Description
Promoting Inquiry Skills for a Curriculum for Excellence in SciencePISCES is a Continuing Professional Development module for teachers of science, which has been developed in Scotland with the support of the Science-Teacher Education Advanced Methods (S-TEAM) project. S-TEAM is a European-wide project involving 26 teacher education institutions in 15 countries, with a budget of over four million Euros, funded by the European Commission as part of its Science in Society programme. The S-TEAM project has been initiated in response to the European Union’s concerns about levels of scientific literacy and problems in the recruitment of students to science, technology, engineering and mathematics (STEM) careers. Just as inquiry-based science teaching and education is proposed by the EU as being an important way of changing the way STEM subjects are taught, so a Curriculum for Excellence recommends:‘young people to develop and practice a range of inquiry and investigative skills, scientific analytical thinking skills, and develop attitudes and attributes of a scientifically literate citizen’. Strathclyde University is a leading partner in S-TEAM. In collaboration with East Lothian Council’s Development Officer for CfE, the project has successfully run a pilot version of PISCES with a group of 8 East Lothian secondary science teachers and one primary teacher. The module resulted in successful ‘experiments in practice’ and an increased awareness of the benefits of inquiry-based teaching and learning.
Period | 5 Oct 2010 → 10 Mar 2011 |
---|---|
Event type | Course |
Documents & Links
- Promoting Inquiry Skills for a Curriculum for Excellence in Science
File: application/pdf, 543 KB
Type: Text
Licence: Unspecified
Related content
-
Research output
-
Teachers can overcome challenges to inquiry by developing pedagogical process knowledge (PPK): the PISCES experience
Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed)
-
‘Just give me the answer’: developing pedagogical process knowledge (PPK) as part of practitioner theory in the pursuit of inquiry-based science teaching
Research output: Contribution to conference › Paper
-
The indicators of pupil opinion and teacher interactivity for inquiry-based science teaching
Research output: Book/Report › Commissioned report
-
Promoting Inquiry in Science Classrooms in European Schools: a Handbook for Tutors
Research output: Other contribution
-
Adding pedagogical process knowledge to pedagogical content knowledge: teachers' professional learning and theories of practice in science education
Research output: Contribution to journal › Article › peer-review
-
Promoting inquiry skills in Curriculum for Excellence in Science: conceptualising inquiry to improve practice
Research output: Contribution to conference › Paper
-
Projects
-
Science Teacher Education Advanced Methods - S-TEAM (FP7 SiS)
Project: Research