From Stage to Classroom – the Transfer of Knowledge Through the Festival "Science on Stage"

Tanja Tajmel Ingo Salzmann Professional School of Education Department of Physics Humboldt‐Universität Berlin Humboldt‐Universität Berlin [email protected]‐berlin.de [email protected]‐berlin.de

From Stage to Classroom – the Transfer of Knowledge through the Festival "Science on Stage"

The paper to this presentation has been submitted to MRS Advances. Introduction

. Science festivals to raise public interest to increase number of scientists  „Despite large numbers of participants and strong media coverage, many of these activities significantly lack sustainability if the involvement of schools and teachers remain unconsidered” Weingart, Pansegrau et al. 2007, University Bielefeld report . STEM teachers Key disseminators of scientific knowledge Acquire knowledge through pre‐ and in‐service training Individual decision on what to bring into the classroom . Which aspects of STEM teacher trainings assure efficient transfer of up‐to‐date knowledge to real classroom activity?

Tanja Tajmel MRS 2016 2 Science on Stage

European large scale STEM teacher training initiative . SonS Festivals  2008 Berlin (Germany)  2011 Copenhagen (Denmark)  2013 Słubice/Frankfurt (Oder) (Poland and Germany)  2015 London (UK)  2017 Debrecen (Hungary) . Componets of

festivals Source: www.science‐on‐stage.de  On‐stage performance  Exhibition („fair“)  Workshops, seminars

Tanja Tajmel  Award ceremonies MRS 2016 3 On stage‐performance

Photos: Lässig

Tanja Tajmel MRS 2016 4 Fair of projects

Photos: Lässig

Tanja Tajmel MRS 2016 5 Award ceremonies

Photos: Lässig

Tanja Tajmel MRS 2016 6 Funding

. Federation of German Employers' Associations in the Metal and Electrical Engineering Industries . Employees (Sept. 2016): 3.835.700

Tanja Tajmel MRS 2016 7 SonS 2013

. Festival 2013, hosted by Germany and Poland in Słubice/ Frankfurt a.d. Oder 2013

Berlin Warsaw

Tanja Tajmel MRS 2016 8 Participants

. 234 teachers from 27 countries

physics teachers > 60%

Tanja Tajmel MRS 2016 9 Evaluation

. Research question . What is the relevance of the individual aspects of SonS? . In which way is science on stage successful? To increase one‘s own knowledge? To learn from experts? To be on stage? To win a price? To meet colleagues? To share experiences? …?

Tanja Tajmel MRS 2016 10 Evaluation

A measure is regarded successful when the effects meet the objectives and expectations of the initiators and sponsors.

What are the goals? What are the effects?

A B C = X Y Z successful A B C X Y Z

Bortz, Döring 2006 (Springer); Zarinpoush 2006

Tanja Tajmel MRS 2016 11 Methodology

. Objective analysis (steering committee)  A B C . Pre‐test (6 months before the festival) . Interviews (during the festival) . Post‐test (immediatily after the festival)  X Y Z . Follow‐up test (1 year after the festival)

Tanja Tajmel MRS 2016 12 Objective analysis – Problem tree

Students are not interested in science and do not choose science careers EFFECT

Students regard Students do not Teachers become teacher as feel addressed unable to show incompetent exciting things

Lack of Lack of knowledge connection to Lack of motivation and know‐how everyday life and joy

Teacher trainings fail to prepare teachers to enthuse students CAUSE

The logical framework approach, AusGUIDElines 2005, Tajmel, Starl et al. 2009 Tanja Tajmel MRS 2016 13 Objective analysis – Objective tree

StudentsStudents are are not interested interested in science in science and and do do not choosechoose science science careers. careers EFFECT

Students regard Students feel Teachers become Students do not Science teaching teacher as addressed by the unable to show feel addressed is enthusiastically incompetentcompetent science lesson exciting things

The science Teachers possess lessonsLack of are Teachers are Lack ofprofound knowledge connection to Lack ofmotivated motivation and and know‐how connected to and joy knowledge everyday life have joy

TeacherTeacher trainings trainings succeed fail to prepare to prepare teachers teachers to toenthuse enthuse students students CAUSE

The logical framework approach, AusGUIDElines 2005, Tajmel, Starl et al. 2009 Tanja Tajmel MRS 2016 14 Objective analysis ‐ Dimensions

StudentsStudents are are not interested interested in science in science and and do do not choosechoose science science careers. careers EFFECT

Students regard Students feel Teachers become Students do not Science teaching teacher as addressed by the unable to show Improvingfeel addressed isChanging enthusiastically Increasingincompetentcompetent science lesson exciting things the way of personal knowledge The science Teachers possess teachinglessonsLack of are attitudesTeachers are Lack ofprofound knowledge connection to Lack ofmotivated motivation and and know‐how connected to and joy knowledge everyday life have joy

TeacherTeacher trainings trainings succeed fail to prepare to prepare teachers teachers to toenthuse enthuse students students CAUSE

The logical framework approach, AusGUIDElines 2005, Tajmel, Starl et al. 2009 Tanja Tajmel MRS 2016 15 Questionnaire

. Pretest: What would you need? . Posttest: What was your benefit from SonS?

. 3 Dimensions, 20 items: Increasing knowledge Improving the way of teaching Changing personal attitudes

Online Questionnaire: Carsten Schmitz, LimeSurvey Project Hamburg, Germany (2015)

Tanja Tajmel MRS 2016 16 Changing personal attitudes (very strong affirmation of more than 70% teachers) (50 ‐70% teachers)

Tanja Tajmel MRS 2016 17 Strengths

StudentsStudents are are not interested interested in science in science and and do do not choosechoose science science careers. careers EFFECT

TeacherTeacher trainings trainings succeed fail to toprepare prepare teachers teachers to to enthuse students CAUSE

Tanja Tajmel MRS 2016 18 Impact

. Impact on science lesson Post‐test: 58% planned to implement >3 ideas Follow‐up: 44% already implemented >3 ideas, 84% at least one . International impact 69% stay in (international) contact with more than two persons they met at the festival 64% base their own teacher‐training activities in their home countries on SonS

Tanja Tajmel MRS 2016 19 Conclusion

. Research question . What is the relevance of the individual aspects of SonS? . In which way is science on stage successful? To increase one‘s own knowledge To learn from experts To be on stage To win a price To meet colleagues To share experiences

Thank you!

Tanja Tajmel MRS 2016 20 Citations P. Weingart, P. Pansegrau, S. Rödder, M. Voß, Bericht zum Projekt „Vergleichende Analyse Wissenschaftskommunikation“, URL https://www.uni‐ bielefeld.de/iwt/forschung/ag/wmo/publikationen/WK_Bericht.pdf, 2007 Science on Stage Deutschland e.V. http://www.science‐on‐stage.de/ J. Bortz, N. Döring, Forschungsmethoden und Evaluation, Springer Medizin Verlag, Heidelberg, 2006 F. Zarinpoush, Project Evaluation Guide For Nonprofit Organizations, Fundamental Methods and Steps For Conducting Project Evaluation, Imagine Canada, 2006 Australian Government, AusGUIDElines, The Logical Framework Approach, http://www.ausaid.gov.au/ausguide/Documents/ausguideline3.3.pdf , 2005 T. Tajmel, K. Starl, L.‐H. Schön, Detect the barriers and leave them behind – Science Education in Culturally and Linguistically Diverse Classrooms, in: T. Tajmel, K. Starl, (Eds.), Science Education Unlimited, Approaches to Equal Opportunities in Learning Science, Waxmann, Münster/New York 2009 LimeSurvey Project Team, Carsten Schmitz. LimeSurvey: An Open Source survey tool, LimeSurvey Project Hamburg, Germany (2015). URL http://www.limesurvey.org T. Tajmel, Evaluation reports, Science on Stage Europe. URL http://www.science‐on‐ stage.eu/page/display/4/17/0/evaluation‐reports www.science‐on‐stage.de www.science‐on‐stage.eu

Tanja Tajmel MRS 2016 21