You have an idea, interesting results or want to engage a scientific debate? Science Education Review Letters (SERL), a peer-reviewed journal, offers this possibility through short articles of only a few pages. Especially junior researchers are wellcome to publish, and to discuss their findings early in their careers.
Editors are Prof. Upmeier zu Belzen and Prof. Borowski, as well as Prof. Tiemann.
Replacing an atom in a molecule or adding an extra bounding - what are the effects on reactivity of this structure? It is important to visualize the energy of these complex systems for developing a conceptual understanding of theoretical chemistry. Undergraduate students of Chemistry have the chance to see the reactivity of molecules or the stability of complex systems more or less "just-in-time" by a new mathematical algorithm of "CreativQuantum". T-CEL act as an advisory capacity to this teaching approach.
funded by "Verband Chemischer Industrie" (VCI)
Colleagues of STEM eduction founded the ProMINT college in 2007, a structure to combine different activities of teaching and learning in science and mathematic education at Humboldt-University. Up to now more than 50 PhD students learn together, discuss ideas with each other or share international exchange experiences in ProMINTion, the Ph.D. graduate school of the college.
funded by "Deutsche Telekom Stiftung"
The Inspiring Science Education project will design, plan and implement large-scale pilots to stimulate and evaluate innovative use of existing eLearning tools and resources (e.g. interactive simulations, educational games, VR and AR applications, modeling and data analysis tools, eScience applications, as well as, digital resources from research centres, science centres and museums) for scientific disciplines and technology, enhancing science learning in 5,000 primary and secondary schools in 15 European Countries.
The Inspiring Science Education innovation building methodology includes evaluation metrics and benchmarking activities, on the design and deployment of innovative science learning practice and school organization change.
funded by EU 7th Framework Program
This activity aims to collect successful inquiry activities and environments across Europe and train teachers to support dissemination of these activities to youth in order to engage them in innovative and responsible research practices and communities. The learners are encouraged to experience several activities of the work of scientists under the guidance of a supporting community of teachers, university students, and staff of research and science centres. The community validates learning results with an Inquiry Passport, a document describing pupil inquiry experiences and skills, and with several Inquiry Awards.
funded by EU 7th Framework Program
Learning through inquiry has been identified as one of the key teaching methods for science. Inquiry-based science learning looks at students learning through inquiry, using skills employed by scientists such as raising questions, collecting data, reasoning, reviewing evidence, drawing conclusions and discussing results. When students learn through inquiry they are able to develop scientific knowledge and they also
learn about inquiry, including the processes of science, and how to construct reliable, valid and accurate investigations.
The Project „Pathway to inquiry based science teaching“ is a project of the European Union’s Seventh Framework Program which aims at supporting the effective introduction of inquiry to science classrooms and into programs of professional teacher training.
funded by EU 5th Framework Program
This activity aims to have a positive impact on the development of students’ problem-solving competencies by promoting the use of inquiry and problem-based approaches to teaching. To achieve this, a training framework is developed for training teachers how to create science lesson plans by not just providing exemplar solutions to problems that arise from everyday practice, but also enabling them to perceive effective lesson planning in relation to educational principles that may enhance students’ problem-solving skills.
It contributes to an improvement of the quality of science teaching by
(a) training teachers how to change their current teaching practices taking into consideration inquiry-based and problem-based strategies,
(b) introducing learning design processes and methods to motivate teachers to change their practice
(c) offering access to digital science learning material based on inquiry and problem-based methods and thereby expanding the limitations of classroom instruction.
funded by EU Life-Long-Learning Program