Science Teaching in Schools in Europe. Policies and Research Nathalie Baïdak EURYDICE The Information Network on Education in Europe

Science Teaching in Schools in Europe. Policies and Research Three parts: Short presentation of Eurydice European political context in education Study on Science Teaching in Schools in Europe

Science Teaching in Schools in Europe. Policies and Research Eurydice The Information Network on Education in Europe 35 national Units 1 European Unit Providing, Checking information Collecting, Analysing information

Science Teaching in Schools in Europe. Policies and Research Eurydice produces: Indicators (Key Data on Teaching Languages at School in Europe) Comparative analysis (Science Teaching in Schools in Europe) National information regularly updated Glossaries (Glossary on examination, qualifications and titles) Information available on :

Science Teaching in Schools in Europe. Policies and Research We collect official, administrative data (issued by central educational authorities) We use: Statistical data (Eurostat) International database (PISA, PIRLS) Research literature review Normative framework for education/ education policies

Science Teaching in Schools in Europe. Policies and Research Regulations issued by education authorities + Literature review of the main findings of research Complementary approaches Type of information/data used in the study:

Science Teaching in Schools in Europe. Policies and Research Why does science education matter so much? We need high level scientists to develop strong high tech industries Science literacy necessary to understand issues of our modern societies and be active as citizens European political context of science education

Science Teaching in Schools in Europe. Policies and Research European Council (Lisbon, 2000) Turn Europe into the most competitive knowledge- based economy in the world Need to promote education and training Science identified as one of the key competences

Science Teaching in Schools in Europe. Policies and Research Literacy in science: one of the 16 core indicators for monitoring progress towards the Lisbon objectives Benchmark for 2010: increase of at least 15% in the number of tertiary graduates in MST, with a decrease in the gender imbalance The Education and Training 2010 Work Programme

Science Teaching in Schools in Europe. Policies and Research Initiatives financed by the Commission: Studies Conferences Working groups (exchanges of good practice) 7th Framework Programme Information available on

Science Teaching in Schools in Europe. Policies and Research Main objectives: Establishing how science teachers are expected to teach (regulations) Appraisal of the research-based evidence now available on the most effective approaches to teach science (literature review) Gender difference, contribution of ICT, pupil’s ‘common sense’ understanding Eurydice study on science teaching

Science Teaching in Schools in Europe. Policies and Research Teacher education Pupils’ curriculum Standardized pupil assessment What can influence the way science is taught?

Science Teaching in Schools in Europe. Policies and Research Scope of the study: Primary (ISCED 1) and lower secondary levels (ISCED 2) 2004/05 Situation in public-sector education Science?

Science Teaching in Schools in Europe. Policies and Research As an integrated subject Organisation of science teaching according to the prescribed or recommended curriculum (ISCED 1 and 2), 2004/05 Data not available: LI: ISCED 1 and 2 In separate subjects ISCED 1 ISCED 2

Science Teaching in Schools in Europe. Policies and Research Different types of teachers (generalists/specialists) Two main programmes (concurrent model/consecutive model) Regulations Czech Republic, Greece, Ireland and the Netherlands Initial teacher education of science teachers

Science Teaching in Schools in Europe. Policies and Research Skills and knowledge needed to be teachers (theories of child development, creating and managing learning situations, etc) Skills and knowledge specific for science teaching (knowledge of school science curricula, knowledge of children‘s common sense understanding of scientific phenomena, etc) Scientific knowledge and skills (history and epistemology of science or scientific experimentation/investigation, etc) Skills and knowledge needed by science teachers:

Science Teaching in Schools in Europe. Policies and Research Theories of child development Creation and management of learning situations Working with diverse pupil groups Collaborative approaches to teaching Knowledge and competences to be a teacher:

Science Teaching in Schools in Europe. Policies and Research Top-level regulations or recommendations No top-level regulations or recommendations Regulations in initial teacher education for general teaching knowledge and skills (ISCED 1 and 2), 2004/05 Sensitivity towards/Taking account of gender variation Initial teacher education abroad : BE de: ISCED 2; LI: ISCED 1 and 2 ISCED 1 ISCED 2

Science Teaching in Schools in Europe. Policies and Research Knowledge of different teaching approaches and their history Knowledge of school science curricula and their objectives Scope for experimental/investigative activities Knowledge of children’s ‘common sense’ understanding of scientific phenomena Taking account of children’s ‘common sense’ understanding of scientific phenomena Ability to keep up to date with recent scientific developments Skills and knowledge specific for science teaching:

Science Teaching in Schools in Europe. Policies and Research Top-level regulations or recommendations No top-level regulations or recommendations Regulations in initial teacher education, ISCED 1 and 2, 2004/05 Taking account of children’s ‘common sense’ understanding of scientific concepts and phenomena Initial teacher education abroad : BE de: ISCED 2; LI: ISCED 1 and 2

Science Teaching in Schools in Europe. Policies and Research Scientific concepts and theories Scientific experimentation/investigation History and epistemology of science Scientific knowledge and skills:

Science Teaching in Schools in Europe. Policies and Research Scientific dimension: often object of regulations Teaching dimension: less often object of regulations Qualifications and professional experience of those responsible for the professional component of initial teacher education for future science teacher

Science Teaching in Schools in Europe. Policies and Research Bachelor No regulations or recommendations Minimum level of science qualifications required of teacher trainers responsible for the initial professional training of science teachers (ISCED 1 and 2), 2004/05 ISCED 1 Initial teacher education abroad : BE de: ISCED 2; LI: ISCED 1 and 2 ISCED 2 Master Doctorate

Science Teaching in Schools in Europe. Policies and Research Compulsory No regulations or recommendations Teaching qualifications required of those responsible for the initial professional training of science teachers (ISCED 1 and 2), 2004/05 Initial teacher education abroad : BE de: ISCED 2; LI: ISCED 1 and 2 Recommended

Science Teaching in Schools in Europe. Policies and Research No top-level regulations or recommendations Teaching experience required of trainers responsible for the initial professional training of science teachers (ISCED 1 and 2), 2004/05 Initial teacher education abroad : BE de: ISCED 2; LI: ISCED 1 and 2 Compulsory Recommended

Science Teaching in Schools in Europe. Policies and Research Different organisations: Science curricula Specific activities to be carried out Objectives to be achieved Areas of knowledge Useful in revealing teaching approaches

Science Teaching in Schools in Europe. Policies and Research Two aspects of science teaching: Experimental and practical work: Use of ICT in science teaching: Activities demanding complex cognitive skills present in the curricula

Science Teaching in Schools in Europe. Policies and Research Practical work in the prescribed or recommended curriculum (ISCED 1 and 2), 2004/05 Proposing experimental protocols in response to defined objectives Data not available: LI: ISCED 1 and 2 Included at both levels Included at ISCED 2 level ONLY Not at all included

Science Teaching in Schools in Europe. Policies and Research Practical work in the prescribed or recommended curriculum (ISCED 1 and 2), 2004/05 Verifying a scientific law through experiment Data not available: LI: ISCED 1 and 2 Included at both levels Included at ISCED 2 level ONLY Not at all included

Science Teaching in Schools in Europe. Policies and Research Two aspects of science teaching: Experimental and practical work: Use of ICT in science teaching: Activities demanding complex cognitive skills present in the curricula Researching the internet for data / simulation

Science Teaching in Schools in Europe. Policies and Research Use of ICT in the prescribed or recommended curriculum (ISCED 1 and 2), 2004/05 Researching the Internet for data Data not available: LI: ISCED 1 and 2 Included at both levels Included at ISCED 2 level ONLY Not at all included

Science Teaching in Schools in Europe. Policies and Research Included at ISCED 1 level ONLY Use of ICT in the prescribed or recommended curriculum (ISCED 1 and 2), 2004/05 Simulation Data not available: LI: ISCED 1 and 2 Included at both levels Included at ISCED 2 level ONLY Not at all included

Science Teaching in Schools in Europe. Policies and Research Standardised Pupil Assessment Data not available: LI: ISCED 1 and 2 Standardised national science examinations/tests (ISCED 1 and 2), 2004/05 Standardised examinations/ tests at both levels Standardised examinations/ tests at ISCED 2 ONLY No standardised examinations/tests

Science Teaching in Schools in Europe. Policies and Research Knowledge (knowledge of experimental/investigative techniques, etc) Practical skills (ability to select appropriate apparatus and equipment, etc) Data handling skills (ability to summarise and present results and data, etc) Scientific thinking (ability to resolve problems formulated in theoretical terms, etc) Types of skills and knowledge assessed:

Science Teaching in Schools in Europe. Policies and Research At lower secondary level: most of them assessed At primary level: Most aspects related to knowledge, practical skills and data handling skills assessed Some differences between subskills Skills and knowledge assessed

Science Teaching in Schools in Europe. Policies and Research Estonia Latvia Lithuania The Netherlands Poland UK (ENG/WLS) UK (NIR) Type of skills assessed by standardised national science examinations/tests (ISCED 1), 2004/05 Data not available: LI Knowledge of and ability to apply basic mathematical skills Knowledge of scientific concepts/ theories KNOWLEDGE Countries concerned…

Science Teaching in Schools in Europe. Policies and Research Estonia Latvia Lithuania The Netherlands Poland UK (ENG/WLS) UK (NIR) Type of skills assessed by standardised national science examinations/tests (ISCED 1), 2004/05 Data not available: LI Ability to resolve problems formulated in theoretical terms Ability to frame a problem in scientific terms SCIENTIFIC THINKING Countries concerned…

Science Teaching in Schools in Europe. Policies and Research At lower secondary level: most of them assessed At primary level: Most aspects related to knowledge, practical skills and data handling skills assessed Complex and comprehensive skills less often assessed Skills and knowledge assessed Consistent with the activities and learning outcomes expressed in the curriculum

Science Teaching in Schools in Europe. Policies and Research Conclusions: Science: politically very important topic Teaching qualifications/experience of teacher trainers: a little less regulated Some coherence (practical work) Gender difference: could be taken more into account ICT: could be more specifically used Differences between primary and lower secondary levels

Science Teaching in Schools in Europe. Policies and Research Muchas Gracias – Thank you