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Work package 3 will be led by the Leibniz Institute for Science Education at the University of Kiel (IPN)  with participation from all national liaison partners, who will evaluate "SINUS modules" with their respective teacher education institutions. For the SINUS programme, IPN has developed 11  modules for science teacherprofessional development that have been used in networks of  teachers from 1800 schools in Germany. IPN also has access to science teaching approaches  from the large scale programmes "Biology in Context", Chemistry in Context" and "Physics in Context".  SINUS thus enables teachers to be supported in  collaboratively reflectingupon,  developing and evaluating their own instruction using the modules, guidelines, experience from SINUS and other programmes as a basis for further development. A useful presentation about SINUS can be found here. A and here is a useful journal article about SINUS.

1. Background

The sustainable impact of problem-based and inquiry-based science teaching techniques depends on various aspects of science learning environments withinschools. Teachers trying to systematically foster the development of scientific understanding and literacy need to know the basic principles of powerful learningenvironments. In particular, they have to take into account the recent challenges or problem areas of science teaching that have been identified in large scaleassessments scale assessments like TIMSS or PISA, and which have also been observed in video studies.Drawing on these research findings, IPN has elaborated 11 modules for science teacher professional development that have been used in networks of teachers from1800 schools. The modules focus on e.g. the use of experiments, argumentation and communication in science instruction, cooperation of students, and students'autonomy and responsibility for their learning.

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The training packages of WP3 are based on products, experiences and outcomes oflarge scale approaches to implementing and disseminating innovative science teaching approaches in schools in the well known SINUS and SINUS-transfer programs, been designed and coordinated by IPN (Principal Investigator: Manfred Prenzel). Additionally, we can draw on evidence from other programs led by IPN showing the importance of meaningful contexts for science teaching. All approaches are well accepted by teachers and systematic evaluation indicates evidence foreffects on students, teachers and schools. 4. Outline of activity / materialThe training packages will be used by groups of teachers, ideally comprising all the science teachers from a particular school. Exchanging and sharing results betweenteacher groups from neighboring schools will add to the implementation of innovative methods.The training packages provide background knowledge of the particular topic to allow the teachers a common understanding of the problem to be tackled. An input on a new teaching approach or teaching example is followed by small-group work to develop a lesson plan. The teachers try out the plans and present their experiences with the new material in the following session and discuss them for furtherdevelopment. The teacher groups should meet on a regular basis (e.g. once a month) over a periodof at least one year in order to develop routines with the new approach and to implement quality development at their school. Reports on WP3 activitiesThe report will sum up the results of the workshops (relevant problem areas, possible starting points for disseminating quality in science teacher education) and activities inthe partner countries to implement principles of science education mentioned in the call. The report will be delivered in two parts: one in M9 with a description of therespective situations in the countries and first steps to implement quality science education and a second towards the end of the project (M33) with a closer look atactivities and outcomes.Deliverables WP3:(Delivery date in brackets)

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