PUBLICATION INFORMATION
TITLE OF PUBLICATION
CHEMISTRY IN ACTION! SPECIAL ISSUE NO. 97 ON SALIS
NAME OF AUTHOR(S)
eds. Peter Childs
NAME OF PUBLISHER
Chemistry in Action!
LANGUAGE OF PUBLICATION
English
PUBLICATION TYPOLOGY
Newspaper / Magazine article
TARGET GROUP OF PUBLICATION
Teachers
SIZE OF THE PUBLICATION
Over 10 pages
DESCRIPTION OF CONTENTS
This special issue of Chemistry in Action! focusses on the SALiS Project: Student Active Learning in Science, and features a number of aspects of the project activities and results.
These include:
Introduction to the project by Ingo Eilks, Marika Kapanadze and Peter E. Childs
More Student Active Learning in Science (SALiS) – From a Theoretical Justification to Implications for Science Teaching by Ingo Eilks
Evaluating Students Active Learning in Science Courses by Claus Bolte and Sabine Streller
Experiencing Inquiry Learning by Sabine Streller
Low-Cost Techniques in Science Classrooms by Silvija Markic, Nicole Poppe and Marc Stuckey
Using Science Demonstrations to Develop Thinking and Inquiry Skills by Peter E. Childs and Sarah Hayes
SALiS on the Web by Marc Stuckey, Moritz Krause and Ingo Eilks
The Impact of the TEMPUS-project SALiS from the Perspective of Georgia by Marika Kapanadze
The Implementation of SALiS Project in Moldova:
in the Institute of Educational Sciences from Moldova Lilia Pogolsa and in the University of the Academy of Sciences of Moldova by Maria Duca
The Impact of the TEMPUS-Project SALiS on Science Teacher Training in Israel The Arab Academic College for Education by Muhamad Hugerat, Ahmad Basheer, Naji Kortam, Naim Najami, Riam Abu-Much and Saleem Zidani AND Oranim College of Education by Amos Cohn and Ricardo Trumper
In other words this is a summary of some of the components of a TEMPUS-funded project.
REVIEWER’S COMMENTS ON THE PUBLICATION
Chemistry in Action! is a publication produced three times each year and distributed to over 700 chemistry teachers in Ireland as well as subscribers overseas. The Chief Editor was a partner in the SALiS Project and the evidence of his years of experience in Science and Chemistry Education is apparent in his involvement in the project.
The aim of the project was to improve the way science is taught by increasing student activity and involvement through inquiry-based teaching and learning, which is a common theme in today’s science education and the focus of many other EU-funded projects.
The aim of the project was to make science more motivating, more effective in the learning of subject matter and to raise its potential for the promotion of a broad range of cognitive and non-cognitive skills. The ways the project set out to achieve this are described in the articles the magazine.
Overall the project claimed:
SALiS strengthened the science teacher training infrastructure in the six beneficiary institutions through equipping science teacher training laboratories, including written guides that describe the usage of such laboratories in teacher training including questions of safety, logistics and maintenance issues.
The SALiS consortium jointly developed teacher training modules, school teaching materials, and a concept of implementation of SALiS in schools via the use of low-cost lab equipment and microscale experiments for inclusion in pre- and in-service teacher trainings.
The project created the foundation for upgrading science education in many schools in the beneficiary countries by the training of science teachers. Qualification of staff for in and pre-service teacher training concerning the SALiS philosophy took place and is reported.
The main point is that active learning is an obvious pedagogical strategy.
Comments about this Publication
Your comments are welcome
Date: 2014.03.03
Posted by Katerina Salta (Greece)
Message: Issue 97 of the magazine “Chemistry in Action!” is devoted to an EU-Tempus funded project –Student Active Learning in Science (SALiS). The articles of this issue describe the aims, the development, and the results of the project. The main aim of the project was to promote a broad range of students’ cognitive and non-cognitive skills through science learning. Within the SALiS project a curriculum framework for a training course for science educators and science teachers was developed based on the active learning pedagogical strategy. Low-cost-techniques in school science teaching and science teacher training were developed for further successful implementation on student-active and inquiry-based science education. This issue of “Chemistry in Action!” gives information of many hands-on activities, school chemical demonstrations, and websites with chemical education recourses. All these teaching materials may be used for broadening the chemistry curriculum and resulted to successful experiences in the Chemistry classroom.
