"Who wants to retain excellence needs continuous transformation": The journey of a Science Education Centre in Austria

Andrea Frantz-Pittner; Silvia Grabner; Franz Rauch

doi:10.51724/arise.17

Authors

Andrea Frantz-Pittner NaturErlebnisPark Science Education Center, Graz, Austria
Silvia Grabner NaturErlebnisPark Science Education Center, Graz, Austria
Franz Rauch Institut für Unterrichts- und Schulentwicklung, Alpen Adria Universität Klagenfurt, Austria

DOI:

https://doi.org/10.51724/arise.17

Keywords:

Continuous development, informal learning, Action research

Abstract

Educational Action Research is not only an effective instrument for the development of teaching and the acquisition of educational knowledge, but also serves as a guiding philosophy for educational institutions in their continuous process of identity development and self-reflection. The example of an Austrian Science Education Centre shows in which dimensions this can be effective and gives an impression of how the idea of a continuous iterative development process can be shaped in practice.

Downloads

Download data is not yet available.

References

Bullock, M. & Ziegler, A. (1999). Scientific reasoning: Developmental and individual differences. In F. E. Weinert & W. Schneider (Eds.), Individual development from 3 to 12. Findings from the Munich Longitudinal Study. Cambridge: University Press.

Dede, Ch. (2009). Comparing frameworks for “21st century skills”. Cambridge: Harvard Graduate School of Education.

Feldmann, A., Altrichter, H., Posch, P. & Somekh, B. (2018). Teachers investigate their work (3rd ed.). London: Routledge.

Frantz-Pittner, A., Grabner, S., Bachmann, G. & Reicher-Pirchegger, E.; (2013). Exploring science with Fridolin – puppet- and toy-supported evaluation process for preschool and primary school children. In C. Wilby (Ed.), CARN Bulletin 2012. Manchester. The Collaborative Action Research Network.

Frantz-Pittner, A. (2014). Problemorientiertes Lernen von Grundschulkindern an außerschulischen Lernorten unter besonderer Berücksichtigung der Förderung von Teilkompetenzen der „Scientific Literacy“. Dissertation. Salzburg: Paris-Lodron-Universität.

Grabner, S. (2014). Interessensentwicklung bei Grundschüler/innen durch forschendes Lernen im formalen und non-formalen Kontext. Dissertation. Salzburg: Paris-Lodron-Universität.

Ollerenshaw, C., Ritchie, R. & Rieder, K. (2000). Kinder forschen. Naturwissenschaften im modernen Sachunterricht. Wien: öbv&hpt.

Owen, R., Macnaghten, P. M., & Stilgoe, J. (2012). Responsible research and innovation: from science in society to science for society, with society. Science and Public Policy, 39, 751-760.

Siebert, H. (1999). Pädagogischer Konstruktivismus. Neuwied: Luchterhand.

United Nations (2015). Transforming our world. The 2030 Agenda for sustainable development. United Nations.