27 SES 03 C, Learning Science and Issues in the Development of Science Literacy
While disciplinary didactic is supposed to be part of teachers training in most countries, the place actually dedicated to didactic learning may vary. First because the ratio between academic education and professional education, within each training, is different, depending on the countries and the aimed educational levels (or grades). Then, because inside the professional education, didactic and disciplinary didactics are more or less valued and hence, time and credits specifically allocated may be more or less important. For instance, in Belgium, initial teacher training is implemented by different operators whose division corresponds to the level of education. Primary and lower secondary teachers do not have the same kind of training as upper secondary teachers. The firsts have a three-year training provided by high-schools. It includes about 960 hours dedicated to pedagogic and didactic training. The later have a training provided by universities, including 4 to 5 years dedicated to academic training and one year dedicated to professional training. A short 150 hours is invested into pedagogic and didactic training.
Our question of interest was to explore how a national curriculum could actually respond to a low investment in didactic during teachers training. In a specific situation where teachers have a training clearly more focused on academic background (4 to 5 years) than professionalization (1 year), we explored the place given to disciplinary didactic into school programmes. Considering the weak background of teachers on the topic, how did curriculum writers for upper secondary education adapt their requirements? Do programmes contain explicit information on didactic expectations? Or do they guide teachers on the path of didactic by implicit requirements? The issue at stake is whether pedagogical and didactic training of teachers may affect their understanding of programmes as well as their didactical approach of science.
A thorough analysis of the content of 13 science programmes, regarding nine core concepts of didactic, was performed. Data collected concerned occurrences, rates, and modalities of didactic prescription, both explicit and implicit. Results show an unexpected situation, an under representation of didactic into programmes. Such avoidance of didactic concepts, put into the perspective of teachers training on that topic, let us expect teachers to be, at the start, poorly equipped to prepare their lessons with regards to main didactic knowledge.
This brings us to the question of the place devoted to didactical content in programmes and their usefulness for the teachers, as well as the place dedicated to didactic skills into teachers training.
Astolfi, J.-P., Darot, E., Ginsburger-Vogel, Y. & Toussaint, J. (2008). Mots-clés de la didactique des sciences. Repères, définitions, bibliographies. Pratique pédagogique. Bruxelles: De Boeck Université. Demeuse, M, & Strauven, C. (avec la collaboration de Roegiers, X.) (2006). Développer un curriculum d’enseignement ou de formation. Des options politiques au pilotage. Bruxelles: De Boeck Université, Collection « Perspectives en Education et Formation ». Driver, R. & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education 13, 5-12. Fashola, O. & Slavin, R. (1998). Schoolwide reform models : What works ? Phi-Delta-Kappa, 79 (5), 370-378. Grasha-Riechman, F. (2002). Teaching With Style : A practical guide to enhancing learning by understanding teaching & learning styles. University of Cicinnati: Alliance Publishers. Keefe, J.W. (1979). Learning style: an overview. Dans James W. Keefe (Ed.). Student learning styles: diagnosing and prescribing programs, Reston, VA: National Association of Secondary School Principals (NASSP), 1-17. Kolb, D. (1984). Experiential Learning: experience as the source of learning and development. New Jersey: Prentice-Hall. Leach, J. & Scott, P. (2002). Designing and evaluating science teaching sequences: An approach drawing upon the concept of learning demand and a social constructivist perspective on learning. Studies in Science Education 38, 115-142. Lijnse, P.L. (2000). Didactics of science: The forgotten dimension in science education research? In R. Millar, J. Leach & J. Osborne (Eds.), Improving science education – The contribution of research (pp. 308-326). Buckingham: Open University Press. Soetewey S., Duroisin, N. & Demeuse M. (2011). Le curriculum oublié: Analyse comparée des programmes de sciences en Belgique francophone. Revue Internationale d'Education de Sèvres, 56, (page 123-133). Taconis, R, Ferguson-Hessler, M.G.M. & Broekkamp, H. (2001). Teaching science problem solving: An overview of experimental work. Journal of Research in Science Teaching 38, 442-468.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.