Education and Training
Course Information
Reference Number : GR-2011-128-001
Back

Print

TITLE OF THE TRAINING ACTIVITY
IN THE LANGUAGE OF TUITION
BEST PRACTICES IN INQUIRY-BASED SCIENCE EDUCATION (IBSE)
TRAINING AIMED AT PARTICIPANTS RECEIVING :
A COMENIUS GRANT (SCHOOL EDUCATION)

TYPE AND ORIGIN OF THE TRAINING:
COURSE
(training resulting from an llp or previous socrates project (comenius, lingua, grundtvig, minerva))

LLP OR SOCRATES PROJECT NO. : 141942-2008-llp-gr-comenius-cmp
IN-SERVICE TRAINING IN THE FIELD OF SCIENCES
Maths, chemistry & physics
Natural sciences, biology and environment
Other courses for teachers of sciences repositories, social tagging, metadata, re-usabili
MAIN LANGUAGE: English
LANGUAGE VERSION(S) IN WHICH MATERIALS WILL BE PROVIDED:
English
SCHOOL AND PRE-SCHOOL EDUCATION
Primary
General secondary
Vocational/Technical secondary
Teachers (Pre-school, primary, secondary, vocational, adult, special needs)
Teacher trainers
Other, namely: museum educators, science communicators
INSTITUTION ORGANISING THE TRAINING
UNIVERSITY of CRETE, Physics Department
Vassilika Vouton
71003 -
Heraklion
Greece
http://www.physics.uoc.gr
 
George Neofotistos
+30 6945978775
+30 2810394301
neofotistos@physics.uoc.gr
Sofoklis Sotiriou
+30 210 8176797
+30 210 6032554
sotiriou@ea.gr
FULL DESCRIPTION OF TRAINING CONTENTS
IN THE LANGUAGE OF THE TRAINING: (EN)
As part of the training course and prior to its beginning, a website (including a common web space where participants will be able to download and upload educational materials) will be developed, with all the necessary course information for the participants, such as: course description, daily programme, suggested readings and other educational materials and relevant websites, as well as travelling guidelines. The organisers will provide the participants with most recent and updated educational and information materials as well as the most recent European reports in the fields of learning design and inquiry-based science education (IBSE). Prior to the beginning of the course, all participants will be able to familiarize themselves with both the training course topics (by accessing the relevant resources and materials) and the course methodology (by accessing the course structure and tools). The participants will be also asked to complete a series of tasks before attending the training course: a) read the educational materials provided about learning-design and inquiry-based science education; b) choose three applications that promote IBSE from the provided list and reflect on how the IBSE approach is realised in them; c) identify a context and materials from their current teaching practice in which they could use the IBSE approach; d) identify the expected student learning outcomes and reflect on how these could be assessed; e) identify possible obstacles in implementing the IBSE in their classroom and school; f) prepare a 10-slide presentation (in electronic format following a specific template) of the above tasks, to upload on the course website prior to the course and discuss during the course; and g) read at least 2 other presentations and comment on them.
The European Report "Science Education Now" (Rocard, 2007) has brought science-as-inquiry to the top of educational goals. However, there are many surveys presenting a series of constraints in the adoption of inquiry-based methods, the greatest of all being their perceived difficulty by teachers. The course’s main objective is to introduce teachers to inquiry-based science teaching techniques and help them understand the implications for themselves not only as teachers but for their learners in the classroom, with the view to adopt and adapt them. Participating science teachers will be immersed in the process of science-enquiry via their interaction with a unique collection of open digital educational resources (linked with the science curricula), which have proven their efficiency and efficacy in promoting inquiry based-education. These resources do not impose a fixed curriculum but support the development of a model that can be customised to reflect location and culture, and thus are ideal to be used in the European context. Moreover, since these best practices provide a “window” to live scientific experiments, ongoing research and the histories of working scientists across Europe, their use can only strengthen the course’s socially cohesive and Europe-wide dimension. At the same time, participants will develop their learning-design skills within a training framework that will provide a means for creating learning activities into a workflow and a vehicle for the sharing and re-use of learning design patterns in schools. In addition, teachers will be trained to select appropriate learning-design ICT tools that suit their own needs in terms of planning, implementing and sharing pedagogical ideas. This will further empower them to create effective inquiry-based learning scenarios to use in their classrooms with their students.
Throughout the duration of the course teachers will experience inquiry strategies in three different modes: a) as learners participating in inquiry-based learning; b) as teachers implementing inquiry-based strategies in their classes; and c) as researchers collecting, examining and interpreting data about their practice and their students’ learning. The course will include presentations and practical sessions (workshops) on web-based educational uses for teachers; introduction to the concepts and skills of learning-design; introduction to the concept of inquiry-based learning; introduction to learning repositories; introduction to preparing, uploading and sharing learning resources; presentation of popular social tools and inquiry-based learning scenarios for use in the science classroom; inquiry-based strategies for and best practices of using digital teaching & learning resources in the classroom; and hands-on sessions working on resources related to science. The educators will be given the tools that will allow them to design inquiry-based educational pathways using digital content resources from digital repositories and collections of science museums and centres; they will be able to select an educational pathway of interest, navigating through digital resources, either within a specific collection or repository or through different ones. The training course comprises 10 hours of lectures and demonstrations, and 15 hours of hands-on workshops. The lectures and the demonstrations of the training course will be held in an auditorium equipped with a data projector and a laptop, whereas, the workshops will be held in a multimedia laboratory where each participant will have direct access to a PC and will carry out planned exercises. A visit to the Skinakas Observatory and to the Natural History Museum of Crete will introduce participants to innovative ways for creating links between schools, research centres and informal learning settings.
As a follow-up to the training course, the participants will be asked to produce inquiry-based educational resources for teaching science, to try them out with their students and share them, via the course website, with the wider science teachers’ community through the user communities of the Pathway project. As part of the community, participants will have access not only to support provided by the training team, but also to support provided by other science teachers in European countries, who have a common interest in applying inquiry-based techniques to their science classroom.
 
PROGRAMME OF THE TRAINING ACTIVITIES (DAY BY DAY)
1st DAY: Introduction and overview of the Course by Prof. George Neofotistos (University of Crete) and Dr. Sofoklis Sotiriou (Ellinogermaniki Agogi). Presentation of the participants. Keynote Talk by Prof. Franz Bogner (University of Bayreuth) [Lecture, 2 Hours]
2nd DAY: Effective models for science teaching. Examples of good practice. [Lecture/Demonstration, 2 Hours]. The essential features of Inquiry. Presentation of the Scientix Portal (www.scientix.org) [Workshop, 2 Hours].
3rd DAY: Demonstration of IBSE best practices [Demonstration, 2 Hours]. Lecture by Dr. Rosa Doran (Galileo Teachers Training Programme) [Lecture, 2 Hours]. Developing IBSE activities [Workshop, 2 Hours]. Visit to the SKINAKAS Observatory (observations by the participants).
4th DAY: Visit to Natural History Museum of Crete. Designing educational pathways for inquiry-based science teaching [Workshop, 3 Hours]
5th DAY: Developing IBSE activities [Workshop, 2 Hours]. Lecture by Dr. Roger Ferlet (CNRS) [Lecture, 2 Hours]. Sharing the IBSE activities created [Workshop, 2 Hours]
6th DAY: Participants’ Presentations [Lecture/Demonstration, 3 Hours]; Evaluation of the Training Course and Follow-up [Workshop, 1 Hour]
 
TYPE OF CERTIFICATION OF ATTENDANCE AWARDED
Certificate of attendance including description of training content and time input
 
Certificate of attendance including description of training content and time input
INFORMATION ON COURSE SESSION/S
Show all sessions (including old sessions)
  
 
                                                 There are no active sessions. Please click on the checkbox above to display passed sessions.