1. Introducing the Final Report - D2.6 Athens January 2008

2. Development of the Modules The key terms for the modules, set out in the project proposal, were: Popularity (of the learning), judged by students. Relevance (of the learning area), judged by students. Scientific literacy, as set out by the underlying philosophy.

3. Popularity (meaning put forward in the PARSEL booklet) Modules approach Popularity by stressing interest, (especially through the title and scenario), but also - through heavy student involvement plus a teacher stimulated, strong classroom climate, for the acquisition of scientific concepts.

4. Relevance (meaning put forward in the PARSEL booklet) Modules approach Relevance by using a context- based situation familiar to the students, for which students feel a meaningful need-to-know of the underlying science. This is enhanced by introducing the science ideas in a student-involved, enquiry learning approach and limited to a need-to-know limitation. Relevance is further enhanced by relating the acquired science to a meaningful socio-scientific decision making situation.

5. Underlying philosophy Education through science, where such education enhances scientific literacy by encompassing: Cognitive learning (especially higher order); Nature of science and the development of process skills; Personal development (involving attitudes, aptitudes and communication abilities); Social skills (involving cooperation/collaboration skills and social values leading to socio-scientific decision making).

6. Underlying theory Activity Theory, in which the modules set out to meet a student need through stimulating motives (for meeting the need), based on action (for achieving the need) and supported by activities (to gain the cognition/skills related to the need). The learning is reinforced by reflection leading to further action.

7. The Module Design This is stipulated by the project partners as Frontpage (title, abstract, intended learning) Material for Students (student activities) Material for the teacher (guiding the teaching) Assessment material (formative assessment) * Notes for the teacher (background notes, etc) * optional

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

9. Final PARSEL Report 2.6 on Materials for Best Practice The report gives details of : 1. Classification System by which to specify PARSEL modules. 2. Criteria form for checking modules relate to PARSEL ideas and format. 3. Review of the modules by partners. 4. Modules made available. 5. PARSEL model.

10. Classification System 1. Subject Area 2. Grade level 3. Anticipated teaching time The classification system was used to group modules by considering the classification in the sequence 1  2  3

11. Biology Modules

12. Chemistry Modules (up to grade 11)

13. Chemistry Modules (grades 10-12)

14. Mathematics Module

15. Physics Modules

16. Science Modules

17. Criteria Form This was developed based on: The Need which is required of Students (i)This need is expressed as the development of Responsible Citizenry. Motives for Students to meet the Need. Motives are expressed as (i)Relevance and Popularity of Modules; (ii)Module Title/Layout; (iii)Enhancing Student Ownership. Teacher Actions to Appropriately Guide Student Activities. Teacher Actions are expressed as: (i)Ensuring Teacher ownership; (ii)Higher Order Cognitive Learning by Students; (iii)Student Acquisition of Nature of Science; (iv)Experimentation/modelling. Reflection on Teacher Actions. Reflection is expressed as: (i)Student Assessment.

18. Reviews It was agreed that each module would be reviewed by a partner determined at the 3rd Meeting held in Lund, August 2007. The distributed list indicated the reviews against the criteria form as identified by the partner. It is proposed that the reviews are NOT put on the website and are not submitted to the European Commission. There was used to guide module development only.

19. Modules available The modules available are as given on the website. The intended total is 54, but this is not quite the case. Two partners have 7 modules and one partner has only 5. Other issues relate to subject distribution, agreeing range distribution and the number of lessons for which the module is intended.

20. PARSEL model (stages 1 and 2)

21. PARSEL model (stage 3)