Science Teaching in Schools in Europe.
Policies and Research
Science Teaching in Schools in Europe.
Policies and Research
Science Teaching in Schools in Europe.
Policies and Research
Science Teaching in Schools in Europe.
Policies and Research
Eurydice
The Information Network on Education in Europe
35 national Units 1 European Unit
Providing, Collecting,
Checking information 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 :
http://eacea.ec.europa.eu/portal/page/portal/Eurydice
Science Teaching in Schools in Europe.
Policies and Research
We collect official, We use:
administrative data • Statistical data
(issued by central (Eurostat)
educational authorities) • International database
(PISA, PIRLS)
• Research literature
review
Normative framework
for education/ education
policies
Science Teaching in Schools in Europe.
Policies and Research
Type of information/data used in the study:
Regulations issued by Literature review
education authorities + of the main findings
of research
Complementary approaches
Science Teaching in Schools in Europe.
Policies and Research
European political context of science education
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
Science Teaching in Schools in Europe.
Policies and Research
• Turn Europe into the most
competitive knowledge-
European Council based economy in the
world
(Lisbon, 2000)
• Need to promote
education and training
• Science identified as one
of the key competences
Science Teaching in Schools in Europe.
Policies and Research
The Education and Training 2010 Work Programme
Literacy in science: one Benchmark for 2010:
of the 16 core increase of at least 15%
indicators for in the number of tertiary
monitoring progress graduates in MST, with
towards the Lisbon a decrease in the
objectives gender imbalance
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
Eurydice study on science teaching
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
Science Teaching in Schools in Europe.
Policies and Research
What can influence the way science is taught?
•Teacher education
•Pupils’ curriculum
•Standardized pupil assessment
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
Organisation of science teaching according to
the prescribed or recommended curriculum (ISCED 1 and 2), 2004/05
ISCED 1 ISCED 2
As an integrated subject In separate subjects
Data not available: LI: ISCED 1 and 2
Science Teaching in Schools in Europe.
Policies and Research
Initial teacher education of science teachers
• Different types of teachers (generalists/specialists)
• Two main programmes (concurrent
model/consecutive model)
• Regulations
• Czech Republic, Greece, Ireland and the Netherlands
Science Teaching in Schools in Europe.
Policies and Research
Skills and knowledge needed by science teachers:
• 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)
Science Teaching in Schools in Europe.
Policies and Research
Knowledge and competences to be a teacher:
• Theories of child development
• Creation and management of learning situations
• Working with diverse pupil groups
• Collaborative approaches to teaching
Science Teaching in Schools in Europe.
Policies and Research
Regulations in initial teacher education
for general teaching knowledge and skills (ISCED 1 and 2), 2004/05
Sensitivity towards/Taking account of gender variation
ISCED 1 ISCED 2
Top-level regulations or recommendations Initial teacher education
abroad : BE de: ISCED 2;
No top-level regulations or recommendations LI: ISCED 1 and 2
Science Teaching in Schools in Europe.
Policies and Research
Skills and knowledge specific for science teaching:
• 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
Science Teaching in Schools in Europe.
Policies and Research
Regulations in initial teacher education, ISCED 1 and 2, 2004/05
Taking account of children’s ‘common sense’ understanding of
scientific concepts and phenomena
Top-level regulations or
recommendations
No top-level regulations or
recommendations
Initial teacher education abroad :
BE de: ISCED 2; LI: ISCED 1 and 2
Science Teaching in Schools in Europe.
Policies and Research
Scientific knowledge and skills:
• Scientific concepts and theories
• Scientific experimentation/investigation
• History and epistemology of science
Science Teaching in Schools in Europe.
Policies and Research
Qualifications and professional experience of those
responsible for the professional component of initial
teacher education for future science teacher
• Scientific dimension: often object of
regulations
• Teaching dimension: less often object of
regulations
Science Teaching in Schools in Europe.
Policies and Research
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 ISCED 2
Bachelor Doctorate Initial teacher education abroad :
BE de: ISCED 2; LI: ISCED 1 and 2
Master No regulations or recommendations
Science Teaching in Schools in Europe.
Policies and Research
Teaching qualifications required of those responsible
for the initial professional training of science teachers (ISCED 1 and 2), 2004/05
Compulsory
Recommended
No regulations or
recommendations
Initial teacher education abroad : BE de: ISCED 2; LI: ISCED 1 and 2
Science Teaching in Schools in Europe.
Policies and Research
Teaching experience required of trainers responsible
for the initial professional training of science teachers (ISCED 1 and 2), 2004/05
Compulsory
Recommended
No top-level regulations or
recommendations
Initial teacher education abroad :
BE de: ISCED 2; LI: ISCED 1 and 2
Science Teaching in Schools in Europe.
Policies and Research
Science curricula
Different organisations:
•Areas of knowledge
•Specific activities to be carried out
•Objectives to be achieved
Useful in revealing teaching approaches
Science Teaching in Schools in Europe.
Policies and Research
Two aspects of science teaching:
• Experimental and practical work:
Activities demanding complex cognitive
skills present in the curricula
• Use of ICT in science teaching:
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
Included at both levels
Included at ISCED 2 level ONLY
Not at all included
Data not available: LI: ISCED 1 and 2
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
Included at both levels
Included at ISCED 2 level ONLY
Not at all included
Data not available: LI: ISCED 1 and 2
Science Teaching in Schools in Europe.
Policies and Research
Two aspects of science teaching:
Experimental and practical work:
Activities demanding complex cognitive
skills present in the curricula
Use of ICT in science teaching:
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
Included at both levels
Included at ISCED 2 level ONLY
Not at all included
Data not available: LI: ISCED 1 and 2
Science Teaching in Schools in Europe.
Policies and Research
Use of ICT in the prescribed or recommended curriculum
(ISCED 1 and 2), 2004/05
Simulation
Included at both levels
Included at ISCED 2 level ONLY
Not at all included
Included at ISCED 1 level ONLY
Data not available: LI: ISCED 1 and 2
Science Teaching in Schools in Europe.
Policies and Research
Standardised Pupil Assessment
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
Data not available: LI: ISCED 1 and 2
Science Teaching in Schools in Europe.
Policies and Research
Types of skills and knowledge assessed:
• 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)
Science Teaching in Schools in Europe.
Policies and Research
Skills and knowledge assessed
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
Science Teaching in Schools in Europe.
Policies and Research
Type of skills assessed
by standardised national science examinations/tests (ISCED 1), 2004/05
KNOWLEDGE
Countries concerned… Knowledge of Knowledge of
scientific concepts/ and ability to apply basic
theories mathematical skills
Estonia
Latvia
Lithuania
The Netherlands
Poland
UK (ENG/WLS)
UK (NIR)
Data not available: LI
Science Teaching in Schools in Europe.
Policies and Research
Type of skills assessed
by standardised national science examinations/tests (ISCED 1), 2004/05
SCIENTIFIC THINKING
Countries concerned… Ability to frame Ability to resolve
a problem in problems formulated in
scientific terms theoretical terms
Estonia
Latvia
Lithuania
The Netherlands
Poland
UK (ENG/WLS)
UK (NIR)
Data not available: LI
Science Teaching in Schools in Europe.
Policies and Research
Skills and knowledge assessed
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
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