Supporting Reform in Science Education in Central and Eastern Europe - Reflections and Perspectives from the Project TEMPUS-SALiS

Abstract

After the collapse of the former Soviet Union, many Central and Eastern European countries underwent significant change in their political and educational systems, among them Georgia and Moldova. Reforms in education sought to overcome the highly centralized educational system of the former Soviet Union as well as to conquer the teacher-centred paradigm in schools that was both dominant in these countries during pre-and post-Soviet times. National reforms demanded more student-active and problembased science education under the heading of hands-on and inquiry-based learning. Unfortunately, in many cases, the curricula, teaching materials, and teacher training facilities were inadequate in implementing these reforms successfully. In the case of science education, this paper reflects upon how European Union (EU) initiatives can help the countries in Central and Eastern Europe in their reform efforts. Reflection is performed in relation to the cross-regional TEMPUS IV project SALiS (Student Active Learning in Science). SALiS envisages countries strengthening their capacities to promote contemporary science education through investments in science teacher education curricula and infrastructure. The current paper discusses the potential of such EU projects for aiding reform in science education in EU-neighbouring countries.

Framework for Reducing Teaching Challenges Relating to Improvisation of Science Education Equipment and Materials in Schools

“…Also aligned to the framework in Figure 2, is the fact that in countries including Germany and the former Soviet countries of Georgia and Moldova, the use of inexpensive (low-cost) alternatives to traditional materials is becoming part of educator preparation programmes (Di Fuccia et al, 2012;Kapanadze & Eilks, 2014). In fact, many voices in the field of science education (e.g., Bhukuvhani et al, 2010;Ezeasor et al, 2012;Musar, 1993;Singh & Singh, 2012) have recommended that not only pre-service but also practising educators be provided with training workshops or courses on the production, use and even maintenance of improvised science education equipment.…”

“…This may be explained by the fact that even in industrialised countries such as Germany and Japan, conventional SEEMs are costly, coupled with the fact that in many industrialised and less developed countries science education budgets have decreased (Poppe, Markic, & Eilks, 2011;Schaffer & Pfeifer, 2011;Set & Kita, 2014). This is also the case in the former Soviet Union countries of Georgia and Moldova (Kapanadze & Eilks, 2014). In many less developed countries, including Kenya and Nigeria, conventional hands-on science education equipment and materials tend to State of the literature  Although there is a decrease in many science education budgets, coupled with shortages and adverse environmental effects of conventional Science Education Equipment and Materials (SEEMs), improvised SEEMs are playing a significant and increasing role in practical work in many secondary schools.…”

“…Basic materials that have been used in industrialised and developing countries in the production of science education equipment include syringes, plastic bottles, scrap timber from the school workshop, aluminium foil, tin cans, food colouring, baking soda, cabbage juice used as a chemical indicator, glycerine, and plastic bags and straws (Ens et al, 2012;Gilbert et al, 2003;Nyaumwe & Mavhunga, 2005;Sussman, 2000;Tran et al, 2012;Wilke & Tronicke, 2007, 2008. However, improvised equipment includes both equipment initially meant for other purposes (as evidenced by the above list) and equipment that is modified for use in practical work (Alonge, 1979;Di Fuccia et al, 2012;Kapanadze & Eilks, 2014;Von Borstel, 2009). Such materials are readily available to science educators (Stephen, 2015;Wood, 1990).…”

“…Thus, a number of authors (Ezeasor et al, 2012;Musar, 1993) have recommended the training of pre-service and established science educators in the use of improvised SEEMs. In order to enhance such training, the European Union project, Student Active Learning in Science (SALiS), provided educators access to low-cost experimental techniques (Poppe et al, 2011) that are useful in the context of inquiry-based practical work in school classrooms (Kapanadze & Eilks, 2014).…”

“…They also consider the module useful for established science educators who may use the module as a short course. This is actually the case in Georgia and Moldova for example, where such modules have been accredited and where established science educators take part in Continuous Professional Development involving the incorporation of low-cost SEEMs in inquiry-based practical work (Kapanadze & Eilks, 2014).…”