INSTEM - Norway

 

INSTEM (Innovative Networks in Science, Technology, Engineering and Mathematics) er et Comenius-nettverk, som sammnføyer erfaringene og kunnskapen fra mange europeiske prosjekter innen realfag- og teknologiundervisning. Det binder sammen forskning, praksis og policy på en unik måte. Hovedmålet for INSTEM er å fremme utforskende undervisning, å samle innovative undervisningsmetoder og å øke elevers interesse for realfag og teknologi.   

INSTEM fungerer også som en integrert tilbyder av undervisningsmateriell og -teknikker innen realfag- og teknologundervisning som har sitt utgangspunkt i andre prosjekter. INSTEM arbeider med nasjonale team med implementering av god undervisning i realfag og teknologi, med utforskende arbeidsmåter som utgangspunkt og samtidig åpen for alle innovative og effektive tilnærminger.

Det går videre enn tidligere «clearing-house»-aktiviteter ved at det inntas en kritisk, reflektiv og omfattende tilnærming  til de ulike formene for praksis og utviklingsarbeid i de ulike prosjektene gjennom hele Europa.

 

 

Felles avslutningssamlinger i SUN-prosjekt

SUN er skolebasert, det vil si at arbeidet tar utgangspunkt i skolenes og lærernes ståsted og behov. Det er ikke på forhånd valgt spesielle metoder eller laget ferdige planer for hvilke aktiviteter vi vil fokusere på i prosjektet. Vi legger vekt på at lærere selv velger hva de vil utvikle og hva de ønsker å bli gode i. Skolelaboratoriets rolle er å bistå lærerne, være diskusjonspartnere, gi tilbakemeldinger og å styre prosjektet. SUN består av fem halvdagssamlinger på skolen gjennom ett skoleår  og en felles avslutningssamling med andre SUN-skoler i april-mai. 

 

I 2014-1015 har følgende skoler vært med i SUN-prosjektet:

Sandnessjøen vgs

Mosjøen vgs

Byåsen vgs

Til sammen ca 40 lærere.

 

Den første felles avslutningen i SUN 2014-1015 ble holdt i dag, 7. april 2015, i Sandnessjøen. I alt 9 prosjekter ble presentert av realfaglærere på de tre skolene. Den neste felles SUN-avslutningen blir holdt i Trondheim 22. april. Her vil alle lærere på Byåsen vgs og grupper fra Sandnessjøen vgs og Mosjøen vgs delta. De felles avslutningssamlingene blir arrangert og finansiert av INSTEM.

 

 

Invitasjon til det andre Building Bridges seminaret i Trondheim, 27. februar 2015

 

I januar 2014 ble det første Building Bridges seminaret arrangert av INSTEM. Seminaret samlet deltakere fra skolen, skoleeierne, lærerutdanningene, Utdanningsdirektoratet og Kunnskapsdepartmentet. Nå inviterer Mascil, i samarbeid med INSTEM,  til det andre Building Bridges seminaret. For mer informasjon, kontakt Ragnhild Lyngved Staberg, ragnhild.l.staberg@hist.no

The Second Building Bridges Seminar in Norway, 27 FEBR 2015

We would like to welcome you to our policy workshop in Trondheim about teacher education, professional development and development of the profession, with regard to mathematics and science education. The arrangement is organised by MASCIL, in cooperation with INSTEM, and takes place in Trondheim:

 

Time: Friday 27th February at 09.30 - 12.30 (lunch 12.30-13.30)

Venue: HiST, Handelshøgskolen, Klæbuveien 72, Room ELG-U33

Location: See Campus Elgeseter; https://hist.no/content/84022/Campus-Elgeseter

 

Program:

09.30   Welcome to Mascil Building Bridges workshop,

           Official welcome by Camilla Trud Nereid, dekan, HiST, ALT

           Introduction to the workshop and mascil by Ragnhild Lyngved Staberg, mascil

           Short presentation of participants

09.45   Teacher professional development & development of the profession v/ Geoffrey Wake, Associate professor in Mathematics education, Faculty of Social Sciences, School of Education, University of Nottingham

10.30   Discussion by Doris Jorde, director, National Science Centre

10.45   Pause

11.00   Teacher education in Norway; What now? Group discussions

11.45   Presentations, plenary synthesis by Birgit Pepin, professor in Math Education, Eindhoven/HiST

12.30   Lunch

 

Focus for group discussions will be:

- how can politicians and teacher educators work together to reach implementation of IBL?

- how can politicians and teacher educators work together to promote the link between world of work and school subjects in mathematics and science?

 

Please find attached leaflets for mascil and INSTEM, as well as the report from the previous Building bridges meeting 20th of January 2014.

 

Please tell us wether you will participate or not by the end of Friday 20st February:

by sending email to: ragnhild.l.staberg@hist.no<mailto:ragnhild.l.staberg@hist.no>

 

Welcome!

Best regards,

Camilla Trud Nereid,

dean, HiST, ALT

and

Ragnhild Lyngved Staberg,

on behalf of the Norwegian mascil team

http://www.mascil-project.eu/

http://mascil-norge.org/index.html


 

Presentasjon av SUN i ISTANBUL

SUN-prosjektet vil bli presentert på et INSTEM symposium på den internasjonale konferansen  IOSTE Eurasia Regional Symposium & Brokerage Event Horizon 2020-Science with and for Society 24-26 April 2015, på Bahçeşehir University i Istanbul.

 

Symposium on models for TPD

“How not to tell science teachers how to teach”

Organiser: Peter van Marion

 

BRIDGING THE GAP BETWEEN RESEARCH AND PRACTICE IN SCIENCE EDUCATION. A PARTICIPATORY MODEL FOR TEACHER-RESEARCHER COLLABORATIONS

Emilio Balzano1, Francesco Cuomo1,2, Ciro Minichini3, Marco Serpico1

1 Università degli Studi di Napoli Federico II, Italy

2 Martin-Luther-Universität Halle-Wittenberg, Germany

3 Istituto Nazionale di Documentazione, Innovazione e Ricerca Educativa, Italy

 

THE SINUS-PROGRAM: HOW TO ENGAGE EXPERIENCED SCIENCE TEACHERS INTO COLLABORATION

Martin Lindner

Martin-Luther-Universität Halle-Wittenberg, Germany

 

SUN – SCHOOL-BASED PROFESSIONAL DEVELOPMENT FOR SCIENCE TEACHERS

Peter van Marion & Astrid Johansen

Norwegian University of Science and Technology, Norway

 


 

Skolelaboratoriet inviterer nye skoler til å bli med i  SUN – Skolebasert kompetanse utvikling i realfag, i skoleåret 2015-2016

 SUN er skolebasert, det vil si at arbeidet tar utgangspunkt i skolenes og lærernes ståsted og behov. Det er ikke på forhånd valgt spesielle metoder eller laget ferdige planer for hvilke aktiviteter vi vil fokusere på i prosjektet. Vi legger vekt på at lærere selv velger hva de vil utvikle og hva de ønsker å bli gode i. Skolelaboratoriets rolle er å bistå lærerne, være diskusjonspartnere, gi tilbakemeldinger og å styre prosjektet. SUN består av fem halvdagssamlinger på skolen gjennom ett skoleår  og en felles avslutningssamling med andre SUN-skoler i april-mai. Read more ….

 

 


 

 


 

Årets realfagkonferanse vil bli holdt 27. april 2015. Stedet er, som i tidligere år, Realfagbygget på NTNU i Trondheim.

Programmet vil bli lagt ut i januar 2015. Klikke her for å se foredragene som ble holdt på konferansen i fjor.

Realfagkonferansen er åpen for alle som er interessert i realfag i skolen. Konferansen er gratis.

 


 

The Norwegian SUN Project

SUN-Skoleutvikling i naturfag

Skolebasert utvikling i naturfag gjennom ekstern veiledning og egenrefleksjon

Read on!

 


 

EU project coordinators and project partners, policy makers, school owners and science educators, teachers and teacher trainers were invited to the Building Bridges workshop on the 20th January 2014. Venue:  HiST ALT, Rotvoll Allee, Trondheim.

Norwegian institutions have been, or are currently, engaged in various EU-projects on IBSE and other innovate approaches to math and science education (e.g. Mind the Gap, S-TEAM, PRIMAS, MaSciL, TEMI and ENGAGE). Questions arising are “What have we learned from years of work in projects like these; what is the kind of knowledge that these projects have ‘produced’; and how is this knowledge used in a Norwegian context?”  In the workshop, we asked how the results of the projects could/should be taken forward in order to have widespread and long-lasting impact on what happens in mathematics and science classrooms in our schools.

 

The venue of the Norwegian Building Bridges event on 20th January:Sør Trøndelag University College in Trondheim

 

Building Bridges

EU prosjektkoordinatorer, prosjektpartnere, policy makers, skoleeiere og realfagdidaktikere, lærere og lærerutdannere var invitert til Building Bridges workshop, den 20. januar 2014. Sted:  HiST ALT, Rotvoll Allee, Trondheim.

Ideen til Bridges-arrangement stammet fra forsøkene på å få til et samarbeid på norsk jord mellom S-TEAM og PRIMAS (Promoting Inquiry in Science and Mathematics Education across Europe). Siden har det blitt flere EU 7FP prosjekter med norsk deltakelse. Problemet ar at mange EU-prosjekter jobber ved siden av hverandre og at det skjer lite samarbeid og utveksling. Dette er tilfellet både nasjonalt og internasjonalt.

Før S-TEAM ble avsluttet klarte vi å samle ganske mange av koordinatorene i de andre EU-prosjektene innen science education, og vi klarte å samle oss rundt en ny EU-søknad for et nytt prosjekt som ble kalt INSTEM, se http://instem.tibs.at/. INSTEM har som mål å samle all den viten og den erfaringen som har kommet ut av de ulike EU-prosjektene innen science education. Denne syntesen skal ikke bare være på europeisk nivå, den skal også syntetiseres nasjonalt.

For å få det hele ned på nasjonalt nivå, har INSTEM lagt opp til nasjonale workshops i alle landene som deltar. Building Bridges er den norske nasjonale workshopen. Hensikten var  å skape en nasjonal arena, der prosjektkoordinatorer og partnere,  policy makers, lærerutdannere og andre nøkkelpersoner innen  Science and Math Education kom sammen og drøftet funn fra den europeiske syntesen i et nasjonalt lys. Hva betyr dette for oss nasjonalt? Og hvilken kunnskap fra prosjektene vi har deltatt i  kan vi  i Norge hente ut og anvende – slik at det fører til bedre undervisning i realfag? Slike grep som skal føre til forbedring kan bare implementeres nasjonalt, ikke på europeisk nivå.

 

Rapport/report  fra/from Building Bridges

 

A workshop/seminar on the impact and dissemination of European projects in science and mathematics education was held in Trondheim January 20th, 2014.

 

The seminar was titled “Building Bridges”, referring to the need for connecting the European projects in science and mathematics education at the national level. Prior to the Building Bridges seminar, EU-funded projects in science and mathematics education were presented during the annual national conference for teacher educators in science on October 15th, 2013. Appr. 40 teacher educators attended the session and participated in a discussion on the relevance of European projects in science education for Norwegian teacher education. 

 

The Building Bridges event was hosted by The Norwegian University of Science and Technology (NTNU) and Sør-Trøndelag University College (HiST). The venue for the seminar was at Rotvoll Campus of Sør-Trøndelag University College. 

 

The initiative for the seminar was taken by Professor Peter van Marion, NTNU (Coordinator of S-TEAM) and Professor Birgit Pepin, HiST (Norwegian coordinator of PRIMAS and MasCiL).

 

The list of participants includes researchers in science and mathematics education, teacher educators, school teachers, and persons representing school owners, the Norwegian Centre for Mathematics Education, the Norwegian Centre for Science Education, the Directorate for Education and Training and the Ministry of Education and Research. 

 

Many of participating teachers and researchers are currently, or have previously been involved in European projects in science and mathematics (FP7 and LLP).

 

Seventeen of the participants filled out a questionnaire during the seminar. Eleven out of seventeen reported that they are /have been involved in one of the projects that were presented in the seminar. The projects most frequently referred to were S-TEAM, PRIMAS and MaSciL. Fifteen of the participants

said that it was important to them, as professionals, to be well informed about European projects on science and mathematics education and in particular about the projects where Norwegian institutions are involved.

 

Program of the seminar:


 

In the discussion session, various issues in science and mathematics education were identified and discussed, see below. The points of view that were expressed are summarized and presented below.

 

  1. The nature of inquiry – or inquiry-based learning in science and mathematics

There seems to be differences between the nature of inquiry in science and the nature of inquiry in mathematics. The nature of science is quite different to the nature of mathematics.In many mathematics classrooms it is possible to sense this divide; it means that certain concepts in mathematics are difficult to teach in an inquiry-based way.It is the nature of science to go with inquiry. We have to accept that it will not always be possible to go for inquiry in mathematics.Still, many mathematics teachers wish to use inquiry-based approaches, because it also implies some inclusive aspects, everybody can give something to an inquiry.

 

  1. “Inquiry” is more clearly present in the curriculum for science than in mathematics

The national science curriculum emphasizes the nature of science (NOS). Because of this, there is a general demand among science teachers for methods and learning resources that point in an inquiry direction. In mathematics, the situation is somewhat different, and there are no such clear demands for inquiry-based methods.

 

  1. Inquiry-based science education (IBSE) alone is not the answer

Improving class room practice is more a question of being reflective as a teacher. Sometimes it would make more sense to speak simply about good teaching. In most cases, but not always, that would imply more inquiry-based approaches. IBSE is not something new, and it is not something that was introduced to schools through European projects. There have been several earlier movements, based on inquiry approaches. The presence of “inquiry” in today’s science curriculum is the result of a long process and multiple influences from sources at home and abroad, not only from European projects in STEM.

 

  1. The importance of subject knowledge and didactic knowledge in inquiry-based approaches

Implementation of inquiry-based approaches may be challenging, in particular in upper secondary education. This is the case not only because the upper grades have a stronger focus on exams, but also because inquiry-based teaching depends heavily on sufficient subject knowledge. Inquiry-based teaching is more unpredictable. The use of inquiry-based approaches is a matter of pedagogical knowledge, as well as didactic knowledge and subject knowledge. As teachers, we need all these three kinds of knowledge. How much inquiry-based teaching can we expect from teachers without enough knowledge in mathematics or science?  We should be aware of this when it comes to the design of in-service teacher professional development.

 

  1. The basis for educational change should be laid in pre-service (initial) teacher training and through empowerment of those teachers already working in schools.

Through empowerment, new structures of communication and collaboration arise as a result of the emerging changed mentalities. This cannot be accomplished through top- down approaches, but rather through bottom-up approaches, such as in long-term school-based teacher professional development programs.

 

  1. A need for collaborative networks

Facilitating the establishment of collaborative networks, between science/mathematics teachers at a school, or between schools, seems to lead to more openness and may make it easier to talk together about teaching and learning science and mathematics. Working with schools and teachers may take a long time. Commonly, best results are achieved when external persons (teachers educators, researchers in education) are engaged as facilitators or mentors in school-based TPD programs.    

 

  1. Continuous input for teachers:  life-long-learning

We need teacher professional development for science and mathematics teachers on a lifelong learning basis. The EU-projects are an important source for input. We must strive for sustainability.

 

  1. European projects may only reach out to a few teacher trainers and teachers

Unfortunately, we have not been very successful in implementing IBSE through initial teacher training. At the school level, not all schools and not all teachers seem to be equally motivated to further develop their views on teaching and learning. It may be possible that the European projects reach out first and foremost to schools and teachers, and to teacher trainers, who are already positively disposed towards new ideas and professional development.  In fact, project like these reach only a few schools, and most teachers seem never to have heard of any of the European projects. The same is the case for teacher educators; the same teacher training institutions seem to be involved in several European projects, while others never engage in projects like these.

 

  1. Teacher trainers need to be trained

Implementation of innovative approaches to teaching science and mathematics should be a matter first and foremost for teacher educators, through initial teacher training as well as through TPD-programs. However, even the teacher educators need to be inspired and trained. Therefore, networks for teacher educators are of great importance and for such networks knowledge of relevant EU-projects is of great importance.

 

  1. Valuable input through EU-projects

EU-projects in science and math educations may form an important source of inspiration and knowledge for those who are involved in teacher training, and in particular for those who train the trainers.Participation in European projects is highly appreciated and valued by those who are or have been involved in projects recently. One of the participants who is involved in one of the European projects said: “For me as a teacher trainer, being involved in a European project is the best professional development I could wish [for]!” There is a need for information exchange between the projects at a national level. At Ministry level, Norwegian participation in European projects is valued and there is interest in knowledge and insight from European projects. This may be valuable as input in the current work on the Norwegian strategy for STEM in education for the period 2015-1019.

 

 

  1. Knowledge from EU-projects

The kinds of knowledge gained through participation in European STEM projects include (a) knowledge about “good science and mathematics teaching”, (b) knowledge about how to approach schools and teachers in order to implement knowledge about good teaching and (c) knowledge about implementation on a larger scale through systemic approaches at a higher (national) level.Knowledge of types (a) and (b) is often accompanied by materials to be used in the classroom, or in teacher education. Although knowledge (and material) of type (a) is useful, it seldom has impact on its own. The most valuable knowledge that comes from participation in European projects is knowledge about how to approach schools and teachers. This also includes knowledge about how to create cultures for collaborative learning among the science and mathematics teachers in a school. The European projects have also shown us that, in order to be successful, implementation of innovative approaches needs to be enshrined in overall strategies for educational development. In particular, a country’s approaches to assessment/exams need to be aligned with innovations in education.