briefing papers for policy makers

Recommendations

Info

The Final Report and results of this project are available through the electronic version of this report at: http://www.cordis.lu/citizens/publications.htm (under Reports) Key Publications Griffiths, T. and Marhuenda, F., “Interpretation of the relevance of work experience for future oriented educational strategies as a challenge for research” in Qualifications, competences and learning environments for the future: European Reference Publication, Thessaloniki, CEDEFOP. Griffiths, T., “Learning through work experience” in Further Education Bulletin, 7 Spring, London, Centre for Information on Language Teaching and Research, 2000. Guile, D. and Griffiths, T., “Learning through work experience”, in Journal of Education and Work, 2001. Johannisson, B., Madsén, T. and Wallentin, C., Aha! Företagsamt lärande (Aha! Entrepreneurship learning) Accompanying text to three series for radio and television programmes on entrepreneurship education in Sweden, National Company for Educational Broadcasting (UR), 2000. Madsén, T and Wallentin, C., Aktivt och autentiskt lärande – skolan i närsamhället (Active and Authentic Learning – the School in its Local Society). Marhuenda, F., Cros, M.J., Giménez, E., González, N., Toribio, L., Martínez, R., Navas, A., Ros, A. and Alonso, M.A., Aprender de las prácticas: Didáctica de la formación en centros de trabajo. Final report of the Spanish WEX21C team, ISBN: 84-370- 4935-0, Universitat de València, 2001. Marhuenda, F., Cros, M.J. et al., Prácticas de empresa y formación profesional, Interim report of the Spanish WEX21C team, ISBN: 84-370-4377-8, Universitat de València, 2000. McKenna, P. and Ó Maolmhuire, C., Work experience in Ireland: partnerships for future effectiveness, The School of Education Studies, Dublin City University, 2001. 16
Briefing Paper 4 Research Institutions: Université Paris Sud XI, France Royal Danish School of Educational Studies, Denmark CNRS, Université Lyon 2, France Universität Bremen, Germany University of Leeds, UK Aristotelio University of Thessaloniki, Greece Universita degli studi di Roma "La Sapienza", Italy Universidad de Granada, Spain Contact address: Dr. Marie-Geneviève Séré Université Paris Sud XI Bâtiment 333 91405 ORSAY Cedex France Tel : +33-1-69.15.54.52 Fax : +33-1-69.15.54.54 Marie-genevieve.sere@didasco.upsud.fr This research project has been funded by DG-Research under the Targeted Socio- Economic Research (TSER) Programme of FP4 Labwork in Science Education Context of the Research Within the broader issue of motivating young people to study science is the issue of the cost of practical activities in laboratories. Experiments through “labwork”, as science teachers know it, tend to be an expensive component of science education across Europe. It is also felt that labwork is not used effectively within the classroom. This project based on seven European countries - Denmark, France, Germany, United Kingdom, Greece, Italy and Spain - focused on the use of labwork in teaching biology, chemistry and physics - to students in academic science streams, in the years of upper secondary schooling and the first two years of undergraduate study. It examined the effectiveness of labwork and developed approaches designed to promote more effective teaching and learning outcomes. This has resulted in twenty-three “labwork” case-studies from five European countries - where the teaching device is carefully chosen based on clear objectives and underlying principles. The case studies contain: - 1. In-depth analyses of students' thinking during standard labwork with the aim of improving the process of modelling. 2. Observation of open-ended projects. 3. Labwork sessions focused on unusual objectives like data handling, epistemological objectives and students using their own initiative. 4. A comparison of labwork with and without computers, in order to emphasise the process of modelling. Key Conclusions 1. It was observed that there is considerable diversity in the organisation of science teaching in terms of: - • Whether science subjects are optional or compulsory. • The extent and nature of central control of the upper secondary science curriculum in terms of time allocations and assessment structures. 2. Although use of demonstrations by teachers in academic streams of upper secondary students is common in all countries, the amount of labwork does vary in the following ways: - • Regularly performed by upper secondary students. (Denmark, UK and France). • Depends on the wishes of individual teachers (Germany). • Rarely performed (in Italy in specific schools and in Greece only at university level). 3. At university level, labwork is commonly used in all countries and for all disciplines. 4. However, the objectives of labwork tend to be limited and lack variety, often only focusing on specific concepts. 5. Despite many teachers’ wishes, open-ended project work is rarely practiced. The most frequent type of labwork tends to be in small groups of students working with real objects/materials following very precise instructions about methods and analysis given by a teacher or a written source (referred to as a ‘labwork sheet’). 17
Page 1 and 2: REPORT EUR 20791 European Union-sup
Page 3 and 4: 2003 EUROPEAN COMMISSION European U
Page 7 and 8: Table of Contents Foreword ……
Page 9: Notes from the editor This report i
Page 13 and 14: Briefing Paper 1 Research Instituti
Page 17 and 18: 4. Other incentives to improve mobi
Page 19: 4. However, the push to make work e
Page 27 and 28: Key Publications Gornitzka, “Gove
Page 29 and 30: 7. Despite strong resistance from e
Page 33 and 34: 10. There needs to be encouragement
Page 35 and 36: The full title of the project is: E
Page 37 and 38: 2. Some employers and politicians a
Page 39 and 40: Briefing Paper 11 Research Institut
Page 43 and 44: • A greater understanding of the
Page 47 and 48: The Final Report and results of thi
Page 51 and 52: 9. Policy needs to provide opportun
Page 53 and 54: • The levels of teachers’ inter
Page 55 and 56: 4. Strengthening the educational re
Page 57 and 58: Key Recommendations The project mad
Page 61 and 62: National Policy Recommendations 1.
Page 65 and 66: Key Recommendations The following r
Page 69 and 70: Key Recommendations The following r
Page 71 and 72:
8. Lifelong Learning is still seen
Page 73 and 74:
Briefing Paper 21 Research Institut
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 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
This project is now being taken for
Page 89 and 90:
13. Some of the enterprises have ha
Page 91 and 92:
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 103 and 104:
Page 105 and 106:
8. Opening schools to activities be
Page 107 and 108:
Page 109 and 110:
Key Recommendations The following r
Page 111 and 112:
Page 113 and 114:
establishing links between the scie
Page 115 and 116:
Sassi, Ogborn, Pintó, Quale, Vienn
Page 117 and 118:
7. Virtual learning environments ma
Page 119 and 120:
Page 121 and 122:
The Final Report and results of thi
Page 123 and 124:
8. Apprenticeships also have invest
Page 125 and 126:
Page 127 and 128:
• The import behaviour (nature an
Page 129 and 130:
Key Recommendations The following r
Page 131 and 132:
Page 133 and 134:
University of Barcelona 3. Further
Page 135 and 136:
Educational research supported by D
Page 137 and 138:
Page 139 and 140:
mentoring to help the less confiden
Page 141 and 142:
5. It appears to be advisable to fu
Page 143 and 144:
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 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
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
Page 165 and 166:
4. As some legislation describes at
Page 167 and 168:
Page 169 and 170:
2. There is a need to encourage fle
Page 171 and 172:
Key Recommendations 1. The focus of
Page 173 and 174:
• Shaping European learning relat
Page 175 and 176:
Page 177 and 178:
Forthcoming Publications: Arriaga,
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Further Information The project sta
Page 185 and 186:
3. Concerning inequalities it has b
Page 187 and 188:
Summaries of research project clust
Page 189 and 190:
Briefing Paper 36 Contact address:
Page 191 and 192:
7. Policy should encourage long-ter
Page 193 and 194:
• Development of a culture of col
Page 195 and 196:
Page 197 and 198:
8. Compensation programmes/schemes
Page 199 and 200:
5. Combating segregation at school
Page 201 and 202:
Page 203 and 204:
questionnaire approaches to increas
Page 205 and 206:
learning partnerships, 178 learning
Page 208 and 209:
Price (excluding VAT) in Luxembourg
show all

briefing papers for policy makers

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?