Working Groups Day Two
How to foster Inquiry-Based Science Education?
Working Group #1: Pedagogic Approaches
Science/ STEM education at pre-primary and primary level is often based on science curricula that focus on promoting methodological competence, a scientific approach, and scientific literacy in experimental settings. How do we ensure that our concepts of early STEM education are consistent with young children’s approaches and needs when exploring and understanding their natural and social world? This working group will discuss developments in the pedagogy of STEM education.
- What pedagogic approaches do you apply or recommend? What theories are they based on?
- How do you ensure the developmental appropriateness of your STEM curriculum and/or pedagogic approach?
- How do you build on children’s interests? How do you ensure that the topics/learning content make sense to the children and foster their STEM competencies?
Working Group #2: Outcome Orientation
Organisations often want to focus on the effectiveness of their work and on the changes they achieve. The importance of monitoring and evaluating the impact of projects in the non-profit sector has increased over the last few years. An effective evaluation of a programme defines the expected outcomes, both shorter and longer term outcomes, and has embedded evaluation procedures to measure the impact over time. This is matched by sufficient budget and personal no matter the size of the programme. This working group will discuss strategies for focusing on outcomes and examples of monitoring and evaluation which measure the effectiveness of programmes.
- Do you monitor and evaluate the impact of your programmes? / How do you measure the effectiveness of your programmes on teachers, their colleagues and their pupils?
- Do you know the needs of your target group? / How do you define the outcomes or changes you wa
Working Group #3: Digital Learning
The world we live in, and thus our learning, is shaped more and more by digitalization. This development challenges traditional forms of education and calls for new learning content and methods. Adaptive courseware, audiovisual media, and serious games are only some examples of the variety of digital learning. It allows new ways of creative, individual, and collaborative learning. In this working group, we will discuss the potential and the core issues of digital learning related to STEM education. Furthermore, we will focus on practical experiences with different digital learning methods.
- What digital learning formats do you use and how? [alternative: learning courses, learning opportunities]
- What potential do you see in digital learning opportunities?
Working Group #4: Continuing Professional Development (CPD)
The dissemination and successful implementation of inquiry-based science education depends to a great extent on the concepts and quality of teachers’ continuing professional development (CPD). Therefore is it worth taking a look at experiences in this field in different parts of the world: What CPD formats for teacher trainers and teachers are being implemented by the initiatives represented at the conference? By what means do they strengthen the action competence of trainers and teachers? In what way do they enable and foster exchanges among them? What steps do the initiatives take to ensure the quality of their formats? The aim of this working group is to enable participants to become acquainted with different training arrangements and to gain ideas for their own practice.
- What adult education formats do you use?
- How do you strengthen action competence?
- How do you ensure exchanges between participants?
- How do you ensure quality?