Academic journal article CEPS Journal : Center for Educational Policy Studies Journal

Teaching Chemistry about 'Stevia' - A Case of Cooperative Curriculum Innovation within PROFILES in Germany

Academic journal article CEPS Journal : Center for Educational Policy Studies Journal

Teaching Chemistry about 'Stevia' - A Case of Cooperative Curriculum Innovation within PROFILES in Germany

Article excerpt

PROFILES is a project of teacher education and curriculum innovation funded by the FP7-programme of the European Union. The aim of PROFILES is implementing innovative science teaching practices incorporating a societal perspective and compassing inquiry-based science learning. The University of Bremen, Germany, as one of the partners, combines teacher continuous professional development with the research-based design of new teaching and learning modules for science teaching. This paper presents - as an exemplary case - how the University of Bremen is operating PROFILES. This case is illustrated according to the development of a teaching and learning module on sugar and sweeteners, incorporating the use of advertising in science education.

Keywords: Chemistry education, Curriculum development, PRO- FILES, Participatory Action Research, Sweeteners, Stevia, Advertising

O steviji pri pouku kemije - primer inovacije v okviru projekta PROFILES v Nemciji

Marc Stuckey, Marianne Lippel in Ingo Eilks*

* PROFILES je projekt o izobrazevanju uciteljev in kurikularnih inovaci- jah, ki ga je financirala Evropska unija v okviru programa FP 7. Eden izmed namenov projekta je bil vpeljevanje inovativnih pristopov v naravoslovnem poucevanju, v katere sta vkljucena druzbeni vidik in ucenje naravoslovja z raziskovanjem. Univerza v Bremnu, Nemcija, ena izmed projektnih partneric, zdruzuje stalno strokovno spopolnje- vanje uciteljev z oblikovanjem novih raziskovalno usmerjenih ucnih modulov v naravoslovnem izobrazevanju. V prispevku je predstavljeno - kot vzorcni primer -, kako projekt PROFILES poteka na Univerzi v Bremnu. Prikazan je primer razvijanja modula o sladkorju in sladilih z navodili za ucitelje in ucence, vkljucen pa je tudi pomen oglasevanja v naravoslovnem izobrazevanju.

Kljucne besede: poucevanje kemije, razvijanje kurikuluma, PROFILES, akcijsko raziskovanje z udelezbo, sladila, stevija

Introduction

One of the central foci of activity in the PROFILES-project at the Uni- versity of Bremen is to associate with school reform in the State of Bremen (one of the 16 states making up Germany) in the field of science education. In 2010, the State of Bremen implemented a school reform through the establish- ment of a new type of secondary comprehensive school: the Oberschule. In the Oberschule, science in the lower grades of secondary education (grades 5-8, age range 10-15) combines the previously independent disciplines of chemistry, biology and physics into one subject, namely 'science'. At present, textbooks and official curriculum materials for teaching integrated science following the new syllabus are still unavailable. This means that since 2011, the science teachers in the State of Bremen have been developing their own curriculum materials for their teaching requirements.

Unfortunately, most science teachers in Bremen are not trained in more than one of the science subjects, such as biology, chemistry and physics. The teachers feel they themselves are not particularly competent and self-confident enough in developing integrated science curriculum materials, especially in the areas where they consider themselves being non-experts. The University of Bre- men, therefore, took the initiative to help science teachers in Bremen in their reform and curriculum implementation efforts within the PROFILES project (Schindler et al., 2014). PROFILES-Bremen assists the reform by forming net- works of teachers and helping them in the development of their curricula and teaching practices in accordance with the philosophy of PROFILES (Bolte et al., 2011). The joint curriculum development aims on contributing to teachers' continuous professional development. It takes into focus promoting teacher's self - efficacy in different identified educational areas, including the implemen- tation of socio-scientific issues-based science education, the promotion of in- quiry learning, and fostering general educational skill development (Bolte et al. …

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