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2 INTER AMERICAN NETWORK OF ACADEMIES OF SCIENCES IANAS Founded in the spirit of IAP in May 2004, IANAS is a regional network of Academies of Sciences 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.

3 CREACION DE IANAS Santiago, Mayo, 2004

4 The original proposal for the Science Education Program was generated by Jorge Allende, of the Chilean Academy of Sciences and the final version was approved in the IANAS General Assembly meeting held in Santiago May 5-7, 2004 as follows:

5 Program Objectives The general objective of this programme is to improve the level and the relevance of science education in the hemisphere through the active participation of Science Academies and the most prominent scientists in the nations of the Americas working together with teachers and educational authorities.

6 Focus. The initial main focus of the programme will be on elementary level science education. However worthwhile activities on secondary and tertiary science education will be considered.

7 Why Science Education ? Science education is the most important way through which national societies of all countries learn about science, its values, concepts and objectives, and through which they can understand the importance of scientific endeavour for their cultural and socioeconomic development.

8 Why IBSE The Academies of the world have recommended to use IBSE because: Inquiry leads to understanding through learners own activity and construction of knowledge IBSE develops scientific literacy: i.e. appreciation of what science is and does IBSE develops cognitive skills (including meta- cognition) needed for life-long learning All these are outcomes needed for citizens of a world permeated by science and technology. Wynne Harlen, PhD Visiting Professor, University of Bristol

9 Meaning of IBSE Students raising questions and gathering and using evidence from investigations of the world around to answer them, sharing ideas, advancing ideas through dialogue Teachers leading students to develop the skills of inquiry and the understanding of science concepts through the students own activity and reasoning, organising group work, debate and access to materials and information sources. Wynne Harlen, PhD Visiting Professor, University of Bristol


11 Structure of the IANAS Programme on Science Education IANAS Academies decide freely to participate in this Programme. One Representative or Focal Point from each participating Academy will conform the Hemispheric Council for the IANAS Science Education Programme. This Council will meet annually and will decide on the major policies and activities of the Programme.

12 The council elects a coordinator and a vice- coordinator. The coordinator will act as executive secretary of the program for a two years period. The vice-coordinator will replace the coordinator for the following period. The council most confirm the replacement by election. At the end of his period, the coordinator becomes past-coordinator. The three of them work together as an executive committee.

13 Financing Policy All the activities sponsored by the IANAS Programme for Science Education (IANAS-PSE) should receive significant funding from the host Academy or other national institutions in the host country. The IANAS-PSE will provide funds that will primarily cover costs for international participation. The funds for the support of these activities will be obtained from grants and direct contributions given to IANAS by national or international public or private institutions. The budget of the Programme will depend on the financing obtained.

14 Up to 2006 financing came from IAP only. On March 2005 the Coordinator and the Chilean Academy of Sciences presented a pre-proposal on the Science Education Program to OAS. After several visits and letters and other presentation by the Colombian Academy, OAS-FEMCIDI said a final version of the project had to be presented and it had to be coordinated by the Chilean Academy which originally presented it. A final proposal was presented by Jorge Allende and the Chilean Academy in January 2007 requesting USD $330,000 for 3 years project. The proposal was approved by OAS-FEMCIDI and USD $63,000 were allotted for the year The activities for 2007 and a tentative budget for 2008 were approved during the Focal Points meeting in July 2 and 3 USD144,000 were granted for year Financing

15 In November 21/2007, the Academia Mexicana de Ciencias signed agreements with the Science Academies of seven countries to implement the program La Ciencia en tu Escuela. The Academia Mexicana is contributing with 400,000 Mexican Pesos (Approximately USD35,000) for each country. The seven countries are. Guatemala, Costa Rica, Panamá, República Dominicana, Colombia, Perú y Bolivia.

16 ACTIVITIES Activities started in October 2004 when the first meeting of the Council took place in Santiago. Jorge Allende from the Chilean Academy of Sciences, who presented the original proposal of the Program to IANAS, was elected as coordinator for the period José A. Lozano from the Colombian Academy, was elected as vice-coordinator. The activities for 2005 were approved.

17 Se definió la estructura de la dirección del Consejo Directivo del Proyecto

18 Se elaboró el plan de actividades

19 ACTIVITIES Through the efforts of the IANAS Co- Chairs and also in response to the specific requests of several Academies to their respective national representatives, the IANAS Science Education Program was approved as a Hemispheric Initiative by the Science Ministers of the Americas who met in Lima on November 11, 2004.

20 ACTIVITIES 2005 ArgentinaInter American Course of Molecular Biology and Genetics for Secondary School Teachers –. February 14-23, 2005, Buenos Aires Course on Sustentable Chemistry for Secondary School Teachers, November 13-18, 2005, Mendoza, Argentina MexicoThird International Conference on Science Education, March 17-18, 2005 Monterrey, N.L. Mexico ColombiaInter American Course for Leaders among Science Teachers of Latin America (Training the Trainers), May 23-28, 2005, Bogota, Colombia Trinidad-Tobago Meeting of Caribbean Focal Points for Science Education, May 13, 2005, Tobago

21 ACTIVITIES 2005 Venezuela Launching of the IBSE Project of Venezuela, July 13 to 15, 2006, Caracas Canada II Meeting of IANAS Focal Points for Science Education, September , 2005, Edmonton. The activities for 2006 were approved along with the decision to present a project to the OAS Jamaica Regional (Caribbean) Conference on Education for Sustainable Development, October 18-20, 2005, Kingston, Jamaica Chile 5, 2005 – Santiago 2nd Strategic Planning Workshop for IBSE Projects – October 31-November 4, 2005 and Internamerican Workshop on Evaluation of IBSE projects, November Peru One semester course on Mathematics for Secondary School Teachers, January 2006, Lima, Peru

22 ACTIVITIES 2006 Argentina2nd. Latin American course on SUSTAINABLE CHEMISTRY for High School teachers, Nov 12-17, 2006 BrasilIANAS Meeting on the Evaluation of IBSE May, 2006, Rio de Janeiro Costa Rica Latin American Course of Molecular Biology and Genetics for Secondary School Teachers. August, 2006, San José, Costa Rica Caribbean Academy Trinidad and Tobago, The CARICOM Conference on: Harnessing Science and Technology for Caribbean Development May 10-13, 2006,

23 ACTIVITIES 2006 Chile3rd. IANAS Focal Points Meeting, The activities for 2007 were approved. José A. Lozano of the Colombian Academy was confirmed as coordinator of the program, for the period Norma Nudelman of the Argentine Academy was elected as vicecoordinator. Jorge Allende became past coordinator. IAP-IANAS International Workshop on Evaluation of IBSE projects. Sept. 27, 2006, in Santiago. Colombia WORKSHOP: TRAINERS OF TEACHERS,Cali, October 2 to 5, 2006 Venezuela Comparative analysis of IBSE projects (México, Chile, Brasil, Colombia and Venezuela). Caracas, November 2 and 3. Bolivia Workshop for Trainers (Monitors).January 30 to February 3 of 2007 Canada


25 ACTIVITIES 2007 MéxicoFocal Points Meeting, 2007 Support IANAS/ delegates BoliviaTraining the Trainers Workshop For participation of foreign experts ArgentinaStrategic Planning LASER K-8 Workshop in Washington Team of 5 Travel to USA PanamáShort fellowship for professional the development (in Panama)

26 ACTIVITIES 2007 BrasilNational meeting – ABC Program in National Science Education, Oct 2007 Support IANAS / Participants CaribeanNational meeting – of programs of Scientific education CARICOM Support for experts instructors on IBSE from IANAS PerúTraining of Primary School teachers Support for experts instructors on IBSE from IANAS Chile Venezuela Bolivia IBSE Module Materials exchangeBuy and ship materials Colombia=International Expert to evaluate evaluations activities. = IndagaLa will begin One international expert

27 ACTIVITIES 2007 Financed by oea-femcidi

28 IAP 2008

29 OEA – FEMCIDI 2008

30 Relevant activities already performed Several Latin American countries are performing IBSE programs in primary school.

31 PROGRAMAS ECBI Establecidos antes de 2004 Canadá, Estados Unidos, México Colombia, Chile, Argentina y Brasil Panamá, Venezuela, Perú, Bolivia Costa Rica, Rep. Dominicana, Guatemala, Caribbean

32 The National Academies of Argentina, Brazil, Chile, and Colombia the Andes University and the Convenio Andrés Bello signed an agreement with the Science Academy of France for the implementation of the Web Page MapAmerica, now IndagaLa, oficially inaugurated in Bogotá on May 20, 2008, it works on the platform MapMonde donated by the French Academy. Five more countries are in the process to sign the agreement. This site will maintain a permanent discussion platform on education issues, scientist will permanently advice teachers and educational materials will be available.



35 Ministerio de Educación de Chile Universidades: de Chile, Concepción, Playa Ancha, La Frontera, La Serena, Talca. Academia Chilena de Ciencias 94 elementary schools Inquiry based Science Education Program ECBI- Chile Work as one team

36 Wide reach Maximum quality GOAL To ensure that all children receive high quality science education All children All teachers It is a model program, but it is expected to influence policy and the education system in Chile

37 Professional development Evaluation Community Support Materials Systemic Approach Curriculum

38 UniversitiesMunicipalities Chilean Academy of Sciences Ministry of Education schools children 400 teachers

39 COLOMBIAN IBSE PROGRAM Cristina CARULLA Santiago de Chile, September

40 Strategy for education in science thinking, science and citizenship It is an alliance between: Universidad Nacional de Colombia Universidad Pedagógica Nacional Universidad de Ibagué Universidad Autónoma de Manizales Universidad ICESI Escuela de Ingeniería de Antioquia Universidad del Norte Universidad Tecnológica de Bolivar Universidad del Valle Universidad de los Andes Ministerio de Educación Nacional – Fundación Empresarios por la educación

41 National organization Structure Enterprises School Government Central Nucleus Region Nucleus University

42 Mapa de cobertura Marzo 2007 CiudadNiñosMaestrosColegiosUniversidad Líder Entidades Patrocinadoras BOGOTÁ UniAndes, UPN, UNAL GAS Natural E.S.P. MANIZALES U. Autónoma de Manizales Fundación Luker, ExE IBAGUÉ U. De IbaguéExE- Fundación Génesis MEDELLÍN EIAColegios Privados CALI ICESI, UniValleComfandi ExE BUCARAMANGA16041U. Autónoma de Bucaramanga CARTAGENA960244U. Tecnológica de Bolívar Fundación Mamonal - Dow Química LETICIA2011UNALColegios Privados BARRANQUILLA000UniNorte YOPAL UnitrópicoSED Yopal TOTAL

43 The National Academies of Argentina, Brazil, Chile, and Colombia the Andes University and the Convenio Andrés Bello signed an agreement with the Science Academy of France for the implementation of the Web Page MapAmerica, now IndagaLa, oficially inaugurated in Bogotá on May 20, 2008, it works on the platform MapMonde donated by the French Academy. Five more countries are in the process to sign the agreement. This site will maintain a permanent discussion platform on education issues, scientist will permanently advice teachers and educational materials will be available.


45 Abertura do Seminário Nacional 2007 Programa ABC na Educação Científica – Mão na Massa Ernst W. Hamburger, Universidade de São Paulo Coordenador do Programa, pela Academia Brasileira de Ciências 8 nov 2007, Espaço Ciência, SECTMA, Recife, PE 45 Semin. Nac. ABCEC MnM - Recife, 8 Nov 2007

46 IBSE in Brazil Groups exist in about 15 cities, south to northeast. Some just starting; oldest ~2001. Very loose coordination by Academy Cooperation with France: Lamap. Largest group S.Paulo city ~90 schools Was larger: govt change ~disappeared Meaning: was not internalised in schools

47 Semin. Nac. ABCEC MnM - Recife, 8 Nov Cidade/UFInstituição Responsável Ingresso no Program a Total Alunos na Rede Pública* Alunos no programa atendidos em 2006 São Paulo/SP Estação Ciência - USP (100 escolas) São Carlos/SP Centro de Divulgação Científica e Cultural - CDCC - USP Rio de Janeiro/RJ Fundação Oswaldo Cruz – Fiocruz Jaraguá do Sul/SC Centro Universitário de Jaraguá do Sul - UNERJ Petrolina/PE Juazeiro/BA Espaço de Ciência e Cultura – Universidade Federal do Vale do São Francisco - UNIVASF Campina Grande/PB Secretaria de Educação do Município de Campina Grande Juiz de Fora/MG Universidade Federal de Juiz de Fora - UFJF Salvador/BA Organização de Auxílio Fraterno - OAF Universidade da Criança e do Adolescente - UNICA Viçosa/MG Centro Referência do Professor - UFV Recife/PEEspaço Ciência – SECTMA/PE

48 Project implementation strategy: - Political support - Funding - Participants training Important intersectorial partnerships: Brazilian Academy of Sciences (research institutions and universities), Education Government Agencies, French Embassy and Consulates.

49 Conselho de Coordenação do Programa na ABC - Nomeado em outubro 2007: Hernan Chaimovich (IQ/USP; vice-presidente ABC) Diógenes Arruda Campos (DNPM; ABC) Simon Schwartzman (IETS; ABC) Wilson Teixeira (IG e EC/USP; ABC) Danielle Grynszpan (IOC/FIOCRUZ) A. Aprígio S. Curvelo (CDCC/USP) Ernst W. Hamburger (coordenador do programa Brasil., IF/USP; ABC) Coordenação Executiva Ernst W. Hamburger, Coordenador Dietrich Schiel, Vice-Coordenador Danielle Grynszpan, Vice-Coordenadora

50 Scientific Literacy Project Stages of programme implementation and evaluation Ministry of Education, Science and Technology Argentina IAP Workshop on the Evaluation of IBSE Programs Santiago, Chile, September 25-26, 2006

51 Scientific Literacy Project Schools and jurisdictions involved – 2006 Schools in Corrientes, Chaco y Misiones 49 in Corrientes 17 in Chaco 4 in Misiones 3 billingual schools (spanish - portuguese) 2006 – Schools in Buenos Aires, Chubut, Salta

52 Impact evaluation Alejandra González Dávila Impact evaluation Alejandra González Dávila

53 The Academia Mexicana de Ciencias has established the program La Ciencia en tu Escuela ( m) which was conceived, structured and coordinated by scientists from the Academy. The program has been supported by the Secretaria de Educación Pública in the Federal District and the Consejo Nacional de Fomento Educativo in 5 states. The program seeks for methods that will awake the interest in science of children and youngsters through a better interaction with teachers and the active participation in simple experiments.

54 The program is directed to teachers and students of primary and secondary level. Both the scientists and the teachers participate on a voluntary basis. The program initiated in year 2002 is currently present in 14 states and has instructed 2666 teachers of 983 schools. It has been evaluated comparing the attitudes and the performance of teachers and children from 5th and 7th grades non-participants teachers and students

55 Certified teachers in LCEE program Primaria Secundaria TOTAL %84/13282/ %105/138155/ % 78/81121/ %87/92157/162 D.F. 66% Conafe (rural) Edomex, Guerrero, Hidalgo, Querétaro, Tlaxcala, Morelos.

56 In Mexico, the Fundación Mexico-Estados Unidos para la Ciencia ( and Innovación en la Enseñanza de la Ciencia ( have applied IBSE methodology in 11 states since They have always had a strong and permanent support from NSRC. Currently, those Mexican institutions have the financial support of very well known private enterprises and the education public offices of the 11 Mexican states.

57 THIRD MEETING OF FOCAL POINTS OF THE PROGRAM OF EDUCATION IN SCIENCES BOLIVIAN EXPERIENCES IN PROGRAMS OF EDUCATION IN SCIENCES Elsa Quiroga National Coordinator of the Program The Science goes to the School" President of the Bolivian Organization of Women in Science Institute of the Academy of Sciences of Bolivia

58 Bolivia This is a project just beginning with workshops for monitors and teachers. Application of the Inquire Methodology in two public schools.

59 IAP Workshop on a Proposal for International Collaboration in the Evaluation of IBSE Programs Programa de Educación en Ciencias Basada en la Indagación -ECBI- Una nueva experiencia en Venezuela Academia de Ciencias Físicas, Matemáticas y Naturales. Fundación Empresas Polar. Con el apoyo de la Academia de Ciencias de América Latina (ACAL) y la Universidad Pedagógica Experimental Libertador Santiago de Chile, septiembre 2006

60 It is starting pilot Project which began in 2006 in five schools in Caracas. 1 coordinator 11 monitors 19 teachers (5th and 6th grades) 5 Schools (5th grade) 738 Students One module: Properties of mater 2 new schools were added in 2007


62 January,2006. Workshop on Experimental Chemistry for teachers of Natural Sciences. February, Mathematics for Secondary School Teachers. March Workshop on IBSE Methodologie for Science Teachers of elementary and and secondary level from Miguel Grau School. Implementation of the first pilot IBSE project in elementary school at Miguel Grau school in second and fourth grades. IBSE methodology is applied in courses of mathematics in four different grades at Miguel Grau secondary school. International Workshop for IBSE trainers

63 CHALLENGES The biggest challenge is to bring IBSE methodology for the teaching of science to every teacher and every child in America. This is a tremendous work that will take many years of continuous and dedicated effort. As it is said in the STATEMENT ISSUED AFTER THE WORKSHOP HELD AT THE PONTIFICAL ACADEMY OF SCIENCES ON NOVEMBER Such a challenge cannot be met without the deepest commitment on the part of the various members of the worlds scientific and technological community. Meeting this challenge must be viewed as a new moral obligation. 5. Every means should be used to convey the urgency of the situation to governments. They alone have the capacity to deal with the magnitude of the problem, to provide the necessary resources, and to implement suitable policies. Non-governmental organizations and financial institutions should also participate in such an initiative.

64 CHALLENGES In the United States the National Academy of Sciences and the Smithsonian Institution created the National Sciences Resources Center (NSRC) in The mission of this unique organization is to improve the K–12 learning and teaching of science for all students in the United States and throughout the world. After 22 years of continuous an dedicated efforts with facilities and funds many times those available in Latin American and Caribbean countries, (NSRC) claims to have reached 25% of the National school districts.

65 CHALLENGES In Colombia, Pequeños Cientificos was created on year 2,000 and is covering about 30,000 children representing only 0,6% of a total of 5,200,000 children in grades 0 to 5 th. Actually, we only have IBSE projects in 11 countries. 16 Academies are participating in the IANAS-PSE. The OAS has 35 registered countries. Many of these countries dont even have and Academy of Science.

66 CHALLENGES The individual projects face continuous and difficult challenges to survive and grow Funding Few projects have considerable and stable governmental funding. Maybe Chile and Panama are the best examples of national government support. Brazil, Mexico, Argentina have government support but in a limited and restricted way.

67 CHALLENGES Colombia receives limited funds from some regional educational authorities and survives thanks to support from private enterprises. Clearly we have to convince governments that the best inversion they can make for future development of our countries is in education and we have to demonstrate that IBSE methodology is the best for learning science.

68 CHALLENGES Scaling up. Going from a small or pilot project to a large one brings new difficulties in organization and quality. Specially, problems are encountered in the distributions of materials and the control of quality in the teaching and learning process Of course, as the project grows more funds are needed for sustainability.

69 CHALLENGES Evaluation IBSE projects require constant evaluation of all the processes involved to control and improve the quality of those processes (formative evaluation) and it is also necessary to evaluate the results obtained after the processes have been operating for a certain amount of time. (Summative evaluation). We also have to prove, to convince governments, that results using IBSE methodology are better that those obtained by other methods.

70 Evaluation IAP has implemented a scheme that will help countries to develop their own evaluation instruments, that will not necessarily be identical to those in other countries to allow comparisons to be made.

71 Evaluation Not only the learning processes of children has to be evaluated but all the other processes which must develop at the same time during the implementation of an IBSE project.

72 Professional development Evaluation Community Support Materials Systemic Approach Curriculum

73 Professional development There are two different challenges in Professional development: to convince universities with pedagogical programs to prepare teachers in these new methodologies

74 Professional development to instruct acting teachers with little or non formation in science and IBSE methodology In every new educational project an internal program of professional development should be implemented to allow teachers to grow continuously in scientific knowledge and capacity to guide children to learn science.



77 Modules Up to 2007, most of the modules that were being used in Latin America had been originally produced in the United States or France. There are topics which have to be produced locally to reflect local conditions. This effort has already began mainly in Chile and Brazil. Some of the children instructed by IBSE projects are going already into middle and high school. There is a great pressure for appropriated modules and laboratory materials that will allow schools to continue using the same methodology in middle and high school. Some efforts are being made but the problem has not been solved.

78 All the Academies of the world have the dream of giving every child in our planet an education in science of high quality, the challenge is to make this dream become true.



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