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PUBLICATION INFORMATION

TITLE OF PUBLICATION

LA DéMARCHE SCIENTIFIQUE EN FORMATION CONTINUE (THE SCIENTIFIC APPROACH IN CONTINUING TRAINING)

NAME OF AUTHOR(S)

Patrick Delmée

NAME OF PUBLISHER

Magazine "PROF"

YEAR OF PUBLICATION

2012

LANGUAGE OF PUBLICATION

French

PUBLICATION TYPOLOGY

Newspaper / Magazine article

TARGET GROUP OF PUBLICATION

Teachers

SIZE OF THE PUBLICATION

1 - 2 pages

DESCRIPTION OF CONTENTS

Description of continuing training possibilities at the Institut de Formation en Cours de Carrière (IFC, Continuing training school for professionals) for science teachers. Those trainings are based on the scientific approach rather than on the mere transmission of knowledge and are in tune with the evolution of school reality. An example of training addresses students’ science discovery, using simple experiments. The experiment is a starting point to research hypotheses, using everyday life objects as material. The participants analyse the students’ point of view as well as the teachers’, consider links with other subjects such as mathematics, and end up with transposable lesson sequences. For each subject or field, IFC offers various entry points in its training curriculum: creating learning activities, anticipa¬ting and solving students’ difficulties, knowledge assessment and update, the added value of ICT or media education. Every three years, the Government of the Fédération Wallonie-Bruxelles (French-speaking community of Belgium) settles on this programme’s priorities for primary, mainstream secondary and specialised education as well as CPMS (health and welfare centres in schools). Based on those priorities, four working groups create specific curricula, seeking transversal coherence.
The article also mentions an example of scientific activity destined to primary school pupils and prepared by future primary school teachers, during the event “Printemps des Sciences”. They build sequences based on experiments or adapt existing experiments to the different classes. During a week, they live in real time a miscellany of experiments: they have to adapt the material to every level and the teaching approach according to the year or the level. Besides, they can resume, adapt, enhance and pick up on children’s comments. In this way, they innovate, become aware of the specificity of the target audience and they select what can vary from on class to another in a sequence.

REVIEWER’S COMMENTS ON THE PUBLICATION

This article can be found on page 34 of the magazine “PROF” No 15 (September 2012), delivered to all the French-speaking teachers. It describes possibilities of continuing training at Institut de Formation en Cours de Carrière (IFC) for science teachers. INFOREF is recognised as a training organisation (ICT and whiteboard skills) by IFC. Teachers can freely acquire skills in ICT and can in particular build new lesson sequences in chemistry for the whiteboard.
The article mentions an example of scientific activity for primary school pupils prepared by future primary school teachers, during the event “Printemps des Sciences”.
Note that the magazine also contains an article on motivation in chemistry on page 37.

WHERE TO FIND IT

http://www.enseignement.be/download.php?do_id=9475&do_check=

NAME OF THE REVIEWING ORGANISATION

Inforef

Comments about this Publication

Your comments are welcome

Date: 2013.07.02

Posted by Beata Brestenská (Slovakia)

Message: This is a brief article from a French magazine called “PROF”, which is delivered to all French speaking teachers and describes continuing training possibilities, at the Institut de Formation en Cours de Carrière (IFC, Continuing training school for professionals), for science teachers. My opinion is that this article not describe exactly what the training or the approach entailed. The paper is relevant to show us the possible future training, how to training teachers . This approach includes using a scientific and experimental approach and its lack of detail on the training actually provided means that the article is really of very little practical use. The next problem is that this training was very popular 2 years ago but now it not so. On the other hand the paper did not detail exactly what the training or the approach entailed. This publication is benefit for present chemistry teachers at elementary schools, and can be used in Slovakia.

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Date: 2013.05.16

Posted by Eva Krchová (Czech Republic)

Message: As previous comment says this is a short article. It describes continuing training possibilities, at the Institut de Formation en Cours de Carrière (IFC, Continuing training school for professionals), for science teachers.
This article is about training programme run by the institute where teachers have the possibility to train on how to use a scientific approach to teaching science. It is better than some knowledge approach.
The training is about using very simple experiments, which can impress pupil’s mind. The experiments are able to show the chemistry in daily life, this is the right way of spreading chemistry.
What I see as the weakness of this article is that it does not describe exactly what the training or the approach entailed. The paper is relevant to show us the possible future training, how to training teachers . This approach includes using a scientific and experimental approach. Yet its lack of detail on the training actually provided means that the article is really of very little practical use.
In my opinion, this publication is full of benefits for present chemistry teachers at elementary schools, it can be used in Czech Republic. In addition, using methods described in this publication make chemistry themes more interesting for teachers.

Date: 2013.05.10

Posted by Grace Kenny (Ireland)

Message: This was a brief article from a French magazine called “PROF”, which is delivered to all French speaking teachers. The article was from the September 2012 edition. It describes continuing training possibilities, at the Institut de Formation en Cours de Carrière (IFC, Continuing training school for professionals), for science teachers.

The article discusses a training programme run by the institute where teachers are allowed the opportunity to train on how to use a scientific approach to teaching science, rather than just a transmission of knowledge and content approach. The training includes learning how to use simple experiments to guide the pupil’s scientific discovery. The experiment in a starting point for further research by the pupils, using everyday life objects as materials. Unfortunately the article did not detail exactly what the training or the approach entailed.

The article mentioned that two years ago (2010), that the training had been very popular, but it was not as popular anymore.

The paper was relevant in that it shows us that further training in how to approach science teaching is being made available to teachers in France, and that this approach includes using a scientific and experimental approach. Yet its lack of detail on the training actually provided means that the article is really of very little practical use.

However the article did mention briefly one activity taken on by trainee primary school teachers where they enter a school for a week and they build sequences based on experiments or adapt existing experiments to the different classes. “During a week, they live in real time a miscellany of experiments: they have to adapt the material to every level and the teaching approach according to the year or the level. Besides, they can resume, adapt, enhance and pick up on children’s comments. In this way, they innovate; become aware of the specificity of the target audience and they select what can vary from one class to another in a sequence.” This was an interesting idea for primary school teachers, where there was a focus on science only for a week, and right up through the class levels. This opportunity might be valuable for Irish primary school student teachers, as it would put a focus on science, and using a scientific approach to teaching, and it also allows them to get a feel for using the scientific approach at all different levels and to see a continuation of a theme, and a theme being developed right up through a school.

National Reports on successful experiences to promote lifelong learning for chemistry The national reports on chemistry successful experiences to promote lifelong learning for chemistry are now available on the related section of the project portal. The reports presents examples of successful experiences in the partner countries and the results of testing of ICT resources with science teachers.