1. The three stage PARSEL model Rachel Mamlok-Naaman PROFILES - Tallinn workshop 22-23 May 2011

2. Three Stage Model The modules set out to meet a 3 stage model geared to : Establishing relevance (stage 1) - setting the scene Acquiring science concepts and problem solving abilities (stage 2) - Inquiry-based problem solving Learning socio-scientific decision making skills while reinforcing the transference of the underlying science concepts to the everyday life situation (stage 3) – Socio-Scientific decision making

3. Teaching and learning approach Stage 1: Materials presented through real life scenario. The scenario provides the stimilus for the sub-sequent learning. Stage 1: Teacher guided, student-centered learning materials includes, problem solving, nature of science, conceptual science learning. Stage 3: Teacher guided student centered materials – reasoning and decision making

4. Education skills being developed Stage 1: Recognition of the link between the real life situation and science learning Stage 1: Development of process skills in specific setting, conceptual acquisition, and interpersonal and communication skills in a specific setting. Stage 3: Development of social skills in specific setting, justified decision making involving conceptual science.

5. Science education learning Stage 1: Recognition of the link between the real lufe situation and science learning Stage 1: Development of process skills in specific setting, conceptual acquisition, and interpersonal and communication skills in a specific setting. Stage 3: Development of social skills in specific setting, justified decision making involving conceptual science.

6. Popularity and relevance Stage 1: Recognition of the link between the real lufe situation and science learning Stage 1: Development of process skills in specific setting, conceptual acquisition, and interpersonal and communication skills in a specific setting. Stage 3: Development of social skills in specific setting, justified decision making involving conceptual science.

7. Grounded in Activity Theory Stage 1: Recognition of the link between the real lufe situation and science learning Stage 1: Development of process skills in specific setting, conceptual acquisition, and interpersonal and communication skills in a specific setting. Stage 3: Development of social skills in specific setting, justified decision making involving conceptual science.