1. Implementing Inquiry Based Science Teaching Through Teacher Networks The SINUS model for educational development in Germany Matthias Stadler, Kiel (Germany) Budapest, October 28th 2009

2. The start Need for changes  in science and mathematics instruction  In teacher professional development

3. Problem areas of mathematics and science education in Germany  Complex tasks requiring conceptual understanding  Scientific thinking and reasoning  Huge amounts of students with fundamental deficits  Little gains in competence over the school years  Decreasing interest - avoidance of science and mathematics subjects

4. State of teacher professional development  Stand-alone events  Short-term  Focus on content or new methods  Individual teachers from individual schools => Limited or no effects on classroom instruction

5. Concept of the SINUS programme → Expert report „Improving the efficiency of mathematics and science instruction“ focusing on four principles From problem areas towards work packages (modules) Instruction quality Teacher collaboration Support for teachers

6. From problem areas to modules (1)Further development of the task culture (2)Scientific work and experiments (3)Learning from mistakes (4)Securing basic knowledge (5)Cumulative learning: Experiencing increase in competencies (6)Integrative features of instruction (7)Promoting girls and boys (8)Developing tasks for cooperative learning (9)Strengthening students' responsibility for their learning (10)Assessment: Measuring & feedback of students' competencies (11)Quality development within and across schools

7.  Traditional teaching method: Experiments are a tool to reach a particular aim (e.g. a formula)  errors have to be avoided, hence "everything" is planned: how to set up the experiment, how to measure (without errors)  there is usually no or only very little room for students' active engagement  Experiments as a challenge for thinking ('Minds On' - not only 'Hands On‘)  Supporting students to generate "research" questions and hypotheses by themselves  Supporting discourse among students about planning and interpretation of an experiment  Supporting students to reflect on their work and their conclusions Module 2: Towards more adequate views of scientific work and experiments

8. Fostering quality development  Working on problems in cooperation with teacher colleagues at the school  Focusing on instruction, curriculum and learning  Getting support and stimulation from research  Developing materials, units, and instructional approaches in a problem- and process-oriented manner  Trying out and assessing new developments  Spreading the approach in the school  Exchanging materials, results and experiences with other schools

9. Professional cooperation within and between schools  Based on the assumption that it is the professional responsibility of teachers to improve the quality of instruction and school  The central working group: The conference of the math and science teachers at the single schools  Necessary: Support from the principle  Desired: Integration of the work in the school program  First steps: Selection of modules and setting Collaborative reflection, development, and evaluation of instruction Exchanging ideas, materials and experiences on the level of schools and networks of schools

10. Support provided for the teachers  Generally: Coordination and support of work in the schools and networks  Consultation with science / mathematics educators and educational psychologists  Detailed written outlines of program related topics (“worked-out” examples), and materials  Conferences with training sessions and workshops  Internet server (information management, maintenance)

11. Organisation State coordinator Program manager Set school Set school Set school Set school Set school Pilot school State institute University School authorities Set coordinator School coordinator

12. 199819992000200120022003200420052006200720082009 BLK-Pilot-Programme „Increasing the Efficiency …“BLK-Programme SINUS-Transfer 1 st Round (03-05) 2 nd Round (05-07) 180 Schools850 Schools1.800 Schoolsall Schools „3 rd Round" (starting 2007) Dissemination in Federal States SINUS Pilot-Programme (98-03) Programme History

13. Key Results  Programme is well accepted by teachers  Teachers collaborate and perceive progress  Crucial role of coordination  Evidence for effects of the SINUS-Programme on students (motivation, self concept, cognitive activation, and performance)