The project is based on the partnership and collaboration of a wide range of participants from all over Europe. It focuses on exchange of know-how, experiences and skills regarding the development, application and evaluation of resources for teaching history and philosophy of science in science teaching. While usually collaboration of experts is restricted to practitioners of school science teaching and academic scholars, our approach will be expanded and enriched by expertise from science museum and public understanding of science. All the EU-partners contribute to the development, collection, adaptation, evaluation and widespread dissemination of resources and provide longstanding experiences, specific know-how and skills to the project, which complement one another to a unique network of expertise.
In order to achieve the projectís objectives, we have chosen a three-phase approach, which has proven to be reliable for carrying out projects with similar consortia.
PHASE I: Establishment of the project structure
In the first phase, which covers the period of months 1-16, the project structure including an efficient communication system will be established. The project-setup will be carried out by the Florence group with assistance of the GTZ and the groups from Bremen and Oldenburg. The Florence group prepares and provides a kick-off meeting. During the meeting the partners inform each other about their specific activities in the field of science teaching and learning. Intensive exchange of perspectives and know-how in the field concerned will be enabled. The kick-off meeting will reach two main objectives. Firstly, it serves as a starting-point and platform for a broad review, exchange and collection of resources, curriculum material and teaching techniques regarding the field of development. Secondly, all project partners will share their experiences and knowledge for the benefit of an effective and harmonized development and collection phase. Therefore, the partners agree on guidelines, which coordinate and harmonise the national and transnational development, collection, adaptation and dissemination process in detail. All these processes will be critically supervised and commented by the Advisory Board. The Lisbon group will initiate an internet based information and communication system, which serves as an effective information desk for the following working steps. At the same time the first steps towards a newly developed Wikipedia knowledge base for the history and philosophy in science education will be initiated.
Initial processes beyond the kick-off meeting will be steered by the Oldenburg group, which will be in charge for the development of a content structure for the intended development and collection of case studies and teaching techniques. Their task is to implement effective and harmonised work phases on national scale. National working groups will be established with participation of several stakeholders of a widespread know-how (science teachers, researchers, museum curators, text book authors, education experts, politicians). The national working groups assess their situations in the fields of national science education and the promotion of public understanding of science in science museums. They control and promote the development and collection of resources as they build up thematic working groups which will meet regularly in order to develop new material and teaching techniques in circles of development, evaluation and refinement. The national working groups also provide access to resources, which are in the hands of teachers and which therefore are not accessible by international instruments. The national project-infrastructure comprising national meetings, a national working group in each country and several thematic working groups ensures an intensive rootage of HIPST in structures of educational policy on the different national levels. Furthermore, they assure an effective dissemination process, which follows later. Minutes will on the one hand summarise the progress of their work and on the other hand document arising problems and developing perspectives, as much as preliminary working results.
PHASE II: Adaptation and Evaluation
The second project phase (months 16-) will focus on the transformation of existing material and teaching techniques to national needs and specifications and the evaluation of the material. Local collaboration projects of science teachers with science museums will be analysed regarding the advancement of public understanding of science and science literacy.
The second phase starts with the mid-term meeting in Budapest. The partners share their knowledge and experience previously collected and exchange ideas and intentions developed in the first phase. They inform each other about the collective work on developing new and collecting existing materials, about the development and advancement of teaching techniques in practice and the collaboration projects of science teachers and museums staff. The outcomes will be documented and structured. Structuring plans for further transformation and dissemination processes will be revised critically by the project partners themselves, and additionally by the Advisory Board on the basis of the minutes of national meetings prepared at the end of the first phase. The plans will be adapted to the current situation, as the partners decide which case studies have to be developed in the following time. Labour which has to be done in the subsequent evaluation phase will be distributed among the participants with respect to their knowledge, skills and resources. Newly developed material will be translated to English as well as the previously collected material. All resources have to be brought into a uniform standard.
After all, a body of case studies will be ready to be adapted to national needs and specifications (e.g. translation to national languages, adaptation to curricular requirements). The whole process of developing and transforming material from a national to an international basis and backwards to the diversity of national standards, languages and requirements will be jointly steered and monitored by the Bremen and Oldenburg group. The information desk fosters exchange of materials and communication in all procedures.
The second phase ends with the in-depth evaluation of a choice of material in order to optimise their development and use in science teaching. This step of the project will provide important empirical evidence about the effectiveness, strength and opportunities of the material and teaching techniques in practice. The research design chosen will integrate all experiences gained by the collective work in the development phase where new material and teaching techniques have been developed in circles of development, evaluation in practice and refinement. The in-depth evaluation process will be steered by the Thessaloniki group which covers expertise and extended experiences in empirical assessment. Preliminary reports on the outcomes of the evaluation will be written and distributed to all HIPST participants as well as to the members of the Advisory Board.
PHASE III: Know-how transfer, dissemination, finalisation
The third and final phase (months ) comprises debriefing, reporting and dissemination procedures. This work will be organised and structured by the GTZ, which coordinates the summary of all project outcomes of the different phases and partners. In addition to case studies, teaching techniques and outcomes of evaluation, the final report will focus on the experiences with small groups developing teaching material in a collaborative way regarding the history and philosophy of science. The concluding phase comprises publication and establishment of online accessibility of all project results. The Torun group guides the publication of the case studies for different national requisites. In order to facilitate online publication the material will be brought to a common format. The Thessaloniki group supplies all necessary resources for online publishing activities.
The final international meeting in Bremen will summarise the results of all three project phases. Opportunities for further collaboration will be identified. The project partners share outcomes, experiences and perspectives with a wide audience. The meeting enables discussion and exchange of different communities of expertise (science teaching practice, educational policy, researchers, historians and philosophers of science, curators of science museums). The Advisory Board will take part in order to maximise the dissemination of project outcomes. Additionally, meeting proceedings will serve as a mean to chare the results quickly and permanently. Within the scope of the meeting, advice is provided to the project partners on the funding of new project ideas. Opportunities for further collaboration within the group of HIPST partners and beyond will be evaluated. All necessary steps for future collaboration beyond HIPST will be taken.