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Mentoring science teachers: examples of in-class scientific support

Fibonacci European training session March 2012. Mentoring science teachers: examples of in-class scientific support. Starting point: teachers needs. WHY DON’T YOU DO SCIENCE? « Science is too difficult, for specialists » (83% don’t have scientific background)

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Mentoring science teachers: examples of in-class scientific support

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  1. Fibonacci European training session March 2012 Mentoring science teachers: examples of in-class scientific support

  2. Starting point: teachers needs • WHY DON’T YOU DO SCIENCE? • « Science is too difficult, for specialists » (83% don’t have scientific background) • « The curriculum is too dense, it’s discouraging » • Not trained enough (or at all) • Don’t know what to do • Don’t have the material • Sometimes we need help

  3. Planning of scientificactivities

  4. Support organisation Training • Kick off meeting in September (1 day) • Training session in November (2 days) • Assessment meeting in May (1 day) Material support • Material boxes with learning units

  5. Teachers support • Pedagogical support • By peers (18 teachers in 2008-2009) • By trainers • Coordination team… • Scientifictutoring

  6. Scientifictutoring Scientific partners (universities, Ingeneering schools) put their skills at teachers’ disposal • Objectives • Create links between scientific community and schools • Show that science is accessible to everyone • Help teachers to set up scientific activities in their classes • Make teachers more confident • Generate vocations for scientific careers

  7. Whatrole? Work with the teachers, not instead of them. • Help teachers prepare science lessons • Scientific contents • New ideas • Help teachers during science lessons • Management of groups during experiments • Answer to pupils questions • Setting up of scientific approach • Scientific « Expert » • Link between schools and the resource center • Comments on learning units and material based on their experience in classes • Participation in the rewriting of learning units

  8. In Saint-Etienne • Who? • studentsfrom the Ecole Polytechnique on civil duty • phDstudentsfrom the Ecole des mines • ingeneerstudentsfrom the Ecole des mines • Scientificstudentsfrom the University of Saint-Etienne

  9. Organisation • For phD students • 1 referent student per school • Each student do between 15 and 40 interventions per year • For students of the Ecole polytechnique • 4 days a week in schools • From November to April • For University or engineering school students • by pair • 6 to 8 sessions in the same class

  10. Training for tutors • Polytechnique and phDstudents • 2 days training session on scientific culture, primaryschool organisation and IBSE • ½ day of practicalactivity • Tutoringduringtheir first class visits • Several meetings to sharetheir practice • University or engineering schoolstudents • ½ training session on primaryschool organisation and IBSE • Practicalactivities to help themdesigning the sequence • Tutoringduringtheir first class visits • Weeklyfollow up

  11. Contents of the training session • IBSE • Role • Risks • Taking the teacher’s place • Giving all the answers • Showing that science is inaccessible, for experts • Knowing everything and never doubt • Become indispensable for the teacher

  12. How set up scientific support by students • Administrative context (UE, ECTS, volunteer…) • What format (how many time, training…) • How choose classes (relation with local educational authorities) • How inform teachers (meeting, training, nothing…) • Follow up (who can be the trainer and tutor of tutors) • Evaluation (no, oral presentation, report…) • Material issue (close to a resource center, money…) • Transport issue (if schools are rural for example)

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