CERN S’Cool LAB IPPOG 06/11/2014 [email protected].
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Transcript of CERN S’Cool LAB IPPOG 06/11/2014 [email protected].
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Outline - CERN S’Cool LAB
Where is it? What is it? Overview S’Cool LAB experiments How will it be used? Out-of-School Learning Places
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Where is it?
143-R-003
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What is it?200 m2 laboratory space
Phase 0 | > 10 years Phase 1 | 03-08 2013
Cleaning up Phase 2 | 09-12 2013
Construction works Phase 3 | 01-06 2014
Finishing construction Phase 4 | since 07 2014
Development
watch the complete story! http://cds.cern.ch/record/1749319
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Particle Acceleration Basic Principles Particle Detection
Braun tube Hall-Effect Cloud chambers
Specific charge Rutherford experiment* Medipix MX-10
Superconductivity Spinthariscope CosMO*
Paul trap model* Franck-Hertz KamioKannen*
Planck's constant X-ray unit
Radioactivity PET (gamma spectroscopy)*
Overview S’Cool LAB experiments
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School experiments in relation to CERN and its experiments 3 identical setups for all different experiments Supplier: PHYWE, LD Didactic, 3B Scientific, Jablotron, Netzwerk Teilchenwelt, CERN
… status 10/2014, some experiments * haven’t arrived yet
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How will it be used?
CERN visitors - in total: approx. 80 000 p. a.
CERN visitors - school students: approx. 30 000 p. a.
Participants of CERN teacher programmes: approx. 1 000 p. a.
Capacity of S’Cool LAB: approx. 3 600 p. a.
(data from 01/09/13 – 01/09/14)
How will it be used?► NOT AS VISIT POINT!
Distribution of visiting school groups by country(data from 01/09/13 – 01/03/14)
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How will it be used? To be used by pupils and teachers who come to CERN for more than half a day By the end of 2014: launch Website + application form + e-learning environment School groups who want to discover the S’Cool LAB have to prepare themselves
via our e-learning environment and have to take part in the impact research in physics education
Organisation of activities:introduction
EA EB EC
EA EBEC
EAEB EC
discussion
3 hours
max. 36 students, 3 tutors max. 4 students
max.12 students, 1 tutor
EC ECEC
EC … Experiment C
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Out of School Learning Places
Slide content provided byProf. Andreas Müller, University of Geneva
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Out-of-School Science Learning Places D-CH-EU
a boom all over Europe (the world) Germany
LeLa (= Lernort Labor), N(2014) = 322, NParticipants/a ≈ 400 000
Switzerland M@L (Marktplatz Außerschulische Lernorte)
Europe Ecsite
very large ressouce for learning complementary to school
NLabs vs. Year (LeLa)
Ecsite members 2014Slide content provided by
Prof. Andreas Müller, University of Geneva
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Out-of School Science Learning Places Science Laboratories for pupils Science Centres Science Museums ... How to categorise? Theoretical background?
Slide content provided byProf. Andreas Müller, University of Geneva
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How to categorise?Some conceptual / terminological structure
Slide content provided byProf. Andreas Müller, University of Geneva
dimensions- degree of informality- level of knowledge- location- duration- …
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Informal STEM landscape
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Student laboratories(iPhysicsLab ,
MobiLLabS’Cool LAB)
Science “Shows”ChimiScope, PhyisiScope
Science labs for pupils(iPhysicsLab , MobiLLab
S’Cool LAB)
Slide content provided byProf. Andreas Müller, University of Geneva
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Definition – students laboratoryScience Lab for Pupils, „Schülerlabor“
• Possibility to explore modern science • well equipped laboratories (high tech instruments)• young people explore science independently • regular offers
http://www.lernort-labor.de/LabCards.php?tl=2
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Theoretical backgroundsucces factors: some research data - pupils
success factors (Pawek 2009)- general factor: climate / quality of material / mentoring by tutors- contextual factors: link to the everyday’s life / authenticity
other important factor: - curricular links, in-school embedding
C. Pawek (2009): Schülerlabore als interessefordernde außerschulische Lernumgebungen für Schülerinnen und Schüler aus der Mittel- und Oberstufe
Slide content provided byProf. Andreas Müller, University of Geneva
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Theoretical backgroundsuccess factors: some research data - teachers
LJ Hargreaves (1994): Attributes of meaningful field trip experiences
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Difficult! Influenced by many factors
Triggering of situational Interest (“CATCH”)
Consolidation of situational Interest (“HOLD”)
Development of dispositional Interest
timePERSON
OBJECT
Priemer, B., & Pawek, C. (2014). Out-of-school STEM learning in Germany: Can we catch and hold students’ interest?. In 2014 NARST Annual International Conference CD. Pittsburgh, U.S.A.
Theoretical backgroundDevelopment of long-term interest
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S’Cool LAB great opportunity
challenging field for research
Thank you for your attention!
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S’Cool LAB is looking for activity leaders!
Are you a member of the CERN personnel and would you like to
become a S'Cool LAB tutor?
Subcribe to scoollab-info
or contact
[email protected]! http://cds.cern.ch/journal/CERNBulletin/2014/35/News%20Articles/1749304