PROFILES Professional Reflection Oriented Focus on Inquiry-based Learning and Education through Science Bolte, C., Rauch, F. (Eds.): Enhancing Inquiry-based Science ĚƵĐĂƟŽŶĂŶĚdĞĂĐŚĞƌƐ’ŽŶƟŶƵŽƵƐ Professional Development in Europe: /ŶƐŝŐŚƚƐĂŶĚZĞŇĞĐƟŽŶƐŽŶƚŚĞ PROFILES Project and other Projects funded by the European Commission Book of invited presenters of the 2nd/ŶƚĞƌŶĂƟŽŶĂůWZK&/>^ŽŶĨĞƌĞŶĐĞ 25th–27th August 2014, ĞƌůŝŶͬ'ĞƌŵĂŶLJ http://www.profiles-project.eu ENHANCING INQUIRY-BASED SCIENCE EDUCATION AND TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN EUROPE: INSIGHTS AND REFLECTIONS ON THE PROFILES PROJECT AND OTHER PROJECTS FUNDED BY THE EUROPEAN COMMISSION Book of invited presenters of the 2nd International PROFILES Conference 25th–27th August 2014, Berlin/Germany Bolte, C., & Rauch, F. (Eds.). (2014). Enhancing Inquiry-based Science Education and Teachers’ Continuous Professional Development in Europe: Insights and Reflections on the PROFILES Project and other Projects funded by the European Commission. Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria- Universität Klagenfurt (Austria). ISBN: 978-3-9816683-1-5 Editorial Off ice: Mira Dulle, Alpen-Adria-Universität Klagenfurt Typesetting and Layout: Marlies Strobl, Alpen-Adria-Universität Klagenfurt Support: Jack Holbrook, ICASE (International Council of Associations for Science Education) Print: Kreiner Druck Klagenfurt http://www.profiles-project.eu Cover illustration adapted from circles by Paul Quinn. Retrieved from https://www.flickr.com/photos/ qxphoto/3390831626/ (29.11.2013). Used under Creative Commons Attribution-ShareAlike 2.0 Generic license. Adapted version available under http://ius.aau.at/profiles/files/cover_book3.jpg. For the rest of this document, the following applies: The document is protected by copyright; and all rights including the right of copying and transmitting as well as any translation and reprint, remain reserved, even when only used in extracts. No part of the document may be reproduced or processed using electronic systems, copied or transmitted in any form without the expressly written approval of the respective author. The copyrights for all pictures, diagrams and texts, if not expressly diff erently mentions, are with the respective authors and likewise the adhesion for the material used in each case. The research leading to these results has received funding from the European Community’s Seventh Framework Programme under Grant Agreement Number 266589. The support off ered by the European Commission, through the project mentioned above, is gratefully acknowledged. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein. SEVENTH FRAMEWORK PROGRAMME – 5.2.2.1 – SiS-2010-2.2.1 Supporting and coordinating actions on innovative methods in science education: teacher training on inquiry based teaching methods on a large scale in Europe Grant agreement no.: 266589 Table of Contents TABLE OF CONTENTS Preface ..................................................................................................................................................1 Conference Programme .......................................................................................................................2 1 KEYNOTES ON PROF-IL-ES ...................................................................................................5 1.1 The Role of Curiosity in Science Teacher Professionalism and Evidence-based Practice Alicia C. Alonzo – Michigan State University, USA .........................................................................................................7 1.2 Inquiry Learning and Other Evidence-based Approaches David F. Treagust – Curtin University Perth, Australia ................................................................................................10 1.3 Bildung and Education through Science. A Dialogue on Didactics Meinert A. Meyer – Fakultät für Erziehungswissenschaft, Universität Hamburg, Germany Per-Olof Wickman – Department of Mathematics and Science Education, Stockholm University, Sweden ...........11 1.4 Reflections on PROFILES from a Critical Friend Peter E. Childs – Department of Chemical and Environmental Sciences, University of Limerick, Ireland ...............18 2 REFLECTIONS OF THE PROFILES WORK PACKAGE LEADERS ...............................................25 2.1 Looking Back and Reflecting on the Work Carried Out So Far in PROFILES Claus Bolte – Freie Universität Berlin, Germany .........................................................................................................27 2.2 Management and Evaluation in PROFILES Claus Bolte & Konstanze Scheurer – Freie Universität Berlin, Germany ....................................................................30 2.3 Stakeholders Involvement and Interaction in PROFILES Claus Bolte & Theresa Schulte – Freie Universität Berlin, Germany ..........................................................................34 2.4 Establishing the PROFILES Learning Environment Considering Teacher Needs towards the Paradigm ‘Education through Science’ Miia Rannikmäe & Jack Holbrook – University of Tartu, Estonia ...............................................................................39 2.5 From the PROFILES Continuous Professional Development Programme to the Development of a Sense of Ownership Avi Hofstein & Rachel Mamlok-Naaman –Weizmann Institute of Science, Rehovot, Israel ......................................44 2.6 Evaluating Students Gains in PROFILES Claus Bolte – Freie Universität Berlin, Germany .........................................................................................................48 2.7 PROFILES Networks and Dissemination Franz Rauch & Mira Dulle – Alpen-Adria-Universität Klagenfurt, Austria ..................................................................52 III TABLE OF CONTENTS 3 WORKSHOP CONTRIBUTIONS ON VARIOUS PROFILES TOPICS ...........................................57 3.1 Networks in Science Education Franz Rauch & Mira Dulle – Alpen-Adria-Universität Klagenfurt, Austria Gabriel Gorghiu & Laura Monica Gorghiu – Valahia University of Targoviste, Romania ..........................................59 3.2 Digital Games and Augmented Reality Applications for Learning in Science Eleni A. Kyza & Yiannis Georgiou – Cyprus University of Technology, Cyprus ............................................................63 3.3 Scenarios – A Motivational Approach Towards Inquiry-based Learning Anu Hartikainen-Ahia, Kari Sormunen, Ilpo Jäppinen & Sirpa Kärkkäinen – University of Eastern Finland, Finland ..........................................................................................................................................................................66 3.4 Once Upon a Time… Fairy Tales in Science Lessons Sabine Streller – Freie Universität Berlin, Germany ...................................................................................................70 3.5 Learning With and About Advertising in Science Education Nadja Belova & Ingo Eilks – Universität Bremen, Germany .......................................................................................73 3.6 Meaningful Problem Solving: a Powerful Tool for Reasoning and Deep Learning Liberato Cardellini – Università Politecnica delle Marche, Italy ................................................................................76 3.7 How Teachers Can Learn to Reflect and Collaborate: Experiences from Latvia Dace Namsone & Līga Čakāne – University of Latvia, Latvia ....................................................................................80 3.8 Technological Support for Inquiry-based Learning: Development of Digital Resources in Science Education Using Web 2.0 Tools João Paiva, Carla Morais & José Barros – Faculdade de Ciências da Universidade do Porto Nuno Francisco – Faculdade de Ciências da Universidade do Porto & Colégio Cedros, Colégios Fomento Luciano Moreira – Faculdade de Engenharia da Universidade do Porto, Portugal .................................................82 4 POSTER CONTRIBUTIONS REGARDING EVIDENCE-BASED EXPERIENCES WITHIN PROFILES ..........................................................................................................................85 4.1 The PROFILES Network in Austria Franz Rauch, Mira Dulle & Kristina Zoe Römer – Alpen-Adria-Universität Klagenfurt, Austria Ilse Wenzl – Austrian Educational Competence Centre Biology, Universität Wien, Austria ......................................87 4.2 PROFILES – The Case of Cyprus: The Impact of a Participatory Design-model of Inquiry- based Learning Environments on Student Motivation Yiannis Georgiou & Eleni A. Kyza – Cyprus University of Technology, Cyprus Demetra Paraskeva-Hadjichambi, Zoe Kofina-Michael, Andreas Hadjistyllis & George Miliotis – Ministry of Education and Culture, Cyprus ....................................................................................................................................93 4.3 Continuous Professional Development and Teachers’ Development of Ownership of Inquiry: The Case of PROFILES Cyprus Eleni A. Kyza & Yiannis Georgiou – Cyprus University of Technology, Cyprus ............................................................97 IV Table of Contents 4.4 Development of Giftedness within PROFILES Josef Trna & Eva Trnova – Masaryk University, Brno, Czech Republic .....................................................................101