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Finnish LUMA programme: teacher training to raise mathematical and scientific capabilities at the secondary level.
In 1995, the government adopted the policy to raise the level of mathematical and scientific knowledge in Finland to the international standard. In the same year, the National Board of Education launched the LUMA (Finnish acronym for natural sciences and mathematics) Programme for 1996-2002.
Based on the conviction that high-quality teaching can only be provided by motivated and well-trained teachers with appropriate methods, the programme invites primary and secondary mathematics and science teachers to participate in additional training free of charge. The training aims to improve teachers' knowledge and pedagogical skills by developing special materials teachers may use in the classroom, for instance a manual on facilities in science training, a book to assist physics teaching in primary school or a publication dealing with scientific experiments in class.
The Ministry of Education has now expanded the programme to partners outside the school system. As a result, businesses, organisations and media now participate in the programme a voluntary self-financing basis.
"Chemistry today" is such a partnership programme run jointly by the Finnish Chemical Industry Federation and the Ministry of Education. The objective of the program was to sharpen chemistry teachers' awareness of the chemical industry and its current research. During a two-day event, teachers have the possibility to listen to presentations by top experts in the field of chemistry from industry and research institutes. Visits of local companies and participation in hands-on work in company labs rounds the program up. For further information please consult the website http://www.chemind.fi.
A final programme evaluation is due by the end of 2002, but the Finnish Ministry of Education views the impacts favourably. The feedback from teachers was highly positive, co-operation between teachers has increased and the connections between schools and with partners outside the schools have become stronger. Many of the 270 educational institutions that participated in the nation-wide project have introduced classes that specialise in mathematics and science. Public appreciation of mathematics and science has risen as well with teachers placing a higher value on their profession. More information is available at http://www.minedu.fi/minedu/education/luma/finn_knowhow.html.
Finnish National Board of Education provides continuing education for teachers.
In Finland, providing high-quality teacher training is a major concern for the Finnish National Board of Education. The institution provides in-service training in mathematics and science as well as in ICT, which have been priorities for several years. It also provides information service for schools, teachers and policy makers. The Finnish Board of Education also takes an active part in setting guidelines for national education policy by drawing up recommendations concerning education policies.
In order to guarantee high-quality student education, the overall requirements for teachers in all school levels are very high. For upper secondary school, for instance, a Master-level university-degree containing pedagogical and subject studies as well as practical training is required. The National Board continually oversees that the requirements are met. Further information on the activities of the Finnish National Board of Education is on their website at http://www.oph.fi/english/.
Academy of Finland's Science Competition promotes interest in science among secondary school students.
The annual Science Competition ("Viksu") for senior secondary students launched by the Academy of Finland in 1998 now has become one of the biggest events of its kind in the country. The aim of the contest is to inspire greater enthusiasm for studies in science among senior secondary students. Students in Finnish senior secondary schools are invited to submit essays on science-related topics from any scientific area or even from literature. More than 130 entries are received annually. Experts such as researchers involved in Academy-funded research projects review the entries and forward them to a panel consisting of professors from different disciplines who choose the winners. Prizes totalling around 17 000 euros are awarded to the ten best entries.
The competition attracts considerable interest since the winners are automatically granted entry to several Finnish universities provided that their essay is directly related to the field of study they apply for and that they have completed the matriculation examination. For further information on the Academy of Finland Annual Science Competition, please contact Terhi Loukiainen at terhi.loukiainen@aka.fi or consult the web site of the Academy of Finland at http://www.aka.fi/users/396/3342.cfm.
Norwegian participation in ROSE: An International Project on Perception of Science
Norway participates in the international ROSE - the Relevance Of Science Education - project, a comparative and co-operative international study aimed at investigating which elements are important to the learning of science and technology. The rationale behind the project is the perception that S&T curricula are becoming increasingly irrelevant to students, leading to a lowered interest in science-related issues and ultimately, disinterest in pursuing a career in this field.
The project investigates the contents and context of science education for the project's target group of pupils at the end of secondary school, i.e. pupils aged 15 or 16. In Norway, the Research Council of Norway, the University of Oslo and individuals work jointly on the collection of data concerning pupils' experiences, interests, priorities and perceptions related to learning of science subjects. In addition, their attitude towards these subjects is evaluated. On the basis of the relevant data collected in different countries, directions for the improvement of curricula, textbooks and classroom activities will be indicated. The involvement of more than 30 different countries is seen as an important element for enabling cross-cultural comparisons as well as a mutual learning processes. For further information please consult website at http://folk.uio.no/sveinsj/ROSE_project_description.htm.
Austrian "Innovative Youth" competition
The national "Innovative Youth" competition, a part of the larger "European Contest for Young Scientists" of the European Union, invites young Austrian students to present their most outstanding scientific achievements in a wide range of scientific areas from mathematics, engineering to medical sciences. The initiative aims at fostering interest in science and promoting a co-operative spirit among upper secondary school students. It is conducted partly in co-operation with industry. Attracting young people for careers in science and technology is another purpose of the programme.
Competitors present inventions such as CURE - an instrument for the treatment of skin diseases - or new insights into specific areas such as analysis of the flight of Brazilian humming birds. The top prize winners of the national competition have the possibility to compete with their peers in the annual EU contest. Here, they may exchange ideas with their peers from other countries or communicate with some of the most renowned scientists in Europe. Due to the high quality of the exhibitions and inventions presented at the annual competition and the fact that the inventions often lead to patents, the contest receives widespread media attention. For further information about the event, please consult the website of the 14th EU Contest for Young Scientists held in Vienna, Austria, at http://www.2002youngscientists.org/austria.htm.
Portuguese "Ciência Viva" Program for Primary and Secondary School Students
In Portugal, the promotion of scientific culture is assigned to the "Science Alive Agency", which launched the "Ciência Viva"-program. This includes several initiatives to promote scientific and technological culture among the Portuguese population with a priority on science education at primary and secondary schools. From 1996 to 2001, over 2300 different projects involving half a million students and aimed at fostering the experimental teaching of science in the school have been sponsored. These are grouped into three main lines of action:
Project competition in experimental science. An annual national competition invites applications for the financing of projects aimed at increasing the teaching of experimental science at schools. A wide group of entities such as scientific institutions, universities and municipal councils are also eligible for support under this scheme.
The "Twinning Schools-Scientific Institutions" Program has been launched to foster partnerships between primary and secondary schools and scientific institutions. Within the scope of the program, teenagers and teachers have the possibility to directly observe research and development in scientific institutions. The collaboration has also led to follow-up programs aimed at participation at the annual science competition as well as the offering of training periods to teenagers during school holidays.
The "Science during Holidays for Young People" program provides students with the opportunity to come into close contact with the reality of scientific research through an active participation in training sessions in public and private laboratories and research centres. Under the supervision of scientists and researchers, teenagers are invited to carry out laboratory activities and to participate in scientific projects.
For a more detailed description of these initiatives, which is available in English, please consult the "Ciência Viva"- website at http://www.cienciaviva.mct.pt/cienciaviva/index.asp?lang=en.
The annual "Ciência Viva" Forum brings together the participants to debate and reflect on the projects. During the 5th edition of the forum in Lisbon in May 2001, the results of the different projects were presented in workshops, kiosks or panel discussions, creating opportunities for participants to share experiences and ideas. A "Science Café" was set up to bring together scientists, teachers and journalists in an informal discussion on current scientific issues. The forum stimulates a fruitful interchange of people and ideas. Even more important, these conferences and debates lead to the publication of recommendations regarding the learning of sciences in Portuguese schools. For further information on the "Ciência Viva"- Forum including programs and photos of the previous ones, please consult their website at http://www.cienciaviva.mct.pt/concurso/forum/index.asp
Portugal also encourages pupils to participate in international projects.
Aside from "Ciência Viva" projects, the Portuguese Ministry for Science and Technology encourages primary and secondary pupils to participate in international programs. One example is the "Human Genome" project, aimed at secondary school students in Spain, China and Portugal. Organised by the Ciência Viva agency, the objective is to point out to students the perspectives for prevention and the treatment of genetic diseases in an informal atmosphere. The project is organised in two steps: first, students submit a story on the topic "Genetics in the Year 2020" in a format of their choice such as drama, diary or detective story. In the second step, a discussion forum is organised for participants in the project as well as other interested people, giving the participants the opportunity to debate issues related to the research in the Human Genome Project. For more information on the project, please consult the Ministry of Science and Technology's website at http://www.cienciaviva.mct.pt/instituicoes/projectos/.
Portuguese students also have the opportunity to participate in "Pulsar",an international project set up by the NASA. With the help of a teacher, students create, design and build an experiment that is sent into space on board the Space Shuttle Endeavour. In 2001, brine shrimp, popcorn and seeds have been placed in a special SEM (Space Experiment Module) carrier system in order to find out what happens to them in space. More information on this project is available at the website of the Ministry of Science and Technology at http://www.cienciaviva.mct.pt/concurso/ or the website of the NASA dedicated to that program at http://www.wff.nasa.gov/~sspp/sem.
British Science Engineering Ambassadors Program Fosters Youth's Interest in Science
In January 2002, the British Department for Education and Skills and the Department of Trade and Industry launched the Science Engineering Ambassadors Program (SEA) to encourage young people to understand the opportunities of a career in science, engineering or technology. Via the program, scientists, engineers and technicians have the possibility to work with schools on a voluntary basis. As ambassadors, they support out-of-school activities such as clubs or competitions, offer career guidance or provide industrial experience for students and teachers. Andy Lancashire, for example, works on an engineering scheme for 8 year olds and above. By encouraging them to work with electricity, Mr. Lancashire intends to make science interesting for children.
The infrastructure for the program is being provided by the Science, Technology, Engineering and Mathematics Network (SETNET), which co-ordinates the science ambassadors through its 53 "SET-points" all over Britain. Here, ambassadors are provided with an introductory training that helps them understand the school environment; then, they are matched with the appropriate schools. Because of the success of the program so far, the British government has allocated an additional 2 Mio. euros to the SEA scheme over the next two years. Additional information on the Science Engineering Ambassadors program is available at the web site of SETNET at http://www.setnet.org.uk/ambassador.html.
"Smart Moves" attracts Australian youths to science and science and technology based businesses.
With the funding of the Australian government, the Australian National Science and Technology Centre, "Questacon", has developed the program "Smart Moves" for 14 to 18 year old students in rural and regional Australia. The program aims at attracting young Australians for a career in science and technology-related fields. At the same time, the students are offered the possibility to set up their own business project with the help of experts of by raising venture capital.
The program consists of three phases: first, several teams of Smart Movers tour Australia visiting schools and communities with an interactive multimedia show featuring the latest scientific achievements in Australia. A broad range of scientific areas from astrophysics, biotechnology, to rural science or sports science is addressed. In the second phase, students are invited to take part in programs either focused on science, engineering or business. In phase three, participating youths take part in regional conferences held throughout the year. During these conferences, they are invited to present their ideas or exchange experiences with scientists and business people as well as other participants in the program. Access to valuable scientific or technical knowledge as well as start-up capital will be awarded to the students with the most promising ideas.
"Smart Moves" has initiated co-operation with several other programs including "Young Achievement Australia", a program giving youths the possibility to establish their own small business. Under the guidance of business experts, they may develop a business plan, raise cash or get into contact with business people. One example of a successful smart mover is Jamal Hakim, who, after participating in the program, started his own natural cosmetics company at the age of 17. A web site where youths have the possibility to participate in an online forum or where they can subscribe to a monthly newsletter supports the "Smart Moves" program. For additional information, please consult the "Smart Moves" web site at http://smartmoves.questacon.edu.au/smart_moves.asp.
2002 UK Science Year is packed with Events
The UK Science Year, which started in September 2002, offers 12 months of projects, activities and teaching resources provided by the partners of the event. During event, materials for teachers that can be used in science lessons during the Science Year are developed and supplied. Topics for the event and the learning materials include the human body, other forms of life, bio-ethics and gene therapy, risk and sustainability, and science and art.
The program is based on projects aimed at 10-19 year olds for which funds have been allocated through a competition. After-school science clubs, photography clubs or "dramatisation of science"-clubs are just a few examples of the projects. For the project "Pondlife", for example, funds were used to create facilities that allow students to study the life in and around a pond for a period of 18 months. Branded projects get to participate in the Science Year but do not receive funding by the Science Year initiators. One of these projects is the "Whose Water Competition" where teenagers are invited to investigate how much water their family uses in daily life. On the basis of their findings, they are invited to create posters or videos demonstrating how the consumption of water affects the world.
The Association for Science Education (ASE) and the British Association for the Advancement of Science (BA) are key partners of the Science Year. Other organisations such as the Wellcome Trust is also involved, in order to enable the coverage of a wide range of subjects including medicine, music, computers, and health. The very informative web site of the Science Year is available at http://www.planet-science.com.
In Flanders, Science is on the move
The mobile and custom-built Science Truck EXPERION has been touring Flanders since autumn 1998, reaching more than 6000 pupils in 15 locations. When pupils (in their first year of secondary school, i.e. aged 13) get on the truck, they receive a mission through a "live" satellite connection: to disclose the secrets of a huge object which fell down on the earth after a collision with a satellite. In teams of two or three, they then carry out experiments in geography, biology, physics, language or electricity. The results of the experiments permit them to put the puzzle pieces together and to discover a code that prevents the disintegration of the wreckage.
The Science Truck has been a huge success, according to the sponsor, the Science and Innovation Administration, the operators of the program on board the truck and the teachers. The best proof of success, however, is the change in attitude of pupils during the session, from being skeptic to passionate. Further information on the Science Truck is available at the website the science center "Technopolis", at http://www.technopolis.be/en/index.html.
New Science TV Program for Kids in Flanders
Launched in 2000, the new science TV program, "Curieuzeneuze" gives 10 to 12 year-old kids the possibility for asking questions about science or technology such as "Can I buy a piece of the North Sea?" or "Does my mother's hair turn grey because of my bad behaviour?". Short TV reports are produced to respond to the questions and transmitted every Sunday morning on the children's channel "KetNet".
The TV program has been initiated jointly by the Flemish Community, the Science Centre "Technopolis" and the TV Channel "KetNet" as a part of the Belgian action plan for promoting the understanding of science among primary and secondary school children. For more information, please consult the Flemish web site of "Curieuzeneuze" at http://www.curieuzeneuze.be/.
Belgian SSTC Ministry Launches Science Web Site for Youths
In September 2001, the Belgian Ministry for Science, Technology and Culture (SSTC) has launched the website " www.belspo.be/young", especially designed for youths, offering background information on scientific topics. Under the heading "Science is Everywhere", four major themes are being addressed. "The Earth" offers information on the planet in general with a special emphasis on the Antarctic. "The Outer Space" provides insights into research in the outer space. "The Human Being" informs about the relationship between human beings and society. "It does not stop here" is a section offering additional information on recent developments in scientific research.
In addition, the visitor will find an agenda with seminars, competitions and initiatives of museums such as "Fatal Attraction", an exposition on love messages between animals, links to other web sites such as cultural institutions and a glossary where scientific terms such as "photosynthesis" are explained. A newsletter the youths can subscribe to is also offered on the site.
The launch of the new web site has been accompanied by a broad advertising campaign including a press conference and the distribution of comprehensive leaflets in every Belgian school. Please find additional information by logging on the web site, which is available in French and Belgian, at http://www.belspo.be/young.
"Schools meet Deutsches Museum" science competition with a multimedia component
The "Deutsches Museum" (German Museum), in co-operation with the Bavarian Ministry for Education and Culture, launched the competition "Schools meet Deutsches Museum". This invites secondary level Bavarian students to create multimedia web sites including images, videos or simulations based on an exhibit of the Museum. The jury attaches great importance to the fact that the presentation includes the historical or scientific background and the significance of the exhibition or invention for its time. In 2001, for example, an Internet presentation demonstrating the development of the first aeroplane by Wright Brothers won the first prize. Additional information on the competition, in German only, is available at the web site of the "Deutsches Museum" at http://www.deutsches-museum.de/bildung/wette/beitrag.htm.
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