1. The La main à la pâte program (France) : Hands-on science for all David Jasmin, La main à la pâte, France Académie des sciences – National Institute for Pedagogical Research – Ecole normale supérieure ISSA conference (Bratislava), 26– 28 October 2006

2. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 2 Outline French context what is La main à la pâte? Focus on underprivileged children How to succeed in changing teaching practices ? An European network : POLLEN

3. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 3 French context

4. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 4 French Context Primary education 61 000 primary schools 350 000 classes Kindergarten: 99.5% of the 3 – 6 years old Elementary: 100 % of the 6 – 11 years old Primary school teachers Polyvalent teachers (same teacher for all subjects) Recruited at levels high school +0 (1960s) to high school +5 (1993) 80 % literary

5. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 5 A brief history of La main à la pâte Situation in France in 1995 Focus on reading/ writing/ counting – 4 hours/week for –Science –History/Geography –Civic education Sciences in < 3% classes – Often biology – Frontal pedagogy Rare in training sessions No experiment material at the school No link with scientific community

6. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 6 La main à la pâte

7. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 7 A brief history of La main à la pâte (2) 1995 – 1996 Georges Charpak : small scale experimentation in 344 classes 1998 Publication of the reference 10 principles as a simple guide for teachers. Launch of the La main à la pâte Website 2000 The experimentation has expanded to over 5 000 classes The Ministry launch an official Plan for quality science teaching 2002 New official Curriculum inspired by La main à la pâte 2003 Book of 7 examples for teachers 2004 Book of examples for trainers 2006 ~ 35 % teachers teach science with an active pedagogy

8. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 8 General philosophy of La main à la pâte Science as an inquiry, as an investigation Something pupils do, not something that is done for them Teacher helps pupils to built their own knowledge Emphasis is put on Interrogation Action Experimentation collective reconstruction not on learning statements to be memorized! Pupils get a deeper understanding when they try to present in an oral or written (science notebook) way their conclusion and to confront the with experimental results

9. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 9 The benefits expected from this approach to Science The real world behaves often in an unsuspecting way and resists to children (they need some reasoning, they acquire habits of thinking) Developing a critical thinking and a sense of dialogue (one must recognize his errors and it’s better to reach a consensus than to impose his ideas) Mastering the languages (how to communicate the results of their observations, how to create a graph, a table of data, how to formulate, alone and with others, conclusions of their work : vocabulary, syntax, time) Overcoming the social barriers (people coming from different social groups observe the same phenomena, they learn the importance of discussion, of common efforts to solve a problem) : good introduction to citizenship and to democratic life.

10. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 10 Underprivileged children

11. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 11 Immigrants, mix of cultural/religious backgrounds Gypsies (Perpignan), Turks, Maghreb (Around 40 foreign origins in certain county ( for instance 93 in Paris area…) Handicaps Physical : deaf children Mental : special classes But EVERY CHILD Universality of curiosity Nature is the same for every child, reality provides a common reference Cognitive development of brain may be identical

12. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 12 Universality of science First science statements made with common language words Experience with senses (touch, view, hear…) precedes words Rich empirical knowledge of the family background Fighting the violence Nature = a common object Replace the pulsion of agression by the pulsion of knowing Use of language : rational argumentation

13. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 13 Facing a lot of difficulties…

14. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 14 Teachers fear to teach sciences « I don’t know / I’m not a scientist » Afraid of doing experimental work Using active pedagogy changing their position in the classroom Afraid of saying « I do not know » to children Afraid of losing the control of the classroom: – allowing the children to speak – putting the children in groups – Keep things in order, buying material… Hierarchy is not always convinced that science teaching is useful

15. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 15 Teacher’s conception of science Teacher’s interest for science is high Conception of science often primitive, sometimes negative Results from teacher’s secondary education Broken in narrow disciplines, without integrated view

16. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 16 What to do ?

17. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 17 Key issues for innovating sciences Pilot centers Learning units + material kits Learning teacher coaching (ideas, information, advises…) Scientific partnership Community participation Internet Websites (www.inrp.fr/lamap) Resources for teachers & trainers Exchanges with scientists and trainers Training teaching practice scientific concepts Large scale diffusion Publishers Curricula Science academy radio, TV, press

18. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 18 Principles General information among the society Locally produced resources to teachers Scientific and pedagogic coaching Linking teachers - trainers – scientists - familly Open source content and free services Innovative and motivated projects

19. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 19 10 years birthday ! In 10 years : science in 3%  35 % classes Teacher training and coaching is the main issue for generalization Scientist can play an essential role, by: Accompanying teachers Training Taking part in writing “official” books (guides for teachers and for trainers) For an effective impulsion and coordination, Academy of sciences, Ministry of Education and local authorities have to work hand in hand

20. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 20 An international network

21. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 21 AfghanistanQuebec Mexico Haiti Morocco Algeria China Vietnam S. Korea Malaysia Sri Lanka Senegal Gabon Lebanon Egypt Madagascar Mauritius Belgium Hands-on La main à la pâte Colombia Brazil Chile Serbia Romania Slovaquia Associated countries Direct collaborations Inquiry based science in the World

22. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 22

23. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 23 A grass root project The development of Seed cities for science, with schools as the starting point for the participation of the whole local community. The implementation of innovative, hands-on science education activities at the school level. The development of a sustainable framework to ensure the involvement of the scientific community and other local actors. The study of important social aspects directly concerning science education (10 key issues...). The creation of a European charter for cities aiming at the development of science education in primary schools.  Demonstration of the sustainability and efficiency of the Seed city approach to stakeholders and national educative authority.  Communication and dissemination are key factors for the success of Pollen.

24. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 24 Key issues Low-income areas (Belgium) Children with special needs (Estonia) Involvement of the scientific community (France) Gender issues (Germany) Children participation (Italy) Use of ICT in learning process (Netherlands) Family involvement (Portugal) Immigrants (Spain) Transition from primary to secondary school (Sweden) Cross-disciplinary approaches (United Kingdom) Science education in new member States (Hungary and Slovenia).

25. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 25 What happens in a Seed city ? - Coordination team (coordinator + trainer). - A community board of local partners (museums, city hall, associations…). - An average of 50 participating classes, which receive : - basic scientific equipment. - training and tutoring for the teachers, to implement hands- on activities in the class. - support from the coordination for common activities. - assessment and evaluation

26. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 26 Guide for coordinators

27. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 27 Guide for trainers

28. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 28 Guide for teachers

29. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 29 Learning units TitleAge 34567891011 Water in the nursery school  Where does bread come from?  The weather - Meteorology  Is air matter  A seed, a plant?  Our body in movement  Vaporisation - Condensation 

30. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 30 Pollen website : www.pollen-europa.netwww.pollen-europa.net

31. Appendix

32. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 32 The 10 principles of La main à la pâte Children observe & experiment on real, close objects/phenomena. Children argue and reason, share ideas, build knowledge. Teacher proposes activities organized in sequences, leaving ample space for children autonomy. Spend a minimum of 2 hours/week on same theme, for several weeks. Ensure continuity over the 5-6 years of elementary school. Have children keep their Experiment Notebook with their own words. Aim to an appropriation of scientific concepts/procedures along with a language (oral & written) acquisition. Associate family & neighborhood. Scientific partners to accompany the action. Involve the trainers : learning by doing. Create Internet resources & exchanges : www.inrp.fr/lamap

33. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 33 La main à la pâte partners INRP

34. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 34 Science education in France Académie des sciences INRP Ecole normale supérieure Ministry of education Curricula Internet Site Resources Centers Pilot Center Resources Teachers training (IUFM) 350 000 classes (61 000 schools) Scientific community

35. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 35 Discussion list exchanges Message 1 : Hello, I am a teacher in grade 5 and we just started to study objects animated by the wind. Here are some of them : a windmill, the kind of mills you can find in funfairs, weathercocks, preferably " solid " ; kites that would be attached to big sticks in order to float, non-stuffed scarecrows… You can also use your imagination. Pupils also found for me plans in revision books, like Hatier, Hachette… Good luck for your " planting " Agnès Message 2 : Hello, I would advise you to go have a quick look on the website from the Paul Bert school in SENS. A complete work on " air, wind " has been carried out by these colleagues (NB : an article in the excellent magazine Moniteur92 (consulting address below) about the website) Cordially Michel Le journal des nouvelles technologies à l'école http://www.crdp.ac-versailles.fr/cddp92/monit92/default.htm

36. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 36 Questions to scientists Question Within the framework of manipulations about water, we made steam by heating water with 6-year olds. During the elaboration of the account, the children were willing to write: "the steam escapes and disappears in the air". The last remark bothers me in the way that after holding a glass over the steam, the children saw that there was condensation… What else can we say but " the steam disappears in the air " ? Jean Basdevant, researcher at the Ecole Polytechnique answers the question by e-mail within 48 hours... Hello, The children are always right. The steam disappears effectively; that is to say we don't see it any longer, it no longer "appears". The steam is a gaz composed with water that mixes to the air and that we don't see (like we don't see perfume we can smell in the air, though it has a color in the bottle). Water, thus mixed with air, can reappear as tiny drops, like in clouds or condensing over a glass, if the conditions help, for example if it is cold. Have a look at your kettle. The "steam" that comes out of it is visible. It condenses in droplets of water at its contact with the air around that is colder when it is dense, but then it gets diluted and… it disappears. It can also reappear by condensation on the windows or on the ceiling. Carry out the experiment to leave your glass near the steam for a long time. After some time, the steam will not condense on it any longer, because it will have heated up. I think there is confusion between " steam " that come out from steam-machines that you can see because it is condensed water, and real water steam that is water in a gaseous state like butane.

37. David Jasmin, ISSA conference, Bratislava (Slovaquia), 26– 28 october 2006 37 Questions to trainers Question What experiments can I carry out about salt marshes with 3 to 5 year olds ? Answer from Elisabeth Plé, trainer at the IUFM from Reims, center of Troyes, by e-mail within 48 hours... You can make yourself a small salt marsh by putting sea water (since you live in La Rochelle) to evaporate. You will then look for ideal conditions for the evaporation to work. Of course, in kindergarten, it is not possible to consider a separation of factors, but you can try to find a solution to " spread out " water under the sun, like in a salt marsh. For example, you can put the water under the sun in plates or iron biscuit box tops. The operation takes a long time. You can also try to find with the children other ways to heat water. For them, the sun takes the water away, " drinks it " ; the representation of the sun as a source of heat is not immediate. It is an obstacle to know about when you want to carry out this type of work. When you get over it, you can heat the sea water in a sauce pan and get the white powder that appears, miraculously for the children. It is also interesting to " make " sea water and to get back the salt you put in it. You work on the (visible) disappearance of the salt by adding water, and then the reappearance by evaporation (in the saucepan). The progression. If the children from your class in La Rochelle are not very familiar with salt marshes, it might as well be interesting to carry out researches in class, to become a salt producer, and then to go visit the salt marsh. The children will then ask questions to a specialist with " producer questions ". They have a better view of the small-scale and industrial making process.