Communities of Learners Sample Clauses

Communities of Learners. Teachers are engaged in IRRESISTIBLE via long term professional development training. Teachers (and in some countries teacher students) form groups that develop the modules in collaboration with research scientists, museum representatives and science education experts. These groups in which each participant has a crucial role are called Communities of Learners (CoL). According to research findings, professional learning communities benefit teachers and students in various ways. Reported outcomes include better understanding of the interaction between different actors (Xxxxxxx et al., 2008; Xxxxx, 2009), better student knowledge integration (O. L. Xxx, Xxx, & Xxxx, 2010), positive impact on teacher self- efficacy (Xxxxxxxxxx, Xxxxx, Xxxxxxxxxx, & Xxxxx, 2011) and positive effect on teaching practices as well as student achievements (Xxxxxx, Xxxx, & Xxxxx, 2008). Research scientists provide insight into the scientific content. They participate mainly in the planning of the module. Museum representatives provide help in utilizing out-of- school learning environments and in finding appropriate presentation techniques for exhibit development. Science education experts organize the CoL meetings and the whole project, and also bring in their expertise in educational research which complements teachers’ pedagogical expertise. The teachers are in the most important role since they will be in the major role in the module development, bring in their students and later even start their own CoLs with new teachers. Hence, one important step is to discuss links between the content area chosen by each CoL and the realization of the RRI perspective within the steps of the 6E models and the related activities in each phase. To scaffold and ensure this process to be carried out systematically, a checklist with criteria to discuss before the design and as two rounds of evaluation after the design and the testing in class has been developed. These criteria for modules have been designed to address all the key features discussed above: aspects of Responsible Research and Innovation, elements of Inquiry-Based Science Education, as well as the utilisation of a variety of learning environments. The criteria were formulated as questions in order to facilitate self-evaluation. After a few rounds of commenting from all partners, the final version of the Criteria for Modules was released to all CoLs in February, 2014, see Table 4. However, we are well aware of the fact that the design...