• Claudia Stübi (Symposium-/Workshop-Organisator/in)
  • Brigitte Döring (Tagungsband Autor/in)
  • Claudia Fischer (Tagungsband Autor/in)
  • Alexander Koch (Tagungsband Autor/in)
  • Karen Rieck (Tagungsband Autor/in)
  • Silke Rönnebeck (Tagungsband Autor/in)
  • Matthias Stadler (Tagungsband Autor/in)
  • Stefan Zehetmeier (Tagungsband Autor/in)
In Germany, Austria and Switzerland, networks of model schools, teacher training colleges, institutes of educational development and ministries work together in nationwide large-scale programs for the advancement of science education. The initiatives include the networking of teachers and schools, the development of educational materials and units as well as the dialogue between school practice, teaching methodology, research and education policy. The three national programs presented in the symposium are coordinated and directed by the Leibniz Institute for Science and Mathematics Education at the University of Kiel in Germany, the Institute of Instructional and School Development at the Alpen-Adria University Klagenfurt in Austria and the Center of Science and Technology Teaching at the University of Applied Sciences Northwestern Switzerland. In recent years, however, the need to improve science education has also been recognized at a European level. The EU-project STEAM was funded within the EU 7th Framework program and worked together with 26 partner universities all over Europe. The German SINUS program reaches more than 850 elementary schools and 4,500 teachers. In Austria, IMST involves 7,000 persons a year, representing schools, ministries and universities. Swiss Science Education SWiSE brings together teachers, trainers and other experts from 14 different cantons. The four projects are evaluated on different levels, for example with teacher and student questionnaires, interviews and/or video studies. The four short presentations give insight into the model programs with their major results and report central experiences and effects of the programs. Conclusively, especially the cross-border comparison is interesting for science education research and teacher professional development.
ZustandVeröffentlicht - 01.04.2014
Herausgeber (Verlag)European Science Education Research Association


TitelScience Education Research For Evidence-based Teaching and Coherence in Learning (Proceedings of the ESERA 2013 Conference)
RedakteureConstantinos P. Constantinou, Nicos Papadouris, Angela Hadjigeorgiou
BandStrand 14


OrtNicosia, Zypern


  • Lehr-Lernforschung

ID: 430625