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Frey & Ghignoni, Istruzione, prospettive professionali e di reddito, e comportamento dell'offerta di lavoro giovanile, Aa. Vv., Flessibilità, istruzione e lavoro giovanile in Italia, Quaderni di Economia del Lavoro n. 68, Franco Angeli, p63-96, (Milano), 2000. Ghignoni E., Frontiere di competenza, "overeducation" e rendimento economico dell'istruzione nei mercati del lavoro italiani degli anni '90 Rivista di Politica Economica, p115-158, July - August 2001. Ghignoni, Istruzione e condizioni monetarie e non monetarie di lavoro nel Mezzogiorno, Aa. Vv., L'importanza della riforma universitaria in corso in Italia, Quaderni di Economia del Lavoro n. 74, p169-189, Franco Angeli, (Milano), 2002. Haas J., Les transformations récentes de l'accès à l'enseignement supérieur en Allemagne. Education and Formation, numéro spécial Enseignement supérieur, 2003. Planas & Sala, Education/employment interfaces. Skills and statistical coverage. Eurostat: Education and training statistics and the functioning of labour markets 10 th CEIES (Eurostat) Seminar, Office for Official. Publications of European Communities, p163-171 (Luxembourg), 2001. Planas & Sala, Escenarios de futuro para la educación en España, Revista de Educación, Espagne, 2003 Planas, Sala & Vivas Prospettive dell’istruzione in Spagna.(2000-2020) Quaderni di Economia del Lavoro 74 p91-108, 2002. Planas, Sala & Vivas, Il mercato delle competenze: nuove strategie, Quaderni di Economia del Lavoro 74 p109-129, 2002 106
Briefing Paper 33 Research Institutions: Universitat Autònoma de Barcelona, ES Université Denis Diderot Paris VII, FR University of Sussex, UK Universita "Federico II" of Naples, IT University of Oslo, NO Universitat Autònoma de Barcelona, ES Contact address: Dr. Roser Pinto Universitat Autònoma de Barcelona Departament de Didàctica de les Ciències Experimentals 08193, Bellaterra, Barcelona, Spain Tel: +34-93-581.32.06 Fax: +34-93-581.11.69 roser.pinto@uab.es This research project has been funded by DG-Research under the Targeted Socio- Economic Research (TSER) Programme of FP4 Understanding Innovation in Science Teaching Context of the Research Innovations in science education are increasingly needed in order to foster greater scientific literacy. Results from science education research and the additional technological resources now available are contributing to a change of views with regard to the content, teaching/learning processes and methods, and the role of teachers in science classes. Challenging new ways of teaching and learning are becoming available but can only be implemented when teachers feel faithful to adopting them. This project has focused on understanding the conditions that may enable curricular innovations to be transformed into successful implementations by science teachers. At secondary school level, the project studied the implementation of informatic tools (for modelling, simulation and for realtime experiments); the implementation and use of specific images; and the implementation of innovative teaching sequences. Within five countries (France, Italy, Norway, Spain, and the United Kingdom) the project observed experienced science teachers in real classroom situations. The teachers had volunteered and were well motivated to adopting the curricular innovations. The observation of their classes could give relevant clues to the process of introducing innovation in real science classes. Key Conclusions The following general conclusions were reached: 1. The introduction and embedding of didactic innovations into the school system for natural and normal usage is a complex process. 2. The innovations need to be flexible and robust, in order to ensure that the intentions of a designed innovation are shared by teachers, who have to proactively implement them. 3. Didactic innovations go through a “metabolic process”, which may be long, before they are fully “naturalised” i.e. thought and used as natural and appropriate strategies/tools for teaching/learning. 4. Internalising innovative approaches entails broad acceptance of their rationale and also means becoming capable of implementing them in different contexts and situations and interpreting them in resonance with their didactic intentions and potentialities. 5. Although, initially, an innovation needs to utilise specific content within a particular classroom context, the transformations done during its take-up can transverse to other contexts. Specific conclusions relating to the use of informatic tools: 1. Very few teachers have a lot of experience in using computers and many teachers have very little experience. 2. There is still a lot of uncertainly about the role of computer as an integral part of education. 107
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REPORT EUR 20791 European Union-sup
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2003 EUROPEAN COMMISSION European U
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Table of Contents Foreword ……
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Notes from the editor This report i
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Briefing Paper 1 Research Instituti
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4. Other incentives to improve mobi
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4. However, the push to make work e
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Key Publications Gornitzka, “Gove
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7. Despite strong resistance from e
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10. There needs to be encouragement
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The full title of the project is: E
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2. Some employers and politicians a
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Briefing Paper 11 Research Institut
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• A greater understanding of the
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The Final Report and results of thi
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9. Policy needs to provide opportun
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• The levels of teachers’ inter
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4. Strengthening the educational re
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Key Recommendations The project mad
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Page 65 and 66: Key Recommendations The following r
Page 71 and 72: 8. Lifelong Learning is still seen
Page 75 and 76: Key Recommendations Specific recomm
Page 77 and 78: Tikkanen, T., Teknologian muutos ty
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Page 87 and 88: This project is now being taken for
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Page 93 and 94: Key Recommendations 1. Efforts shou
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Page 101 and 102: 10. In addition, important learning
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Page 109: Key Recommendations The following r
Page 113 and 114: establishing links between the scie
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Page 121 and 122: The Final Report and results of thi
Page 123 and 124: 8. Apprenticeships also have invest
Page 127 and 128: • The import behaviour (nature an
Page 133 and 134: University of Barcelona 3. Further
Page 135 and 136: Educational research supported by D
Page 139 and 140: mentoring to help the less confiden
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Page 145 and 146: Key Recommendations Political and l
Page 147 and 148: Further information The final repor
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Adaptability and Entrepreneurship 6
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18. Gender audits and relevant acti
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4. As some legislation describes at
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2. There is a need to encourage fle
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Key Recommendations 1. The focus of
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• Shaping European learning relat
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Forthcoming Publications: Arriaga,
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Further Information The project sta
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3. Concerning inequalities it has b
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Summaries of research project clust
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Briefing Paper 36 Contact address:
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7. Policy should encourage long-ter
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• Development of a culture of col
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8. Compensation programmes/schemes
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5. Combating segregation at school
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questionnaire approaches to increas
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learning partnerships, 178 learning
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