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Key Publications A special issue on visual language in science education with STTIS results has already been accepted for publication in the International Journal of Science Education Vol 24, nº 3. The special issue includes six papers: Ametller & Pintó, Students’ reading of innovative images of energy at secondary school level Colin, Chauvet & Viennot, Reading images in optics: students’ difficulties, and teachers’ views. Pintó, R., The Science Teachers Training in an Information Society Project. Pintó & Ametller, Students’ Difficulties in Reading Images: Comparing Results from Four National Research Groups. Stylianidou, Omerod & Ogborn, Analysis of Science Textbook Pictures about ‘Energy’ And Pupils’ Reading Of Them. Testa, Monroy & Sassi, Students’ reading Images in Kinematics: The Case Of Real-Time Graphs. Results of the project have been also published in: Komorek, Behrendt, Dahncke, Duit, Gräber & Kross (eds.), Proceedings of the Second International Conference of the European Science Education Research Association (E.S.E.R.A.). Research in Science Education. Past, Present, and Future, (Kiel, Germany), 31 August-4 September 1999. Pints & Suriñach (eds), International Conference Physics Teacher Education Beyond 2000. Selected Contributions, Elsevier Editions, ISBN. 2-84299-312-8, (Paris), 2001. Pints & Suriñach (eds), Proceedings of the International Conference Physics Teacher Education Beyond 2000 CD Production Calidos, ISBN: 84-699-4416-9, (Barcelona), 2001. Research reports: Balzano, Giberti, Monroy & Sassi, Transformations done by teachers when using an IT: the case of MBL (micro computer based laboratory), NR1.2-IT, 1999. Chauvet, Colin & Viennot, Reading images in optics- Students difficulties, teachersí views and practice. NR2-FR, 1999. Chauvet, Hirn, & Viennot, Investigation on teacher transformations when implementing teaching strategies, FR NR3, 1999. Contini, Ott & Sassi, The State of the Art in the Use/Value of InformaticTools, NR1.1 –IT, 1999. Monroy, Testa, Giberti, & Sassi, Transformation of didactic intentions: The Italian case of ìmotion and force proposal, NR3-IT, 1999. Pinto & Ametller, Using images to teach Energy: students' difficulties, teachers' interpretations and teachers' transformations, NR2-SP, 2000. Pinto, Ametller, Chauvet, Colin, Giberti, Monroy, Ogborn, Ormerod, Sassi, Stylianidou, Testa &. Viennot, Investigation on the difficulties in teaching and learning graphic representations and on their use in science classrooms, RW2. STTIS Project, 2000. Pinto, Gutierrez, Ametller, Andresen, Balzano, Boohan, Chauvet, Colin, Couso, Giberti, Hirn, Kolsto, Monroy, Ogborn, Quale, Rebmann, Sassi, Stylianidou, Testa, Viennot, Teachers Implementing Innovations: Transformations Trends, RW4, 2001. Pinto, Ametller, Boohan, Chauvet, Giberti, Gutierrez, Monroy, Ogborn, Ormerod, Quale, Sassi, Stylianidou, Testa, Viennot,, Dissemination activities. Presentation of the STTIS results at the International Conference Physics Teacher Education Beyond 2000, RW6, 2000. Pinto, Perez & Gutierrez, The State of Art in the Use and Value of Informatic Tools - The Spanish case. NR1.1-SP, 1999. Pinto, Perez & Gutierrez, Implementing MBL (Microcomputer Based Laboratory) technology for the laboratory work in Compulsory Secondary school Science classes, NR1.2-SP, 1999. Pinto & Gomez, Teaching about energy in Spanish secondary schools: teachers transformations of innovations, NR3-SP, 1999. Quale, Andresen & Kolst, The State of Art in the Use and Value of Informatic Tools. The Norwegian case, NR1.1-NO, 1999. Quale, Andresen & Kolst, Using IT-tools in the teaching of physics in Norwegian secondary schools: intentions, expectations and practice, NR1.2-NO, 1999. Rebmann, G., The State of Art in the Use and Value of Informatic Tools. The French case, NR1.1-FR, 1999. Rebmann, G., Investigation of actual use of informatic tools by science teachers: the French case, NR1.2-FR, 1999. Sassi, Monroy, Testa & Giberti, Reading and interpreting graphs from real-time experiments: students difficulties, teachers interpretations and class practice, NR2-IT, 2000. Sassi, Monroy, Testa, Ametller, Andresen. Balzano, Boohan., Chauvet, Colin, Couso, Giberti, Gutierrez., Hirn-Chaine, Ogborn, Pintó, Quale, Rebmann, Stylianidou, Viennot, Teacher training materials favouring the take-up of innovations, RW5, 2000. 110
Sassi, Ogborn, Pintó, Quale, Viennot, Guidelines for policy-makers of teacher training programs, RW7, 2000. STTIS Project, Internal Report RW0: Outline and Justification of Research Methodology, Work Packages WP1, WP2 and WP3, 1998. Stylianidou, Ogborn, Contini, Gutierrez, Kolst, Ott, Perez, Pinto, Quale, Rebmann, Sassi, Viennot, The State of Art in the Use and Value of Informatic Tools, RW1.1, 1999 Stylianidou & Ogborn, The State of Art in the Use and Value of Informatic Tools. The UK case, NR1.1-UK, 1999. Stylianidou & Ogborn, Teachers using computer modelling and simulation in the science classroom: the English case. NR1.2- UK, 1999. Stylianidou & Ogborn, Teachers’ transformations of innovations: the case of teaching Energy in English secondary schools. NR3-UK, 1999. Stylianidou, Ogborn, Balzano, Giberti, GutiÈrrez, Kolst, Monroy, Perez, Pinto, Quale, Rebmann, Sassi, Viennot, The nature of use by science teachers of informatic tools, RW1.2., 2000. Stylianidou, Ormerod & Ogborn, Difficulties in teaching and learning with pictorial representations, NR2-UK, 2000. Viennot, Balzano, Chauvet, Giberti, Gomez, Hirn, Monroy, Ogborn, Pinto, Sassi, Stylianidou, Investigation on teacher transformations when implementing teaching strategies, RW3, 1999. 111
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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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National Policy Recommendations 1.
Page 63 and 64: Briefing Paper 18 Research Institut
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
Page 79 and 80: • Moving from training-based deve
Page 87 and 88: This project is now being taken for
Page 89 and 90: 13. Some of the enterprises have ha
Page 93 and 94: Key Recommendations 1. Efforts shou
Page 95 and 96: 10. Although, it has been found tha
Page 97 and 98: 4. Separate analysis of the wage di
Page 99 and 100: Denny & Harmon, The impact of educa
Page 101 and 102: 10. In addition, important learning
Page 105 and 106: 8. Opening schools to activities be
Page 113: 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
Page 149 and 150: 8. Learning in a “learning compan
Page 159 and 160: Further Information The full title
Page 161 and 162: Adaptability and Entrepreneurship 6
Page 163 and 164: 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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