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THE SECURE PROJECT: SOME RESULTS COMING FROM THE RESEARCH OF SCIENCE CURRICULA AND TEACHERS’ AND LEARNERS’ OPINIONS ON SCIENCE EDUCATION .

Job de Meyere (1), Dagmara Sokolowska(2), Elvira Folmer (3), Barbara Rovsek(4), Wim Peeters(5)

1) Thomas More, Vorselaar, Belgium, 2) Institute of Physics,

Jagiellonian University, Krakow, Poland, 3)Nationaal expertisecentrum leerplanontwikkeling SLO, Enschede, the Netherlands, 4) Faculty of Education, University of Ljubljana, Slovenia, 5) Dienst Katholiek Onderwijs vzw, Antwerpen, Belgium

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Abstract

• The focus of the “Science Education Curriculum

Research” project is: balancing the needs between training future scientists and broader societal needs. The SECURE research focused on 5, 8, 11 and 13 years

• ld learners, their science curriculum and their
• teachers. The author will present shortly the research

strategy, including comparison of curricula, questionnaires and interview formats for teachers as well for all four age categories of learners. The presentation will give an idea of the huge amount of relevant and rigorous research data that have been

• found. Apart from studying thousands of pages of

paper curricula, also over 8000 learners and 1400 teachers filled out a questionnaire and more than 1300 learners and 450 teachers were interviewed.

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

• Based on this research, the SECURE consortium has made a

number of recommendations to policy makers who have an impact on curriculum development as well as on teacher

• education. These recommendations address the question

how the interest in Math, Science, Technology and ICT (MST) can be enhanced among youngsters and in particular their future teachers, along with the learning of those pupils.

• Starting from EU key competences, the variety of learning

activities and differentiation, results and conclusions will be presented that provide evidence for the given recommendations.

• In view of the aims of this SAILS project, some SECURE

project research results will be shown to enhance the debate among policy makers on the topic of assessment of IBL.

• During the poster sessions, several posters produced during

the lifetime of the SECURE project, will be shown.

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

SECURE’s Goals

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Balancing the needs between training for future scientists and broader societal needs

7th Framework Programme

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

SECURE key vocabulary

• “Science” curricula of 10 countries:

comparative study

• Perceptions of

– 5, 8, 11 and 13 year old learners – Their teachers

• Exploratory research
• Trends
• Recommendations
• Paper curricula, questionnaires,

interviews

• Intended, implemented, attained

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Spider web (SLO, J. Van den Akker et al.)

Motivation/interest

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SAILS SMEC DUBLIN June 24, 2014

Science in curricula

• Complexity of 10 systems
• Spider web gives a guideline
• Motivation/interest is missing in

curricula, but crucial for perceptions

• f teachers and learners (Timperley)

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Remark: the spider web indicates the connectivity between elements of a curriculum. Assessment is one of them There is a strong relation with almost all

• ther topics:
• Aims and objectives
• Grouping
• Materials and Resources
• ….

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SAILS SMEC DUBLIN June 24, 2014

Teachers and assessment (13 yo learners)

• Question 10.1:

How much emphasis do you place on the following sources to monitor pupils' progress in S/T?

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SAILS SMEC DUBLIN June 24, 2014

31 3 25 1 34 8 30 7 31 35 36 45 5 54 10 48 10 20 30 40 50 60 Ready-made classroom tests Self-made classroom tests National achievement tests Your professional judgement

Monitor progress...

no emphasis little emphasis some emphasis major emphasis

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Teachers and assessment (13 yo learners)

• Are there standardized guidelines for

assessing your pupils at your school?

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SAILS SMEC DUBLIN June 24, 2014

60 31 9 10 20 30 40 50 60 70 1

Are there standardized guidelines for assessing your pupils at your school?

yes no I don't know

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Teachers and assessment (13 yo learners)

• How often do you give a S/T test to

your class?

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SAILS SMEC DUBLIN June 24, 2014

2 12 36 44 6 5 10 15 20 25 30 35 40 45 50 1

How often do you give a S/T test to your class?

• a. About once a

week

• b. About every two

weeks

• c. About once a

month

• d. Less than once a

month

• e. Never

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SAILS SMEC DUBLIN June 24, 2014

Teachers and assessment (13 yo learners)

• How often do you include the

following types of questions in your S/T tests?

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SAILS SMEC DUBLIN June 24, 2014

3 1 17 4 39 18 50 26 46 59 27 52 12 21 6 18 10 20 30 40 50 60 70

• a. Questions based on

recall or facts and procedures

• b. Questions involving

application of S/T procedures

• c. Question involving

searching for patterns and relationships

• d. Questions requiring

explanations or justifications

How often do you include the following types of questions in your tests?

never sometimes regularly

• ften

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Teachers and assessment

• How often do you assess the

following aspects with respect to S/T?

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SAILS SMEC DUBLIN June 24, 2014

3 1 4 12 32 15 38 39 53 64 41 39 13 20 16 11 10 20 30 40 50 60 70

10.5a Knowledge of facts and concepts 10.5b Application of knowledge 10.5c Practical skills 10.5d Behaviour

S/T Teachers evaluate...

never some lessons about half the lessons every or almost every lesson

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Big spread between countries

0.00% 20.00% 40.00% 60.00% 80.00% 100.00% Knowledge of facts and concepts - ST Application of knowledge - ST Practical skills - ST Behaviour - ST

Austria: Assessment How often do you assess the following aspects with respect to ST?

Never Some lessons Half the lessons Almost Always 0.00% 20.00% 40.00% 60.00% 80.00% 100.00% Knowledge of facts and concepts - ST Application of knowledge - ST Practical skills - ST Behaviour - ST

Belgium: Assessment How often do you assess the following aspects with respect to ST?

Never Some lessons Half the lessons Almost Always

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Conclusions: teachers

• Teachers find themselves the best to

assess: they are confident

• They do not assess very much: once

a month or less: 86%

• Knowledge (66%) or application of it

(84%) is assessed most, while skills (57%) and behaviour (50%) less. (There is hope!)

• The results should be studied

separately per country.

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Learners and assessment

• Results for 13 yo learners, for all

science directions (int. Science, biology, chemistry, physics)

• Sometimes what they answered for

maths or technology

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Learners and assessment

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SAILS SMEC DUBLIN June 24, 2014

13 yo learners perceptions on assessment

41 54 37 30 25 25 16 15 18 12 6 20 10 20 30 40 50 60

I get graded for presentations I make to the whole class I get unexpected tests I get an oral test in front of the class

How is the work you do in intS/B/C/P marked?

never sometimes

• ften

always

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

N=7445, intS, B,C, P, 13 yo, all countries

17 29 33 39 21 32 34 28 23 22 21 18 38 16 12 14 5 10 15 20 25 30 35 40 45

I get a test at the end

• f each chapter in the

textbook I get graded for projects once these are completed I get graded for assignments I do I get graded for the homework I have done

How is the work you do in intS/B/C/P marked?

never sometimes

• ften

always

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Recommendation

• SECURE Recommendation 8

Assessment

• Actions should be undertaken to

design and promote formative and summative assessment tailored to classroom practices and innovative learning methods.

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

More in SECURE…

• Same questions /answers for 8 and

11 yo available.

• Split per country can give extra,

targeted information

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Studying SECURE’s results

• Will reveal more hindering factors for

implementing new assessment strategies

• Comparing 8yo-11yo and 13 yo

shows in many cases a decrease of active learning

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Learners: what they say they use: is there a link to possible assessment methods?

40 55 10 26 17 31 33 29 26 39 15 8 26 20 28 13 4 35 28 16 10 20 30 40 50 60 use calculators use computers use textbooks use exercise books use daily life

• bjects

What 13 yo learners use in the S/T class

Never Some lessons About half the lessons (Almost) every lesson

What about computers to assess?

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Learners: what they say they do

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SAILS SMEC DUBLIN June 24, 2014

13 yo Learners: what they say they do: is there a link to possible assessment methods?

4 7 20 14 17 40 44 34 29 32 24 28 50 22 12 24 10 20 30 40 50 60 listen to teacher's explanation do practical activities work in small groups on a problem work on one's own

What 13 yo learners do in the S/T class

Never Some lessons About half the lessons (Almost) every lesson

Shall we assess the teachers’ explanation? Shall we assess how they work in small groups?

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Across countries

8 yo

Q1 (work in small groups), answer “never” in % Q2 (present to the class), answer “never” in %

Country/Age learners

Maths Science Technology Maths Science Technology

SE

8 9 17 53 30 40

PL

17 15 18 23 34 26

GE

19 13 No Technology (!) 29 20 No Technology

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

What do teachers say?

• In the case of the second question,(Listening

to presentations) Polish mathematics teachers say 28% “never”, ( 23% learners) science teachers 4% “never” ( 34% learners) , technology teachers this is 5% “never” ( 26%) . One must bare in mind that the numbers are very low (tens of persons), so the data are indicative but not representative. One could elaborate this for all countries and all disciplines.

• During the EGM it became clear that experts

(representing the interested field) are keen on finding the most relevant and surprising comparative analysis.

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

(i) Education is very traditional

• Some graphs…
• … show what we indicated already.

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

0% 20% 40% 60% 80% 100% Observe natural phenomena and describe what they… Watch me demonstrate an experiment or… Design or plan experiments or investigations - ST Conduct experiments or investigations - ST Work together in small groups on experiments - ST Read their textbooks or other resource materials - ST Memorize facts and principles - ST Use scientific formulae and laws to solve routine… Give explanations about something they are… Use computers to solve scientific/technological… Listening to presentations - ST Working problems on their own without guidance - ST Working together in small groups - ST Assign science/technology homework to your pupils… Taking tests - ST Relate what they are learning in science/technology… Take current events as a starting point for learningST… Work on realistic problems during ST lessons - ST

(i) PL: All Teachers: Learning activities In teaching ST, how often do you usually ask your pupils to do the following?

Never Some lessons Half the lessons Almost Always

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

(i) Learners are ready when they are 8yo

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

0.00% 20.00% 40.00% 60.00% 80.00% 100.00% like the things learned - M - Q.2.1a.a enjoy learning - M - Q.2.1a.b would like to do more - M - Q.2.1a.c is boring - M - Q.2.1a.d like the things learned - S&T - Q.2.1b.a enjoy learning - S&T - Q.2.1b.b would like to do more - S&T - Q.2.1b.c is boring - S&T - Q.2.1b.d like the things learned - EE - Q.2.1c.a enjoy learning - EE - Q.2.1c.b would like to do more - EE - Q.2.1c.c is boring - EE - Q.2.1c.d like the things learned - G - Q.2.1d.a enjoy learning - G - Q.2.1d.b would like to do more - G - Q.2.1d.c is boring - G - Q.2.1d.d like because of the topic we study - M - Q.2.2a.a like because of the things we do - M - Q.2.2a.b like because of my teacher - M - Q.2.2a.c like because of the topic we study - S&T - Q.2.2b.a like because of the things we do - S&T - Q.2.2b.b like because of my teacher - S&T - Q.2.2b.c like because of the topic we study - EE - Q.2.2c.a like because of the things we do - EE - Q.2.2c.b like because of my teacher - EE - Q.2.2c.c like because of the topic we study - G - Q.2.2d.a like because of the things we do - G - Q.2.2d.b like because of my teacher - G - Q.2.2d.c

(i) CY, 8yo: Interests

no a bit yes N/A

Compare to

• ther graphs:

they not only work for the teacher!

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

• 100%
• 60%
• 20%

20% 60% 100% like the things learned - M enjoy learning - M would like to do more - M is boring - M like more than most other subjects - M like the things learned - P enjoy learning - P would like to do more - P is boring - P like more than most other subjects - P like the things learned - T enjoy learning - T would like to do more - T is boring - T like more than most other subjects - T like the things learned - C enjoy learning - C would like to do more - C is boring - C like more than most other subjects - C like the things learned - G enjoy learning - G would like to do more - G is boring - G like more than most other subjects - G

(i) CY: Interests, 13 yo

disagree completely disagree agree completely agree

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Conclusions

• The SECURE project provides a lot of data for many
• stakeholders. A wide set of angles of looking at curricula,

perceptions of teachers and students is available.

• The “assessment aspect” in science is studied both from

teachers’ point of view and learners’ point of view, both

• n the level of curriculum as well as perceptions of

teachers and learners.

• Maths, science and technology education as such can be

very motivating and interesting for learners, although scores tend to decrease with age. Some countries do significantly better than others. Technology is more motivating than other “science” courses for learners. (why?)

• Teachers realize that continuous professional

development is absolutely necessary, but they do not attend too many sessions, mainly because of lack of time.

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Kevin McLean (Departement of Education and Skills (Ireland), Inspectorate

Important messages from the SECURE project for Ireland are outlined below:

• Awareness of MST learning and teaching in other

countries through the outcomes of the project will provide a background to what we are doing well and how we can

• improve. For example, in many countries, the time spent on

primary science is higher than in Ireland, Science is a core subject at junior cycle and Science is supported through special education centres in some countries. All of these initiatives support scientific literacy.

• The amount of time spent on Science education in primary

school should be reviewed.

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

• Transitions from primary to post-primary

Science and Mathematics require attention.

• To review if we should be cutting the time

allocation to Science at Junior Cycle from 240 hours to 200 hours in line with junior cycle curricular reform.

• To consider if Science at junior cycle

should be a core subject alongside Irish, English and Mathematics.

• To promote the increased uptake of

physical science subjects at senior cycle.

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

The strength of this study is the large data collected. The data can be used to cross analyse numerous variables of motivation such as gender issues, integrated science subject and differentiation of the teaching in the classroom, for example.

• Anssi Lindell (Finland)

The dissemination of the SECURE results and recommendations can help any country, even those which have not participated in the research.

• Joan Borg Marks (Malta)

This project has received funding from the European Union’s Seventh Framework Programme for Research and Development

SAILS SMEC DUBLIN June 24, 2014

Thank you!