A field study examining success factors of university-schoolcollaboration
Journal Title: European Journal of Science and Mathematics Education - Year 2015, Vol 3, Issue 3
Abstract
With decreasing numbers of students pursuing a career in science (OECD, 2008), the call for educational reforms building a basis for an interest in science is great. Cooperation between schools and universities are an important aspect of these reforms, as they aim at sparking an interest in science (Robert Bosch Foundation, 2005). The Ministry of Education of North?Rhine Westphalia has also made these collaborations a mandatory part of the professional development of young students in Germany. In order to determine the connection between the success factors diversity of the human resources, financing, public relations work, as well as evaluation and the actual success of such projects, a questionnaire with 26 items, including open questions, was developed for a quantitative approach to the topic. The survey was mailed to 119 institutions, schools and universities, in Germany to find out about active cooperation. Out of the 119 institutions asked to take part in the survey, only eight were willing to do so. Therefore, the results are of an exploratory nature and can only indicate certain tendencies. The results reveal that the involvement of teachers and teacher trainees seems to be important for pedagogical exchange. Financing was mainly realized through external funding and not through the state. There was also a call for improvement in terms of money available for the projects. Public relations activities as well as regular evaluation led to higher public recognition. Consistent evaluation is also seen as a crucial factor for the development and improvement of collaborative projects.
Authors and Affiliations
Claas Wegner| Biology Didactics Department, Bielefeld University, Bielefeld, Germany, Nadeshda Janzen *| Biology Didactics Department, Bielefeld University, Bielefeld, Germany, For correspondence: carolin_zehne@web.de, Carolin Zehne| Biology Didactics Department, Bielefeld University, Bielefeld, Germany
Keywords
Related Articles
- EP ID EP8066
- DOI -
- Views 390
- Downloads 25
Development of the structured problem posing skills and using metaphoric perceptions
The purpose of this study was to introduce problem posing activity to third grade students who have never met before.This study was also exploredstudents’ metaphorical images on problem posing process. Participants were...
A scoping study investigating student perceptions towards inquiry based learning in the laboratory
There has been an increasing movement towards the introduction of inquiry based learning in undergraduate physiology laboratories. Students can however find this challenging when there is a sudden transition from traditi...
The relationship between pre-service science teachers’ epistemological beliefs and preferences for creating a constructivist learning environment
The present study investigated the relationship between pre-service science teachers’ epistemological beliefs and perceptions of a constructivist learning environment. The Turkish version of Constructivist Learning Envir...
‘Engaging in an argumentative discourse’- narratives from biology classrooms
The present paper delves into the classroom dynamics of Biology classrooms taking into account teaching learning processes associated with some of the ethical issues in Biological Sciences. Argumentation and debate appe...
Impact of using history of mathematics on students’ mathematics attitude: a meta-analysis study
The main objective of hereby study is to unearth the big picture, reaching studies about influence of using history of mathematics on attitude of mathematics among students. 6 studies with a total effect size of 14 that...