Implementing Inquiry Based Science Teaching Through Teacher Networks

The SINUS model for educational development in Germany

Matthias Stadler, Kiel (Germany)

Budapest, October 28th 2009

The start

Need for changes

in science and mathematics instruction

In teacher professional development

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

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

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

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

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

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

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

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)

Organisation

State coordinator

Program manager

Setschool

Setschool

Setschool

Setschool

Setschool

Pilot school

State institute

University

School authorities

Set coordinator

School coordinator

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

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)