2. The Rocard Report on Science Education (2007)
Science Education in Europe:Critical Reflections (Osborne & Dillon, 2008)
OSR ISE ODS GreeNET
3. Integrated instructional sequence:
⢠ENGAGE the Learners
⢠Learners EXPLORE Contextual Issues
⢠Teachers EXPLAIN Scientific Concepts and Inquiry Abilities
⢠Learners ELABORATE Their Knowledge and Abilities in New Contexts
⢠Teachers EVALUATE Studentsâ Knowledge and Abilities
(Bybee 2000)
Sotiriou, Bybee & Bogner (2015): Large-Scale Inquiry-Based Science Education:
Common Pathways, Common Futures. (submitted)
3
OSR ISE ODS GreeNET
4. Genetics Outreach Lab of the University of Bayreuth
4
F.-J. Scharfenberg, Lehrstuhl Didaktik der Biologie
OSR ISE ODS GreeNET
5. Evaluation of optimizing: studentsâ activities1:
Individual time budgets
Exper. Schritt
V./Nachb.
Lesen
Zuschauen
Int. in. Gr.
Int. Betr.
Int. auĂ. Gr
Handl. ni. erkennb.
kein Bez. z. Exp.
1 Scharfenberg & Bogner (2008) A category-based video-analysis of
students' activities in an out-of-school hands-on gene technology lesson
International Journal of Science Education, 30(4), 451-467 (2008)
OSR ISE ODS GreeNET
6. Instruktion
I-2I-1
Mittelwert(%Anteile)
100
80
60
40
20
0
Schreiben
Exper. Schritt
Vor- und Nachber.
Lesen der Anleitung
Zuschauen
Interakt. in. Gr.
Interakt. Betr.
Interakt. auĂ. Gr.
Handl. ni. erkennb.
kein Bez. z. Exp.
Evaluation of optimizing: studentsâ activities1:
comparison one- vs. two-step approach
ď more in-group interactions
ď lower proportion of observing behavior
2. Our molecular biology module
1 Scharfenberg & Bogner, 2011
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7. Optimizing:
Two-step experimental phases
Step 1: short group discussion about aspects
of the subsequent experimental procedures
Step 2: carrying out the experimental methods
OSR ISE ODS GreeNET
9. Scharfenberg, F-J; Bogner, FX: Review of Outreach Science Education: Evidence-Based Studies in a
Gene Technology Lab. Journal of Mathematics, Science & Technology Education (2014)
Scharfenberg, F-J; Bogner, FX: Teaching gene technology in an outreach lab: Students' assigned
cognitive load clusters and the clusters' relationships to learner characteristics, laboratory variables, and
cognitive achievement. Research in Science Education, 43(1), 141-161 (2013)
Scharfenberg, F-J; Bogner, FX: Instructional efficiency of tutoring in an outreach gene technology
laboratory. Research in Science Education, 43(3), 1267-1288 (2013)
Franke, G; Scharfenberg, F-J; Bogner, FX: Investigation of Studentsâ Alternative Conceptions of Terms
and Processes of Gene Technology, International Scholarly Research Network (2013)
Franke, G; Bogner, FX: Cognitive influences of studentsâ alternative conceptions within a hands-on gene
technology module. Journal of Educational Research (104), 158-170 (2011)
Franke, G; Bogner, FX: Conceptual change in students´ molecular biology education: Tilting at
windmills? Journal of Educational Research (104), 1-14 (2011)
Scharfenberg, F-J; Bogner, FX: A new two-step approach for hands-on teaching of gene technology:
Effects on students' activities during experimentation in an outreach gene technology lab. Research in
Science Education, 41(4), 505-523 (2011)
Scharfenberg, F-J; Bogner, FX: Instructional efficiency of changing cognitive load in an out-of-school
laboratory. International Journal of Science Education, 32(6), 829-844 (2010)
Scharfenberg, F-J; Bogner, FX: A category-based video-analysis of students' activities in an out-of-
school hands-on gene technology lesson. International Journal of Science Education, 30(4), 451-467
(2008)
Scharfenberg, F-J; Bogner, FX: Learning in a gene technology lab with educational focus: Results of a
teaching unit with authentic experiments. Biochemistry and Molecular Biology Education, 35(1), 28-39
(2007)
Scharfenberg, F-J; Bogner, FX: The suitability of external control-groups for empirical control purposes:
a cautionary story in science education research. Electronic Journal of Science Education, 11(1), 22-36
(2006)
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13. JUST 2 RESULTS:
with the ISE Demonstrator students
had almost the same chance to learn
independent of their initial science
motivation and computer-related self-
concept
with the ISE Demonstrator existing
knowledge differences between girls
and boys have been balanced out
(Rocard Report, 2007)
Langheinrich, J; Bogner, FX:
Student Conceptions about the DNA
structure within a hierarchical
organizational level: Improvement by
experiment- and computer-based
outreach learning., Biochemistry and
Molecular Biology Education(in
press) (2015)
Meanofknowledgesumscore
T0 T1 T2
Boys score higher
in the pretest
No differences
between boys and
girls after
participation
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14. A world of learning tools and resources for scientific disciplines
just a click awayâŚ
15. Main ideas of ISE pedagogy
Inquiry Based
Science
Education
15
Cooperation
Real world
problems
High cognitive
activity
Construction
of knowledge
Improvement of
competences
Reflection of
learning process
Learner
centered
+
eLearning
OSR ISE ODS GreeNET
24. T@sk 2: Visiting Ecuador
students watch a video about scientists in Ecuador
students plot and analyze original data from a DFG group
ď e.g. temperature at Bombuscura increases
ď climate change is visible 0,16°C/year
ď students reflect on causes and consequences
ď 1,6°C till 2024 is a dramatic increase!
questions guide students through the process
students can send themselves their answers
ď receive sample solution in the same email
T@sk3: focuses on studentâs carbon footprint
ď connecting findings of t@sk2 with daily life
ď students learn how to tackle climate change
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26. The Big Ideas in SCIENCE:
1.All material in the Universe is made of very small particles. Light in
all different wavelengths permeates the Universe.
2.Objects can affect other objects at a distance.
3.Changing the movement of an object requires a net force to be acting
on it.
4.The total amount of energy in the Universe is always the same but
energy can be transformed when things change or are made to happen.
5.The composition of the Earth and its atmosphere and the processes
occurring within them shape the Earth's surface and its climate.
6.The solar system is a very small part of one of millions of galaxies
in the Universe.
7.Organisms are organized on a cellular basis.
8.Organisms require a supply of energy and materials for which they are
often dependent on or in competition with other organisms.
9.Genetic information is passed down from one generation of organisms to
another.
10.The diversity of organisms, living and extinct, is the result of
evolution.
(Harlen, 2010)
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33. A world of learning tools and resources for scientific disciplines
just a click awayâŚ
34. Ellinogermaniki Agogi
Greek Research &
Technology Network
Agricultural University of
Athens
Universität Bayreuth
Steirische
Volkswirtschaftliche
Gesellschaft
Bundesministerium fĂźr
Bildung und Frauen
Ăsterreichs
Eumenna
Ecoinstitut
Barcelona
franz.bogner@uni-bayreuth.de,
http://www.bayceer.uni-bayreuth.de/didaktik-bio/de/