THE PARTICIPANT'S BOOKLET

INTERNATIONAL AEMASE CONFERENCE ON SCIENCE EDUCATION

ROME, 19 - 20 MAY 2014

THE PARTICIPANT’S BOOKLET

- PROGRAMME OF THE CONFERENCE - ORAL PRESENTATIONS ABSTRACTS - POSTERS ABSTRACTS - LIST OF PARTICIPANTS

ACCADEMIA NAZIONALE

DEI LINCEI

Académie Hassan II

des Sciences et Techniques

Académie Nationale

des Sciences et Techniques

du Sénégal

INTERNATIONAL AEMASE CONFERENCE ON SCIENCE EDUCATION

VENUE OF THE CONFERENCE

ACCADEMIA NAZIONALE DEI LINCEI PALAZZO CORSINI VIA DELLA LUNGARA 10

PROGRAMME

Sunday, 18 May 19.00 Welcoming reception

Monday, 19 May 8.30 Registration 9.00 1. Opening session

Lamberto MAFFEI, President of the Accademia Nazionale dei Lincei Federico CINQUEPALMI, representative of the Minister of Education, Italy Souad ABDELRAZZAK, Minister of Education, Sudan Yolanda VALLE-NEFF, Director of the UNESCO Regional Bureau for Science and

Culture in Europe Christian ATZEN, European Commission Benoît TADIE, French Embassy in Rome Antonio SGAMELLOTTI, Accademia Nazionale dei Lincei, IAP Executive Committee Adriano ZECCHINA, Accademia Nazionale dei Lincei, Compagnia di San Paolo Mostapha BOUSMINA, President of NASAC Günter STOCK, President of ALLEA Maurizio BRUNORI, Accademia Nazionale dei Lincei, President of EMAN

10.00 2. Presentation of the Conference objectives

Odile MACCHI (Académie des sciences, France), Giancarlo VECCHIO (Accademia Nazionale dei Lincei, Italy)

10.10 3. Keynote lecture - Chair: Lamberto MAFFEI (Accademia Nazionale dei Lincei, Italy)

Pierre LÉNA (President of the La Main à la Pâte Foundation, France) Science education in school, a challenge for Academies and scientists

10.45 Coffee break - Science exhibition, display of material, experiments or websites 11.15 4. What is inquiry? - Hands-on/inquiry session

Group 1 Frédéric PEREZ (La Main à la Pâte Foundation, France)

Group 2 Chiraz BEN KILANI (ISEFC, Tunisia)

13.00 Lunch break

14.00 5. National projects - Three parallel sessions

5.1 Chair: Ahmadou WAGUE (Senegal) 14.00 - Finland: Hannu

SALMI, Bridging the gap between formal education and informal learning by science centre pedagogy

14.15 - Malaysia: Sharifah Maimunah SYED ZIN, Bringing inquiry learning into practice

14.30 - United Kingdom: Derek BELL, Subject-specific CPD in science learning centres

14.45 - Argentina: Norma NUDELMAN, IANAS and the HaCE Program

15.00 - Senegal: Ahmadou WAGUE, The experience of La Main à la Pâte in Senegal

15.15 - Discussion

5.2 Chair: Elias BAYDOUN (Lebanon) 14.00 - Morocco:

Mohammed HOSNI, Experience of the Hassan II Academy of Science and Technology for Scientific clubs in Morocco

14.15 - Ireland: Peter MITCHELL, The BT Young Scientist & Technology Competition and Exhibition

14.30 - France: Laurence CONSTANTINI, The programme Des Maisons pour la science

14.45 - Italy: Francesco CLEMENTI, The Italian national network of academies for education

15.00 - Australia: Shelley PEERS, Primary Connections: linking science with literacy

15.15 - Discussion

5.3 Chair: Giuseppe MACINO (Italy) 14.00 - Haiti: Jacques

BLAMONT, Volvick CHARLES, Challenges for quality education in Haiti: the TEH programme

14.15 - Netherlands: Marieke PEETERS, Science education hubs in the Netherlands; collaboration between universities and primary education

14.30 - Sudan: Mustafa EL TAYEB, Introducing IBSE in an African context: the case of Sudan

14.45 - Sweden: Per Olof HULTH, The Royal Swedish Academy of Sciences’ school activities

15.00 - USA: Robert HAUSER, Recent developments in science education in the United States

15.15 - Discussion 15.30 Coffee break - Science exhibition, display of material, experiments or websites

16.00 6. Roundtable - Programmes for SE in the African-European-Mediterranean region, views from institutions and foundations Chairs: Mostapha BOUSMINA (President of NASAC), Odile MACCHI (Académie des sciences, France) Souad ABDELRAZZAK, Minister of Education, Sudan Yolanda VALLE-NEFF, Director of the UNESCO Regional Bureau for Science and Culture in Europe Peter HAYDOCK, Science Education Center, Smithsonian Institution, USA Mohammed HOSNI, Ministry of Education, Morocco Peter MCGRATH, Science and Diplomacy Programme, TWAS, Trieste, Italy Adriano ZECCHINA, Compagnia di San Paolo, Italy Jacques BLAMONT, CNES, France

19.00 Cocktail reception at Palazzo Farnese, offered by the French Embassy in Rome

Tuesday, 20 May

8.30 7. Keynote lecture - Chair: Giancarlo VECCHIO (Accademia Nazionale dei Lincei, Italy)

LEE Yee-Cheong (Chair of the IAP SEP Global Council, Malaysia) Science Education and Science Literacy - Two sides of the same coin

9.15 8. Successful international collaborations on Science Education

Chair: LEE Yee-Cheong (Chair of the IAP SEP Global Council, Malaysia) Petra SKIEBE-CORRETTE (Freie Universität, Berlin, Germany), The European Fibonacci

Project: lessons learned from international collaborations Jackie OLANG (NASAC, Kenya), Science education and the Network of African Science

Academies Hoda ELMIKATY (Bibliotheca Alexandrina, Egypt), Pan-African network of Science

Centers Benő CSAPÓ (University of Szeged, Hungary), Assessing the outcomes of inquiry-based

science learning Àgueda GRAS-VELÁZQUEZ (EUN, Belgium), Examples of successful European collabo-

rations with public organizations (Scientix) and industry (inGenious) in the area of Science Education

Claudia ROBLES (INNOVEC, Mexico), International cooperation as a key pillar in IBSE implementation strategies

10.45 Coffee break - Science exhibition, display of material, experiments or websites 11.15 9. Poster session on science education initiatives and projects 13.00 Lunch break 14.30 10. Views and perspectives (follow up to Poster session 9) - Parallel groups with

facilitators 10.1 Facilitator: Frédéric PEREZ (La Main à la Pâte Foundation, France) 10.2 Facilitator: Chiraz BEN KILANI (ISEFC, Tunisia) 10.3 Facilitator: Laurence CONSTANTINI (La Main à la Pâte Foundation, France) 15.45 Coffee break - Science exhibition, display of material, experiments or websites

16.15 11. Conclusions and discussion about the future of AEMASE coordinated by the Conference Organizing Committee

18.00 Guided tour of Villa Farnesina (www.villafarnesina.it)

Meeting of the ALLEA Working Group on Science Education (WG members only)

AEMASE African-European-Mediterranean Academies for Science Education

Conference

Accademia Nazionale dei Lincei, Rome, 19 - 20 May 2014 Chair of the Conference Lamberto Maffei, President of the Accademia Nazionale dei Lincei, Italy Organizing Committee Mostapha Bousmina, Académie Hassan II des sciences et techniques, Morocco Hoda Elmikaty, Bibliotheca Alexandrina, Egypt Odile Macchi, Académie des sciences de l’Institut de France Giancarlo Vecchio, Accademia Nazionale dei Lincei, Italy Ahmadou Wague, Académie Nationale des Sciences et Techniques du Sénégal Background and objectives of the Conference The AEMASE Conference is an initiative of several academies aimed at promoting science education and science outreach to society in a geographically North-South region centred on the Mediterranean Sea. This region shares strong and ancient scientific and political links. The event is organized by the Académie Hassan II des Sciences et Techniques of Morocco, the Accademia Nazionale dei Lincei of Italy, the Académie Nationale des Sciences et Techniques du Sénégal and the Académie des Sciences de l’Institut de France, plus the Bibliotheca Alexandrina in Egypt. The Conference has been made possible through the generous support of IAP, the global network of science academies. In developed countries science education is currently viewed as being inadequate, with a students’ decline of interest in scientific careers. This risks lowering the level of industrial innovation and imperilling the economics’ future and sustained social welfare. A sound and attractive science education is also critical in developing countries, because it efficiently fastens development, economic growth and human welfare. Championing formal and informal science education and fostering scientific literacy of citizens are thus crucial in all countries. The primary and secondary school educations are particularly important since these levels involve huge numbers of students and most citizens receive their cultural bases there. So, in most countries of this North-South region science education is calling for attention. In many of the countries represented here today, programmes for renewing science education, based on the inquiry-based science education (IBSE) pedagogical method have already been developed (Many successful European FP 6 and FP 7 programmes have put an emphasis on IBSE). One example is the French project La main à la pâte. However the current economic crisis slows down the national up-scaling, necessary for training and professional development. This is indeed a costly and challenging task, which demands strong commitment, pro-active efforts and voluntary interaction from three professional worlds: scientists, experts in the training of science teachers, and educational policy-makers. Today, the presence at our Conference of their Excellencies two Ministers of Education, the one from Italy, a developed country that is so kindly hosting us, and the one from Sudan,

a developing country that devotes strong efforts to education, and the presence of many high representatives from Ministries of Education, are very encouraging facts. No matter what country we come from or professional background, scientific or administrative, we will take with us some hope and increased potential to empower a partnership between the scientific world (e.g. Science Academies) on one hand and Ministries of Education on other hand, with a common objective of improving formal and informal science education, through the implementation of IBSE in schools, and promoting teacher professional development in science. The AEMASE Conference will include important keynote addresses on science education by two prominent speakers as well as oral sessions. But it will also include a lot of sharing among participants. The organizers of this meeting are strongly convinced that the sharing of regional or national experiences will enrich both North and South countries: when faced with a difficult challenge, sharing with one another good ideas and know-how, projects and experiences, is not only joyful but also fruitful. In fact, a major goal of the AEMASE Conference is to disseminate the know-how that will be gained today. It is a place for peer-to-peer sharing of best practices, pooling resources for teacher professional development. It is the reason why session 5 and session 10 are done in a parallel way, with fewer participants and a mix of North and South countries in each of the three groups. The coffee breaks will also provide the opportunity to exhibit one’s resources and to view those of other participating countries. Direct interaction is thus highly encouraged, and each participant should have a proactive behaviour.

Furthermore, the Conference aims to prepare and facilitate the establishment of future multilateral international partnerships and twinnings, either on IBSE projects or on informal science education. With this objective, the Conference folders include feedback forms where each delegation can report about specific experience on science education of another country, which it would like to interact with (instructions on how to use these forms be given in due time). This will permit gathering together participants with similar objectives, and maximize the chance of potential further collaborations. The organizers hope that contacts thus voluntarily established among countries during the Conference will become twinnings and collaborations, so that the resources and expertise in IBSE and informal SE can be exchanged in a concrete field way. It is also targeted that pilot projects inspired by the FP6/FP7 European projects can be launched, by applying to international funding agencies concerned with education.

Professors Odile Macchi and Giancarlo Vecchio Co-chairs of the Organizing Committee

Conference Secretariat phone: +39 06 6802 7537 fax: +39 06 689 3616 e-mail: [email protected], [email protected] Conference website www.lincei.it/convegni/AEMASE

The Conference is organized with the support of

ALLEA | All European Academies

ORAL PRESENTATIONS ABSTRACTS

§ § §

Derek BELL Campanula Consulting, Chester (UK)

SUBJECT-SPECIFIC CPD IN SCIENCE LEARNING CENTRES

The discovery of new knowledge and understanding in science continues to accelerate and the social and ethical context of science is more significant than ever before. In addition, not only is there a demand for high class scientists and engineers but also there is an increasing requirement for individuals who may not be working in the scientific arena but, nevertheless, need the skills to contribute to a technologically advanced society. These demands place a big responsibility on science educators who in turn need to be up to date with the new developments in science as well as equipping students with the basic scientific knowledge for their chosen careers and future lives. Against this background, subject-specific continuing professional development (CPD) is important for all teachers but for science teachers it is particularly crucial. This presentation therefore will outline the case for subject-specific CPD and set out the core elements of what such programmes should include. Importantly it will describe the development in the UK of the network of Science Learning Centres which was established in 2003. This review will highlight the key elements of the initiative, its evolution and the challenges it has had to overcome in the last 10 years. The presentation will end by summarising some of the lessons that might be learnt and possible implications for the future.


Jacques BLAMONT CNES, Paris (France)

THE PROGRAM, TRANSFORM EDUCATION IN HAITI.

AN EXAMPLE OF A TRAINING PROGRAM FOR TEACHERS WITH A FOCUS ON PUPIL’S ACTIVE BEHAVIOUR

The Academy of Sciences is the initiator of this program with the Ministry of National Education of Haiti. Two Academicians are at the origin: Prof. Blamont and Prof. Pierre Lena, president of the Foundation La main à la pâte (hands-on) To carry out this program, it was necessary first of all to study the reasons why Haiti has become since the 2010 earthquake a cemetery of projects : programs without local control, without ownership by all stakeholders, without concrete involvement of coordinators and local educational advisers that will ensure the sustainability of activities. TEH program therefore trains about 650 teachers each year, but only by building local training capacity. The French experts directly train 33 educational advisors so these Haitian resources can train these teachers continuously during the school year themselves. The main rule of the TEH program is pragmatism, and very good knowledge of the needs. The French experts visit once or twice a year some classes together with educational advisers to observe the achievements and further training in each case. These French experts are deliberately not academics but teachers, master trainers and educational advisers, so people who are at the heart of classroom practice, able to work with the Haitian teachers. These experts are also those who propose the basis of the teaching guides, obviously made in tandem with a cell of Haitian educational advisers, responsible for proposing experiments that can be held in Haitian conditions (lack of materials, many students …). They are based on the science curriculum (air, water, the human body, ...) and detailed a number of class sessions, including the teaching method La main à la pâte (hands-on). Again some pragmatism during the teacher training: on the one hand teachers are put in a situation of students and on the other hand, they take their position of teachers to analyze the educational attitude for each case. It is this pragmatism that has achieved good results at the end of the 2013-2014 school year, teachers have acquired 50% of the method after 2 years of training. These positive results encourage the Inter-American Development Bank (IADB) to finance the program up to $ 650,000 per year, in the context of withdrawal of French finance.


Volvick CHARLES Ministry of National Education, Port au Prince (Haiti)

CHALLENGES FOR QUALITY EDUCATION IN HAITI

Two years before the expiry of the Millennium Goals, and despite the progress made, there is reason for concern about the quality of education offered by the Haitian school. Public policy can not therefore be limited to fill classrooms if students do not have the chance to experience a real learning. Moreover, the Haitian school, because of the many constraints both physical and pedagogical, is still far from meeting the requirements of preparing children for responsible citizenship, incorporating the skills, values and attitudes able to make active and responsible citizens. Some indicators must be taken into account for the magnitude of the problems that affect the quality in education: 33% of students entering the first year don’t get through the fifth year; 85.4 % of teachers of basic schools do not possess the qualifications required for their teaching profession. The partnership with the Academy of Sciences and La main à la pâte (hands-on) allows to take concrete action to solve these issues. Teachers put students at the heart of learning, students are free to express themselves and offer their ideas. The written record is not forgotten, the student produce drawings based on his observation, then write the final synthesis. Much that the only science education, is access to languages, French and Creole, and citizenship that are encouraged by La main à la pâte (hands-on). The partnership with the Academy of Sciences and the Ministry of National Education of Haiti also yielded strong support of international donor to fund the entire system of teacher training.


Francesco CLEMENTI Accademia Nazionale dei Lincei

University of Milan (Italy)

THE ITALIAN NATIONAL NETWORK OF ACADEMIES FOR EDUCATION

One of the main concern of the Accademia dei Lincei is the insufficient literacy of the Italian population regarding science and language, as it results from the international student and working population assessments. One of the factors that may contribute to this situation is the difficulty of the Italian education system to provide an adequate scientific background and, in particular, to place science in the context of our cultural humanistic heritage. Aim of the Academy project “ A new teaching for the School: a national network” is to offer a new approach to teaching science in Italy. The project is based on simple ideas: i) To improve science education we need to change how teachers teach and to assist them in this task. Thus, teachers are the targets of the project; ii) Science should be conveyed to students in a way that captures their interest, stimulates their mind and creativity and should be high quality; iii) Science teaching should start very early in the school curriculum; iv) Teaching should be based on a laboratory approach, as in the Inquired-Based Science Education; v) Science should be placed in the Italian cultural context, and delivered with an appropriate argumentative language; vi) The disciplines to focus on are Science (manly biomedical and chemical aspects), Mathematics and Argumentative Italian. After a two year trial in two centers, the project has been extended throughout Italy, under an official agreement with the Ministry of Education and teacher associations. The project is organized as a network of Centers, each one based at a local Academy of Science and Literature, which in Italy are numerous and maintain a high scientific standard, under the leadership of the Accademia dei Lincei that provides the general organization and coordination, and ensures the scientific validity of local programs, as well as the necessary connections with other international and national initiatives with the same purposes. This year, 12 local Centers, covering nearly all the Italian Regions, were involved in the project, 1162 primary and secondary schools, 2736 student-teachers and approximately 123 000 school students in 4300 classrooms. The 257 teachers delivering the courses were University professors assisted by experienced secondary school teachers, and the total hours of instruction were 1870. The efficacy of the methods was assessed at the end of each course. The Project was welcomed with interest and enthusiasm by school teachers and administrators, and the new methods experimented during the courses in many instances were subsequently applied in the classroom. In the future, we plan to transform this project in a more established Science Teaching Programme involving all Italian regions, and we intend to increase the opportunity for teacher-students to work for some time in dedicated laboratories, and the interdisciplinary projects focused on the importance of language in science.


Laurence CONSTANTINI La main à la pâte Foundation, Montrouge (France)

THE HOUSES FOR SCIENCE PROJECT -

A PROJECT DEDICATED TO THE PROFESSIONAL DEVELOPMENT OF FRENCH TEACHERS

The Houses for Science project is a joint initiative of the La main à la pâte Foundation and several French universities to offer innovative professional development activities to teachers from primary and secondary levels. The Houses for science aim at the sustainable evolution of teaching practices so that pupils can benefit from an inquiry-based science teaching that is based on a cohesive vision of both experimental sciences and mathematics, with a close relationship to language. The approach also puts the stress on a strong connection with the living contemporary science; thus its particularity is to involve partners from the scientific and industrial communities. Nine Houses are progressively being settled at regional level in partnership with universities and the education authorities (académies). The activities conducted in each House take into account the regional specificity (historical, geographical, economic, etc.) and are of several types: professional development sessions and other support activities, with a special focus on disadvantaged areas, thus contributing to the promotion of equal opportunities across the region. This project will also develop the capacities of the stakeholders to improve their understanding of teachers’ needs regarding professional development and support, to establish professional development courses that are officially certified and to evaluate the impact of activities.


Benő CSAPÓ Institute of Education, University of Szeged (Hungary)

ASSESSING THE OUTCOMES

OF INQUIRY-BASED SCIENCE LEARNING In the past few decades, Inquiry-Based Science Education (IBSE) has become one of the most prominent alternatives to traditional science education. Its popularity generated a variety of implementations in terms of interpretation of inquiry, depth of changes compared to traditional teaching, areas of application, complexity of inquiries, and length or frequency of the application of the relevant activities. The European Union, in the FP7 has supported around 20 projects aiming at improving the quality of science education, most of them focusing on inquiry learning. These projects resulted in new methods, rich experiences and a variety of good practices, and a number of teachers received training in inquiry teaching. In the last period, assessment has come to the forefront of research and development, especially formative assessment taking place during the teaching-learning process acknowledging the importance of feedback in student’s learning. Strategies for Assessment of Inquiry Learning in Science (SAILS) is an FP7 project aiming at supporting teachers in mastering the skills necessary to provide students with adequate feedback during inquiry learning activities. The SAILS project covers secondary level science education (for students aged 12-18 years) and utilizes existing materials, results of previous IBSE projects and materials developed by the participating research groups and practitioners. This paper outlines the general aims of SAILS and presents two main crucial and innovative part of the project in more details: (1) identifying the expected outcomes of inquiry-based learning, and (2) implementing a variety of forms of assessment in the classroom processes. The first part takes place through framework development, which is based on existing standards, taxonomies, curricula, cognitive and developmental theories and research results. In this activity, several inquiry and reasoning skills have been identified which students are required to demonstrate during the inquiry activities. Through developing these skills, students are expected to be able to better transfer their science knowledge to other context and domains and to become better problem solvers beyond the particular/certain fields of science as well. The second part of the work has been focusing on classroom work and other practical aspects of assessment. The participating researchers and practicing teachers have devised a number of learning tasks (units) in which several inquiry and reasoning skills have been identified. These skills may be practiced and observed during the inquiry activities and their development may be monitored by teachers. These units have been piloted and used to prepare teachers for observing students’ activities and collect evidence on the development of inquiry and reasoning skills, scientific literacy and deep understanding of content knowledge. This presentation outlines the general approach to framework development and shows several examples both for the skills identified in this process and for the science units which may be used to practice and assess students’ inquiry and reasoning skills.


Hoda ELMIKATY Bibliotheca Alexandrina, Alexandria (Egypt)

PAN-AFRICAN NETWORK OF SCIENCE CENTERS (PANS)

The Library of Alexandria has been building on its expertise in the field of informal science education to create a Pan African network of Science centers. The Library has approached many partners to establish this network and offers to host its secretariat office on the Library premises in Alexandria, Egypt. Egypt being at the north tip of the African continent; holds a very good geographical position to bring institutions, universities, science academies and NGO’s from all over the world to establish PANS. The goal is building science and technology capacities in African nations by establishing informal hands-on science communication centers and strengthening work capacities through networking; knowing each other; communicating; sharing tools; and running common projects. Africa being the second largest continent in area and in population, hosts 54 countries who are members of the African union (excluding Morocco); definitely deserves that we all work together for a better future for its young generations. A future that is one of choice not chance.


Mustafa EL TAYEB Future University, Khartoum (Sudan)

INTRODUCING INQUIRY-BASED SCIENCE EDUCATION

IN AN AFRICAN CONTEXT: THE CASE OF SUDAN Sudan has a federal system of governance composed of 17 States. Basic éducation is the responsibility of the States. However, all issues dealing with curriculum development are the responsibility of the Federal ministry. It is therefore the ministry that oversaw the introduction of IBSE. The decision we took was to give the event à very high visibility. So, an international round table and an international workshops were organized concurrently. International, regional and national experts were invited to explain the concept. During à full weeks officiers responsible for science education as well as teachers from Sudan, Egypt, Kenya, Nigeria, Ethiopia, South Sudan and others had the opportunity to be trained on a number of IBSE experiments. The results were positive: teachers started organizing themselves, the Ministry obtained a special budget for science education and the national Academy of Science Carrier out à pilot project with support from IAP. Three States decided to organize training programmes. Finally it should be mentioned that plans are under way to organize similar events early next year. Dr. El Tayeb Mustafa


Àgueda GRAS-VELÁZQUEZ European Schoolnet, Brussels (Belgium)

EXAMPLES OF SUCCESSFUL EUROPEAN COLLABORATIONS

WITH PUBLIC ORGANIZATIONS (SCIENTIX) AND INDUSTRY (INGENIOUS)

IN THE AREA OF SCIENCE EDUCATION Scientix is the community for science education in Europe, created to facilitate regular dissemination and sharing of know-how and best practices in science education across the European Union (http://scientix.eu). Year after year the European Commission has funded hundreds of science education projects. The main beneficiaries of these projects are those directly involved in them. In most cases the project remain confined to the project stakeholders. In order to extend awareness and knowledge of the results of these EU investments to increase their value and potential for others to use and build on them and at the same time, offer teachers in Europe additional materials, training and support to help them enhance science teaching practice, and thus better enthuse and educate their students in scientific topics, Scientix was created. Scientix targets teachers (with information on resources, workshops, online training), researchers (repository of reports), policy makers (reports and information on what is happening across Europe in terms of Science education), science communicators (latest results), project managers (supports dissemination of their projects and helps build bridges with other similar projects), etc. Scientix works both at European level and national level with National Contact Points (NCPs) which provide an important link between the Scientix at a European level, and activities taking place in each country. These NCPs are mainly Ministries, Science Centres and Universities. On the other hand, inGenious, also known as the European Coordinating Body (ECB) in STEM Education, aims to reinforce young European's interest in science education and careers and thus address anticipated future skills gaps within the European Union through a strategic partnership between major industries and Ministries of Education (http://ingenious-science.eu/). inGenious focuses on the contribution that the private sector can offer to science education at primary and secondary school level and counts on more than 40 partners at this stage. During the presentation, in addition to introducing the projects, the types of collaborations carried out with the different organizations / companies will be highlighted.


Robert M. HAUSER Division of Social and Behavioral Sciences and Education,

National Research Council, NAS, Washington (USA)

RECENT DEVELOPMENTS IN SCIENCE EDUCATION IN THE UNITED STATES

Science education – often broadened in the term, STEM – to include technology, engineering, and mathematics – is evolving rapidly in the U.S. – but perhaps more with respect to goals and standards than general practice. This evolution is occurring both in K-12 schooling (kindergarten to high school graduation) and in post-secondary education. The usual difficulties of establishing goals and standards in practice throughout a nation are magnified in the U.S. by the traditions of local and state control over public education. In K-12 schooling, there are contradictory trends below and above the transition to high school. In the lower grades, there has actually been a decline in time devoted to science because of the national focus on improving reading and mathematical skills. Moreover, only about 1 in 20 elementary school teachers have degrees in science or in math, and the percentage of degree qualified teachers is still far less than a majority in middle schools. The focus on reading is exemplified by the new Common Core standards, which were developed privately, but whose adoption is now encouraged by the federal Department of Education – thus creating a political backlash. Unfortunately, this is the context in which the DBASSE Board on Science Education (BOSE) produced a new Framework for K-12 Science Education, which was subsequently transformed with high fidelity by Achieve, Inc., in collaboration with some 26 states, into the Next Generation Science Standards (NGSS). The NGSS are designed to reach all students. Scientific practices are given a central role, the standards are organized around core ideas and cross-cutting concepts, and the standards are organized in learning progressions. Key scientific practices are (1) asking questions and defining problems; (2) developing and using models; (3) planning and carrying out investigations; (4) analyzing and interpreting data; (5) using mathematics and computational thinking; (6) developing explanations and designing solutions; (7) engaging in argument from evidence; and (8) obtaining, evaluating, and communicating information. The cross-cutting concepts are (1) patterns; (2) cause and effect: mechanism and explanation; (3) scale, proportion, and quantity; (4) systems and system models; (5) energy and matter: flows, cycles, conservation; (6) structure and function; and (7) stability and change. The NGSS cover the physical and life sciences; earth and space sciences; and engineering, technology, and applications of science. DBASSE has recently developed a framework for assessments of student progress in meeting the new standards. Another important change is the existing regime of advanced placement courses and examinations in science has been updated. Developments at the post-secondary level are driven in part by a federal proposal to increase by one million the number of STEM professionals in the next decade. That will require a 34% increase in the number of science baccalaureates each year. It would appear that the best way to achieve this goal will be to reduce the share of initial undergraduate science majors who soon abandon that path. However, current undergraduate teaching practices are not well designed to support the research-oriented activities that are encouraged by the NGSS. One means of addressing this is to invest in discipline-based education research (DBER), and DBASSE has completed both a consensus study and a related handbook for practitioners. A forthcoming study will assess and encourage undergraduate research experience. All of these developments are complicated by a deluge of other social and educational changes: the use of advanced technologies; games and simulations; MOOCS; and intelligent tutors – all of which are further complicated by the increasing reliance on adjunct faculty at the undergraduate level.


Per Olof HULTH Royal Swedish Academy of Sciences, Stockholm (Sweden)

SUMMARY OF THE ROYAL SWEDISH ACADEMY OF SCIENCES’

SCHOOL ACTIVITIES The Royal Swedish Academy of Sciences (RSAS) was founded 1739 and has 450 Swedish members and 175 foreign members. Every year the Academy awards the Nobel Prizes in Physics and Chemistry. The Academy has a strong interest in science education and has created a special committee for Education, chaired by the 3rd vice president. The committee consists of delegates from the Academy and special invited school experts as well as teachers. There are several activities, which aim to strengthen the science teacher’s situation. One is the “Inspiration days for teachers” where members of the RSAS and other prominent scientists travel to different places in Sweden where they have one day of lectures for teachers. Another important recognition for teachers are the Ingvar Lindquist prizes awarded every year to teachers who through their enthusiasm, new ideas and inspiring work awaken their pupils' interest in mathematics, physics, chemistry and biology. The Swedish king delivers the prizes at the yearly spring Academy ceremony. The largest education project is the “Science and Technology for all” (NTA - Naturvetenskap och Teknik för Alla) which is a school development programme created by the Royal Swedish Academy of Sciences and the Royal Swedish Academy of Engineering Sciences in cooperation with municipalities throughout Sweden. The Swedish NTA programme is to a large extent developed from the National Science Resources Center (NSRC) in the US although the details of the original concept has been changed and adapted to Swedish circumstances and the Swedish National syllabus. The programme is aimed at classes from kindergarten through 9th grade (16 years of age). It aims to stimulate interest in science and technology, to enhance scientific literacy, and to encourage more young people to choose an education, which leads to careers in science or technology. NTA started 1997 and has been financed by the Ministry of Education and Research and by different private funds. Today there are 120 municipals out of 290 involved in the project with 180000 students and 10000 teachers. The programme is since 1st July 2013 run by the NTA organisation itself in which the Academies have seats in the board and are responsible for the NTA scientific committee.


LEE Yee-Cheong ISTIC Governing Board

Chair, IAP SEP Global Council (Malaysia)

SCIENCE EDUCATION AND SCIENCE LITERACY - TWO SIDES OF THE SAME COIN

Education is the foundation of human development. Science and Technology underpin economic and social development in the modern era and are key to confront the global challenges of poverty eradication and transformation of economies for sustainable development. Inquiry Based Science Education (IBSE) or Science Technology Engineering and Mathematics (STEM) Education is considered the best education system to assure the creative and innovative human resources pipeline for the high and green technologies necessary for the knowledge based and low carbon economy of our century. The global scientific community through IAP and IAP partners has worked hard to promote IBSE/STEM education throughout the world, however the achievements have been uneven. In most developing countries, IBSE is not practised. It is therefore not enough to promote IBSE but it is equally important to get the message across to other stakeholders like national and regional governments, civil societal organisations and the population at large. The global scientific community has not devoted enough effort and resource to science literacy and outreach. Without science literacy and outreach, science education will not take root in developing countries. The author will illustrate the successful combination of science education and science outreach in the agenda of ISTIC (The international Science, Technology Innovation Centre for South-South Cooperation under the Auspices of UNESCO) for the past five years and suggest the adoption of ISTIC methodology in IAP Science Education Program (SEP).


Pierre LÉNA La main à la pâte Foundation, Paris (France)

SCIENCE EDUCATION IN SCHOOLS,

A CHALLENGE FOR ACADEMIES AND SCIENTISTS Learning to write, read and count has been the challenge of basic education in many countries during the whole XXe century. To face the XXIst issues, young people need to be able to reason properly, a challenge that science education can meet if properly done. Grounds for such action are twofolds : sharing through education and with equity the role science plays in today’s culture on one hand, providing the required skills and tools for development on the other. This being accepted, challenges are severe : to begin this education at an early age (6 to 12) ; to teach real and interesting, although simple, science ; to address all students, no matter which professional future shall occur to each of them, boys or girls. Reaching these goals does need a profound pedagogical revolution. This revolution requires a continuous attention to be given by the scientists and engineers, and requires the schools to become more open to their local environment and communities. In the last decade, a wealth of pilot projects has flourished. Even often at small scale, they have explored the principles of this revolution, mobilized thousands of teachers and scientists in all kind of countries , often with important contributions from science Academies which can speak to the political and education authorities.. In most of these cases, science Academies have been either leading the change or been at least involved, as the recent (2012) study carried in Europe with ALLEA, or the action of IAP worldwide with its Science education program. A consensus was established among these projects on an inquiry pedagogy, which has now been analyzed in depth. If so many pilot project in such a diversity of countries can agree on this line of action, it is certainly due to the universality of science, as well as to the universality of children’s curiosity during their golden age of questioning (approximately 6 to 12). The challenge here is to combine harmonously these universal factors with the precious diversity of cultures, languages and educational systems. With overwhelming evidence, the challenge is the teacher’s preparation, professional development processes, and proper exposition to lively, authentic science and engineering in a interdisciplinary spirit. To properly develop an inquiry pedagogy, pilot projects show that primary school teachers require several years of continuous professional development, which has a significant cost. What is the real impact of these pilot projects on development issues, such as qualification of the work force, role of technology in modern societies, resilience of cultures and traditions to the uniform model of globalisation, sustainable development ? Does one have clear proofs of their impact, or is it an act of faith to believe in the role of science education for helping the development of a society? After the success and the lessons of these pilot projects, time has come to consider large scale expansion, in order to expose the tens of millions of children who deserve a sound science education in order to shape properly their future. How should one proceed to engage this second but extremely difficult step of the revolution ? Placing teachers and scientists in organized and long lasting contact is another direction, which is successfully explored in UK since 2006 with the National Science Learning Centers, or in France since 2012 with the Maisons pour la science au service des professeurs. In Africa, although with a different scope, the several African Institutes for Mathematical Sciences (AIMS) open a transnational training of graduates of high value. But overall, the issue remains open and will deserve in the coming years a vigorous effort of creativity. The combination of teacher’s distance professional developement, using Internet and new interactive methods such as MOOCs, and the necessary presential training in disseminated centers over large territories such as Brazil or Africa, are probably the way to go with the local support of available scientists, science or engineering students and/or engineers. These measures to carry an efficient revolution in science education will probably remain of modest efficiency if, in many countries, the social status and the salary of teachers in basic education are not raised.


Peter MITCHELL Royal Irish Academy, Dublin (Ireland)

THE BT YOUNG SCIENTIST & TECHNOLOGY

COMPETITION AND EXHIBITION The BT Young Scientist & Technology Competition and Exhibition which celebrated its 50th anniversary in January 2014 – making it one of the longest standing exhibitions of its kind in the world – was the brainchild of two academic researchers, the Rev Dr Tom Burke and Dr Tony Scott, from University College Dublin. In 1963 the two physicists came across the concept of ‘Science Fairs’ while conducting research in New Mexico (USA). There, local school science exhibitions culminated in ‘State Fairs’ and ultimately a national competition. The pair believed that this hands-on approach to science was something that Irish students could really benefit from by taking science outside the four walls of the classroom and demonstrating that science is ever present all around us. And so was born Ireland’s Young Scientist & Technology Exhibition, which has thrived ever since. The first competition was held in 1965 in the official residence of the Lord Mayor of Dublin and attracted 230 entries. Interest in the first event was such that the exhibition moved to the larger venue of the Royal Dublin Society in 1966 and has remained there to this day. The 2013 exhibition proved to be one of the largest to date with 1,879 projects from 362 secondary schools submitted for consideration. All entries were screened and 550 projects involving over 1,200 students were selected to compete at the exhibition. The event attracted an attendance of over 45,000 people. The early exhibitions involved individual students competing against one another, but in 1976 ‘Groups’ were introduced for the first time. Many other developments have taken place over the 50 years history of what has become a highly valued all-Ireland institution, including the welcome participation of schools from Northern Ireland for the first time in 1972, the addition of a ‘Technology’ category in 1998, and the introduction of a Young Scientist ‘Boot Camp’ in 2010. 1989 also saw the first year of the EU Contest for Young Scientists; indeed, winners of the Irish exhibition have gone on to win 14 first prizes during 24 years of the EU Young Scientist Contest, and scooped over 20 top awards in the International Science and Engineering Fair in the USA. The competition is open to all second level students from Ireland, North and South, who are aged between 12 and 19 years, and is divided into three age categories, junior, intermediate and senior, to give everybody an equal chance of winning. A student can enter as an individual or share the work as a group, where the latter is defined as comprising not more than three people from the same school and age category. The exhibition comprises four project categories, namely: Chemical, Physical and Mathematical Sciences, Biological and Ecological Sciences, Technology, and Social and Behavioural Sciences. There are over 120 prizes to be won, including industry-sponsored travel awards, educator of excellence awards and special awards including, of course, the prestigious Young Scientist & Technologist(s) of the Year Award together with a cheque for €5,000. Feedback from students and teachers who have participated in the exhibition over the years indicates that it is seen by students as highly beneficial in helping to develop a deeper appreciation of science and technology, a great opportunity to showcase their own bright ideas in subject areas that are essential to future prosperity, and a great extra-curricular activity to put on one’s CV or application form for entry to third level education. The exhibition removes science from the more formal setting of the classroom or laboratory and into a fun environment where students can present their very own projects to the many thousands of visitors who come to experience the enthusiasm and innovation so palpable at this annual festival of science.


Jackie OLANG NASAC, Network of African Science Academies, Nairobi (Kenya)

SCIENCE EDUCATION

AND THE NETWORK OF AFRICAN SCIENCE ACADEMIES (NASAC) For NASAC, an affiliate network of IAP for Africa, Science Education is one of the flagship programmes. Since 2007, NASAC viewed Inquiry-Based-Science-Education (IBSE) as a preferable approach for teaching and learning science because it uses key pedagogical features that can be implemented in various ways using localized materials. To further this view, NASAC Board appointed the SEP Focal Points, a group consisting of experts in science education or those involved in science education curriculum development in their respective countries. This talk will highlight some of the major activities carried out by NASAC since the inception of the programme and mainly with funding from IAP. It will look the effects of limited resources to the SEP activities with specific reference to in-country activities by its members and the impact that had on general regional collaboration. The relevance of a training-of-trainers workshop on IBSE held in Nairobi, Kenya (April 2007) in collaboration with the French Academy, Focal Points meetings and a workshop on IBSE for Francophone countries held in Yaoundé, Cameroon in February 2008 will also be discussed. Subsequently, the presentation will also take a keener look recommendations made by SEP focal points with specific reference to:

• Mobility challenges for scientists in respect to immigration and visa acquisition which inhibits networking/interaction among science-education experts and participation to SEP events.

• Limited institutional arrangements by African academies to prioritize SEP activities in-country and in-sync with other NASAC members so as to have a regional approach in tackling curriculum and accreditation issues in science education in the continent.

• The role of an IBSE survey in establishing baseline information about NASAC members’ in-country situation of science education.

• The role of policymakers in formulating sound curriculum content and teaching methodology for science within schools in Africa. This is particularly critical in instances where science and education fall in different ministerial portfolio within government.

• The value-addition of scientist-teacher interaction in making SEP relevant to learners and retaining the students in science and science-related careers.

The presentation will conclude by giving examples of what NASAC has done to ensure that SEP remains vibrant through capitalizing on activities that can be done with reduced funding, while still having a global/regional focus when undertaking country-specific activities on SEP. ICT is seen as a tool that can ease reliance of external funding and enable NASAC to continue supporting core-SEP activities. NASAC is a consortium of merit-based Science Academies in Africa currently constituting of 19 members. This talk will highlight the fact that for science academies in Africa, it is critical to sustain continuous supply of scientists throughout the education system. IBSE and continuous teacher professional development promises to spur sustained interest in science and scientific careers by students in Africa.


Shelley PEERS Australian Academy of Science, Sydney (Australia)

PRIMARY CONNECTIONS: LINKING SCIENCE WITH LITERACY

A NATIONAL PRIMARY SCHOOL SCIENCE EDUCATION PROGRAM

OF THE AUSTRALIAN ACADEMY OF SCIENCE Primary Connections is an innovative, inquiry-based science education program for primary schools. It consists of a teacher professional learning program accompanied by award-winning curriculum resources. Three training DVDs explain the investigative approach, the 5Es teaching and learning model, and Indigenous perspectives. A suite of 31 teacher curriculum units with aligned assessment rubrics has been developed. These are available freely to Australian educators. The program emphasises literacies of science, evidence-based reasoning, collaborative team work, and student-led inquiry. Over 20 independently conducted research reports (available on the website) show evidence of impact. The program is now used in one way or another in over 70% of Australia’s 7,600 primary schools. Primary Connections has twice won The Australian Awards for Excellence in Educational Publishing for its curriculum units and training DVDs. It has been funded by the Australian Government (2004 - 2014). Physics Nobel laureate, astronomer Brian Schmidt, donated $ 100,000 of his Nobel prize money to the program in 2011. For more information: see https://primaryconnections.org.au


Marieke PEETERS, Carl FIGDOR Radboud University Medical Center, Nijmegen (Netherlands)

SCIENCE EDUCATION HUBS IN THE NETHERLANDS;

COLLABORATIONS BETWEEN UNIVERSITIES AND PRIMARY EDUCATION

Based on an study aimed at optimalizing talent development of young children in 2008, it was concluded that there is a serious need towards education that stimulates the full potential of all, and especially excellent children who receive farr less challenges in primary school. When children at early age are brought into contact with science, they learn how to investigate and understand the world around them much better and more critical. Besides, scientific activities make primary education far more challenging. In 2009, all Dutch universities received a starting grant for setting up science education hubs, called ‘Wetenschapsknoopunten’ in the Netherlands, in order to promote collaboration between the university and primary education. These science education hubs were funded by the national STEM Platform ‘Beta Techniek’ from the ministry of education, culture & sciences. The Orion programm, which consists of (a netwerk of) science education hubs, is one of the programmes of the STEM platform. A science education hub can be best described as a durable, regional partnership between a university, schools of primary education, and intermediary institutions such as a primary teacher academy, a science museum or an expert centre. Young researchers and (pre-service) teachers work together on developing programs for primary schools. The goal is to promote science education in primary schools and to learn children and (in service) teachers how science works. Most science education hubs use IBSE as a leading pedagogy in their projects. Although the main goal of all science education hubs is similar, each science hub has its own regional flavour. After this first period, in 2013 the Royal Netherlands Academy of Art and Sciences and National STEM Platform ‘Beta Techniek’ from the ministry of education, culture & science, together have selected seven Science Hubs for an additional four years of funding. During this period these science education hubs will develop dedicated programmes for primary schools and the first two years of secundary school. In addition they focus on focus on teacher training, for example, they offer courses for continuous professional development for in-service teachers, and some hubs develop relevant teaching materials during the collaborations with primary schools. In this presentation we will elaborate on the various types of activities for primary and secundary education of the different science education hubs, their main results and outcomes. We will illustrate this with examples showing the successes and struggles in their efforts to promote science education in the Netherlands.


Claudia ROBLES INNOVEC, Innovation in Science Education, Mexico City (Mexico)

INTERNATIONAL COOPERATION AS A KEY PILLAR

IN IBSE IMPLEMENTATION STRATEGIES Innovation in Science Education (INNOVEC) is an institution that has promoted for more than ten years, the implementation of Inquiry Based Science Education (IBSE) in Mexico, in order to contribute to the development of scientific abilities and attitudes in students who attend basic education in public schools. Since it first started working with IBSE programs, INNOVEC has closely collaborated with international institutions. This exchange has allowed the enhancement of educational models, methodologies and materials. As a result of the collaborative work done with similar institutions at the international level, INNOVEC has developed an IBSE model that has been implemented at a large scale in Mexico. Professors from several countries have participated in professional development programs, which have allowed the specialization of Mexican teachers on the IBSE methodology. The International Conferences organized in Mexico every two years as well as INNOVEC’s participation in other international IBSE forums, in which improvement of teacher training, the use of educational technologies, assessment of science education and better educational policies are among the discussed issues, have resulted in the incorporation of the international trends to the Mexican program. Due to the cooperative strategies described above and to the support of the Ministry of Public Education, State Governments, companies and private foundations, today, the IBSE Program reaches 400,000 students and more than 10,000 teachers in basic education in Mexico.


Hannu SALMI Department of Teacher Education, University of Helsinki (Finland)

BRIDGING THE GAP BETWEEN

FORMAL EDUCATION AND INFORMAL LEARNING The role of informal learning is increasing in the modern societies. This phenomenon is closely related to the growing impact of science and technology on our everyday lives. Lifelong learning needs new practical forms. This presentation describes the developments and results of the widespread Inquiry Based Science Education (IBSE) actions not only in Finland as cooperation between the University of Helsinki and Heureka, the Finnish Science Centre but also in numerous teachers’ communities in Europe by combining formal teaching and informal learning opportunities. The main target for this professional and personal development is in-service teachers and teacher students. The results show how to use modern, interactive science exhibitions combining the best practices of informal learning and formal education. The objective is to utilise the key elements of curriculums in different countries to teach the scientific research process based on learning in science centres and teaching at school. Pedagogical hands-on methods originally developed in science centre context are adopted, converted and moved into the formal education via effective teacher training. The paper presents evidence based results related to open learning environments as well as best practices developed in co-operation with teacher education institutes, school authorities, universities, educational administrations and schools. Especially the role of intrinsic motivation is essential in informal learning settings. The multidiscipline contents of modern science centre exhibitions are large and unique forming a reliable learning source. The science centres use the pedagogical expertise of the teachers and teacher training institutes as well as the curriculum development input by the educational authorities. Also the latest research results related to the affect of the informal learning sources to the career choices of young people – especially as they create opportunities for girls – are used and further developed and disseminated in this project. Teachers as researchers as well as practitioners, who use an evidence-based approach, is a movement that is gaining momentum in several parts of the world. The future dilemma is, if it is possible to create an stable European network linking formal and informal learning. The European Commission has shown clear interest in supporting this type of activities. Keywords: informal learning, formal education, hands-on learning, science centres, personal and professional development, science in society, evidence based education, intrinsic motivation, career choices


Norma SBARBATI NUDELMAN IANAS SEP, Academia Nacional de Ciencias Exactas, Físicas y Naturales,

Science School, University of Buenos Aires (Argentina)

IANAS SEP AND THE HaCE PROGRAM IANAS, the Inter-Academic Network of Academies of Sciences, was created to support cooperation towards the strengthening of science and technology as a tool for advancing research and development, prosperity and equity in the Americas. IANAS is a regional network of the IAP, the Inter-Academic Panel. The IANAS Science Education Program (IANAS SEP) comprises at present 19 Academies of Sciences, and its major objective is to improve the quality of science and technology education in the region by developing Inquiry Based Science Education” (IBSE), mainly in primary and secondary school. With different names and scopes, the Academies share a single goal: to provide teachers and students the wonderful experience of discovery in science and technology by using the IBSE methodology. The Argentine Academy of Sciences (ANCEFN) is a member of IANAS SEP since 2004, and a Portal site called “IndagaLA”, has been implemented to share pedagogical resources in the region, leaded by the Mexican Academy of Sciences since 2010. The “HaCE” Program, (from “Haciendo Ciencia en la Escuela”= Doing Sci. at school) is developed in Argentine by the ANCEFN, for the training of teachers in the IBSE methodology. The specific objectives of the Program are: a) training “facilitators” for an integral STEM education based in the experimental evidence and the inquiry. b) the facilitators conduct workshops to train and coach the teachers to implement IBSE with the children in the classroom; and c) to develop experimental modules (pedagogical resources) with cheap and easily accessible materials for every school. The free implementation of training workshops (WS) and resources are the basis for the whole sustainability of the Program in the time; leaded by academicians, engages professional scientists to guarantee the quality of the developed modules and a book containing near 40 pedagogical resources for primary and/or secondary schools is available since 2012. The “HaCE” team is mainly formed by young graduate students from National Universities and experienced secondary school teachers. The “HaCE” Program has widely benefited from international cooperation, mainly at the beginning. Especial thanks are due to La main a la pâte (LAMAP) implemented by the French Academy of Sciences, that allowed free access to its pedagogical resources. The participation in international WS constituted also formidable tools that firmly strengthened the knowledge, expertise and commitments of the “HaCE” team. Since the inception of the Program, a large amount of WS on IBSE methodology has been conducted. To outreach the scope, regional WS were also implemented, frequently organized by local “facilitators” previously trained by the “HaCE” team. National WS have been also held; particularly the 3rd (“Assesment and Evaluation”) and 4th (“Big Ideas in Science”) National WS were based on similar international WS. Pilot Centers have been implemented in several argentine provinces since 2010, and a Symposium on “Sci, Tech, Eng and Math Education by Inquiry” is currently being organized as a satellite in the IBERSCIENCECongress 2014, organized by the OEI, (Org. of the Ibero-American States) to be held in Buenos Aires (Nov.12-14, 2014).


Petra SKIEBE-CORRETTE Freie Universität Berlin (Germany )

THE EUROPEAN FIBONACCI PROJECT:

LESSONS LEARNED FROM INTERNATIONAL COLLABORATIONS Fibonacci (2010-2013) was a program funded by the European Union under the 7th Framework Program with the aim of disseminating inquiry-based science and mathematics education in Europe (www.fibonacci-project.eu). In order to improve the transfer of knowledge between countries, 12 pairs between 24 partners (universities, teacher training centers, research institutions, etc.) were formed. These twinnings were between a reference center and a twin center 1. In addition, twinnings were made between a reference center and a twin center 2, the difference being that a twin center 2 was not as experienced as a twin center 1, and the twin center 2 was an associated partner and not a full partner. The reference centers were the most experienced institutions. Within these pairs, expertize in continuous professional development (CPD), in setting up or expanding a center for science or mathematics education were shared and teaching materials and CPD were developed together. Successful twinnings were found to be those that shared a common goal, trusted each other and were working on projects that were mutually beneficial. Knowledge and experience was not only shared between the twinning partners, but also among the entire group of partners through field visits and conferences. During these field visits it was possible to directly observe the science and mathematics programs, a component that should be implemented in follow-up programs. In addition, five different groups worked on the following topics and created booklets: Tools for Enhancing Inquiry in Science Education; Implementing Inquiry in Mathematics Education; Setting up, Developing and Expanding a Centre for Science and/or Mathematics Education; Integrating Science Inquiry across the Curriculum; and Implementing Inquiry beyond the School. Three additional resources were created by the scientific committee: Learning through Inquiry; Inquiry in Science Education; Inquiry in Mathematics Education. All of these resources can be downloaded from the Fibonacci website. All in all, Fibonacci proved to be an excellent method for transferring knowledge and experience between different countries.


Sharifah Maimunah SYED ZIN Academy of Sciences Malaysia, Kuala Lumpur (Malaysia)

BRINGING INQUIRY LEARNING INTO PRACTICE

This is a case study of four schools under the Academy of Sciences Malaysia involved in piloting IBSE based on la main a la pate model. The pilot was initiated out of concerns of the declining interest among pupils in science and that pedagogy is a contributing factor. About 320 pupils of middle range ability were involved in the project. Teachers were given an initial 30 hours of training on IBSE and additional 20 hours to familiarise themselves with la main a la pate approach. Periodic visits on lessons were carried to monitor teachers’ ability to carry out IBSE and observe pupils’ responses to the approach. Discussions with teachers on their lessons were done after the classroom observations. The pilot has shown that IBSE has the potential in bringing about positive effects on interest, motivation, communication skills and confidence among pupils as well as performance in science. Pupils taught by teachers who attended the full 50 hours of training showed greater ability to organise their tasks and were more confident in carrying out the assignments. This was evident when pupils from the four schools were given scientific problems to solve during the science carnival held at the end of the project. Several factors influence the full implementation of IBSE in class – teacher creativity, allocation of time, duration of training, science curriculum, examination requirements and willingness to change classroom practice. The pilot also showed that continuous professional development of teachers is important in enabling them to fully understand the principles and practice of IBSE. The presentation concludes with prospects of IBSE in the Malaysian context.


Ahmadou WAGUE Académie Nationale des Sciences et Techniques du Sénégal

LA MAIN À LA PÂTE PROJECT: EXPERIMENTATION IN SENEGAL

I will present the context of the initiative of implementation of the La Main à la Pate in Senegal within the framework of the strategic plan of action of the National Academy of Science and Technique in Senegal (ANSTS). The historic of the “ La Main à la Pâte” in Senegal will be considered together with the methodology of the project implementation on 9 steps. The real implementation with the objectives , the experimental approach together with the initial activities are also considered. In addition the didactic tools which go with the implementation of the project are exposed. Finally the preliminary results are considered. The positive aspects and weakness are examined together with the lessons learned and the perspectives for new development.

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1 Lara ALBANESE, Alessandra ZANAZZI

Osservatorio Astrofisico di Arcetri, Florence (Italy)

Troshini NAIDOO South African Astronomical Observatory, Cape Town (South Africa)

SOUTH AFRICA CALLS ITALY: EFFECTIVE EXCHANGE ACTIVITY THROUGH COSTLESS (SKYPE LIKE) CONNECTIONS IN THE FRAMEWORK OF THE EU UNAWE PROJECT

In summer 2012 the Italian EU-UNAWE team joined with the South African team in Cape Town, working with the township schools organizing activities at school and also a teachers’ training event at the SAAO Observatory. In order to involve in the exchange not only the project’s experts but also to the teachers and the children, we organized Skype connections between the Cape town teachers participating in the project and the teachers in Sicily (South Italy) that also participated in one of the Italian training sessions and later between the children of the Italian school and those in Zanemfundo School (Cape Town). Thanks to this chance of seeing each other and talking directly, children have - with huge interest and participation - shared and learned methods, experiences, curiosities. They shared their prepared actual science researches, in order to understand why an equal gnomon cast different shadows at the same time in the two countries. The teachers confronted on curricula, didactic methodologies such as working with a background story during the whole school year, interdisciplinary uses of astronomy, languages etc. The EU-UNAWE project and International conferences are perfect chances to create exchanges between countries all around the World, and this simple communication model between children and teachers appears like an enormous resource yet to be fully exploited.

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Giuseppina BARSACCHI, Francesco CLEMENTI, Gian Antonio DANIELI, Giovanni MARTELLI, Aldo FASOLO, Giuseppe MACINO,

Ferdinando PALMIERI, Gianpiero SIRONI, Giancarlo VECCHIO Accademia Nazionale dei Lincei

Antonella ALFANO, Paola BORTOLON, Giulia FORNI, Rosanna LA TORRACA,

Anna LEPRE, Isabella MARINI, Franca PAGANI, Anna PASCUCCI, Rosa ROBERTO, Silvio TOSETTO

ANISN, National Association of Natural Science Teachers

THE PROGRAMME SCIENTIAM INQUIRENDO DISCERE (SID): a model of collaboration between the Accademia Nazionale dei Lincei,

the National Association of Natural Science Teachers (ANISN) and the Ministry of Education to introduce IBSE in the Italian school system

The programme Scientiam Inquirendo Discere (SID) has created a systemic and systematic model for IBSE implementation in Italy via Continuing Professional Development of Science teachers. It started in 2011 as a collaborative National Program between the Accademia Nazionale dei Lincei and the National Association of Natural Science Teachers (ANISN), with the support of the Ministry of Education. It aims at implementing the IBSE approach in Italy from kindergarten to lower secondary school. It was built on the experience and the results coming from the participation of ANISN in the Fibonacci Project (FP7), in collaboration with the French Académie des Sciences and the Foundation La main à la pâte. The SID programme has a multilevel organization of both advisory and operational structures with local operational nuclei called “SID pilot centres" to provide partnerships with networks of schools and promotion of community practices in Science. In three years seven pilot centres have been created (Bari, Milan, Naples, Pisa, Rome, Turin and Venice). They are hosted by Universities, Research Institutions or local Academies. The SID program has achieved important strategic objectives, profiting also from previous experiences and initiatives. It has created an effective model of cooperation aimed at IBSE implementation in Italy, strengthening international collaboration and producing important educational tools, which are also useful to implement the National Guidelines for the curriculum.

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Gudar BEQIRAJ, Salvator BUSHATI Academy of Sciences of Albania, Tirana (Albania)

Y. SPAHIU

Inst. of Education Development, Ministry of Education and Sports, Tirana (Albania)

SCIENCE EDUCATION PROJECTS IN ALBANIA Until 2012, in the schools of Albania have been created the computer laboratories and internet services. On the framework of Science education, are involved MAS, Institute of Development of Education and other institutions of education, universities, research institutions and centers, Academia, etc. In these activities, our partners are and the parents, and business too. A lot of projects carried out and are on course in different fields of sciences: ICT, biology, mathematics, physics, etc. MAS and Institute of Development of Education are involved on the upgrading the existed curricula and created the new ones.

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Gerd Elisabeth BERGMAN Royal Swedish Academy of Sciences, NTA (Science and Technology for All)

NTA SCHOOL DEVELOPMENT IN SWEDEN

The Royal Swedish Academy of Sciences (RSAS) in Sweden has a strong interest in science education. The largest project is the NTA, Naturvetenskap och Teknik för Alla (Science and Technology for All). NTA is a school development programme created by RSAS and IVA (the Royal Swedish Academy of Engineering Sciences) in cooperation with municipalities throughout Sweden. The Swedish NTA programme is to a large extent developed from the US National Science Resources Center (NSRC) and the STC-units, although the details of the original concept has been adapted to Swedish circumstances and to the Swedish syllabus. The municipality become member in the non-profit organization NTA after a local political decision. An agreement is signed between the municipality and NTA. The project started 1997 in one municipality, year 2014 40% of the municipalities in Sweden are members in the organization and 180 000 children/pupils from kindergarten through 9th grade (16 years of age) use one of the units in the NTA programme. Website: www.ntaskolutveckling.se.

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Gabriel C. BOKO Université d’Abomey-Calavi, Porto-Novo (Benin)

LES FACTEURS DE RESILIENCE

DANS L’EDUCATION TRADITIONNELLE AFRICAINE Lorsqu’on déploie sur un tapis tous les maux et toutes les calamités qui s’abattent sur certaines contrées africaines, on se demande comment l’on arrive encore à y vivre et à se développer harmonieusement. Notre hypothèse est qu’il existe sûrement dans l’éducation traditionnelle de base une force souterraine qui fait se construire et s’élever les individus, grâce à une culture de la résilience. Une enquête menée à Ouidah, ville côtière du Bénin, articulant observations directes et entretiens semi-dirigés auprès d’une dizaine de sujets investis dans les coutumes traditionnelles, a permis de cataloguer certains usages qui sont de véritables facteurs de résilience. On distingue particulièrement les «fagbasa» qui sont des anecdotes pédagogiques utilisées comme archétypes destinés à réguler les conduites individuelles et collectives, puis l’emploi fréquent d’objets transitionnels. Selon nous, certains de ces facteurs de «blindage» peuvent être systématiquement répertoriés dans la culture de chaque pays et réinvestis dans l’éducation scolaire moderne. Mots-clés: education traditionnelle, résilience, «fagbasa», archétype, objet transitionnel.

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Elodie BOUCHOT Académie des Sciences, Paris (France)

HAITIAN AND FRENCH INSTITUTIONAL PARTNERS

FOR AN INITIATIVE: IMPROVING TEACHERS TRAINING AND SCIENCE EDUCATION IN HAITI

Since 2010, the French Academy of Sciences and the Ministry of National Education of Haiti (MENFP) collaborate in the program “for the Transformation of Education in Haiti” (TEH) whose objective is the teachers training for those who did not attend or complete any training. Moreover, the teaching of science and mathematics was the priority of the MENFP. The “hands-on” method was chosen to break the habits of a very frontal teaching, with no student participation, and to bring scientific way of thinking in the classroom. That is to say, observe, experiment and draw conclusions. Students are encouraged to express themselves on paper, drawing and writing, and orally. Pedagogical directors in Haiti and France write sessions in sciences and maths, including the “hands-on” method, adapted to the Haitian context (materials available ...). TEH program is a network of 33 Haitians trained to the method by the French experts, and then train by themselves a total of 675 teachers 1 day/week. The evaluations show a strong involvement of teachers and assimilation of more than 50 % of the method after 2 years of training.

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Laurence CONSTANTINI La main à la pâte Foundation, Montrouge (France)

LA MAIN À LA PÂTE: ALMOST 20 YEARS

PROMOTING SCIENCE EDUCATION La main à la pâte aims at developing inquiry-based science education in primary and lower-secondary schools. To reach this goal, it focuses its action on the professional development of teachers and teachers’ educators; it also produces and disseminates pedagogical and scientific resources, develops various activities involving scientists, businesses, parents, etc. and leads projects that contribute to equal opportunities or to the international cooperation around science education. Such activities are possible thanks to a large partnership including the Academy of Sciences, the Ministries of Education and of Foreign Affairs, higher education institutions, firms, etc. From a small-scale experiment in 1996, La main à la pâte is now a well-known, experienced and recognized organisation that has made major achievements in France and abroad. In 1996, 3% of the French primary teachers taught science; today 40% of them teach science according to Lamap principles. At the international level, collaborations have been developed with more than 50 countries. This experience can be shared with new partners as well as reflections on difficulties encountered and the way to overcome them.

POSTER ABSTRACTS


7

Ayman ELSAYED Planetarium Science Canter, Bibliotheca Alexandrina, Alexandria (Egypt)

SCIENCE CLUBS PROJECT

Science Clubs (SC) program is an ambitious initiative of the Planetarium Science Center. It aims to introduce the principle of interactive activities in the study of science in schools, so that it becomes an integral part of the framework of formal education. The program aims to train teachers on the application of the scientific method through using innovative communication methods in workshops and research. It involves a large number of Governmental schools affiliated to different Educational districts in Alexandria, and hopes to involve all the governorate’s school in accordance with the schedule set by the Library of Alexandria and the Ministry of Education in Alexandria governorate. In the poster session, we will present the following:

• A description about the Science Club initiative, objectives, the target age, and our collaboration with the Ministry of Education.

• A statistic that mention the number of Schools (Elementary and Preparatory) relevant to the total number of governmental schools in Alexandria.

• One main important point; which is the project indicators of success, and the evaluation points and some other measures taken to ensure the sustainability of this project.

• Also the poster session will include also a statistics about the teacher’s trainings that had been conducted from the academic year 2006-2007 till now to get them familiar with the necessary teaching skills as well as the tools that enable them to create a science clubs in their schools.

POSTER ABSTRACTS


9

Mohamed EL TOM Garden City College for Science and technology, Khartoum (Sudan)

IMPROVING SCIENCE EDUCATION IN SUDAN

THROUGH A MODEL-BASED APPROACH It is widely acknowledged in Sudan that school science needs to be reformed. Suffice it to note here that the curriculum is nationally mandated, science is first introduced in grade 4 and not a single (primary or secondary) public school has a laboratory. An immediate objective of the project is to introduce IBSE to a selected rural primary and secondary schools located on the eastern border (Gedarif State) with Ethiopia, through a module to be developed by a team of academics and teachers. A similar project is being implemented in Ethiopia which allows for a productive partnership. Following a regional workshop on IBSE held in Khartoum in April 2013, a group of secondary school science teachers was trained in IBSE, a field visit to the selected schools was made and the findings will be presented in a forthcoming workshop to which our partners will be invited. The project will be extended, in consultation with Gedarif State Ministry of Education, to other schools in the State.

POSTER ABSTRACTS


10

Maksym GALCHENKO National Academy of Pedagogical Sciences, Kiev

MINOR ACADEMY OF SCIENCES OF UKRAINE -

NATIONAL EXPERIENCE OF SCIENCE EDUCATION Minor Academy of Sciences of the National Academy of Sciences and Ministry of Education and Sciences of Ukraine (MAcS) – an extracurricular education organization that unites 250,000 mainly secondary school students from allover Ukraine in scientific research in 64 academic directions. MAcS manages and coordinates scientific and research activity of the students, ensures conditions for their intellectual, spiritual, creative development and vocational self-determination, assists the increase of scientific potential of the country. Over the years MAcS has turned into the national system of the search, identification, development and support of talented children interested in science.

POSTER ABSTRACTS


11

Robert M. HAUSER Executive Director, Division of Social and Behavioral Sciences and Education, National Research Council, National Academy of Sciences, Washington (USA)

NEXT GENERATION SCIENCE EDUCATION STANDARDS

FOR THE UNITED STATES The Board on Science Education (BOSE) of the Division of Behavioral and Social Sciences and Education (DBASSE) at the U.S. National Academy of Sciences has produced a new Framework for K-12 Science Education, which was subsequently transformed with high fidelity by Achieve, Inc., in collaboration with some 26 states, into the Next Generation Science Standards (NGSS). The NGSS are designed to reach all students. Scientific practices are given a central role, the standards are organized around core ideas and cross-cutting concepts, and the standards are organized in learning progressions. The NGSS cover the physical and life sciences; earth and space sciences; and engineering, technology, and applications of science. DBASSE has recently developed a framework for assessments of student progress in meeting the new standards.

POSTER ABSTRACTS


13

Núria JOVÉ Union for the Mediterranean, Barcelona (Spain)

AN ORGANISATION PROMOTING

REGIONAL COOPERATION IN THE MEDITERRANEAN The Secretariat of the Union for the Mediterranean (UfM) is a multilateral partnership composed of 43 Euro-Mediterranean countries with the mandate of enhancing regional cooperation between both rims of the Mediterranean Sea. This mission is carried out through the implementation of concrete pilot projects and initiatives which aims at promoting prosperity and socio-economic development by following the principles of co-ownership and variable geometry. UfM projects receive the unanimous approval of all member countries, which gives the promoter strong political commitment, project awareness and visibility. The “UfM label” can also facilitate the promoter access to financial sources, raise support and mobilise key partners and stakeholders. The UfM Higher Education & Research area aims to encourage the development of high-standard joint programmes; increase transnational mobility for students, academics and researchers; boost innovation and foster students ‘employability. The UfM flagship project in this field is the Euro-Mediterranean University of Fez (UEMF) which will stand as a unique regional campus contributing to strengthen dialogue, cultural exchange and cooperation in the Mediterranean.

POSTER ABSTRACTS


12

Jamal MASALMA Ministry of Education, Ramallah (Palestine)

IMPROVING SCIENCE LEARNING

We as educators are doing our best to increase the probability of students’ learning by suggesting new learning methods and applying modern educational principles and theories. Our poster offers a number of suggestions and proposals, which are not new for most educators, to improve science teaching:

1. Doing more science and less content give our students an opportunity to learn better and make deep understanding instead of memorizing isolated facts. This minimizes passive learning and maximizes the active one. It helps students to be little scientists.

2. Change traditional teacher beliefs about teaching, learning and knowledge. This is important because these beliefs affect science teacher decisions of what and how to teach a topic and how students learn. Beliefs form a filter of what a teacher accepts in his class. So applying new science methods without changing old beliefs make a deep contradiction causing failure of the new application.

3. Meet student needs, concentrate on persuasion and make science fruitful. By doing this, we encourage our students to engage in science classes and make them taste science.

4. The latest experiment of science education is the use of learning objects, there is a claim that using it will solve most of our science teaching problems, but it needs more research to prove it.

This will remain a slogan unless we convince our teachers to apply these principles. But how can we do that?! We must think deeply.

POSTER ABSTRACTS


15


THE AUSTRALIAN ACADEMY OF SCIENCE

EDUCATION PROGRAMS The four education programs of the Australian Academy of Science: ‘Primary Connections: linking science with literacy’ – an inquiry-based primary school science program that aims to improve teachers’ confidence in teaching science. ‘Science by Doing’ – an inquiry-based program of professional learning and online curriculum units for Years 7 to 1 that aims to increase student engagement with science. ‘Nova – science in the news’ – provides accurate and up-to-date information on scientific, mathematical, health and environmental issues in the news. ‘Interviews with Australian Scientists’ - transcripts of interviews with outstanding Australian scientists with accompanying teachers' notes available online.

POSTER ABSTRACTS


16


‘PRIMARY CONNECTIONS: LINKING SCIENCE WITH LITERACY’

‘Primary Connections: linking science with literacy’ is an innovative approach to teaching and learning which aims to enhance primary school teachers’ confidence and competence for teaching science. A program of the Australian Academy of Science, it is supported by the Australian Government Department of Education. The program focuses on building teacher quality in order to build students’ knowledge, understanding and skills in both science and literacy. The program has been trialled, researched and developed over 9 years. The Australia Academy is keen to share what has been learned in this process which has developed an award winning program with research evidence of impact.

POSTER ABSTRACTS


18

Marieke PEETERS, Carl FIGDOR Radboud Universiteit, Nijmegen (Netherlands)

SCIENCE EDUCATION HUB RADBOUD UNIVERSITY:

SCIENTIFIC BREAKTHROUGHS INTO INQUIRY-BASED LEARNING PROGRAMS FOR PRIMARY SCHOOLS

The science education hub of the Radboud university makes scientific knowledge accessible for primary education. Each year the science hub honors three researchers or teams of researchers with the Radboud Science Award, a prestigious prize for the best scientific breaktrough of the year. In interdisciplinary teams, scientists, (pre-service) teachers, and members of the science hub collaborate to make research topics accessible for primary school children through inquiry-based learning activities. After a specifc project is carried out at school, project team members write their experiences down in an inspiration book for other teachers. For each step in the inquiry-based learning cycle (commonly 7 steps in the Netherlands), a video fragment is available as an exhibit of specific research activities, interviews with teachers, or children telling about their own experiments and experiences (www.wkru.nl).

POSTER ABSTRACTS


17

Miljenko PERIĆ Serbian Academy of Sciences and Arts, Belgrade (Serbia)

AN OVERVIEW OF SCIENCE EDUCATION IN SERBIA

Recognizing the fundamental importance of education, particularly in countries in transition, as well as the necessity of a close link between education and scientific work, The Serbian Academy of Sciences and Arts (SASA) formed The Committee for Education. The Committee involves several members of SASA and about the same number of eminent University professors and scientist from Serbian institutes. The activity of the Committee consists of regular meetings, taking part in average ones a month, where various running problems are discussed. On 24/25.10. 2013. the (second) regional conference “Improvements in Subject Didactics and Education of teachers” was organized. The goal of the conference was to find the ways for raising the quality of courses on subject didactics, with the focus on a thorough reconsideration of all main teaching themes. Three plenary lectures and about 40 presentations were given by researchers mostly from South-East European Region, in three sections: Mathematics with Informatics, Science, and Humanities. During our activities on the implementation of IBSME in Serbia in the framework of the Fibonacci project we have developed new resources for teachers and maintained many domestic and international partnerships, like those with ALLEA, IAP and French Academy of Sciences, French Embassy in Serbia (two scientific exhibitions), Serbian Ministry of Education.

POSTER ABSTRACTS


14

Abdoulaye SAMB Académie Nationale des Sciences et Techniques du Sénégal, Dakar

RENEWAL OF SCIENCE AND TECHNOLOGY EDUCATION

IN 2003, the National Academy of Sciences and Techniques (ANSTS) and the Steering Committee (CNPDEST) began a great study of the situation of Sciences and Technology Education in Senegal. On of the main study’s results is a proposal of a new National Indicative Program (PIN). Among other elements of the PIN, an inquiry method named Pédagogie Situationnelle. This PIN is officially handed to the Authorities of the Senegalese State. While waiting for its implementation, the ANSTS and the CNPDEST undertook a series of trainers' training (about forty trainers) in how to drive lesson and how to evaluate learnings in pédagogie situationnelle. Normally this activity will be ended by production of a booklet «Guide méthodologique».

POSTER ABSTRACTS


19

Abdelsalam SHALAAB Palestine Academy for Science and Technology, Ramallah (Palestine)

SUGGESTIONS FOR IMPROVING SCIENCE TEACHING

The focus of the poster to be presented by the Palestinian delegation during session 9 of the International Conference on Science Education organized by Accademia Nazionale dei Lincei to be held in Rome on 19-20 May 2014, is on the current situation of education in Palestine, and the challenges. The wheat spikes indicate the fertility of the Land of Palestine. The flag, is the symbol of our desire to have an independent and peaceful state, in order to establish our laws for our style of life, including science @ education and our own curricula. The heavy heritage that Palestinians received from the old education system, which was negatively reflected by a large gap between traditional and modern teaching methods and how to cover this gap, due to two types of curricula in Palestine, the Egyptian one in Gaza Strip and the Jordanian in the West Bank. Now we have a Palestinian curricula that needs to be radically modified without the intervention of any third part. Also it speaks about the international cooperation in the field of science and education and the research papers and the science teaching programs and themes and how to improve them.

POSTER ABSTRACTS


22

Petra SKIEBE-CORRETTE Freie Universität Berlin (Germany)

THE EUROPEAN FIBONACCI PROJECT

DISSEMINATING INQUIRY-BASED SCIENCE AND MATHEMATICS EDUCATION IN EUROPE:

USING BERLIN AS AN EXAMPLE Fibonacci is a European funded program with 24 partners from 21 countries (2010-2013, FP7, http://www.fibonacci-project.eu). The objective was to design, implement and test a process of dissemination of inquiry-based science and mathematics education (IBSME) in primary and secondary schools in Europe. The scientific coordination was shared between École normale supérieure, Paris (La main à la pâte), responsible for IBSE, and Bayreuth University, responsible for IBME. The budget was 4.78 million euro. Several dissemination tools were implemented: 1) conferences, 2) field visits, in which the partners were able to directly observe the science and mathematics programs of participating counties, 3) training sessions that were offered by the 12 reference centers and 4) an intensive “twinning” between two partners in which these two countries worked together closely to exchange experiences and develop materials and continuous professional development.

POSTER ABSTRACTS


20

Mario STEFANINI, Barbara MUCIACCIA, Antonio CAPPELLI, Silvia CARAVITA, Gregorio SIRACUSA, Flavia CAPOZZI

Accademia Nazionale dei Lincei, Accademia Medica di Roma, Rome

HEALTH SCIENCE EDUCATION PROGRAMME IN COMPULSORY PRIMARY SCHOOL

Promotion of healthy behaviors is a major component of primary prevention and it should begin at early age to encourage awareness, knowledge and skills needed to lead healthy lifestyles. Initiatives aimed at encouraging healthy behaviors, carried out in compulsory school as recommendations/guidelines, have limited effectiveness since students have no the basic scientific knowledge needed to understanding educational messages. Health education has to be supported by systematic training in the health-sciences field, aimed at making the child/adolescent aware of the structural/functional body’s organization and preventable health-risk nature. Building on successful implementation of the IBSE-method within science education as shown by IAP activities, the proposed project aims at developing an IBSE-based health science education program targeted to primary schools. The project, including a feasibility assessment study conducted by a multidisciplinary and multi-stakeholders group, and an international workshop, will allow for developing a teachers’ tool-kit for implementing health science education designed in modules for primary schools.

POSTER ABSTRACTS


21

Sharifah Maimunah SYED ZIN Academy of Sciences Malaysia

BRINGING INQUIRY LEARNING INTO PRACTICE

The poster gives a description of a pilot study of IBSE under the Academy of Sciences, Malaysia, based on la main a la pate approach in 4 primary schools. The objectives of the pilot covers teachers’ understanding and capability of implementing IBSE in school, pupils’ performance and behavioral change after being taught using IBSE by teachers who had received special training (50 hours) on la main a la pate. Selected activities are provided to give some ideas on the involvement of pupils in the scientific activities. The Science Carnival illustrates pupils’ ability to solve a problem. IBSE has a positive impact on pupils such as increased motivation to learn science, excitement in doing experiments, and improved performance in science. Nevertheless there are issues that pose challenges.

POSTER ABSTRACTS


23 - 24

Peter HAYDOCK Science Education Center, Smithsonian Institution, Washington (USA)

POSTER 1 INTEGRATED MEDIA

FOSTERING STEM EDUCATION FROM SMITHSONIAN INTUITION: ASK ADA

Smithsonian Science Education Center is relaunching its curriculum with a strong emphasis on media. SSEC will be building STEM resources for mobile, video, games, animations, interactives and simulations that will both explain and demonstrate scientific concepts but also serve to motivate and inspire students to ask questions, the heart of scientific inquiry. This poster showcases preliminary work for media geared at students 4 - 6 years old.

POSTER 2 Smithsonian Science Education Center is three years into a five year study on the effectiveness of its Science and Technology Curriculum (STC) with 90,000 students in the United States. Early results presented in this poster show that STC has had the greatest impact with girls, English language learners and students that are economically disadvantaged. Secondary effects being include gains in non-science areas of mathematics and reading. This Randomized Control Trial is being conducted in three diverse US regions; the city of Houston, the northern portion of the state of New Mexico and the state of North Carolina. These regions represent urban, rural and suburban communities within the US. The results of year three are presented here.

LIST OF PARTICIPANTS

§ § §

H.E. Souad Abdelrazzak Minister for General Education Khartoum, Sudan E [email protected] Dr. Lara Albanese University of Parma/Googol Association Strada Tordenaso 39 43013 Langhirano (Parma), Italy T +39 052 1853571 E [email protected] Prof. Alexandre Ateba Comité National La main à la pâte Ministère de l’Education de Base Yaoundé, Cameroun T +237 7617 7768 E [email protected] Mr. Christian Atzen European Commission Commission Delegation in Rome Via IV Novembre 149 00187 Rome, Italy T +39 06 69999266 E [email protected] Mr. Ceesay Baboucarr Chairman & CEO Masianday Peace Foundation 3 Brown Street, New Jeshwang P.O. Box 85 200 Banjul, Gambia T +220 788 4777 E [email protected] Mr. Mendy Louie Bass Executive Director Masianday Peace Foundation 3 Brown Street, New Jeshwang P.O. Box 85 200 Banjul, Gambia

T +220 788 4777 E [email protected] Dr. Derek Bell Director Campanula Consulting 4 Rowan Park, Christleton CH 3 7AZ Chester, United Kingdom T +44 1244336207 E [email protected] Prof. Gudar Beqiraj Vice President Academy of Sciences of Albania Sheshi Fan S. Noli, 7 Tirania, Albania T +355 682016630 E [email protected] Dr. Gerd Elisabeth Bergman Development Manager NTA, Royal Swedish Academy of Sciences Box 50005 10405 Stockholm, Sweden T +4686739720 E [email protected] Prof. Jacques Blamont Advisor to President CNES 2 Place Maurice Quentin 75039 Cedex 01 Paris, France T +33 1 44767612 E [email protected] Dr. Elodie Bouchot Académie des sciences 21 quai de Conti 78000 Paris, France T +33 6 75811758 E [email protected]


Prof. Mostapha Bousmina President of NASAC Chancellor of the Hassan II Academy of Science and Technology Av. MVI Km 4 Souissi 10220 Rabat, Morocco T +212 5 3763 2029 E [email protected] Prof. Maurizio Brunori Accademia Nazionale dei Lincei Via della Lungara 10 00165 Rome, Italy T +39 06 4453933 E [email protected] Prof. Salvator Bushati Head, Section of Natural and Technical Sciences Academy of Sciences of Albania Sheshi Fan S. Noli, 7 Tirania, Albania T +355 682055393 E [email protected] Prof. Gabriel C. Boko Université d’Abomey-Calavi 01 BP 1266 Porto-Novo, Benin T +229 9094 2313 E [email protected] Dr. Paola Bortolon ANISN – National Association of Teachers of Natural Science Via Europa 24 36100 Vicenza, Italy T +39 044 4543685 E [email protected] Mr. Ousman Ceesay International Researcher Institute of Economic Affairs IEA House 16 AU BLVD. P.O. Box 2170 220 Banjul, Gambia T +2203790054 E [email protected] Mr. Volvick Germain Charles Director of primary education Ministry of National Education and Professional Training (MENFP) Rue Capois Port au Prince, Haiti

T +33 6 75811758 E [email protected] Prof. Francesco Clementi Accademia Nazionale dei Lincei University of Milan Department of Medical Biotechnologies Via Vanvitelli 32 20129 Milan, Italy E [email protected] Dr. Laurence Constantini La main à la pâte Foundation 1 rue Maurice Arnoux 92120 Montrouge, France T +33 1 5807 6597 E [email protected] Prof. Petra Skiebe-Corrette Freie Universität Berlin Department of Biology, Chemistry, Pharmacy NatLab –TuWaS! Fabeckstr. 34-36 14195 Berlin, Germany T +49 30 83854905 E [email protected] Prof. Benő Csapó University of Szeged Petofi sgt. 30-34 6722 Szeged, Hungary T +36 203930023 E [email protected] Prof. Souad Chouk Head of the Department of Mathematics and Natural Sciences Tunisian Academy of Sciences, Letters and Arts «Beït-Al-Hikma» 25, Avenue de la République, Carthage Hannibal 2016 Tunis, Tunisia T +216 71277275 E [email protected] Prof. Sémou Diouf Académie Nationale des Sciences et Techniques du Sénégal 1375 HLM Grand Yoff Dakar, Senegal T +221 827 8760 E [email protected]


Prof. Stanislav Dovgyi National Academy of Sciences of Ukraine 54 Volodymyrska St. 01030 Kyiv, Ukraine T +380442349264 E [email protected] Dr. Mario Giacomo Dutto Policy consultant Via Giambattista Benedetti, 9 00197 Rome, Italy E [email protected] Eng. Hoda Elmikaty Head of Cultural Outreach Sector Bibliotheca Alexandrina Chatby, P.O. Box 138 Alexandria, Egypt E [email protected] Dr. Ayman Elsayed Deputy Director, Planetarium Science Center Bibliotheca Alexandrina Port Said St., Chatby 21526 Alexandria, Egypt T +203 4839999 Ext. 1740 E [email protected] Prof. Mustafa El Tayeb President The Future University 00249 Khartoum, Sudan T +249 9000 9 1111 E [email protected] Prof. Mohamed El Tom Dean Garden City College for Science & Technology P.O. Box 12865 11111 Khartoum, Sudan T +24983262915 E [email protected] Dr. Maksym Galchenko Associate Director Institute of Gifted Child National Academy of Pedagogical Sciences of Ukraine 52-D Artema St. 04053 Kyiv, Ukraine T +380442349264 E [email protected]

Dr. Agueda Gras-Velazquez Science Programme Manager European Schoolnet Rue de Treves 61 1040 Brussels, Belgium T +32 02 7907583 E [email protected] Dr. Gilford T Hapanyengwi Secretary General Zimbabwe Academy of Sciences Tropical Resource Ecology Building University of Zimbabwe MP167, Harare, Zimbabwe T +263 4 307149 E [email protected] Dr. Robert Hauser Executive Director Division of Behavioral and Social Sciences and Education National Research Council National Academy of Sciences 500 Fifth Street, NW, Room 1140 20001 Washington DC, USA T +1 202 334 1868 E [email protected] Mr. Peter Haydock Acting Director Smithsonian Science Education Center 901 D Street SW, Suite 704-B 20024 Washington DC, USA T +1 202 633 3972 E [email protected] Dr. Abdeslam Hoummada Direction des Sciences Académie Hassan II des Sciences et Techniques Km 11, Avenue Mohammed VI Rabat, Morocco T +212 537635376 E [email protected] Dr. Mohammed Hosni Chief of division Ministry of National Education 73 Av My Ismael Hassane 10000 Rabat, Morocco T +212 537734097 E [email protected]


Prof. Per Olof Hulth Vice President The Royal Swedish Academy of Sciences Lilla Frescatiägen 4A Box 5005 SE 10405 Stockholm, Sweden T +46 8 55378668 E [email protected] Ms. Núria Jové Junior Project Manager Secretariat of the Union for the Mediterranean Palau de Pedralbes C/ Pere Duran Farell, 11 08034 Barcelona, Spain T +34 935214152 E [email protected] Mrs. Chiraz Ben Kilani Assistant Professor Ministry of Higher Education ISEFC, 43 rue de la liberté 2010 Le Bardo, Tunis, Tunisia E [email protected] Prof. Andrej Kranjc Secretary General Slovenian Academy of Sciences and Arts SAZU, Novi trg 3 SI-10000 Ljubljana, Slovenia T +386 1 4706128 E [email protected] Ms. Joanna C.R. Lacey Senior Project Assistant IAP, the global network of science academies C/O TWAS ICTP Campus Strada Costiera 11 34151 Trieste, Italy T +39 040 2240 680 E [email protected] Prof. Lee Yee-Cheong Chair IAP SEP Global Council/UNESCO ISTIC Academy of Sciences Malaysia 902 Jalan Tun Ismail Kuala Lumpur, Malaysia E [email protected]

Prof. Pierre Léna President Fondation La main à la pâte Académie des sciences 23 quai de Conti 75015 Paris, France E [email protected] Prof. Anna Lepre President ANISN - National Association of Natural Science Teachers Via Conte Verde 41 00185 Roma, Italy T +39 06 70492985 E [email protected] Prof. Odile Macchi Emeritus Director of Research Académie des sciences 23 Quai Conti 75014 Paris, France T +33145425869 E [email protected] Prof. Giuseppe Macino Accademia Nazionale dei Lincei Sapienza University of Rome Department of Cell Biotechnologies and Hematology Viale Regina Elena 324 00161 Rome, Italy T +39 06 4452806 E [email protected] Prof. Lamberto Maffei President Accademia Nazionale dei Lincei Via della Lungara 10 00165 Roma T +39 06 6861159 E [email protected] Prof. Eliézer Manguelle Dicoum Cameroon Academy of Sciences POB 6052 Yaoundé, Cameroon T +237 22239713 E [email protected]


Prof. Isabella Marini ANISN - National Association of Natural Science Teachers Via Ugone Visconti 14 56122 Pisa, Italy T +39 050 531911 E [email protected] Dr. Jamal Masalma Ministry of Education Directorate of Education Ramallah & Al Beireh Ramallah, Palestine T +972 022809286 E [email protected] Dr. Peter McGrath IAP/IAMP Coordinator Science and Diplomacy Programme TWAS ICTP Campus Strada Costiera 11 34151 Trieste, Italy T +39 040 2240571 E [email protected] Prof. Peter Mitchell Royal Irish Academy Academy House 19 Dawson Street 2 Dublin, Ireland T +353 1 2832258 E [email protected] Dr. Barbara Muciaccia T +39 06 4976 6803 E [email protected] Prof. Mariada Muciaccia ANISN - National Association of Natural Science Teachers Liceo Terenzio Mamiani Via Monte Pertica 39 00195 Rome, Italy T +39 06 3701646 E [email protected] Dr. Claudette Elizabeth Segunda Balinga Ndayi Inspector of Pedagogy Ministry of Basic Education B.P. 3123 Messa Yaounde B.P. 1600 Minedub

Yaoundé, Cameroon E [email protected] Prof. Norma Ethel Sbarbati Nudelman University of Buenos Aires Pab. II P.3 Ciudad Universitaria 1428 Buenos Aires, Argentina T +5411 47855182 E [email protected] Ms. Jacqueline Olang Programmes Director Network of African Science Academies (NASAC) P.O. Box 201 00502 Nairobi, Kenya T +254 720 566 605 E [email protected] Prof. Anna Pascucci ANISN - National Association of Natural Science Teachers Via Libero Bovio, 4 80123 Naples, Italy T +39 081 5751609 E [email protected] Ms. Shelley Peers Director - Primary Connections Development Australian Academy of Science Suite 2107, Westfield Tower 2 101 Grafton Street, Bondi Junction 2022 Sydney, Australia T +61 02 8095 6558 E [email protected] Dr. Marieke Peeters Project Manager Science Education Hub, Radboud University Faculty of Science, ISIS P.O. Box 9010 6500 GL Nijmegen, The Netherlands T +31243652119 E [email protected] Dr. Frédéric Pérez Pedagogical Advisor Fondation La main à la pâte 31 rue de Chateaubriand 92290 Châtenay-Malabry, France E [email protected]


Prof. Miljenko Perić Serbian Academy of Sciences and Arts Knez Mihailova 35 11000 Belgrade, Serbia T +381 11 20 27 342 E [email protected] Prof. Yves Quéré Académie des sciences 3 rue Laplace 75005 Paris, France T +33 1 43266112 E [email protected] Dr. Claudia Robles Manager INNOVEC, Innovation in Science Education San Francisco 1626, Desp. 205 Col Del Valle, Delg. Benito Juárez 03100 Mexico City, Mexico T +52 55 52 00 05 84 E [email protected] Prof. Hannu Salmi Director of Research University of Helsinki Siltavuorenp 10 00014 Helsinki, Finland T +358 40 9015263 E [email protected] Prof. Abdoulaye Samb Vice President Académie Nationale des Sciences et Techniques du Sénégal 61, Bd Djilly MBaye, Dakar, Senegal T +221 33 849 1099 E [email protected] Prof. Luciano Saso Sapienza University of Rome P.le Aldo Moro 5 00185 Rome, Italy E [email protected] Prof. Antonio Sgamellotti Accademia Nazionale dei Lincei University of Perugia Department of Chemistry Via Elce di Sotto 8 06123 Perugia, Italy E [email protected]

Prof. Abdelsalam Shalaab Advisor Palestinian Academy for Science and Technology Ramallah-Al-Quds Street Ramallah, Palestine T +970 2 2960524 E [email protected] Prof. Gregorio Siracusa Tor Vergata University of Rome Rome, Italy T +39 06 5141813 E [email protected] Prof. Mario Stefanini Accademia Nazionale dei Lincei Sapienza University of Rome Department of Medical Histology and Embryology Via Antonio Scarpa 14 00161 Rome, Italy T +39 06 4976 6570 E [email protected] Prof. Günter Stock President All European Academies (ALLEA) c/o Berlin Brandenburgische Akademie der Wissenschaften Jaegerstrasse 22/23 10117 Berlin, Germany T +49 030 203 70235 E [email protected] Dr. Sharifah Maimunah Syed Zin Academy of Sciences Malaysia Level 20, West Wing, MATRADE Tower Jalan Khidmat Usaha, Off Jalan Duta 50480 Kuala Lumpur, Malaysia T +603 26984572 E [email protected] Dr. Yolanda Valle-Neff Director UNESCO Regional Bureau for Science and Culture in Europe Palazzo Zorzi, Castello 4930 30122 Venice, Italy T +39 041 2601515 E [email protected]


Prof. Giancarlo Vecchio Accademia Nazionale dei Lincei University of Naples Federico II Via S. Pansini 5 80131 Naples, Italy T +39 081 7463600 E [email protected] Prof. Ahmadou Wague Chair of the Science Education Commission Academie Nationale des Sciences et Techniques du Sénégal University Cheikh Anta Diop Department of Physics Dakar, Senegal T +221 33 8206660 E [email protected] Dr. Alessandra Zanazzi Associazione Culturale Googol Via G. Bandi 5 50137 Florence, Italy T +39 055 5272392 E [email protected] Prof. Adriano Zecchina Accademia Nazionale dei Lincei University of Turin Department of Inorganic Chemistry Via Pietro Giuria 7 10125 Turin, Italy T +39 011 670 7860 E [email protected] Dr. Moneef Zou’bi Director General Islamic World Academy of Sciences 17 Djibouti Street, Sixth Circle 11183 Amman, Jordan T +96265522104 E [email protected]

THE PARTICIPANT'S BOOKLET

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Transcript of THE PARTICIPANT'S BOOKLET