in The Natural And Environmental Sciences Department of Educational Sciences, University of Cyprus
Collaborating researchers: Despina Charalambous, Giannis Georgiou, Anastasios Chovardas.
WEBSITE CREATION: Despina Charalambous, Giannis Georgiou, Chrystalla Polyviou
The following undergraduate and postgraduate students participated in the development of material included in the website by the Pedagogical Department of the University of Cyprus:
Chrystalla Polyviou, Stella Petrou, Elena Molyva, Despina Charalambous, Giannis Georgiou, Dorita Dimitriou, Maria Temete, Morpho Nikoleti, Stallo Michael, Nasia Marangou
Cooperating agencies:
SF1 Cyprus Environmental Research and Training Center
Scientific Officer: Andreas Hadjihampis, This email address is being protected from spambots. You need JavaScript enabled to view it.
Collaborating researchers: Hara Ioannou
SF2 National and Kapodistrian University of Athens
Scientific Manager: Margarita Arianoutsou-Faraggitaki, This email address is being protected from spambots. You need JavaScript enabled to view it.
Collaborating researchers: Dimitrios Kazanis
End users (TX):
TX1 Ministry of Education and Culture
TX2 Pancyprian Environmental Movement "Harmonization"
University-school partnerships for the design and implementation Of research-based ICT-enhanced modules on Material Properties.
Funding:European Commission, DG Research, Science and Society Program|Contract Number: SAS6-CT-2006-042942|Duration: 2007-2010
Objectives
The main objective of the project included the development of a mechanism for focusing the combined collaborative efforts of experienced science education researchers and science teachers in using established principles and knowledge in order to solve teaching-learning problems in specific domains such as Materials Science. At the same time an international expert group had undertaken the identification of the crucial attributes that distinguish successful efforts to develop innovative modules of research-based teaching materials in a way that these could be implemented independently of the systemic, cultural, organizational and linguistic barriers that generally impede the transfer of educational programs from one educational system to another. These critical attributes had been coded into a set of curriculum development guidelines for science learning. In addition, the outcomes of the work of the expert group included a set of specific recommendations for the successful transfer of examples of successful teaching practice from one educational setting to another. These recommendations had been validated through a series of study visits that examined the implementation of teaching modules developed (a) by a Local Working Group and (b) by a different Working Group working in another educational system.
Main outputs of the project
Project Partners
| University of Cyprus |
University "Federico II" of Napoli, Aristotle University of Thessaloniki, University of Helsinki, University Autonoma de Barcelona, University of Western Macedonia |
Project Coordinator
Dr. C. P. Constantinou was the coordinator of the project. His role involved monitoring the progress of the project and the involvement of the partners and to co-ordinate and the synchronization of the efforts of the various work-packages. In addition to this, he was responsible for the implementation of administrative, financial and contractual obligations. Finally, the project coordinator served as the liaison between the Expert Panel, and the Steering Board in order to ensure that the guidelines and recommendations of the Expert Panel were taken into consideration by the Steering Board and in order to safeguard effective overall internal communication. In addition the co-ordinator assumed the responsibility of liaising with the project office in the Commission and with engaging with relevant science education policy activities at European level.
Expert Panel
The Expert Panel consisted of experts in science education research who had been appointed by the Steering Board. These experts were chosen to include at least one member from each of the partners and at least three external experts from outside the project consortium. The EP formulated the Guidelines for Module Development and Evaluation. The EP also organized two cycles of peer review study visits during the implementation of the modules. The first cycle of study visits took place when the Local Working Groups were implementing the module they developed themselves. Once all the study visits in this first cycle were completed, the Expert Panel used the outcomes of this first peer review exercise to re-examine the initial guidelines and make final refinements. At this stage, evidence was also synthesized in relation to the extent to which the guidelines had proven to be a reusable instrument and a set of recommendations was drafted for transferring examples of successful teaching practice from one educational system to another. In the final year of the project, a second round of study visits was implemented, this time to witness the implementation by a Local Working Group of a module developed elsewhere. The results of this second cycle of study visits were used to refine the Recommendations for Transferring examples of teaching practice from one educational setting to another.
Expert Panels Members: Constantinos P. Constantinou (Project Coordinator), Demetris Psillos, Gabriella Monroy , Hans Niedderer, Jari Lavonen, Martine Meheut , Matilde Vicentini , Petros Kariotoglou , Roser Pinto Casulleras
The Steering Board served as the main management body. It comprises of all the participants of the project and it is chaired by the project coordinator. It is responsible for appointing the members of the Expert Panel, for co-ordinating the Local Working Groups and also for establishing the guidelines for the peer-review study visits. Finally, the Board is responsible for the smooth running of the project and for co-ordinating the efforts of the various groups so that they can complement each other’s work according to the project WorkPlan but also benefit from each other’s expertise in developing and validating ICT enhanced science teaching modules. The Steering Board convened every 12 months for the duration of the project. The Steering Board comprised of up to two members from each partner. Usually these include an experienced science education researcher and a teacher - member of the Local Working Group.
Steering Board Members: Constantinos P. Constantinou (Project Coordinator), Demetris Psillos, Digna Couso, Elena Sassi, Evripidis Hatzikraniotis, italo Testa, Jari Lavonen, Petros Kariotoglou ,Roser Pinto Casulleras, Anna Spirtou,Theodora Kyratsi (Project Manager), Veijo Meisalo
Local Working Groups
The Local Working Groups draw on partnerships between researchers, experienced science teachers and science education policy makers at the national level. All groups are kept open and are encouraged to expand to include more schools and interested educational authorities within the same educational system. The role of these partnerships is to (a) implement the initial Guidelines in developing a teaching module (for an age group in the range 10-16 year olds) in an area of Materials Science, (b) host two study visits during implementation and evaluation of their own and one other module in authentic classroom environments, (c) analyse the information collected (during the implementations) on student learning outcomes and motivation and use that to improve the teaching modules. At least one member of each LWG participates in the Scientific Board so as to facilitate effective communication between the Scientific Board and the Local Working Groups and, hence, ensure a common ground of understanding. A network leader is appointed for each network by the Steering Board and their role is to coordinate and sustain the partnership and to manage the preparation of the reports. The meetings of Local Working Groups take place once or twice per week for the months during which the module development takes place. Each Local Working Group hosted two peer review study visits by members of the Expert Panel and the collaborating Local Working Group.
DIDASKO
DIDASKO was a large scale qualitative research study investigating kindergarten and elementary school student abilities for scientific inquiry through the analysis of authentic science classroom videotaped data. At the same time, the study sought to investigate science teacher’s abilities in identifying, interpreting, evaluating and appropriately responding to their students’ abilities for scientific inquiry. Also, this research program sought to develop a methodology for analysing and using videotaped science lessons for science teacher training and professional development. In particular the program sought to develop a series of video-case studies of student inquiry in science through the use and analysis of authentic science lessons. The study was funded by the Cyprus Research Promotion Foundation, and it is carried out by the Learning in Science Group at the University of Cyprus.
In collaboration with the Cyprus Pedagogical Institute, during the school year 2006-2007 we had set up a professional development seminar for science teachers, aiming in promoting teaching approaches that supported student inquiry in science. Based on Action Research methodologies, the seminar was partly organized around watching and analysing videotaped lessons taught by the participating teachers, giving opportunities for reflection about their own teaching practices. At the same time, we had created an on-line science teacher's community to fulfil the teacher’s need for supporting each other teaching practices and decisions.
During the second year of the study, we analysed all videotaped classroom data and based on the findings we developed curriculum materials for an undergraduate course in Science Education, with emphasis on the development of perspective science teachers’ abilities for identifying, interpreting, evaluating and appropriately responding to their students’ abilities for scientific inquiry. The course was in turn implemented at the University of Cyprus and a local private college.
AESTIT
Affordable & Efficient Science Teacher In-service Training Affordable & Efficient Science Teacher In-service Training
Funding:European Commission SOCRATES – COMENIUS 2.1|Contract Number: 226381-CP-1-2005-1-GR-COMENIUS-C21.|Duration: 2006-2008
The AESTIT (2005-08) project was a formal project within the framework of SOCRATES – COMENIUS 2.1 European Union program. The project aimed at the development of an Affordable, Sustainable and Efficient In-service Training scheme for the Science Teacher. This scheme was based on two axes:
Face-to-face training courses focused on the teaching of recent theoretical paradigms of Science teaching and relevant supporting pedagogical principles.
Internet supported training courses aimed at uses by Science teachers and specialised scientists in the area of Science Teaching.
The training courses developed were:
1) Short informal training courses focused on specific issues.
2) Long informal training courses of a duration of at least 30 teaching hours in which a specific topic was to be studied in depth.
All training courses were appropriately attested. Long training courses corresponded to 4 credit points of informal training.
The focus of the project was on the promotion of collaboration and cooperation between teachers, schools and institutions involved in Science education, in Science teaching and in Science Teaching education.
The project’s fundamental philosophy was that:
Learning in Science can be developed and enhanced through the sharing of knowledge and the best field practice experience of different groups involved in such activities.
Science education is more effective when scientific knowledge is related to everyday life observations.
Science learning is extended when Hands on Science processes are involved. On this aspect there was a rich inventory from Hands on Science, a Comenius 3 project. It was planned to extend and build upon this inventory.
The use of new technologies, of new materials and of innovative teaching approaches is necessary for a modern understanding of Science.
A further objective was the establishment of a network of people including scientists, school-teachers and researchers to promote Science and Technology education. In this aspect membership consortium was open to other colleagues wishing to participate. This participation could materialise in several suitable forms, for example:
Outcomes.
Seminars. The main objective of AESTIT was the development and the delivery of training seminars in Science and Technology. Although many of the seminars could be attended by any person interested in Science and Technology, the seminars addressed mainly the in-service and the pre-service teachers in primary and secondary education. Depending on the specific seminar and relevant requests, seminars may be delivered: by face to face traditional training (a minimum number of trainees may be required), adapted in a language other than the one depicted here. By methods of Distant Education using INTERNET.
The seminars developed were adapted and delivered as:
Long term informal training courses in which specific topics, mainly from the school curricula, were studied in detail. Long term seminars were designed for 30 to 40 teaching hours. Their contents included short presentations by the trainer(s) while most of the time was devoted to the trainees completing assigned tasks related to the topic under study.
Short term informal training courses focused on specific issues. These were designed for 3 to 10 teaching hours. Their contents included, usually, a presentation of 1 to 3 teaching hours and a project carried out by the trainees for the rest of the allocated time.
Lectures or Presentations of duration of up to 3 teaching hours, in which main points of an existing or under development training course were presented. Sometimes they were based on publications produced within the AESTIT project and, usually, they summarized the experience gained from the delivery of the training courses developed at the time or explained the motivation and the objectives behind the development of the course.
AESTIT Partners
SaltLakes
A Learning Environment For The Development Of Filed Study Skills And The Ability To Model Phenomena Through Environmental Trips To The Salt Lakes Of Cyprus
Funded by the Cyprus Research Foundation. The programme begun in October 2005 and was concluded in 2007. This programme focused on the development of a model of the life cycle of the brine shrimp (Artemia salina), a living organism in the Larnaka salt lake. The activities designated include outdoor field studies in a real wetland where students collect data from their measurements and observations and then analyse their data to develop the computer-based model of the brine shrimp's life cycle. This programme aimed at promoting environmental awareness and environmentally friendly attitudes. Furthermore, it aimed to promote the understanding of key ecological concepts regarding ecosystem structure and function, the promotion of modelling and inquiry skills (observation, data collection, organization and representation) and the development of epistemological awareness.
Research coordinator: Constantinos Korfiatis (korfiati(at)ucy.ac.cy)
Researchers: Constantinos Constantinou (c.p.c(at)ucy.ac.cy ), Annita Philippou (anna.philippou(at)sthildas-oxford.com)
ENGINO
Design and development of specialized construction connectors for Design and Technology and an investigation of their educational potential for science and technology teaching
ENGINO is a research program financed by the Institution of Promotion of Research. The program focused on the exploitation of a system of manufacture that is based on innovative planning of extendible fastener and it aimed at the development of educational material suitable for the course of Design & Technology in elementary and high school. The main purpose of the program was the development of technology problem solving skills through the use of the fastener in student’s constructions as a solution to the problem.
Scientific Supervisor: Constantinos Constantinou (c.p.constantinou(at)ucy.ac.cy)
Researchers: Evangelia Kyriazi (sepgek1(at)ucy.ac.cy), Loukas Louka (lsla81(at)yahoo.gr), Michael Mihael (sepgmm4(at)ucy.ac.cy)
Cooperator: Alexandros Mettas (mettas(at)ucy.ac.cy)
ΕΠΙΚΟΙΤΕ
Science, Society, Technology. A learning environment for the development of epistemological awareness for the Nature of Science,
The diagnostic essay consists of two small questionnaires with Eleven closed-type questions. Each question describes the pursuit of some research and students need to categorize the 11 statements, using a different criterion in the two questionnaires. The first criterion concerns a link between research and science, technology or either of the two disciplines. Similarly, the criterion in the second questionnaire concerns the pursuit of each research according to whether it is an attempt to i) understand the function of the natural world, ii) develop solutions to problems or satisfy the needs of humanity, or neither. Despite their verbal difference the two questionnaires present a conceptual identification and the correlation presented by the students ' responses to the two questionnaires is an indication of their understanding of the distinction between science and technology. In addition, the first questionnaire asks students to explain when a survey belongs to the science sector and when to the technology sector. A comparison of students 'responses to this question before and after the teaching intervention is expected to provide useful information for the possible improvement of students' understanding of the distinction between the two disciplines.
The diagnostic essay is thematically related to the environmental problems arising from the operation of thermal power plants. It describes the pursuit of the effort of three researchers to help solve the problems. The effort of one researcher is in the field of science (attempt to improve understanding of the phenomenon of combustion) and the other two in the field of technology (construction of a gas filtering device/construction of a measuring instrument for quantities of gases in the atmosphere). The main question posed to students concerns the recording of cases where the effort of any of the researchers could benefit from the work of the rest. Thus, the question indirectly examines the students ' understanding of the possible relationships between the two disciplines (science can provide the background to support the effort to develop solutions, and technology can provide equipment to facilitate the effort of scientists to produce new knowledge)
The proposed work will use prior research to design a web-based learning environment to support students' reflective inquiry, consisting of two parts: the first, will be a web-based inquiry investigation of authentic scientific data. The second will be a reflective workspace, where students can organize snapshots of the data to use as evidence. Students will also be encouraged to respond to articulation prompts embedded in the web pages, asking them to consider the relationship between the data and their hypotheses and guiding them in constructing detail ed explanations. We will assess the role of new technologies in supporting the construction of evidence-based explanations, collecting and analysing qualitative and quantitative data from three classes of students, working in authentic classroom environments under the following conditions: a) web-based inquiry with reflective supports; b) inquiry investigation with paper-based reflective supports; c) inquiry investigation with no reflective support.
It is hoped that with the support of this MC IRG, the researcher will be able to transfer knowledge acquired during her research in the USA to develop an innovative web-based learning environment and pursue further research within the EU.
Coordinator: Prof. Dr. Aniko Kalman, University of Debrecen, Hungary
Coordinator: Prof. Dr. Arild Raaheim, University of Bergen, Norway
In some respects continuing professional development (CPD) presents a greater challenge, since there are almost certainly greater national variations in policy and practice between institutions and subject areas. It is unlikely that this kind of information has been collated before, especially in such a comprehensive way and achieving this goal will be a particular challenge. We anticipate that the group will highlight various trends and issues that can then be pursued through some kind of progressive focusing. As in the case of TG2, the ultimate goal will be the identification of generic and subject-specific competencies.
Coordinator: Prof. Dr. Wolff-Dietrich Webler, Bielefeld Institute for Research on Science and Education, Germany
This group will gather data on which to base a synopsis of the various accreditation agencies, procedures and policies for tertiary level education that currently exist in member countries and the hurdles to be overcome to facilitate moves towards mutual recognition of qualifications and professional membership arrangements for tertiary level educators. It will also investigate quality assurance arrangements for initial and continuing professional development, with account being taken of current issues and drivers.
Coordinator: Vicente L. Francés Francés, University of València, Spain
content and learning outcomes - e.g. general and subject specific competencies relating to theories of student learning and motivation, small group teaching, approaches to assessment, facilitating skill development and level descriptors e.g. for Cycles 1 to 3 educators;
learning resources - technical and human;
delivery methods - e.g. workshops, viedeoconferencing, mentorship, peer observation, cross-national projects, open and distance learning, e-learning;
quality assurance processes - e.g. external review, internal audit.
Primary aim of NETTLE is to develop European-wide academic frameworks within which to equip tertiary level educators with the competencies and skills necessary to provide effective and validated support for learners.
carry out a needs analysis of the competencies and skills required of tertiary level educators;
research and compare existing provision to meet these needs, both on entry to the profession and subsequently, and to identify any significant gaps;
establish academic frameworks within which to meet these requirements, taking account of the current ability of European technical and human resources to support the frameworks and to make recommendations for future developments;
develop an online community to foster communication and collaboration, and to aid data gathering and the formulation of frameworks; and
devise a strategy for building on the achievements beyond the end of the project.
The major outputs of the project over a three year period (2005-2008) will be made available in a minimum of four languages (English, German, French, Spanish).
Dr. David Baume, Consultant in HE, Great Britain
Vicente L. Francés Francés, University of València, Spain (Coordinator Thematic Group 4)
Prof. Dr. Anikó Kálmán, University of Debrecen, Hungary (Coordinator Thematic Group 1)
Prof. em. Dr. Victor de Kosinsky, Brussels, Belgium
Prof. Dr. Arild Raaheim, University of Bergen, Norway (Coordinator Thematic Group 2)
Dr. Paul Riddy, University of Southampton, Centre for Learning and Teaching, Great Britain, (Chair)
Prof. Dr. Wolff-Dietrich Webler, Bielefeld Institute for Research on Science and Education, Germany (Coordinator Thematic Group 3)
IT for US - Information Technology for Understanding Science, was a research project materialised between October 2004 and September 2007. The program aimed at designing a modular in-service training course for science teachers and at creating the supporting courseware materials. Through this project teacher trainers, science education researchers and curriculum developers integrated software and curriculum materials, using three software programs which have enjoyed wide acceptance across Europe (Coach, Insight, Modellus). The project’s main activities were: a survey among science teachers regarding their beliefs and practices of ICT in science education in five European countries (Cyprus, England, Netherlands, Poland and Portugal) and the designing of a modular course for in-service training of science teachers which implemented the three software programs into science teaching. The intended outcomes of the project were: (a) a report with guidelines on using ICT for better science teaching, (b) curricula and coursework featuring the integration of data-logging and modelling for science teacher training to be used in different countries and (c) preparation of teacher trainers to implement the course in different countries.
Theoretical background
According to Papert, uses of ICT in education may be classified into two wings:
Constructional wing - This describes the processing of information in which ICT serves as a tool for constructing new information and understanding. Within the constructional wing following strands (relevant to science) can be distinguished:
Informational wing - This describes the presentation of information in which ICT facilitates novel methods of examining ready accumulated information. Within the informational wing following strands (relevant to science) can be distinguished:
Coordinating Person: Constantinos Constantinou (This email address is being protected from spambots. You need JavaScript enabled to view it.)
Researchers: Zacharia Zacharias (This email address is being protected from spambots. You need JavaScript enabled to view it.), Elena Kyza (This email address is being protected from spambots. You need JavaScript enabled to view it.), Rodothea Hadjilouca (rodotheah(at)gmail.com)
OutLab Europe
Heritage as an outdoor laboratory for innovative science teacher education,
Funding: European Comission SOCRATES/ COMENIUS 2.1 t |Contract Number: 226646-CP-1-2005-1-IE-COMENIUS-C21| Duration: 2005-09
Summary:
The overall aim is the development of innovative teaching methods and tools which demonstrate best practise models for the use of heritage sites in Europe as an “Outdoor laboratory” for Science Teacher Education.
The project has as specific aims the following:
To Explore the Premise that the decreasing interest in Science is due partly to existing Teaching Methods.
To Compare and Contrast Existing Science Teaching Curricula and Pedagogy in each country
Provide exemplar methods for the use of handheld technologies in Heritage Sites as innovative tools in Science Teacher Education
To create new teaching Modules which utilise these methods in Science Teacher Education
To promote mobility initiatives between Science Teachers and Student Teachers in Partners countries
To provide in-service Training for Teachers using the new Modules
The expected outputs of the project were:
Create the Science Teaching Kit including the Teacher’s Handbook and exemplar files
Publish a Project Web Site, which would also allow teachers to upload their own exemplars and act as a forum for Teachers using the methods of the Project
Create original Software Programs suited to the pedagogical and didactical use of handheld technology in heritage sites
Student Teacher Mobility
Comenius 2.2 In-Service Training Course
Partnership:University of Pitesti – RO, N. Zahles College of Education, DK, Institute of Technology Tralee, IE, University of Ferrara, IT, University of Pavia, IT, UNIVERSITY OF CYPRUS, CY. Umea University, SE
Reflective scaffolding of self-regulated inquiry of web-based scientific data,
Funding: Cyprus Research Promotion Foundation and European Commission.| Contract Number:KINHT/0504|Duration: Start:1/1/05 End: 31/12/06.
STOCHASMOS was a research program investigating the role of new technologies in supporting middle-school students’ reflective inquiry practices in science. The research emphasized the examination of the role of technology-based supports in scaffolding students’ reasoning with scientific data. In the context of this research, investigations were initiated into the extent to which, the web-based reflective scaffolding provided, supported the construction of students' scientific explanations, using quantitative as well as qualitative methods, such as case studies and group profiling.
In the context of STOCHASMOS we have developed a web-based environment which includes an embedded authoring tool that teachers and other instructional designers can use to design their own web-based investigations with reflective supports. The environment is available in both the English and the Greek languages.
Scientific coordinators: Zacharias Zacharia (This email address is being protected from spambots. You need JavaScript enabled to view it.), C.P. Constantinou (This email address is being protected from spambots. You need JavaScript enabled to view it.)
Researcher: Eleni A. Kyza (elenakyza(at)gmail.com)
Research Assistant: Georgia Michael (no1islikeu(at)yahoo.com)
Weblabs
Weblabs was a research program founded by the European Union. Several educational teams from all over Europe participate in Weblabs consortium (England, Cyprus, Bulgaria, Italy, Sweden and others). The program started in the year 2002 and finished in June 2005. The major objectives of the program were to explore new ways of representation and expression of scientific knowledge between students from different educational communities. Particular accent was also given to the use of internet as a mean of interaction and collaboration among students. The main tools of the program were: a simulation software of natural phenomena - the educational software Toontalk (http://www.toontalk.com/) - as well as a platform at the internet for the communication and interaction of students (http://www.weblabs.org.uk/wlplone/).
Scientific Supervisor: Constantinos Constantinou (c.p.constantinou(at)ucy.ac.cy)
Researchers: Marios Papaevripidou (This email address is being protected from spambots. You need JavaScript enabled to view it.), Aristos Evagorou (This email address is being protected from spambots. You need JavaScript enabled to view it.) Michael Mihael (sepgmm4(at)ucy.ac.cy)
ICT for IST
Information and Communication Technology for Innovative Science Teachers
Funding: European Commission, Lifelong Learning Programme|Contract Number: 2009-1-PL1-LEO05-05046|Duration: 2009-2011
The ICT for Innovative Science Teachers (ICT for IST) project was built upon the project IT for US (Information Technology for Understanding Science - 119001-CP-1-2004-1-PL-Comenius-C21) from which resulting materials were ideally placed to fulfil this attempt; they were directed at teachers and teacher trainers and explicitly offer support to help teachers develop their skills in using ICT in their teaching.
The ICT for IST project aimed to broaden the scope of application of the ‘IT for US' training pack with the view to increasing the international transfer of the teacher training agenda contained therein. It proposed to extend the teaching modules, to develop more ideas for implementation strategies, to increase the flexible use of existing modules across different software systems.
The results of the ICT for IST offer new approaches to teacher training supported by the instructional material, online resources and demonstration videos for use on courses for teachers.
The short term impact of the project was on the local level, as partners tried out the developed materials during the teacher training courses in their countries. The long term impact was achieved via offering the resources on-line to a wider audience of science teachers and teacher trainers.
Project aims:
The training innovations have been made applicable to a wider audience of teachers and teacher trainers through several strands of activity:
Didactic materials has been made available in more languages.
The materials focus on the use of Coach 6 and Insight packages have been augmented with additional ideas for software solutions including simulations, interactive investigations and a range of free software.
Expanded online access has been made available through an existing ‘learning object repository’.
More ideas for implementation strategies have been developed through a series of teacher training activities.
Different approaches to teacher training have been supported by the development of exemplary instructional material, online resources and demonstration videos for use on courses for teachers.
The target audience remains that of teachers and teacher trainers.
Partners
The consortium includes four former partners in the IT for US project (Cyprus, Great Britain, Netherlands and Poland) and two new partners (Austria and Czech). The fields of partners’ expertise are complementary; some partners are curriculum developers with extensive experience in innovations with ICT, some with extensive experience in teacher training and the pedagogical applications of ICT in science teaching.
BIOPAIDEIA
Biodiversity Education Concepts And Values: Initial Education And Professional Readiness Of Primary School Teachers
The program BIOPAIDEIA (ΒΙΟΠΑΙΔΕΙΑ) aimed to investigate the factors that affect future-teacher readiness to teach Environmental Education, and more specifically biodiversity, and focuses on the limitations under which their study programs function. In addition, an effort was made in order to find cases where successful practices regarding Environmental Education were taking place at the participating educational institutions in Cyprus, Switzerland and U.K.
MathWrite
Creation And Experimental Application Of Math Multimedia Software Based On Handwriting Recognition
Funding: European Union, Directorate General for EduCulture, Socrates / MINERVA action.|Contract Number: 116920-CP-I-2004-I-GR-MINERVA-M.|Program Duration: 1/10/2004 -30/9/2007.
MathWrite was a two year program funded by the “European Union, Directorate General for EduCulture, Socrates / MINERVA action”. The main objective of the program was to research for the best possible ways to implement hypermedia electronic books in elementary education with a specific focus on handwriting recognition potentialities in the instruction of mathematics. This research permitted us to discover the benefits, as well as, the drawbacks and difficulties of using touch screen devices to support teaching mathematics in early primary education. The use of keyboard can harm the skill of students’ correct number writing, whilst the use of tablet PC’s provides the probability to overcome this problem. The project was coordinated by Gennadios School in Greece while the other partners came from Cyprus, Ireland and Finland.
As an outcome of the project we have developed twelve hourly lessons, at the first year mathematics level. These lessons came in the form of a hyper book with pupil and teacher's components. Subsequently, a small number of students from private, public and small rural community schools tested the lessons and at the same time a pedagogical evaluation occurred. The application and the feedback evaluation of the multimedia lessons culminated in pedagogical and technical reports. The goal of these reports was their use in the introduction of tablet PC’s in Primary schools in the most efficient way.
Project Coordinator: C. P. Constantinou
Researchers: Antreas Savva (This email address is being protected from spambots. You need JavaScript enabled to view it.), Antonis Ktoris (This email address is being protected from spambots. You need JavaScript enabled to view it.), Elena Kyza (This email address is being protected from spambots. You need JavaScript enabled to view it.)
OIKOS
Originating Innovative methods to learn and teach Knowledge in the field of earth and natural sciences derived from an Original and combined use of applicative Software
Funding:European Commission: The Leonardo Da Vinci Program.|Contract Number: 2004-I/04/B/F/PP-154025|Program Duration: Start:1/10/2004 End: 30/9/2007.
http://www.e-oikos.net/gmap/oikos.htm
OIKOS was a three-year program which ran between (2004-2007), The project brought together a diverse group of partners from 11 European countries, some working in academia and some working in the industry. The main objective of the OIKOS project was to elaborate, develop and test new training methods and new resources in the field of teaching and learning in natural sciences in general, and with particular emphasis on the field of earth sciences.
More specifically, the project aimed at setting up an innovative didactic methodology, inspired by methods centered on simulation games and geographic information systems (GIS). For this, the project team developed a web-based pedagogic tool. This tool gives students the opportunity to explore several earth science scenaria (e.g. volcanoes) in order to understand the parameters that influence the impact of each natural phenomenon and to simulate the effects of the phenomenon on human society and vice-versa. Educators also have the capability to add physical phenomena of their own choice, based on the parameters initially setup in the system.
A main motivation of the OIKOS project involved the elaboration of its results to practical usage by a European Target Group composed of the following cluster:
* Primary and secondary school teachers teaching subjects inherent to Earth Sciences;
* Teachers, trainers and learning mediators working in the field of Earth Sciences in other formal and non-formal contexts;
* Teachers, trainers and learning mediators working in the field of Natural Sciences.
Moreover, indirectly, OIKOS will produce results usable by:
* Students in schools at every level.
Therefore OIKOS will make available:
* Methods and instruments for teachers/ trainers who propose to bring innovation to their didactic strategies;
* Training resources for all training sector employees working in the field of natural sciences and specifically for those working with earth sciences;
* New didactic proposals for students of schools at all levels.
To achieve this purpose the project is divided into three macro-objectives:
OBJECTIVE 1 – the setting up of an innovative didactic methodology, denominated the OIKOS methodology, inspired by methods centred on simulation games and based on the combined use of computer and multimedial tools such as on-line mapping (Web GIS) software, software for simulation and virtual reality (VR) and decision support systems (DSS);
OBJECTIVE 2 - the setting up of a didactic tool composed of various software applications and a guide procedure acting as a linking interface and making utilities available for integration of the various packages;
OBJECTIVE 3 - the setting up of a didactic system for training of the Target Group in the new OIKOS methodology.
OIKOS in Context:
The needs that OIKOS intended to satisfy were of a practical and conceptual nature. In the first case, a report drafted by a European working party composed of representatives of 35 countries, the European Organization for economic Associazione Nazionale co-operation and development (OECD), Unesco and the European Commission had established that among European fifteen year-olds, a variable percentage between 7 and 32% did not possess sufficient basic scientific knowledge to be able to keep pace with scientific evolution in the years to come. Taking this situation into account, the European Commissioner for Education and Culture, Viviane Reding, expressed the hope that this report would stimulate the Governments of member states to increase investments in the sector of science education. In the second case, formal-descriptive teaching methods have been proven to be ineffective and so a continued reliance on them is itself `non-scientific’. Modern pedagogy affirms that it is important to engage the learner through a problem solving approach, including definition of a problem and the learning and use of scientific investigative skills. This approach must include reflection, analysis and rethinking to develop both the investigative skills and the understanding of the subject matter to a level not achievable by teacher directed use of text books. In fact, youngsters up to 14-15 years old are anchored to concrete thought and experience. It is therefore fundamental to favour a practical approach in teaching, in which laboratory time is above all understood to mean important activities of the mind allowing the building of concepts within wide-ranging itineraries. Specifically OIKOS was based upon that sort of virtual laboratory nowadays to be found in the multimedial and simulation approaches. The need for proposals to train the trainers, actuated through the exchange of experience among Training Centres, Universities, Companies and Associations, to introduce didactic innovation in the sciences, emerges in many of the studies about the sector. In particular, OIKOS was based on the recent European Commission analysis, “Europeans, science and technology” - Eurobarometer 55.2.
Scientific Coordinator: Constantinos Constantinou (c.p.constantinou(at)ucy.ac.cy)
Researcher: Eleni Kyza (elenakyza(at)gmail.com)
Research Assistant: George Olympiou (olympiou82(at)yahoo.com)
The project consortium consisted of 15 partners from all over Europe. Their roles were divided into six areas:
DIDACTICS OF SCIENCES: University of Cyprus, University of Crete, Polytechnic of Leira, University Babe-Bolyai, University of Saragozza, University of Bayreuth, University UMEA
PROFESSIONAL ASSOCIATIONS: ANISN, ASE.
NATURAL AND EARTH SCIENCES: University of Sannio, University of Barcelona,
TECHNOLOGICAL PARTNER: Morphosis
SECTORIAL COMPANIES: Urbater, Strago,
SECTORIAL ORGANIZATION: IWCCE
OIKOSKEPSI
Utilization of the World Creator for Systematic Thinking Development and Decision-Making Skills through Ecological Disorder Scenarios
Funding:Cyprus Research Promotion Foundation|Contract Number:ΕΝΤΑΞ/0603/06|Program Duration: Start:1/7/2004 End: 31/6/2005.
The research program OIKOSKEPSI commenced in July 2004 and was concluded by July 2005. This program combined an epistemological tool (modeling) with basic skills concerning knowledge society (systems thinking). It aimed at the development of systems thinking skills and decision making skills to 11-13 year-old students in the frame of scenarios concerning ecological disturbance. The broad aim of the program was the development, implementation and assessment of web-based (in the WISE environment (http://wise.berkeley.edu)) activity sequence for using models built in Stagecast CreatorΤΜ.
The overall goal of the project was to develop, implement and evaluate sequences from teaching activities to cultivate systemic thinking and decision-making skills through the development of models using the Stagecast CreatorTM Software.
RESEARCH METHODOLOGY:
The research methodology of the proposed project included the following stages:
Program Manager: Constantinos P. Constantinou (c.p.constantinou(at)ucy.ac.cy)
Researchers: Christiana Nicolaou (chr.nic(at)ucy.ac.cy), Maria Evagorou (mariaevagorou(at)yahoo.com)
Demiourgia
Programming and Robotics at the Elementary School
Funding: Cyprus Research Promotion Foundation |Contract Number: ENIΣX/0603/09.|Duration: 2003-2005.
Purpose
This study was inspired by our longstanding interest in using modelling as a learning tool in science. The process of scientific modelling can be compared to the process of computer programming and, in turn, modelling can be carried out through developing a computer program, which can make the process more tangible for young learners. This has been the approach of a number of educators interested in computer-based modelling in science education. Our purpose in this study was to demonstrate, document, and promote the use of programming media in early science education as tools for developing models of physical phenomena. In doing so we sought:
More specifically, in DEMIOYRGIA we sought to:
Research Questions
The central research question permeating this study was “how do computer-based programming environments support fifth grade student inquiry in science?” On the basis of this question we aimed to provide a collection of descriptive cases that sought to answer both our central research question as well as the following subsidiary questions:
Data Collection: Starting in September 2004 we had set up three groups of students in two elementary schools of Nicosia of about 15 students each. Each group met with the primary investigator and one of our collaborating teachers once a week for 90 minutes. We had informed students and students' parents about our intensions to videotape and audiotape our meetings with the students, and about the possibility of using videos as parts of professional development materials among teachers in Cyprus.
The first four months of the project (October 2004 until early January 2004) primarily consisted in teaching students the different software environments they would be using (each group of students had been randomly assigned one software). For this purpose, the curriculum materials which the primary investigator had previously used in other studies had been adapted, revised and translated in the Greek Language. Furthermore, we taught students basic programming techniques and familiarised them with the programming language of each software. We monitored, videotaped and analysed student- use of the curriculum materials in order to make changes and use the final curriculum in the second year of the study.
During the rest of the year (about 4 months, February 2005– May 2005) students explored physical phenomena (i.e. relative motion, accelerated motion of a dropping object) and used the programming media as tools for developing models that would represent the phenomena under study. Consequently, we deployed whole-group conversations about the physical phenomenon under study, where students had the opportunity to describe their programming plans. In addition, we divided students into teams of three and let them work with computers, monitored and supervised by the researchers. Every few meetings, groups were asked to present and explain their work to the whole group.
Data sources:
Video and audio tape all whole class student conversations
Two teams in each group will be chosen to be videotaped (in addition to being audiotaped) during their work with computers.
Videotape all computer screens using screen capture software.
Collection of all final programs/models of students (as well as intermediary models (work-in-progress)
Reflective notes of post doctorate of collaborator from the courses
Outcomes:
- Better understanding of how young learners construct knowledge in the form of models in science education.
- Change in the way computer-based programming tools is used for teaching science education.
- Change in the development of software programming tools for young learners.
Teaching:
One of our central aims for this program was the creation, pilot testing, research-based optimization and diffusion of instructive learning material based on the 3 software deployed in our project. Conversely we aimed at the use of these software in various chapters of mathematics and science. As such, for a number of subjects/chapters, there are available directions for teachers (pdf), working sheets and microcosms for students (MSWord), and examples of microcosms that we expected the students to build for each subject during the project’s course. Curriculum materials for familiarization with the software, and for using the softare in science and mathematics.
Researchers: Dr. Loucas Louca, Dr. Zacharias Zacharia.
The WETLANDS OF CYPRUS research project was funded by the Research Promotion Foundation in 2003. The program has led to original research data in relation to the utilization of modern scientific findings in the organization and promotion of learning at the critical age of transition from primary school to high school.
Furthermore, a series of webexplanations and related diagnostic essays have been created in the Greek language on an issue that, despite the given poor management of Water Resources, remains virtually non-existent in the curricula of the Cyprus education system.
In the following you will find details about the aims of the research program, the importance of the research, the results obtained, the course of the research, the means of data collection, and the contribution of the advisory committee to the course of the research.
Pursuit of the program
* environmental awareness
* conceptual understanding around dynamic ecosystems and ecological balance
* investigative skills
* database usage skills
* information extraction and processing skills
* What difficulties are faced by students 11/15 years old in their attempt to build conceptual understanding in relation to the mechanisms of habitat operation through their participation in field investigations;
* What difficulties are faced by students 11-15 years in relation to the use of special tools on the internet for collection, archiving, exploitation and communication of their data;
* What are the basic parameters of differentiation of methods of teaching ecology concepts for people with a cognitively different profile;
* How the building of Ecology concepts and the cultivation of investigative skills are affected by:
o the processing system (information processing efficiency, working memory)
o causal thinking
* How these difficulties can be addressed through an open learning environment of web research;
* The initial design uses research data on alternative ideas and early mental models of high school children regarding ecological balance and dynamic systems,
* The program is validated through an evaluation process in authentic classroom environments and will be modified based on the study of students ' conceptual and reasoning difficulties as they arise during the learning process,
* Web explorations are used to study the impact of information processing efficiency, working memory and causal thinking on the learning process.
2. Recognition of students 'perceptions, views and attitudes about wetlands and the environment and students' exploratory skills.
3. Development of teaching material with reference to the topic "wetlands of Cyprus".
4. Implementation, evaluation and review of the learning program.
5. Diffusion of results.
Two questionnaires have been compiled, which are used with the beginning and end of each implementation of the learning program. Both the prodromo and the final questionnaire include a variety of projects that explore:
* Students ' knowledge, views and attitudes towards the ecosystems of the wetlands and the environment in general,
The purpose of the questionnaires is to collect reliable information on the effectiveness and learning benefit of the program to be developed.
* Electronic notebook for recording Diary of Investigation and information.
The teaching material will provide semi-structured guidance for the design and implementation of web explorations and explorations abroad.
* Diagnostic works. At the beginning and at the end of each web exploration, students complete the diagnostic projects constructed at the end of the structured and semi-structured interviews, which assess their improvement in research skills and conceptual understanding for hygrosystems.
* Systematic observation of lessons. During the implementation of the program in classroom environments, systematic observation of the lessons will be carried out, through observation forms, in order to record information in relation to the learning climate of the class, the degree of integration of students in the research process and the quality of interactions between students and between students, computer and teacher.
Through processing of the data collected through the evaluation process, identified problems faced by each web-exploration in terms of its effectiveness and smooth implementation. With the end of this work, learning activities have been reviewed. Then a large part of the teaching material has been applied for a second time in another classroom environment with the parallel evaluation process.
The resulting research results shall be communicated to the local and international scientific community. The teaching material is available to public and private schools interested in making use of it. In order to realize these goals, the present website has been created, workshops are organized with the invitation of inspectors and teachers (Conference of the group of educational users of IT Technology). Scientific announcements have also been made at the Panhellenic Conference on didactics of Natural Sciences, The Conference of the European Research Organization for learning in Natural Sciences (ESERA) and the Conference of the European Research Organization for learning and teaching (EARLI).
The above demonstrates the need for an educational program to develop real understanding, through investigations, in relation to the problem of Water Resource Management.
Given that comprehensive environmental education programs are not yet in place in Cyprus and no similar research has been done in the past, the sample of students is able to distinguish possible differences between the sexes, in different schools, in different cities-provinces and in urban and rural areas.
The results of the research program can be used in programs for the development of teaching materials for the cultivation of investigative skills, aspects of conceptual understanding around the Mediterranean ecosystems, environmental awareness and familiarization of primary and secondary school students with the use of technology.
The teaching material developed within the framework of the research program is online, follows the approach of web research and supports on-site research for data collection. It includes worksheets for students, instructions to teachers, and assessment essays. It provides access to databases for archiving the data that students will collect. In addition, it includes a textbox for connection with an electronic notebook for recording a diary of Investigation and information collected through searches.
Research coordinator: Dr. Constantinos Constantinou (This email address is being protected from spambots. You need JavaScript enabled to view it.)
Researchers:Funding: European Commission as a Specific Support Action within the ERANET program|Contract Number: ERAS-CT-2003-510213|Duration:1 November 2003 - 31 October 2004
The project "European Science Education Network" results from the Action Plan of the Europear Commission "Science and Society". Cluster 3 (Science education) - working group of the CRESI Committee (EU Scientific and Technical Research Committee) was established to realise Action 15 (to develop and disseminate education research projects on science and technology) and Action 16 (to promote attractive methods of science education in schools) of the Action Plan. Cluster 3 aims to change the way of science teaching young people up to age of 18 in order to enhance the interest of youth in science and technology. The aim of the project is to analyse the weak and strong points of European educational systems, to utilise the best world experience and to offer the resulting recommendation to the European countries. Another aim of Clusters is to develop a European network of institutions and individuals active in the field of science education. Cluster 3 has decided to realise the mentioned activities in the framework of the ERA-NET Scheme. The main objectives of the present one-year SSA proposal are to prepare the future CA project, to accomplish necessary preliminary analyses, to create a large representative consortium and to promote the development of the European Science Education Network. The consortium of the present SSA project consists of nine experienced members of Cluster 3 mainly ministries of the participating countries. Co-ordinator of the project is Slovakia, charged by DG Research with the leadership of Clusters. The results of the present one-year project will be disseminated and discussed to the members of Cluster 3 (representatives of 22 European countries) and published by means of the computer network of the project - http://www.newnet.sk. The impact of the whole project will hopefully be a renewed interest of the society in science and technology, the preparation of young future researchers and engineers.
Adaptation of the elearning platform LEARNING SPACETM for supporting teachers. A pilot program of research and development in thecontext of the science school practicum of the Elementary Education Program.
Funding:University of Cyprus Research Committee.|Duration: 2003
Energy, Society And Technology: A Learning Environment For Developing Systemic Thinking And Decision Making Skills With The Use Of Webquests
Funding:Cyprus Research Promotion Foundation, Young Researchers’ Program|Contract Number: ΠΕΝΕΚ/Π20/2002.|Duration: 2003-2005
A Learning Environment For Developing Investigative Skills Through Webquests And Field Studies
Funding: Cyprus Research Promotion Foundation|Contract Number:/5oΠΕ-20.|Duration: 2002-2006
The Thematic Network on Georgaphy Education
http://www.herodot.net/index.html
Funding: European Commission within the SOCRATES program,|Contract Number: 103700–CP-1-2002-1-UK–ERASMUS-TN.|Duration:2002-2005
The HERODOT Network is a partnership of more than 150 organisations interested in improving the quality of learning and teacher Geography and in promoting the significance of Geography as a discipline. HERODOT organises meetings, training, workshops, conferences and other events. HERODOT membership is free. HERODOT provides support for its members to meet and collaboratively work with each other.
Open Distance Inter-university Synergies between Europe, Africa and the Middle East
Funding: European Commission within the EUMEDIS program|Contract Number: EUMEDIS B7-4100/2000/2165-79 P546.|Duration: 2002-2005
DESCRIPTION AND GOALS OF THE PROJECT
ODISEAME (Open Distance Inter-university Synergies between Europe, Africa and Middle East) was project related to the fifth sector of application of the EUMEDIS initiative (Euro-Mediterranean Pilot projects in the field of Education). The project was launched on September 2003 and lasted for three years. The principal goal of ODISEAME was to develop a methodology for the improvement of the educational systems of the partner regions by designing and implementing a web-based multilingual virtual space for collaborative learning focused on higher education. Specifically, ODISEAME aimed to:
2. Use these contents in telelearning experiences.
3. Establish a human network of students and teachers that facilitates the relations between the regions and communities taking part in the project.
1. University of Salamanca (USAL) – Spain
2. University of Granada – Spain
3. Fachhochschule für Technik und Wirtschaft – Germany
4. Islamic University of Gaza (IUG) – Palestinian Authority
5. University of Jordan – Jordan
6. Institut Supérieur de Gestion et de Planification (ISGP) – Algerie
7. University of Malta (UOM) – Malta
8. Anadolu University – Turkey
9. University of Cyprus – Cyprus1
0. Institut Agronomique et Vétérinaire Hassan II – Morocco
11. The Hebrew University of Jerusalem – Israel
12. Jordan University of Science and Technology (JUST) – Jordan
13. Frederick Institute of Technology – Cyprus
14. Cairo University – Egypt
15. University of Valladolid (UVA) – Spain
16. Retecal Interactiva S.A. - Spain
The content was designed by an interdisciplinary workgroup of different specialists including pedagogues and psychologists, experts in business administration, telecommunication and computing engineers, graphical designers and content experts. The courses are available in the partners' mother languages and in English. Each virtual classroom offers several services including different synchronous and asynchronous communication means, an online calendar, note-taking and notice board areas. The communication space of the classrooms are be dynamic, and the content of the courses integrated in a collaborative learning space.
Once the collaborative virtual learning space and the on-line courses became ready (implemented and tested), several pilot projects took place within ODISEAME. These projects utilized this specially designed platform and provided a number of intercultural virtual learning experiences through active participation of teachers and students from more than one partner country. Therefore, the results of the project were:
• A number of virtual learning experiences with the participation of students and teachers from various countries in the mediterranean region.
• A handbook on the methodological design and implementing hypermedia content for educational purposes.
• A book describing the experience accumulated in the context of the intercultural telelearning activities.
• A group of teachers all over Europe and the Mediterranean boarder with the ability to create virtual course content and to participate in telelearning activities.
• A human network of students and teachers with the ability to participate in virtual learning activities with an intercultural component and to recognize benefit from these experiences.
• A series of case studies in the partner’s institution; and the potential benefit of transforming traditional courses into an on-line mode or of developing parallel on-line course supplements.
Apart from our contribution to the effort to develop the new collaborative virtual learning platform we will implement a compulsory course (Communication and Information Tools for the Teaching of Science in the Elementary School) for those pre-service students who take a specialization in Science Education at the Department of Educational Sciences. This will be the first course with a cohered e-learning supplement in the department of Educational Sciences. The course examines ways in which computer technology may support the teaching of Science in Elementary School. The purpose of the course is to make students aware of the computer as a simulation instrument and as a research medium, as a medium of applying the scientific method, as a medium to facilitate student interaction with the epistemological objects and, finally, as a medium for learning and instruction. The course places emphasis on the use of computer-based tools for developing modelling and investigative skills in science.
Be able to use the basic electronic applications for supporting the planning of teaching in science: searching for information, communicating with colleagues internationally and examining educational databases.6. Be able to use a range of computer based tools for teaching and learning in natural science.7. Be able to choose appropriate software for the requirements of a lesson in specific grades.8. Be able to modify the classroom organization and the didactical approach in order to best take advantage of the new potential offered by educational technology.
The implemented course will be organized into four main units and will have the following structure:1. Learning and Teaching in the Natural Sciences2. Development of thinking strategies and science method skills with special emphasis on modeling asa teaching and learning approach, and system control as an indicative application.3. Design, development and evaluation of curriculum in the Natural Sciences with special emphasis onwebquests as a means to developing investigative skills4. Cognitive tools for teaching and learning with special emphasis on open environments: sensors;data manipulation, representation and processing; concept mapping.The first unit will focus on analyzing and exploring the patterns arising during instruction and learningin Natural Sciences. The second part of the course relates to the development of thinking strategies andscientific method skills. Videos showing authentic learning procedures will be discussed and analyzed.The electronic environment will include text, pictures, graphic representations, powerpoint slides, adiscussion forum and specially designed curriculum (for developing modeling skills) that will requirestorage of student responses for the purpose of subsequent use by the students themselves but alsoanalysis by the instructors.As part of the third unit of the course students will design, develop and evaluate curriculum. They willuse several software (sensor interfaces, simulations, microworld development environments, webquesttemplates). They will implement their curriculum in actual elementary schools, will collect children’swork as a means to evaluate their planning and will analyze and present their results. The electronicenvironment will include powerpoint presentations, video of classroom implementation efforts, text anddiagrams for discussion, examples of other students’ work, a discussion forum as well as a student presentation forum for storing and analyzing children’s work. The last part of the course relates to theuse of open tools. Students will gather and analyze data using sensors, develop concept maps, as performance assessment instruments, and will use text representation and text processing tools
Researcher: Christiana Nicolaou (chr.nic(at)ucy.ac.cy)
Partners: G Philippou, C. Christou, University of Cyprus and P. G. Michaelides, University of Crete.
