STELR-STEM Education Renewable Energy Program
1 - 5 October
About the event
Science and technology have changed the world for the better. Various applications of it have improved the well-being of people. More people are able to benefit the advances in science and many of these outcomes may not be achievable without economic progress in which science and technology again play a major role. In developed countries, the culture of discoveries and innovation has been well established within the communities. The peoples’ ability to infuse the use of their hands and the creative brains in the need to create better efficiency and at lower cost in industry have enabled them to drive economic growth and maintain global innovative supremacy. Basic knowledge in science as well as up–to-date technical know-how and innovativeness are indispensable for countries aspiring to be part of this global world. As many children and young people as possible should be educated in science, not only to prepare them to become future science specialists but also to help them understand their environment and to enable them to act upon it and make informed decisions.
Many developing countries have embarked on programmes to support the development of science in schools. National science curricula have been revised, many teachers have been trained, and substantial amount of money has been spent on laboratories and equipment to support science teaching in schools. However despite these investments, the results have not met expectations. Interest in studying science in many countries have dwindled which could eventually affect overall science literacy as well as the preparation of science specialists who would fill up science courses at higher education and eventually form the scientific and technological workforce.
Although various reasons can attributed to these phenomena, a fundamental component that needs to be addressed is the way science is taught. Poor teaching can lead to lack of interest and motivation to learn. The International Conference on Science Education Policy and Inquiry Based Science Education for Development organised by ISTIC in December 2010 clearly identified that in participating countries (developing countries), science teaching is very much teacher centred, leaving little opportunities for pupils to develop their curiosity, conduct their own experiments and form their own hypotheses. The Conference recommended that:
- National curricula should promote the importance of learning by doing and the use of relevance evidence to test hypotheses and determine causal relationship in realistic ways relevant to livelihoods and social contexts and the development of critical thinking.
- Inquiry based methods should be an integral part of the teacher education science curriculum and be given due emphasis in the preparation of science teachers.
- IBSE be piloted on a small scale, study its impact and expand slowly for wider effective implementation.
This training concurs with the importance placed on Inquiry-Based Science Education (IBSE) and also Science Technology Mathematic and Engineering (STEM) as well. This workshop is also a follow-up of the recommendations of the Conference.
There will be a mix of presentation sessions and a series of theme-based workshops where hands-on experiential learning is the focus.
At the end of the training, participants should be able to:
- recognise the importance of IBSE in teaching science;
- experience the process of inquiry-based science teaching and learning;
- experience STEM lessons and activities;
- be aware of the latest pedagogical research and effective instructional strategies; and
- produce a lesson schema to enable teachers to construct lessons which incorporate research-based instructional strategies.
Find Something Interesting?
Register Now! The open registration is just until May 31st
The training course will be supported by trainers and experts from some well-known universities such as Bandung Institute of Technology (ITB), Indonesia University of Education (UPI), Padjajaran Universities (UNPAD), and also trainer/instructor from the Centre for Development and Empowerment of Teachers and Education Personnel in Science (PPPPTK IPA).
No more than 52 years old
HAS NEVER participated in any regular training courses conducted by SEAMEO QITEP in Science in the last two years (alumni data will be verified).
Active teacher in school and/or active member of Teachers Association, etc.
Good health condition
Should not be regarded as an expectant mother
How to apply
Click the registration link below, upload the requested documents, and our officer will contact you for interview if you pass the administrative selection. The successful applicants will be contacted by our officer, and will be announced in our Website and Facebook Fan-page.