Comenius project news updates

A round-up on various EU-sponsored projects and related overseas meetings in which local schools have taken part with the help of funding allocated by the Maltese EU Programmes Agency (EUPA) under the Lifelong Learning programme.

Improving science education has never been more important than it is today. A lot of scientific topics such as cloning, nanotechnology, global warming and the potential of alternative fuels, and the need for all people to become science literate. Science and the thinking processes it involves promote the cognitive development of children and are important in understanding and applying science in both everyday and professional lives.

This aspect of scientific literacy was important to the Implementation of Scientific Thinking in (Pre) Primary Schools (Stipps) Comenius 2.1 project, which came to an end last September. The project focused on cognitive development through scientific reasoning in (pre) primary school education and teacher training. In fact, the project's main aim was to answer one broad question: How should science be taught in (pre) primary school settings?

In the project, professionals from six European countries specialising in the teaching of science to primary children came together to develop a theoretical model on how children learn science and to develop a training course for practising primary teachers and teacher-trainers. The aims of the project were to:

• Create a theoretically-grounded model of how children learn science in nursery and primary school settings based on the expertise of partners and by accessing wider literatures;

• Identify the requisite skill sets that children and teachers need to use the model in their schools to maximise the educational impact of science teaching;

• Create materials that illustrate how the skill sets can be developed during nursery and primary education in a progressive and coherent manner;

• Illustrate good practice in science education and disseminate it to teachers; and

• Engage teachers in knowledge transfer process through international workshops, presentations, literature and continuing professional development materials delivered electronically, to facilitate the implementation of effective science education pedagogies in their professional practice, based on the above-mentioned theoretical model.

The project is co-ordinated by Katholieke Hogeschool Zuid-West-Vlaanderen University College KATHO, Tielt, Belgium, with partners from Malta, Germany, Poland, UK, and France.

Malta is represented by Suzanne Gatt, senior lecturer in primary science and environmental education and the University of Malta's Faculty of Education. She is also co-ordinator of the primary science programme, in collaboration with the Science Centre, which is responsible for the provision of support in primary science to primary schools in Malta.

The project has managed to provide a pedagogical theoretical model for the teaching of science to young children aged three to 12. The model shows how the foundations for learning in science depends on children's existing ideas, attitudes and skills in science, as well as the power of learning from one's classmates, or peer learning.

On these foundations lie the pillars of good practice for effective communication skills, good social skills, effective classroom organisation, use of the scientific thinking circle, lesson planning at right level, active learning, and building understanding through mediation.

The model includes examples of what teachers can do to structure, support and develop the knowledge, use and understanding of scientific processes. Other aspects include ways of arousing interest and curiosity in science, topical aspects that focus on local sensitivities, and skills that focus on what the pupils can do instead of what they should know. Children come to school with powerful resources which they can use to explain natural phenomena, to design and conduct empirical investigations and to draw meaningful conclusions. Through instruction, teachers can take much better advantage of these resources. They play a central role in promoting children's interest by directing their attention, structuring their experiences and supporting their learning attempts in a mediated learning environment.

The final outcome of the project is an international in-service course for practising teachers who can apply for funding through the Comenius 2.2 action at the EUPA. More information on the project can be obtained from the project website www.stipps.info.