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CORDIS - Resultados de investigaciones de la UE
CORDIS

Addressing Attractiveness of Science Career Awareness

CORDIS proporciona enlaces a los documentos públicos y las publicaciones de los proyectos de los programas marco HORIZONTE.

Los enlaces a los documentos y las publicaciones de los proyectos del Séptimo Programa Marco, así como los enlaces a algunos tipos de resultados específicos, como conjuntos de datos y «software», se obtienen dinámicamente de OpenAIRE .

Resultado final

"Model (described) for ""job shadow"" visits and its implication (in terms of teacher education) on personal development" (se abrirá en una nueva ventana)

Identifies best practices in participating countries on knowledge transference between science development and science education and also models for involving the science education community science community nonformal science institutions science teachers associations local actors in facilitating networking activities Reports of UT job shadow staff visits to WEIZ UH to science laboratories especially for educational staff for scientists involved in education school visits participation in teacher training eventsAnalyses of best models for implementation of curriculum change in teachers education help move towards raising its popularity hand in hand with science career awareness at BSc and MSc levels

10 Open Access publications submitted to peer reviewed journals (se abrirá en una nueva ventana)

Ten Open Access publications between partners are submitted, special attention paid at young researchers and disseminating outcomes of the new projects defined and opened during the life of the project. Report includes abtsracts of each publication and anlayses of the impact of ecah OA publication.

Dissemination & Exploitation plan (final M35) (se abrirá en una nueva ventana)

Putting together the Dissemination & Exploitation interim and final plan and corresponding Communication (Media) PlanDrawing up and implementing a Communication (Media) plan to ensure extensive and positive coverage of the consortium in the national and international media; actively working with the consortium’s “outside” dissemination partners to achieve the project’s dissemination and communication goals;Relatedly, writing together the Dissemination & Exploitation plan focusing more specifically on disseminating and opening up new knowledge and know how arising from SciCar

Report on identified PhD research topics together with 3-minute intro-videos (se abrirá en una nueva ventana)

Identifying topics for PhD studies with respect to science career in correlation with WP3 research capacity building focusing on new education through science vision and advances in assessment for learningEstablishing cosupervision between partners raising the capacity of supervision supervisors for the provision of a higher quality of supervision for students3 minute intro videos about the research topics posted on project website Approaching to candidates underatake the resercah projects if requested including coaching activities

Dissemination & Exploitation plan (interim M15) (se abrirá en una nueva ventana)

Putting together the Dissemination Exploitation interim and final plan and corresponding Communication Media PlanDrawing up and implementing a Communication Media plan to ensure extensive and positive coverage of the consortium in the national and international media actively working with the consortiums outside dissemination partners to achieve the projects dissemination and communication goalsRelatedly writing together the Dissemination Exploitation plan focusing more specifically on disseminating and opening up new knowledge and know how arising from SciCar

Report on exemplary teaching ideas about modern research in science (se abrirá en una nueva ventana)

Within the framework of the planned Researcher visits to WEIZ, UH, visit schools in partner countries, complemented by school visits in Estonia, to reflect/understand the education background (theories, teaching approaches), use of and creating new teaching supports, assessment (assessing competence, school-based assessment advances, e.g. use of mobile phones to collect/store/transfer data), promotion of teaching approaches (4-stage model), developing teaching models (by teacher, by students as an assessment exercise)

Media plan detailing specific objectives, measures and strategies (se abrirá en una nueva ventana)

Working closely with WPs 2345 to communicate and disseminate information about the courses and seminars joint schools the results of academic mobility final conference collaborative projects etcDisseminating and communicating the scientific results of the project to diverse audiences using a variety of tools and strategies including the project website mailing lists events Facebook Youtube social media etcOrganising a series of public dissemination events such as best practice talks at schools presentations at education and research fairs panel discussions White Paper presentations etcCollecting and analysing data about the effectiveness and reach of the communication and dissemination effort as well as reactions and feedback to the project by stakeholders and user communities

Report on forming the research groups and respective action plan (se abrirá en una nueva ventana)

The focus is on promoting participation in different research projects understand the difference of science and science education research and value also so called soft skills The overall goal is that researchers are able through their research to design attractive motivational and effective science education approaches and develop curriculaThe report is Identifying research directions theoretical and classroom oriented and staff capacity building forming research groups recruiting new people without background in social science research or in research at all from centres science departments

Report on the work with the programme with schools, list of competencies promoted through science education (se abrirá en una nueva ventana)

Plan of work program with schools and science centres.Building the network/service system between universities, science centres and schools (2-way knowledge transfer).Dveleop of list of comptencies promoted through science education best practices.

Key Perfomance Indicators (se abrirá en una nueva ventana)

Evolution of the publications in high impact journals in the relevant research fields

10 people accepted presentations at major conferences (se abrirá en una nueva ventana)

Confernces to submit the propsoals: ESERA 2021, 2023; NARST 2022,2023, ECRICE 2021; ERIDOB 2023; ICASE 2022 , ASERA 2022 etc

Online training course (se abrirá en una nueva ventana)

Report includes:A guideline/Book of guidelines (online and printed) for modern science education and career awareness in science International online training course in Moodle on addressing attractiveness of science career awareness

White paper on Teacher education for promoting career awareness (se abrirá en una nueva ventana)

White paper focusing on:Producing evidence of the impact of science education approaches in attracting young people towards science studies and science-related careers;Assuring tangible outcomes for use by researchers, teachers, teacher educators and policy-makers for future educational planning;Including research studies on the impacts of context-based approaches in schools or out-of-school education, supporting science education through digital tools, and assessment in these contexts, all within an overall key target to promote interest and career awareness.

Final Conference (se abrirá en una nueva ventana)

Justification of the timeline and programme of the final confernce, sharing the tasks between the parters, determining the participants ( e.g stakeholders). Reports from the evaluation panel members. Analysing data about the effectiveness and reach of the communication and dissemination effort, as well as reactions and feedback to the project by stake-holders and user communities

Modules for teacher training courses targeting to promote industry related competencies (se abrirá en una nueva ventana)

The structure of modules for teachers training courses targeting to promote industry related competnces is developed. Essential role willl be on industry related scenario which promotes work and life skills. The modules are widening knowledge and understanding about new research directions (such as climate change, nanotechnology, etc.).Modules are developed in collaboration between scientists (research in science) and research in education and industry represenatatives. Resutlts of piloting the modules will be discussed.

Data Management Plan (se abrirá en una nueva ventana)

Ensuring the sustainability of cooperation developed under this project beyond the project lifetime securing the role of the UT as a hub of professional exchanges in the fieldEnsuring effective knowledge management according to established norms rules and best practicesData ethics and IPR management6A Draft Data Management Plan prepared in M6 and updated throughout the project finalised

Website (se abrirá en una nueva ventana)

Developing the structure of the website and dissemination and communication startegies Sharing the tasks between the staff Establishing the maintadness and sustainability of the updatedness of the project website

Publicaciones

A Future Trend for Science Education: A Constructivism-Humanism Approach to Trans-Contextualisation (se abrirá en una nueva ventana)

Autores: Jack Holbrook, T. B. M. Chowdhury, Miia Rannikmäe
Publicado en: Education Sciences, Edición 12, 2024, Página(s) 413, ISSN 2227-7102
Editor: MDPI
DOI: 10.3390/educsci12060413

THE RELEVANCE OF LEARNING OUTCOMES INCLUDED IN ESTONIAN GRADE 7-9 SCIENCE SUBJECT CURRICULA ASSOCIATED WITH THE CONCEPT OF ENERGY (se abrirá en una nueva ventana)

Autores: Lauri Kõlamets, Heili Kasuk, Jack Holbrook, Rachel Mamlok-Naaman
Publicado en: Journal of Baltic Science Education, Edición 22, 2023, Página(s) 653-667, ISSN 1648-3898
Editor: Scientific Methodical Center
DOI: 10.33225/jbse/23.22.653

Engagement in Learning Physics Through Project-Based Learning: A Case Study of Gifted Finnish Upper-Secondary-Level Students (se abrirá en una nueva ventana)

Autores: Taina Makkonen, Kirsi Tirri, Jari Lavonen
Publicado en: Journal of Advanced Academics, Edición 32, 2024, Página(s) 501-532, ISSN 1932-202X
Editor: Sage Publications
DOI: 10.1177/1932202x211018644

Examining Estonian science teachers’ beliefs about teaching and assessment (se abrirá en una nueva ventana)

Autores: Triin Rosin, Katrin Vaino, Regina Soobard, Miia Rannikmäe
Publicado en: Cogent Education, Edición 9, 2023, ISSN 2331-186X
Editor: Taylor and Francis Ltd.
DOI: 10.1080/2331186x.2022.2104472

PREDICTING SITUATIONAL INTEREST BY INDIVIDUAL INTEREST AND INSTRUCTIONAL ACTIVITIES IN PHYSICS LESSONS: AN EXPERIENCE SAMPLING APPROACH (se abrirá en una nueva ventana)

Autores: Rauno Neito, Elisa Vilhunen, Jari Lavonen, Kaido Reivelt
Publicado en: Journal of Baltic Science Education, Edición 22, 2023, Página(s) 1063-1073, ISSN 1648-3898
Editor: Scientific Methodical Center
DOI: 10.33225/jbse/23.22.1063

Secondary school students’ understanding of circular economy and recycling at a small rural school (se abrirá en una nueva ventana)

Autores: Anne Laius, Rolf Saarna, Merike Kont
Publicado en: Interdisciplinary Journal of Environmental and Science Education, Edición 20, 2024, Página(s) e2409, ISSN 2633-6537
Editor: Modestum DOO
DOI: 10.29333/ijese/14620

A model conceptualising trans-disciplinarity within school science education based on a systematic literature review (se abrirá en una nueva ventana)

Autores: Tapashi Binte Mahmud Chowdhury, Jack Holbrook, Miia Rannikmäe
Publicado en: International Journal of Science Education, Edición 46, 2024, Página(s) 1169-1191, ISSN 0950-0693
Editor: Taylor & Francis
DOI: 10.1080/09500693.2023.2281007

Expanding disciplinary and interdisciplinary core idea maps by students to promote perceived self-efficacy in learning science (se abrirá en una nueva ventana)

Autores: Helen Semilarski, Regina Soobard, Jack Holbrook, Miia Rannikmäe
Publicado en: International Journal of STEM Education, Edición 9, 2022, ISSN 2196-7822
Editor: SpringerOpen
DOI: 10.1186/s40594-022-00374-8

Clarifying the Relation Between Epistemic Emotions and Learning by Using Experience Sampling Method and Pre-posttest Design (se abrirá en una nueva ventana)

Autores: Elisa Vilhunen, Miikka Turkkila, Jari Lavonen, Katariina Salmela-Aro, Kalle Juuti
Publicado en: Frontiers in Education, Edición 7, 2022, ISSN 2504-284X
Editor: Frontiers Media SA
DOI: 10.3389/feduc.2022.826852

Domains and origins of information and knowledge encountered by pre-service teachers during professional experiences in Helsinki and Johannesburg (se abrirá en una nueva ventana)

Autores: Jari Lavonen, Sarita Ramsaroop, Ani Loukomies, Nadine Petersen, Elizabeth Henning
Publicado en: Asia-Pacific Journal of Teacher Education, Edición 51, 2023, Página(s) 297-321, ISSN 1359-866X
Editor: Carfax Publishing Ltd.
DOI: 10.1080/1359866x.2023.2197189

The S in STEM: gender differences in science anxiety and its relations with science test performance-related variables (se abrirá en una nueva ventana)

Autores: Dmitri Rozgonjuk, Karin Täht, Regina Soobard, Moonika Teppo, Miia Rannikmäe
Publicado en: International Journal of STEM Education, Edición 11, 2024, ISSN 2196-7822
Editor: SpringerOpen
DOI: 10.1186/s40594-024-00504-4

The concept and impact of the Horizon 2020 twinning project addressing the attractiveness of science awareness (SciCar), 2020–2024; pp. 317–321 (se abrirá en una nueva ventana)

Autores: M Rannikmäe
Publicado en: Proceedings of the Estonian Academy of Sciences, Edición 73, 2024, Página(s) 317, ISSN 1736-6046
Editor: Estonian Academy Publishers
DOI: 10.3176/proc.2024.3.12

Engaging Students in Scientific Practices in a Remote Setting (se abrirá en una nueva ventana)

Autores: Anna Lager, Jari Lavonen
Publicado en: Education Sciences, Edición 13, 2023, Página(s) 431, ISSN 2227-7102
Editor: MDPI
DOI: 10.3390/educsci13050431

Technological pedagogical content knowledge of primary school science teachers during the COVID-19 in Thailand and Finland (se abrirá en una nueva ventana)

Autores: Pavinee Sothayapetch, Jari Lavonen
Publicado en: Eurasia Journal of Mathematics, Science and Technology Education, Edición 18, 2024, Página(s) em2124, ISSN 1305-8215
Editor: Moment Publications
DOI: 10.29333/ejmste/12118

Student teachers’ situational engagement during teaching practice in Finland and South Africa (se abrirá en una nueva ventana)

Autores: Anni Loukomies, Nadine Petersen, Sarita Ramsaroop, Elizabeth Henning, Jari Lavonen
Publicado en: The Teacher Educator, Edición 57, 2022, Página(s) 255-279, ISSN 0887-8730
Editor: Ball State University
DOI: 10.1080/08878730.2021.1991539

Supporting career awareness through job shadowing and industry site visits (se abrirá en una nueva ventana)

Autores: Rachel Mamlok-Naaman, Ron Blonder, Jari M. J. Lavonen, Jack Holbrook, Miia Rannikmae
Publicado en: Chemistry Teacher International, 2024, ISSN 2569-3263
Editor: De Gruyter
DOI: 10.1515/cti-2024-0048

The Pre-service Teachers’ Perceptions of Integrated Teaching, Inquiry Learning, using ICT and Real-life Examples in Science Classes (se abrirá en una nueva ventana)

Autores: null null, Anne Laius, Minna Presmann, null null
Publicado en: Science Education International, Edición 35, 2024, Página(s) 92-101, ISSN 2077-2327
Editor: ICASE
DOI: 10.33828/sei.v35.i2.3

Establishing trans-contextual science education in promoting active informed citizenry for societal development (se abrirá en una nueva ventana)

Autores: Chowdhury, T. B. M.
Publicado en: Edición University of Tartu Press, 2022, ISBN 978-9916-27-013-4
Editor: University of Tartu
DOI: 10.5281/zenodo.14801192

Improving Students' Self-Efficacy towards acquiring Disciplinary and Interdisciplinary Core Ideas and 21st Century Skills for Promoting Meaningful Science Learning

Autores: Semilarski, Helen
Publicado en: Edición University of Tartu Press, 2022, ISBN 978-9916-27-011-0
Editor: University of Tartu

Predicting Lower Secondary School Students' Intrinsic Motivation in Science Learning: the Role of Context and Teaching-Learning Approaches (se abrirá en una nueva ventana)

Autores: Teppo, Moonika
Publicado en: Edición University of Tartu Press, 2023, ISBN 978-9916-27-338-8
Editor: University of Tartu
DOI: 10.5281/zenodo.14801093

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