Science Education Funding in Europe and the Inspiration for Chain Reaction

2019 ◽  
pp. 12-32
Author(s):  
Josephine Booth ◽  
Eleanor E. Byrne
Keyword(s):  
Science Education ◽  
Education Funding ◽  
Framework Programme ◽  
Chain Reaction ◽  
Education Systems ◽  
Policy Perspective ◽  
Horizon 2020 ◽  
Research Initiative ◽  
Key Aspects ◽  
Funding Stream

This chapter aims to introduce the policy perspective of the relevant European funding stream, tracing the evolution of the science with and for society call from the first Framework Programme through to Horizon 2020. It also introduces the Pupil Research Initiative (PRI) and how the Chain Reaction project built upon PRI's legacy, using its successes to inform a project that was relevant across Europe. The chapter highlights the key aspects of the chain reaction project, for example the Pupil Research Briefs (PRBs) and Express Yourself Conferences, and how these were adapted, and in the case of the PRBs, expanded upon to be more relevant to different partner contexts and the needs of their education systems and curricula.

Inquiry and Chain Reaction in Slovakia

2019 ◽  
pp. 157-167
Author(s):  
Janka Raganova ◽  
Stanislav Holec ◽  
Martin Hruska ◽  
Miriam Spodniakova Pfefferova
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Secondary School Students ◽  
Time Pressure ◽  
Chain Reaction ◽  
School Students ◽  
Teacher Trainees ◽  
Science Projects ◽  
Training Courses ◽  
The Impact

The chapter presents how the Chain Reaction project was implemented in the context of science education in Slovakia. The educational reform highlighted inquiry as a leading approach in science education. But teachers were not prepared for implementation of such approaches. There was a lack of resources and a strong time pressure caused by a reduced number of science subjects lessons. Students' motivation to do and to study science was weak. Thus, the project team from Matej Bel University Banska Bystrica concentrated on two main issues: gaining teachers' engagement in non-traditional ways of science subjects teaching and motivating students to put their effort into inquiry-based science projects. The main problems connected with delivery of the Chain Reaction approaches in Slovak schools are discussed and the impact on secondary school students, science teachers, and teacher trainees is demonstrated. The developed pre- and in-service teacher training courses will serve as a tool of sustainability of the inquiry-based approaches in science education in Slovakia.

Chain Reaction

2019 ◽  
pp. 34-46
Author(s):  
Stuart Bevins
Keyword(s):  
Science Education ◽  
Education Reform ◽  
School Science ◽  
Positive Outcomes ◽  
Anecdotal Evidence ◽  
Chain Reaction ◽  
Science Classrooms ◽  
Emerging Themes

This chapter describes aspects of the successes and obstacles in the delivery of chain reaction in school science classrooms in England. It offers an overview of recent education reform in England and moves on to discuss the implementation of the program and provides anecdotal evidence from teachers to support emerging themes from the delivery experience. Issues of “time” restraints and over-burdened “curricular” as barriers to the deployment of inquiry approaches are highlighted by identifying positive outcomes and offering implications for science education across Europe.

A Comparative Study on Undergraduate Computer Science Education between China and the United States

2015 ◽  
pp. 918-933
Author(s):  
Eric P. Jiang
Keyword(s):  
United States ◽  
Science Education ◽  
Comparative Study ◽  
Computer Science ◽  
Computer Science Education ◽  
Primary Source ◽  
The United States ◽  
Education Systems ◽  
Public And Private ◽  
Computer Scientists

With the rapid growth of the Internet and telecommunication networks, computer technology has been a driving force in global economic development and in advancing many areas in science, engineering, health care, business, and finance that carry significant impacts on people and society. As a primary source for producing the workforce of software engineers, computer scientists and information technology specialists, computer science education plays a particularly important role in modern economic growth and it has been invested heavily in many countries around the world. This chapter provides a comparative study of undergraduate computer science programs between China and the United States. The study focuses on the current curricula of computer science programs. It in part is based on the author's direct observation from his recent visits to several universities in China and the conversations he had with administrators and faculty of computer science programs at the universities. It is also based on the author's over two decades experience as a computer science educator at several public and private American institutions of higher educations. The education systems in China and the United States have different features and each of the systems has its strengths and weaknesses. This is likely also true for education systems in other countries. It would be an interesting and important task for us to explore an innovative computer science education program, which perhaps blends the best features of different systems and helps better prepare graduates for the challenges working in an increasingly globalized world. We hope the study presented in this chapter provides some useful insights in this direction.

scholarly journals Science and Technology Policy Research in the EU: From Framework Programme to HORIZON 2020

2019 ◽  
Vol 8 (5) ◽  
pp. 153 ◽  
Author(s):  
Junic Kim ◽  
Jaewook Yoo
Keyword(s):  
Technology Policy ◽  
Science And Technology ◽  
Policy Research ◽  
Science And Technology Policy ◽  
Policy Implications ◽  
Future Research ◽  
Framework Programme ◽  
The European Union ◽  
Horizon 2020 ◽  
The Eu

Science and Technology policy is regarded as an essential factor for future growth in the EU, and Horizon 2020 is the world’s most extensive research and innovation programme created by the European Union to support and encourage research in the European Research Area (ERA). The purpose of this study is to analyse and evaluate the changes to the EU’s science and technology policies from Framework Programme to Horizon 2020 and to provide vital information to research organisations and academia to conceive and conduct future research on international cooperation with the EU. Through a policy analysis, this study summarised the four science and technology policy implications: (1) building ecosystems through mutual complementation among industries, (2) solving social problems through science and technology, (3) strengthening SMEs’ participation, and (4) sharing knowledge and strengthening collaboration with non-EU countries.

scholarly journals Investigation of Geographic Information Science Education Systems at 14 Universities in North America

2006 ◽  
Vol 14 (2) ◽  
pp. 179-185 ◽  
Author(s):  
Mizuki KAWABATA ◽  
Oh IWATA ◽  
Ryosuke ESAKI ◽  
Yohei KURATA ◽  
Atsushi NARA ◽  
...  
Keyword(s):  
Science Education ◽  
North America ◽  
Information Science ◽  
Geographic Information Science ◽  
Geographic Information ◽  
Education Systems

scholarly journals Sistem Pendidikan Kuttab Al Jazary Sebagai Representasi Pendidikan Islam Klasik

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Umi Muzayanah
Keyword(s):  
Science Education ◽  
Moral Education ◽  
Education System ◽  
Islamic Education ◽  
Learning Method ◽  
Classical Approach ◽  
Education Systems ◽  
Learning Methods ◽  
Qur’Anic Education ◽  
Qualitative Methodologies

AbstractThe existence of Kuttab in Indonesia has recently begun to grow and develop in several regions. Starting with the establishment of Kuttab Al-Fatih in Depok and then opened branches in 22 cities, other Kuttab began to appear, one of them was Kuttab Al Jazary Surakarta. This research aims to describe the education system of Kuttab Al Jazary, including curriculum and learning methods that represent Classical Islamic education. Using qualitative methodologies, this study obtained several findings. First, the education system in Kuttab Al Jazary consists of Qur'anic education, moral education, and science education. The three education systems are representations of classical Islamic education that were implemented in the Kuttab at the beginning of Islamic development. Secondly, the learning method applied is dominated by the halaqah method especially for learning the Alquran, while the classical approach is used for learning syar'i and science. AbstrakKeberadaan Kuttab di Indonesia akhir-akhir ini mulai tumbuh dan berkembang di beberapa wilayah. Berawal dari berdirinya Kuttab Al-Fatih di Depok yang kemudian membuka cabang di 22 kota, kuttab-kuttab lain pun mulai bermunculan, salah satunya adalah Kuttab Al Jazary di Surakarta. Penelitian ini bertujuan untuk mendeskripsikan sistem pendidikan Kuttab Al Jazary, mencakup kurikulum dan metode pembelajaran yang merepresentasikan pendidikan Islam Klasik. Dengan menggunakan metode kualitatif, penelitian ini menghasilkan beberapa temuan. Pertama¸ sistem pendidikan pada Kuttab Al Jazary terdiri dari pendidikan Alquran, pendidikan adab, dan pendidikan ilmu. Ketiga sistem pendidikan tersebut merupakan representasi dari pendidikan Islam  klasik yang diterapkan di kuttab-kuttab pada awal perkembangan Islam. Kedua, metode pembelajaran yang diterapkan didominasi oleh metode halaqah khususnya untuk pembelajaran Alquran, sedangkan metode klasikal dilakukan untuk pembelajaran ilmu syar’i dan ilmu umum.

Policy framing and resistance: Gender mainstreaming in Horizon 2020

2020 ◽  
pp. 135050682093549
Author(s):  
Bianka Vida
Keyword(s):  
European Union ◽  
Research And Development ◽  
Gender Equality ◽  
Gender Mainstreaming ◽  
Advisory Group ◽  
Framework Programme ◽  
The European Union ◽  
Policy Framing ◽  
Horizon 2020 ◽  
Policy Frame

Scholarship on gender mainstreaming (GM) in the European Union (EU) consistently highlights the disappointing implementation of gender mainstreaming. This article contributes to that discussion through the analysis of the first policy frame on gender equality in the work programmes of the EU’s Framework Programme for Research and Development, Horizon 2020, from 2014 until 2016. This article analyses how GM as a transformative strategy is contextualised by advisory group experts, and what is being achieved within Horizon 2020 work programmes. In opposition to the Commission’s rhetorical commitment to GM, this article demonstrates that Horizon 2020 work programmes exemplify a failure of implementing GM, further depoliticising gender equality in the Commission’s neoliberal context.

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