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8/11/2019 Rolf Hempelmann
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The German Schlerlabor a SEMT educational innovation
Rolf HempelmannPhysical Chemistry, Saarland University, Saarbrcken, GermanyChemistry-Schlerlabor NanoBioLab, Head
Saarlands Schlerlabor Group SaarLab: SpokesmanLernortLabor - Federal Association of Schlerlabors, Berlin: President
2Iasi 2013
definition
out of school out of school
Schlerlabors SEMT places to learn
places to learn
enable contact and experience with up-to-date science and/or technology, provide well-equipped laboratories, allow young people to perform experiments hands-on, have a regular periodical offer of practicals.
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how to translate Schlerlabor
school lab ? it is not at school!students lab school students or university students?extracurricular science lab ? mostly not extracurricular!informal science lab ? mostly formal, sometimes non-formal,
in some cases non-formal/informal
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types, characteristics and examplesof learning
Type Characteristics Exampleformal school
(attendence)at school,out-of-school
organised regular lessons at school,a class visits a museum(organized by theteacher),a class visits the university
for a projectnon-formal
voluntary out-of-schoolandfree-choice
organised summer school, sciencecourses in the studentsfree time
informal voluntary not organised TV, visiting a zoo onSunday
schlerlabor or schuelerlabor
Stocklmayer, Rennie & Gilbert 2010
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schlerlabor foundations in Germany
Schlerlabors:a bottom-up developmentin the educational system
PISA-shock
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coordination by the community itself
2010: foundation meeting of Federal Association of Schlerlabors:LernortLabor Bundesverband der Schlerlabore e.V.
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Schlerlaborsin Germany
Problem for:users, education administration,educational politics,
possible supporters,educational scientists
request to LernortLabor:categorisation / catalogisation
2 BMBF-projects
Large block of SEMT-offersscene of schlerlabors seeminglyconfusing and heterogeneous
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state of the art
Heterogeneity of scene of schlerlabors diffuse and generalizing statementsnot only in the press, but also in papers of educational sciences(compare, e.g., Schmidt, Di Fuccia & Ralle 2011; Priemer 2012 ).
Disadvantages of previous attempts : do not separate the entity of schlerlabors from other out-of-school places to learn
and from in-school offers in the field of SEMT, only partially indicate the function of the different types of schlerlabors, no correlation between name and function of the respective schlerlabor.
Previous attempts of classification of schlerlabors : Dhnhardt, Sommer und Euler (2007) : owner-oriented approach
(universities, research centers, science centers and musea, technology & foundercenters, big science-based industry).
Pfenning (2013) : historically oriented approach (Schlerlabors of the 1 st, 2 nd and 3 rd generation, perhaps also 4 th generation?).
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claims and primary aims of all schlerlabors
Our claim: schlerlabors assume essential tasks in Society & National Economyto arouse the interest in and to support the comprehension ofnatural and engineering sciences in children and young people Scientific Literacy Service for our Society: young people of today adults of tomorrow,they will participate in shaping the future of our science-based society .
Schlerlabors as out-of-school places to learn actively support the schools:school problem: shortage in equipment and in time for laboratory work;general school problems: Heterogeneity and Inclusion
to motivate for non-academic SEMT professions and for SEMT university studies.Service for our National Economy measure against the shortage in personalinterested in science and engineering,technology-based economy .
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primary criteria for all schlerlabors
out-of-school place to learn in the field of SEMTwith real address, really out of schoolscheduled operation at 20 days per year at least(schlerlabor operation at least at 10 % of the days available in the year,
otherwise spontaneous school-student events)hands-on experimentswith the research processin the focus:- inquiry-based experiments
or- guided inquiry-based experiments,
or- recipe-type experiments
52
34
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out-of-school places to learnregistered at LeLa
Kein Schlerlabor
unklar > nein
unklar > ja
SchlerlaborAbout two thirds of the out-of-school places to learn registered at LeLaare real Schlerlabors.
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categories of schlerlabors
originating from the secondary aims of the respective operator
for instance universities: advertisement for better beginner students,improvement of the education of teacher studentswith respect to practical relevance
for instance large-scale companies: cultivation of their image,advertisement for (non-academic) technical jobs
for instance communities: measure against shortage in technical personalof the local SMEs;this is an obstacle for economic prosperity
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categories and criteria
category mode criteria
Sch Le rLa bor K Klassical Schlerlabor
Broad-band promotion : whole classes or courses,sufficient working places for a whole classin the frame work of school activitiesdirect relation to the school curriculum, formal type of learning
Sch Le rLa borF
Young people
s
Research Center
individual promotion : capable and keen boys and girlsLong-term, free research and laboratory workseparate building with appropriate equipmentnon-formal / informal activities beyond school, extracurricular
Sch Le rLa bor L Teaching- Learning-Laboratory
part of teacher
s university education (compulsory)direct relation to the school curriculum
Sch Le rLa bor W Schlerlabor forscience communication communication of the R&D activities of the owner organisation
Sch Le rLa bor U Schlerlabor with
relation toentrepreneurship
information about entrepreneurship and economic relationships
Sch Le rLa bor B Schlerlabor withvocational orientation focussed on offers for information about vocational possibilities
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category = mode of operation:bivalence or multivalence of single laboratory
One schlerlabor worksat the same time and at the same placein two modes of operation, e.g.:
Sch Le r La bor KL
one Schlerlabor worksat different times but at the same placeorat the same time but at different placesin two modes of operation, e.g.:
Sch Le r La bor FK
considering one schlerlabor:
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evaluation of available data
valid statements: all real schlerlabors have been
covered K-labs most abundant category,
frequently in bimodale operation
LeLa-categorisation is importantfor comparability within theFederal Republic of Germany(beyond the state boundaries)LernortLabor: reference
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benefit from categorisation
effect to the inside : operators of schlerlabors can better utilize synergetic effectsand perhaps can establish cooperations or regional networks
effect to the outside : Users, supporters and the school administration canidentify the desired target group,printed media and TV can better comprehend and describe targets and facts
educational sciences : single type of schlerlabors as comparable entityyields more reasonable and evident statements
apparent heterogeneity of scene of schlerlabors collapses
categorisation can be referred (in German language) to as short letter-type article in: LeLa magazin 5 (March 2013) as full paper in MNU-journal:
O.J. Haupt, J. Domjahn, U. Martin, P. Skiebe-Corrette, S. Vorst, W. Zehren, R. Hempelmann,Schlerlabor Begriffsschrfung und Kategorisierung , MNU 66 /6 (2013) 324-330
can be down loaded from www.lernort-labor.de
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LeLa magazin
Aim of the editorial board: Short versions of scientific papers with relation to Schlerlabores Initiation of educational scientific discussions about Schlerlabor issues Reviews of relevant new book editions
with ISSN-Nr.
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classical schlerlaborLeLa magazin 6 (June 2013)
SEMT broad-band support, whole classes:infrastructure adequate for the respective subjects pupils perform laboratory work in small groups
Essential difference to experiments in schools: the environment has flair :
fascinating situation pupils are interested,
pay attention and work intensively. no 45 minute timing: pupils can also
go along wrong ways:
there is sufficient time for corrections. no marks and no performance pressure : pupils ask questions !
misconceptions become clear. girls and boys : gender gap very small in schlerlabors,
only the way of working can differ.
at least 10 working places
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target group: school students,regular practical courses
for instance NanoBioLab:experimentation every Thursday (mostly 2 events, am and pm);
number of student visits in one year : 1600
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types of experiments
single visit of a schlerlabor, content-independent of the school event .
Teachers want to achieve substantially more: longer-lasting motivation of their studentsand content-support of their school teaching, i.e. cognitive effects.
type oflaboratory work manual supervisers remarks
inquiry-basedexperimentation
sparcely, onlyproblem posing
intensive: laboratoryresponsible and 4 to6 educated tutorsper class
pre-knowledge fromschool, comparativelysimple experiments
guided inquiry-based experiments
explanations,helps for learning
(prompts )
less intensivedegree of complexityof the experiments
higherrecipe-type experi-mentation(cooking book )
detailedinstruction
down to just 1supervisor per class
highly-complexexperiments: e.g. inmolecular-biologicschlerlabors
also mixed forms: highly-instructed experimental parts along with open experiments
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inquiry-based experimental problems particular sustainable experimentation:
autonomalously workable/processable, with minimum intervention of tutors
thematically connected with the actual school program (pre-knowledge necessary),
devided into partial tasks, each resolvable in maximum 15 minutes,
open and enactively resolvable problems,
addresses misconceptions
didactical conditioning of experimentsfor inquiry-based experimentation
repeated visits desirable
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characteristics of classical schlerlabors
classical schlerlabor: close relation to school curriculum
classical schlerlabors with strong demand:Chemistry, Biology (Life Science), Physics and Technics schlerlabors.
Less demanded: Mathematics, Informatics, Geography/Geology.
Difficult situation for: Material Science, Nanotechnology, Mechatronics, etc.:Connection to school subjects is not always straightforward
Owner in most cases: university:
Supervision and mentoring by existing personal (academic and technical people)and by in-service school teachers part-time delegated to the university.
Classical schlerlabors of universities can advantageously be extendedtoTeaching-Learning-Laboratories
Sch Le r La bor KL
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class from elementary schoolvisits NanoBioLab
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Teaching-Learning-LaboratoriesLeLa magazin 7 (November 2013)
exist only at universitites with teacher studentsschlerlabor is compulsory part of university didactics education(teaching of subject-specific didacticsusing the respective schlerlabor as platform)
pre-condition: university subject = school subject:Biology, Chemistry, Physics, Geography,to a small extent Mathematics, Informatics
direct relation to curriculum at school
Pure Teaching-Learning-Labs ???There are some, which however do not fulfill the criterion 20 laboratory days not registered by LeLa, data not available.
in most cases: Sch Le r La bor KL
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2 nd target group of schlerlabors:teacher students
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benefit for teacher students
1st course: practical chemistry-specific educational training in the laboratory roomof the schlerlabor without pupils (with school-type equipment),
2nd course: inquiry-based learning and experimentation with pupils
compulsory tutorials in SaarLab-Labs: 6 NanoBioLab, 3 others
pre-school training of teacherstudents close to the school reality
engaged and well-educated tutorsfor the kids in the Schlerlabor
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3 rd target group:in-service teachers
just during the visit in the schlerlabor: new technologies new experimental techniques and methods contact to university
additionally most schlerlabors offertraining of in-service teachers
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4 th target group: Junior Students80 Junior Students at Saarland University per year,
20 of which with subject Chemistry (future elite students)
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research in Teaching-Learning-Labs ?
win-win-situation, utilisation of synergies;advantages for the head of a university schlerlabor: implementation into the key mission teaching
long-term existence of schlerlabor is secured practical work in subject-specific didactics:
many well-educated and very engaged tutors
Sch Le r La bor KL
Increasingly important: empirical instructional research implementation into the key mission research of the university
schlerlabors constitute ideal research platforms many master theses on schlerlabor problems:
very well-educated collaborators in the group of tutors from time to time a doctoral thesis, financed by third-party money
thesis student helps with the coordination of the schlerlabor publications increase visibility
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implementation into research
kids as active researchers : for instance Chemistrykids as object of research: Chemistry-related didactics, instructional studies
Walter Zehren, Inquiry-based
Experimentationin Schlerlabors ,
Thesis,Saarbrcken 2009
Bewertung
Teilnehmer
Vergleichsgruppe
self-efficiacy
intrinsic interest
self-confidence
ideas
interest in a later professionin the SEMT field
evaluation marks
Walter Zehren, Heinz Neber und Rolf Hempelmann, Kognitive und motivationale Effekte durchregelmiges Forschendes Experimentieren im Schlerlabor , MNU-Zeitschrift 66/7 (2013) in print
Participant group
Comparison group
Recently: Dr. phil. nat. in addition to Dr. phil., Dr. rer.nat., Dr. ing.
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young peoplesresearch centers (YPRC)
in Germany
YPRC
100 member labs , among them10 YPRCs
existent, under construction
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young peoples research center (YPRC)
offers as supplementary facility (besides schools and other schlerlabors) : support of individuals / leasure-time pursuit in the field of SEMT well-equipped laboratories experienced supervisors/mentors for young peoples research contacts to companies, reserach institutes and universities,
Low-threshold regional offer, adresses interested young people,in full intention also future non-academic professionals
discoverer pleasureones own initiative, standingability to work in teamsability to accept critics & compromisesability to communicate
ability to work with new media
side effects ( colateral benefits):development of essential soft skills
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typical operation of a YPRC
courses (6 to max. 12 participants), e.g., brazing course inventor club puzzling, developing and research (informal learning) students industrial projects in offer/order relationship summer schools (non-formal learning) evening events for the interested public students conference
Sch Le r La bor F
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typical operation of a YPRC
operation as classical schlerlabor (formal learning) courses (6 to max. 12 participants), e.g., brazing course inventor club puzzling, developing and research
students projects in offer / order relationship vacation courses evening events for the interested public students conference
Sch Le r La bor FK
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SaarLab
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Schlerlaborsat UdS:
2002foundation of
Center of Nanoanalytics (CFN)of Physics
2002foundation of
Mach-mit-Laborof Biochemistry
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NanoBioLab
official opening January 2003
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Schlerlabor SinnTecTechnical sensing devices
Focus onmechatronicsand sensor technology
Offers for Groups of pupils of all
ages (Primary school
up to Gymnasium) Practicals for pupils Individual projects Training of in-service
teachers Education of pre-
service teachers
Secondary stage II
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Universal platform forexperiments in electronicsfor Schools, school groups and pupils
Demo experiments Learning by doing
electronics programming calibration
Base for realisation ofown projects
Individual promotion
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Seven-Labs-Tour a Science Campin the autumn school vacations
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SaarLab23.04.2006
LeLa-prize 2006, phnomenta / Wolfsburg
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Deutschland - Land der Ideen 2008
13.10.2008
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RobertBoschPreis
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Bildung fr nachhaltige Entwicklung (BnE)
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UniCampStudy center of UdS
first participation23.07.2004
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always greatinterest of media
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coating with zinkin lab and industry
12 2 2
2
212 2 2
2
3 6
6
2 2
2
2
6 2 III II
O H O e OH
Fe Fe e
O Fe H O Fe
Fe K
Fe
Fe CN
K H Fe CN
OH
O K
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Lab and industry (KD Pharma in Bexbach):omega-3 fatty acids
ethyl esters of fatty acids
Thin layer chromatography
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SEMT in SchlerlaborSecondary stage 2
Junior study
Schlerlabor in Primary School
NaSci in SchlerlaborSecondary stage 1
SaarLab: complete out-of-school SEMT educational cain,
Haus der Kleinen ForscherKindergarten
connectivity of the offers
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some statistics about schlerlabs
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invitation to the next Annual Meeting of Schlerlabors
in Heidelberg 16. bis 18. Mrz 2014www.lernort-labor.de