Suchergebnisse

The project Pri-Sci-Net has received funding from the European Union Seventh Framework Programme (FP7 2007 /13) under grant agreement No.266647. Any opinion expressed is solely of the authors and does not reflect that held by the European Commission. ; One of the challenges of Science Education in the 21st century is that of engaging learners in meaningful learning. Learning science from books does not equip them with the skills and competences necessary to become scientists. The European Commission has recognized this challenge and advocated inquiry-based learning as the main pedagogy to be adopted for teaching science. This paper presents the work in progress of the FP7 project Pri-Sci-Net which aims to promote inquirybased learning approaches at primary level of education with children from age 3-11 years across Europe. There needs to be a shared understanding among teachers of inquiry with reference to young children, and consequently identifying the required pedagogical skills. In addition, teachers needresources which they can gain through sharing their experiences with other teachers. The paper puts forward a vision for inquiry-based learning, highlights the need for the training teachers, and explores the potential of a virtual platform which can promote CPD for the use of IBSE among teachers. ; peer-reviewed

The global financial crisis across Europe has created great societal demands. Social inclusion has become one of the main challenges of the millennium with those hit hardest being the most vulnerable people. It is at such times that it becomes crucial to provide positive welfare. This article presents research results from a transnational study, INCLUD-ED, an FP6 project of the European Commission, which focuses on educational practices promoting social cohesion as a form of positive welfare. The research focuses on six successful schools in five countries that have demonstrated that they can transform children's academic performance as well as have an impact on the community itself. A number of positive transformative approaches beyond better academic performance included a spill over of benefits to the schools' neighbouring communities and an increase in social cohesion and community in health, housing, employment and social and political participation was also identified.

The research reported here is part of the FP6 Integrated Project INCLUD-ED funded by the European Commission. ; The global financial crisis across Europe has created great societal demands. Social inclusion has become one of the main challenges of the millennium with those hit hardest being the most vulnerable people. It is at such times that it becomes crucial to provide positive welfare. This article presents research results from a transnational study, INCLUD-ED, an FP6 project of the European Commission, which focuses on educational practices promoting social cohesion as a form of positive welfare. The research focuses on six successful schools in five countries that have demonstrated that they can transform children's academic performance as well as have an impact on the community itself. A number of positive transformative approaches beyond better academic performance included a spill over of benefits to the schools' neighbouring communities and an increase in social cohesion and community in health, housing, employment and social and political participation was also identified. ; peer-reviewed

The global financial crisis, increase in migration from troubled zones and the resulting more diverse multicultural and multilingual social settings across Europe have led to greater societal demands. As countries combat financial deficits and cut public spending, support to those in need decreases. Social inclusion has become one of governments' crucial societal challenges. Those hit hardest by the current crisis are the most vulnerable, particularly children and youths, who experience an increase in unemployment and decrease in general well-being and emotional health across all ages 1. Schools, together with the community, can work together to help tackle this challenge without additional financial burden. This paper presents research results from the transnational study INCLUD-ED funded within the FP6 programme of the European Commission. This project focuses on how educational practices involving the community can promote social cohesion without additional costs. Six schools in five European countries with a successful track record of transforming children's academic performance were researched through a longitudinal study over a period of four years. A number of positive transformative approaches leading to better academic performance, positive attitudes and tolerance amongst schoolchildren have been identified. Different dimensions of community involvement: family education; participation in decision-making; participation in school and curriculum and evaluation; as well as participation in the classroom have all had a significant educational impact. The research has also shown that community involvement led to benefits beyond the school walls with impact on improved housing, employment, health, social and political participation within the neighbouring communities. ; peer-reviewed