Abstract
This article sets out to describe the PROFILES project, an European Commission FP7 science and society project, addresses problems and issues in science education by guiding teachers to embrace a range of teaching factors, such as a context-based approach, motivational constructivist learning; student centred inquiry teaching; enhancing cognitive conceptualisation, and including socio-scientific decision making. The PROFILES project bases the teaching on a theoretically derived, 3 stage model, which is supported through carefully designed PROFILES modules, providing for both the students and the teacher. The major focus of the project is promoting more relevant school science education at the secondary level (grade 7 and above) by guiding teachers to gain ownership of the PROFILES philosophy and approach.
Highlights
I do not believe, after more than 30 years in science education and educational research that we are going to succeed where past generations have failed, unless we make major and fundamental changes in our approach to science education. (J. Lemke, 2005).A major concern in Europe is the issue of students not taking up science and technology related careers (EC, 2004), which is blamed, at least in part, on the abstractness, boring disposition and non-relevance of science being taught in schools (Osborne, Simons, & Collins, 2003)
An underlying guiding factor is a European Report (2007) which focuses on the lack of student interest in science education, especially in the adolescent years and suggests that inquiry-based science education (IBSE) is an important component to include in school science education
Change in school science has traditionally been slow, whereas the pace of scientific and technological development within the society is great, so much so that there is a danger that the changing world is making the relevance of science education even more suspect
Summary
This article sets out to describe the PROFILES project, an European Commission FP7 science and society project, addresses problems and issues in science education by guiding teachers to embrace a range of teaching factors, such as a context-based approach, motivational constructivist learning; student centred inquiry teaching; enhancing cognitive conceptualisation, and including socio-scientific decision making. The major focus of the project is promoting more relevant school science education at the secondary level (grade 7 and above) by guiding teachers to gain ownership of the PROFILES philosophy and approach. Njegov namen je premostiti probleme v naravoslovnem izobraževanju z izobraževanjem učiteljev na različnih področjih, kot so: uporabljanje novega pristopa poučevanja, ki temelji na vsebinah, ki so učencem znane, promoviranje motivacijsko-konstruktivističnega učenja; učenje z raziskovanjem, pri katerem je v ospredju učenec; izboljšanje razumevanja pojmov in vključevanje odločanja v okviru socionaravoslovnega konteksta. Ključne besede: PROFILES, motiviranje učencev, pomembnost, tristopenjski model, učenje z raziskovanjem, socionaravoslovni kontekst c e p s Journal | Vol.4 | No1 | Year 2014 11
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