The number of out-of-school science programs, which refers to science education at outside school environments, is gradually increasing. Although out-of-school programs are generally considered to be important for the development of pupils’ science knowledge and skills, more evidence concerning the learning effect of these programs is needed. In the present study, we explored whether different degrees of implementation of a connected in-school and out-of-school science program affect pupils’ cognitive science skills in relation to teachers’/instructors’ support. We used a multiple case study design with four cases comprising three different degrees of program implementation: optimal, intermediary and marginal. The cases comprised pupils of upper grade elementary school classes, their teachers, and the instructors of the out-of-school activity. The effect of the program was measured by coding pupils’ performance with a scale based on skill theory, and by coding teacher’s/instructor’s support with the Openness Scale. The data was gathered from microgenetic measurements over time, corresponding with an in-depth analysis of the process of change in naturalistic conditions. We found the highest learning effect in the optimal program implementation, which indicates that it is favorable to implement the complete program, and train teachers/instructors to use open teaching focused on conceptual understanding.
Research in the field of out-of-school science is gradually increasing. These programsare considered to be important, yet more evidence about the learning effect is needed.This study aims to contribute to that matter by means of microgenetic measurements.We wanted to answer the question: How is the quality of a science program and itsimplementation related to the pupils? performances? We used a multiple case studydesign with two contrasting cases with either a qualitatively optimal or marginalversion of the program, and two similar cases of semi-optimal program quality. Thequality of the program was determined by two indicators: a preparation in theclassroom prior to the out-of-school visit, and the amount of lessons given byteachers/educators who are preliminary trained in using an open teaching stylefocused on eliciting conceptual understanding. The cases were upper gradeelementary school classes . The effect of the program was measured by coding pupils?performance with a scale based on skill theory and the teacher?s support wasmeasured with the Openness Scale. We found the highest learning effect in theoptimal case, meaning it is favorable to use a science program of high quality,including preparation and lessons given by qualified teachers implementing theprogram according to its goals.
Main goal of the Sport Physical Education And Coaching in Health (SPEACH) Project is to increase awareness and behavioural change in sport professionals and European citizens towards an active and healthy lifestyle.Sedentariness and physical inactivity are a cross-national problem. Therefore, the Project builds upon a strong collaborative-partnership to contribute in solving this problem on the European level and to increase sport and physical activity participation. To achieve this, the project will develop HEPA related educational modules, which will be included into existing education structures in the areas of sport coaching and physical education (PE), in order to stimulate pupils, young athletes and adults towards an active and healthy lifestyle.An innovative aspect of the project is the diversity of partners involved. The consortium consists of ten organizations and actors from seven EU countries in the field of sport, PE and health. The partners involved are national and international sports committees, sport federations and higher educational institutes in the field of sport, PE teacher education and health. Finally, the project is strongly supported by the European Network of Sport Science, Education & Employment (ENSSEE).
