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SCIOX- Science Oxford

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NEMO – National Centre for Science and Technology Foundation

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WP3: Adaptation/Development of Teacher Training Materials

The goals of this work package are to adapt and develop teacher training materials that will enable science teachers to effectively use the engineering units employing inquiry-based pedagogical methods. There will be two types of teacher training materials: 1. Professional development guides to be used in teacher training workshops (adapted from EiE teacher guides); 2. Teacher guides, designed for use by teachers when introducing engineering units into their classrooms. The teacher guides are designed both for teachers who will take part in the training workshops and for teachers outside the project. They will be available for free download by all European teachers at the ENGINEER portal (developed in WP8) and at the SCIENTIX portal as well as the museums‘ websites.
Materials kits that include the materials needed for doing the design challenges in all the units will also be distributed by each science museum to trained teachers interested in using the units in their classrooms. In addition, a list of all the materials that are needed for the unit will be included.
Science teachers interested in delivering engineering units in their classes will be able to rely solely on the teacher guides and the list of materials.
The professional development guides to be used in the teacher training workshops will be closely adapted from EiE guides, and will benefit from the best practices, teacher tips and lessons learned there to foster understanding of the engineering and technology content and pedagogy. The workshops will also deal with strengthening teachers‘ self-efficacy and motivation to engage in an educational innovative initiative. In addition, separate workshops for teachers‘ trainers will be developed. The teacher training materials will be developed by teams of science museum professionals and science teachers. These teams will collaborate with academic researchers from partners MMU and ICASE who specialize in teacher training in the context of formal education. All materials will be translated, tested, evaluated and refined. Special attention will be given to issues of translation and cross cultural transfer. Each museum will translate the teacher guides developed by other teams of museums and schools to their own native language with due consideration of local social and cultural context and cross cultural transfer of meaning.
The WP leader will be NEMO, whose Science Learning Center is a centre of expertise on (informal) science education and teacher training. The emphasis is on informal (out-of-school) learning strategies and pedagogies and how this can be integrated in the formal (in-school) learning. One of the spearheads of the center of expertise is knowledge development in cooperation with universities. In WP3, NEMO will collaborate with MMU’s Institute of Education (IOE is the education department in MMU), a leading provider of teacher training and a premier source of research on science teachers training. .

T3.1 Development of teacher guides – the guides will accompany the engineering design challenge units developed in WP2. The teacher guides will include: (1) Introductory materials –introduction to the program and science tie-in content, vocabulary list and definitions. (2) Lesson plans – including lesson overview, background, student learning, and design preparation instructions, including guidance on gender issues. The teacher guides will be developed in an electronic format to aid distribution. The guides will be developed as a standalone tool for teachers, who will be able to use them without training.
T3.2 Adaptation/development of professional development guides and workshops for teachers – A first subtask will involve adaptation of EiE‘s professional development guides for use in the teacher training workshops. A second subtask will plan the structure of the workshops themselves. The first part of the workshops will be focused on introducing the ENGINEER units‘ overall vision, selected units, and the IBSE-focused teaching methods. The approach of the workshops will be hands-on, and the teachers will be introduced to the EDP by trying out the activities designed for the students themselves. The second part will deal with related challenges such as science teachers‘ lack of background in engineering and issues related to implementing change in educational activities.
T3.3 Development of workshops for teacher trainers –These workshops will be broadly comparable to the workshops for teachers. However, teacher trainer workshops will include an extra element that concerns the planning and executing of a workshop, how to approach teachers to encourage them to participate in training to use the ENGINEER units, and ensuring that the introduction of engineering units in schools can be ongoing and sustainable.