Paper Presentation 1
room KA 209
Propagating stochastics expertise for teaching: From input to agency
Griese, Birgit, Paderborn University, Paderborn, Germany
Nieszporek, Ralf, Paderborn University, Paderborn, Germany
Stochastics (statistics and probability) has long been neglected in German classrooms although its relevance in modern life is undisputed. Curriculum innovations have recently placed special emphasis on the handling of data, particularly on what inferences can (or cannot) be drawn from samples. Consequently, the demand for teacher professional development (PD) courses has risen. The DZLM (Deutsches Zentrum für Lehrerbildung Mathematik, German Centre for Mathematics Teacher Education), among others, offers such courses – with the quality criterion that DZLM courses are designed by qualified mathematics education researchers and practitioners and follow six design principles (Barzel & Selter, 2015) that aim at real and sustainable PD. In the case of the PD course that is the focus of this paper, the DZLM cooperated with regional educational administrations which enabled different teacher and facilitator PD approaches. Our oral presentation will elaborate on how three strategies were combined, with regard to moving from input towards agency. Therefore, we give details on a teacher PD course focused on input, a facilitator professional learning community (PLC) with the aim of adapting and conducting the PD course, and teacher PLCs centered on individual school practice.
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Paper Presentation 2
room KA 209
Quality criteria of inquiry-based learning resources in primary school science education: A systematic literature review
Longhitano, Marco, PH Schwyz, Goldau, Switzerland
Schalk, Lennart, PH Schwyz, Goldau, Switzerland
Inquiry-based learning is a main ingredient in primary school science education and quite some effort has been invested in the development of teaching resources. In a systematic literature review we searched for quality criteria of inquiry-based learning resources for early science education. We included peer-reviewed papers as well as informally published guide lines and recommendations from school authorities and others. We found that only few studies explicitly state evidence-based quality criteria for the development and selection of educational material. Among the reviewed literature there are systematic differences between the researchers’ and the teachers’ perspective. The criteria from the teachers’ perspective are generally more student-centered and less differentiated when it comes to criteria relevant for conceptual learning. Also, the criteria from the teachers’ perspective seem to be more concerned with physical (hands-on) rather than cognitive activation (minds-on). The findings from this systemic literature review point to specific aspects in current teacher education and professional development that might need more attention. The knowledge about evidence-based quality criteria would help teachers to make informed choices of teaching resources supporting for their science classes.
