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![Page 1: Implementing Inquiry Based Science Teaching Through Teacher Networks The SINUS model for educational development in Germany Matthias Stadler, Kiel (Germany)](https://reader036.fdocuments.us/reader036/viewer/2022062314/56649f005503460f94c1630f/html5/thumbnails/1.jpg)
Implementing Inquiry Based Science Teaching Through Teacher Networks
The SINUS model for educational development in Germany
Matthias Stadler, Kiel (Germany)
Budapest, October 28th 2009
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The start
Need for changes
in science and mathematics instruction
In teacher professional development
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Problem areas of mathematics and science education in Germany
Complex tasks requiring conceptual understanding
Scientific thinking and reasoning
Huge amounts of students with fundamental deficits
Little gains in competence over the school years
Decreasing interest - avoidance of science and
mathematics subjects
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State of teacher professional development
Stand-alone events
Short-term
Focus on content or new methods
Individual teachers from individual schools
=> Limited or no effects on classroom instruction
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Concept of the SINUS programme
→ Expert report „Improving the efficiency of mathematics
and science instruction“ focusing on four principles
• From problem areas towards work packages
(modules)
• Instruction quality
• Teacher collaboration
• Support for teachers
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From problem areas to modules
(1) Further development of the task culture
(2) Scientific work and experiments
(3) Learning from mistakes
(4) Securing basic knowledge
(5) Cumulative learning: Experiencing increase in competencies
(6) Integrative features of instruction
(7) Promoting girls and boys
(8) Developing tasks for cooperative learning
(9) Strengthening students' responsibility for their learning
(10) Assessment: Measuring & feedback of students' competencies
(11) Quality development within and across schools
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Traditional teaching method: Experiments are a tool to reach a particular aim (e.g. a formula) errors have to be avoided, hence "everything" is planned: how to set
up the experiment, how to measure (without errors) there is usually no or only very little room for students' active
engagement
Experiments as a challenge for thinking ('Minds On' - not only 'Hands On‘)
Supporting students to generate "research" questions and hypotheses by themselves
Supporting discourse among students about planning and interpretation of an experiment
Supporting students to reflect on their work and their conclusions
Module 2: Towards more adequate views of scientific work and
experiments
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Fostering quality development
Working on problems in cooperation with teacher colleagues at the school
Focusing on instruction, curriculum and learning
Getting support and stimulation from research
Developing materials, units, and instructional approaches in a problem- and process-oriented manner
Trying out and assessing new developments
Spreading the approach in the school
Exchanging materials, results and experiences with other schools
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Professional cooperation within and between schools
Based on the assumption that it is the professional responsibility of teachers to improve the quality of instruction and school
The central working group: The conference of the math and science teachers at the single schools
Necessary: Support from the principle Desired: Integration of the work in the school program First steps:
• Selection of modules and setting
• Collaborative reflection, development, and evaluation of instruction
• Exchanging ideas, materials and experiences on the level of schools and networks of schools
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Support provided for the teachers
Generally: Coordination and support of work in the schools and networks
Consultation with science / mathematics educators and educational psychologists
Detailed written outlines of program related topics (“worked-out” examples), and materials
Conferences with training sessions and workshops
Internet server (information management, maintenance)
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Organisation
State coordinator
Program manager
Setschool
Setschool
Setschool
Setschool
Setschool
Pilot school
State institute
University
School authorities
Set coordinator
School coordinator
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1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
BLK-Pilot-Programme „Increasing the Efficiency …“ BLK-Programme SINUS-Transfer
1st Round (03-05)
2nd Round (05-07)
180 Schools 850 Schools 1.800 Schools all Schools
„3rd Round" (starting 2007)
Dissemination inFederal States
SINUS Pilot-Programme (98-03)
Programme History
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Key Results
Programme is well accepted by teachers
Teachers collaborate and perceive progress
Crucial role of coordination
Evidence for effects of the SINUS-Programme
on students (motivation, self concept, cognitive
activation, and performance)
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