Publications

Deliverable Number

Deliverable Title

Description

1.1

Agreed framework for IBSE teaching and learning units.

This report (2010) presents a framework (or template) which each of the ESTABLISH Teaching and Learning Units follow.  The framework presents background information for teachers, student activities and classroom materials. The number of student learning activities in each can vary. The learning activities can be used in different teaching situations and teachers as authors make their own selection as useful for them in their particular situation.

2.1

Report on how IBSE is implemented and assessed across participating countries.

This report (2011) presents an overview of how inquiry-based science education (IBSE) is implemented and assessed in each of the participating countries of ESTABLISH.  In addition it aims to identify the potential barriers for the implementation of IBSE in classrooms in these countries.

2.2

Report on the key forces for driving change in classroom practice across participating countries.

This report (2011) presents a snapshot of the key forces for driving change in classroom practice across the participating countries of ESTABLISH.  The results presented in this interim report should not be taken to reflect national policy.  An addendum for this report (2014) provides an update of these key forces as observed at the end of the project.

2.3

Engagement of stakeholders in IBSE

This report (2014) identifies and describes the implementation of a series of models adopted by ESTABLISH beneficiary partners to engage and involve stakeholders to support the dissemination of IBSE through the implementation of ESTABLISH Inquiry-based science education materials and resources in the participating countries.

3.1

Piloted, culturally adapted, teaching and learning IBSE units - Part I.

This report (2011) presents the first three ESTABLISH Teaching and Learning Units as developed by the ESTABLISH partners.  These units conform to the framework, are informed by the guide and have been piloted and culturally adapted by the ESTABLISH partners.  The pilot development of these three units has informed the design and development of all subsequent units.

3.2

Piloted, culturally adapted, teaching and learning IBSE units - Part II.

This report (2012) presents six ESTABLISH Teaching and Learning units as developed by the ESTABLISH partners.  These units conform to the framework, are informed by the guide and have been piloted and culturally adapted by the ESTABLISH partners. 

3.3

Piloted, culturally adapted, teaching and learning IBSE units - Part III.

This report (2013) presents nine ESTABLISH Teaching and Learning units as developed by the ESTABLISH partners.  These units conform to the framework, are informed by the guide and have been piloted and culturally adapted by the ESTABLISH partners. 

3.4

Guide for developing ESTABLISH Teaching and Learning Units

This report (2010) presents the terminology, definitions, principles and philosophy of Inquiry-Based Science Education used during ESTABLISH, in particular during the  design and development of the ESTABLISH Teaching and Learning Units.

4.1

Report on the main obstacles to implementing inquiry and intervention programmes in IBSE

This report (2011) presents an overview of the main obstacles to implementing IBSE together with intervention programmes developed to tackle these obstacles as discussed by beneficiaries of ESTABLISH

4.2

Interim Web-based IBSE materials for science teacher education

This report (2012) presents a selection of web-based IBSE materials selected and adapted by the beneficiaries of ESTABLISH for pre-service and in-service teacher education.

4.3

Interim Profile of in-service science teacher's attitudes and understanding of IBSE

This report (2012) presents an interim profile analysis generated from the collection of questionnaires completed by teachers participating in ESTABLISH teacher education workshops from across Europe.(Consortium access only)

4.4

Web-based IBSE materials for Teacher Education

This report (2013) describes the web-based IBSE materials selected and adapted by the beneficiaries of ESTABLISH.  These web-materials, while applicable to both in-service and pre-service teacher education, are more appropriate for in-service teachers and those with some experience in IBSE.

4.5

Final Profile of in-service science teachers' attitudes and understanding of IBSE

This report (2014) presenting a final profile of in-service teachers’ understanding of and attitude to inquiry based science education.

4.6

Effective models for science teacher training in IBSE

This report (2014) is about Effective models for in-service and pre-service science teacher training in IBSE and describes the lessons, the ESTABLISH consortium, have learned about what is important when implementing its Teacher Education Programmes. 

5.1

Report on effective instruments and tools for evaluation of IBSE with in-service and pre-service teachers

This report (2011) summarises the instruments and tools selected for evaluating the impact of IBSE with in-service and pre-service teachers.

5.2

Framework for Teacher Education Programme

This report (2012) presents an agreed framework for ESTABLISH's teacher professional development programmes.

5.3

Interim Profile of pre-service science teacher's attitudes and understanding of IBSE

This report (2012) presents an interim profile analysis generated from the collection of questionnaires completed by teachers participating in ESTABLISH teacher education workshops from across Europe (Consortium access only)

5.4

Web-based Teacher Education Programme

This report (2013) describes the web-based IBSE materials selected and adapted by the beneficiaries of ESTABLISH.  These web-materials, while applicable to both in-service and pre-service teacher education, are more appropriate for pre-service teachers and those little or no prior experience with IBSE.

5.5

Final Profile of pre-service science teacher's attitudes and understanding of IBSE

This report (2014) presenting a final profile of pre-service teachers’ understanding of and attitude to inquiry based science education.

5.6

Science teacher training in IBSE - selected models

This report (2014) presents a selection of case studies of science teacher training in Inquiry Based Science Education (IBSE) from ESTABLISH beneficiary partners.  These case studies emphasize detailed contextual information on specific approaches, opportunities and challenges different partners encountered in implementing ESTABLISH IBSE teacher education programmes, both pre-service and in-service.

6.1

The impact of Inquiry Based Science Education on second level students

This report (2014) presents a summary of the impact of ESTABLISH’s Inquiry Based Science Education on second level students’ learning and their attitudes towards science and technology.

8.1

Final report presenting the nature and success of the dissemination strategy

This report (2014) summarises the dissemination strategy adopted by ESTABLISH's beneficiaries and through a series of case-studies, describes the impact of this activities and efforts.

9.1

Final report on the conduct, implementation and outcomes of ESTABLSH.

This report (2014)presents a synopsis of how ESTABLISH has performed (self-evaluation); detailing the targets of the project, the strategies used to achieve these, a summary of what was achieved together with a description of the progress and process of development, the impact of these efforts, whether these expectations were met and lessons learned from the process.