Informal formal learning networks Prof Hannu Salmi ECSITE

Informal- formal learning networks Prof. Hannu Salmi ECSITE, 11. 6. 2016 hannu. salmi@helsinki. fi

Implementing the Inquiry Beyond the School The Fibonacci Project (2010 -2013) aimed at a large dissemination of inquiry-based science education throughout the Europa. More than 20 partners -> Evidence-based teacher education model http: //blogs. helsinki. fi/tiedekeskuspedagogiikka/files/2013/01/Fibonac ci. pdf

Pre-visit – Visit – Post-visit –model in action Pre-Visit Stage: as introduction the teacher education takes place in the University, other institute, special course, or remote ICT-learning The subject matter of the exhibitions is part of the professional and personal development for all the teachers Use of ICT as cost-effective pre-lecture for the orientation for the visit itself, and the focus of the visit to the Centre pre-tasks for the visit stage Visit Stage: training takes place in science centre open learning settings (workshops, demonstrations, experiments, laboratories, planetarium, exhibitions, out-door settings, etc. ) The main impact for the visit to the science centre is intrinsic motivation and learning by doing As supplementing impact for the visit to the science centre the teachers mention a) the exhibitions content as an entity and b) having an opportunity to utilise varying learning methods the teachers impact of the visit to the science centre well-organised especially in relation to their school rhythm, and the visit to the single exhibit unit (like laboratory) The co-operative learning nature as impact of the visit to science centre is found important by the teachers. Post-Visit Stage: utilising the hands-on methods learned in the science centre back at school in teaching as well bringing idea for pupils and students impact for the subject matter, the most important for the teachers is “learning by doing” impact of the opportunity to apply a method “to make observations” impact of Laboratory, Demonstrations, and Planetarium as specified IBSE personal & professional learning sources Impact of the entity: Pre-lecture + Visit + Post-lecture, back added-value for their work (while the teachers invest a lot of their – especially mental – resources for the process!)

”New Educational Model & Paradigm” • Reflecting Education. 8, 2, 45 -61 - -Science Centre Pedagogy Procedia : Social and Behavioral Sciences. 45, s. 284 -295 -- Augmented Reality • Creative Education; July 2016 -- Field an Out-door Education

How do engineering attitudes vary by gender and motivation? Attractiveness of outreach science exhibitions in four countries. EJEE 1/2016. Salmi, H. & Thuneberg, H. & Vainikainen, M. Science Circus Heureka, Fin Energiakeskus, Estonia Xperi. Lab, Belgium Tehnoannas Pagrabi, Latvia

. . . Attitudes • shown to be formed early, hard to change after elementary school (Gibson & Chase, 2002) -> important to analyze and influence them before transition to middle school. • especially difficult, if the attitudes have been formed more intuitively, automatically and on emotional basis than more consciously in process of time (Kahneman, 2003). • attitudes of girls already early become more negative toward science. • overall students often tend to lose their interest by time. (Hong & al. , 2013, 2010; Jidesjö, 2008, 2012; Farenga & Joyce, 1999) 8

“ “Discover the Art of Math” -network • “Discover the Art of Math” • Energiakeskus, Estonia • Innovatum, Trollhättan, Sweden • Technical Museum, Stockholm, Sweden • Z(i)noo Centre, Cesis, Latvia • SOIHTU, Jyväskylä University Science Centre • BRIDGES World Conference !!! • University of Helsinki Salmi, H. , Vainikainen, M-P. & Thuneberg, H. 2015 Journal of Science Communication. 14, 4, 1 -19 Vainikainen, M-P. , Salmi, H. & Thuneberg, H. 2015 Journal of Research in STEM Education. 1, 15 -29 9

Research design 0 month Pre tests Motivation (Deci & Ryan test) Knowledge pre-test Visual reasoning, (Raven test) Attitudes toward science Future educational plans Background variables: school achievement, gender, country 10 1 mth 2 month post tests Situation motivation Knowledge post-test SCIENCE EXHIBITION Attitudes toward science VISIT Future educational plans

Learning: Texts or Tests? ! “There may be a mismatch between the structure of the knowledge and the structure of the print and oral language media traditionally used both impart and test that knowledge. ” (The Science: Greenfield 2009, 71)

Knowledge test • RIGHT ! • WRONG! • I DON’T KNOW • totally 59 items 12

boys girls Technologist attitude in time-point 0 and 1 13

What explains the Knowledge results? Reasoning ability (Raven). 12** Gender . 44***. 17*** ? ? -. 19*** . 09* Pre-Knowledge (. 11) . 23*** . 61***. 13** School success . 09**. 13**. 10* . 15** Earlier visit to science centre . 13** -. 10* Autonomy feeling (RAI) . 13*** -. 15**. 20*** Situation motivation (. 07) Post-Knowledge (. 49)

Mobile science exhibition in Finland Visual perception (Raven). 12** Gender . 44***. 17*** -. 19*** Pre knowledge (. 11) . 23*** School achievement . 15** Earlier science center visit . 13** -. 10* . 09*. 61***. 13**. 09** . 13**. 10* -. 15**. 20*** Situation motivation (. 07) . 13*** Relative autonomy experience(RAI) Path model of the effects Post knowledge (. 49)

Mobile science exhibition in Finland Visual perception (Raven). 12** Gender . 44***. 17*** -. 19*** Pre knowledge (. 11) . 23*** School achievement . 15** Earlier science center visit . 13** -. 10* Relative autonomy experience(RAI) Path model of the effects . 09*. 61***. 13**. 09** . 13**. 10* -. 15**. 20*** Situation motivation (. 07) . 13*** Post knowledge (. 49)

STEM - STEAM