ABSTRACT: Raising standards through inquiry-based science education (IBSE) -what are the challeng... more ABSTRACT: Raising standards through inquiry-based science education (IBSE) -what are the challenges for pre-service teacher education? What do ongoing teachers and active teachers learn from each other when planning, conducting and evaluating minds-on and hands-on IBSE activities in the classroom? What do they learn "beyond" IBSE? The Bremen teacher education course "INQUIRE for Teacher Students -inquiry-based learning in the context of biodiversity loss and climate change" aims to raise standards in teacher education using IBSE methods in an innovative manner. Science educators, botanists and botanic garden educators support Learning Communities of ongoing and active teachers in the development of IBSE school projects for students of the lower secondary level. The evaluation the course measures the professional growth of the participating teacher students regarding their PCK and subject knowledge, the successfulness of the Learning Communities and the implementa...
BACKGROUND Promoting Responsible Research and Innovation (RRI) is a major strategy of the “Scienc... more BACKGROUND Promoting Responsible Research and Innovation (RRI) is a major strategy of the “Science with and for Society” work program of the European Union’s Horizon 2020 Framework Programme for Research and Innovation. RRI aims to achieve a better alignment of research and innovation with the values, needs, and expectations of society. The RRI strategy includes the “keys” of public engagement, open access, gender, ethics, and science education. The Structural Transformation to Attain Responsible BIOSciences (STARBIOS2) project promotes RRI in 6 European research institutions and universities from Bulgaria, Germany, Italy, Slovenia, Poland, and the United Kingdom, in partnership with a further 6 institutions from Brazil, Denmark, Italy, South Africa, Sweden, and the United States. OBJECTIVE The project aims to attain RRI structural change in 6 European institutions by implementing action plans (APs) and developing APs for 3 non-European institutions active in the field of bioscience...
Background: Promoting Responsible Research and Innovation (RRI) is a major strategy of the "Scien... more Background: Promoting Responsible Research and Innovation (RRI) is a major strategy of the "Science with and for Society" work program of the European Union's Horizon 2020 Framework Programme for Research and Innovation. RRI aims to achieve a better alignment of research and innovation with the values, needs, and expectations of society. The RRI strategy includes the
This study is based on a Delphi study on environmental literacy which is related to both teachers... more This study is based on a Delphi study on environmental literacy which is related to both teachers professional development and environmental science, technology, engineering, and mathematics (E+ STEM) literacy. In the light of the expert opinions, the goal is to determine what teachers should do to develop their experiences and qualifications as E+ STEM literate individuals. In this study, a "mixed method" research design, in which both qualitative and quantitative methods are involved, is used to reveal the expert opinions. The exploratory sequential design, which is one type of mixed method research, is used. In the first step of the Delphi study, qualitative data are collected about teachers' professional development. After analyses of data in the first step of Delphi study, the quantitative form is developed for second step of the Delphi study. Finally, after analyses of the data in the second step, the final quantitative form (3 rd step) is prepared again. It is performed in three consecutive steps in Delphi study. The sample consists of the 45 experts who initially accepted to participate in the study. 20 of the 45 experts participated in the first step Delphi. The number of participants in the second and third Delphi study, respectively, is 44 and 26, respectively. It is concluded that there is a consensus about "having and updating content knowledge about environmental issues," "following the development of environmental technologies, and applying them in class." There is additional agreement about "having and developing pedagogical competencies for the development of teachers" experiences and qualifications as E+ STEM literate individuals. It is suggested that the concept of "environment" should be integrated into the framework of "STEM pedagogical content knowledge (PCK)" for teacher's professional development. By this means, a new educational and environmental concept, E+ STEM-PCK, would be incorporated in teacher education.
ABSTRACT: Raising standards through inquiry-based science education (IBSE) -what are the challeng... more ABSTRACT: Raising standards through inquiry-based science education (IBSE) -what are the challenges for pre-service teacher education? What do ongoing teachers and active teachers learn from each other when planning, conducting and evaluating minds-on and hands-on IBSE activities in the classroom? What do they learn "beyond" IBSE? The Bremen teacher education course "INQUIRE for Teacher Students -inquiry-based learning in the context of biodiversity loss and climate change" aims to raise standards in teacher education using IBSE methods in an innovative manner. Science educators, botanists and botanic garden educators support Learning Communities of ongoing and active teachers in the development of IBSE school projects for students of the lower secondary level. The evaluation the course measures the professional growth of the participating teacher students regarding their PCK and subject knowledge, the successfulness of the Learning Communities and the implementa...
BACKGROUND Promoting Responsible Research and Innovation (RRI) is a major strategy of the “Scienc... more BACKGROUND Promoting Responsible Research and Innovation (RRI) is a major strategy of the “Science with and for Society” work program of the European Union’s Horizon 2020 Framework Programme for Research and Innovation. RRI aims to achieve a better alignment of research and innovation with the values, needs, and expectations of society. The RRI strategy includes the “keys” of public engagement, open access, gender, ethics, and science education. The Structural Transformation to Attain Responsible BIOSciences (STARBIOS2) project promotes RRI in 6 European research institutions and universities from Bulgaria, Germany, Italy, Slovenia, Poland, and the United Kingdom, in partnership with a further 6 institutions from Brazil, Denmark, Italy, South Africa, Sweden, and the United States. OBJECTIVE The project aims to attain RRI structural change in 6 European institutions by implementing action plans (APs) and developing APs for 3 non-European institutions active in the field of bioscience...
Background: Promoting Responsible Research and Innovation (RRI) is a major strategy of the "Scien... more Background: Promoting Responsible Research and Innovation (RRI) is a major strategy of the "Science with and for Society" work program of the European Union's Horizon 2020 Framework Programme for Research and Innovation. RRI aims to achieve a better alignment of research and innovation with the values, needs, and expectations of society. The RRI strategy includes the
This study is based on a Delphi study on environmental literacy which is related to both teachers... more This study is based on a Delphi study on environmental literacy which is related to both teachers professional development and environmental science, technology, engineering, and mathematics (E+ STEM) literacy. In the light of the expert opinions, the goal is to determine what teachers should do to develop their experiences and qualifications as E+ STEM literate individuals. In this study, a "mixed method" research design, in which both qualitative and quantitative methods are involved, is used to reveal the expert opinions. The exploratory sequential design, which is one type of mixed method research, is used. In the first step of the Delphi study, qualitative data are collected about teachers' professional development. After analyses of data in the first step of Delphi study, the quantitative form is developed for second step of the Delphi study. Finally, after analyses of the data in the second step, the final quantitative form (3 rd step) is prepared again. It is performed in three consecutive steps in Delphi study. The sample consists of the 45 experts who initially accepted to participate in the study. 20 of the 45 experts participated in the first step Delphi. The number of participants in the second and third Delphi study, respectively, is 44 and 26, respectively. It is concluded that there is a consensus about "having and updating content knowledge about environmental issues," "following the development of environmental technologies, and applying them in class." There is additional agreement about "having and developing pedagogical competencies for the development of teachers" experiences and qualifications as E+ STEM literate individuals. It is suggested that the concept of "environment" should be integrated into the framework of "STEM pedagogical content knowledge (PCK)" for teacher's professional development. By this means, a new educational and environmental concept, E+ STEM-PCK, would be incorporated in teacher education.
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