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*Mind the Gap Workshop on Professional Development (PD) Day2*
Participants:
Germany: Christoph Hammer, Götz Bieber, Tina Seidel, Katrin Lipowski, Manfred Prenzel, Matthias Stadler, Silke Rönnebeck.
Denmark: Jens Dolin, Ole Goldbeck, Brian Krogh Christensen, Robert Evans, Jesper Bruun
United Kingdom: Kathryn Thomson, Sibel Erduran, Bryan Berry.
Spain: Mari-Pilar Jimenez\- Aleixandre, José Francisco Serallé Marzoa
Norway: Anders Isnes, Marit Dahl, Doris Jorde, Majken Korsager
Hungary: Monika Reti, Luca Szalay
France: Sylvain Laubé, Jerôme Godin, Jaques Vince, Rita Khanfour, Layal Malkoun, Andrée Tiberghien, Dominique Rojat, Nicolas Rosset 
      Subtitle: Presentation of MTG Work package 4
Argumentation and Communication.
Presenter \[Sibel Erduran & Mari-Pilar Jimenez\- Aleixandre & Andrée Tiberghien\]
Presentation included the main aims of MTG Work package 4 argumentation and communication.
"WP4 will be taking available teacher resources developed in England for supporting argumentation in classrooms and professional development, and embedding these in inquiry based science teaching.
Sequences of lessons will be tried across languages and contexts. An argumentation package for teachers will be developed and will include resources for teachers (eg lesson plans and pupil materials) as well as snapshots of video to show examples of how communication and argumentation ideas may be implanted in science teaching."
Overview of the Spanish contribution
Mari-Pilar Jimenez\- Aleixandre
Deliverables
    •     Resources: printed; booklet
    •     Resources: webpage
    •     Dissemination: summer group
    •     Teachers' focus group
    •     Presentation in the ESERA conference

Subtitle: Presentation of MTG Work package 3
Scientific literacy and IBST
Presenter \[Jens Dolin, Robert Evans, Jesper Bruun\]
Presentation of how the scientific literacy could be mapped with visible by using the pajek program. The map is based on phrasing the sentences and categorizing them. The links are connected to videos of examples. By clicking on a link you can relate it to a string and further on to the video.
Do the maps correlate and show the descriptions and definitions from the policy documents (curriculum)?
[http://www1.ind.ku.dk/mtg/wp3/scientificliteracy/maps/1]
Teachers use one page coherent add explanations of terms.
Comments:
Should we use PISA at all? It could be too controversial due to the fact that it is loved or hated and that might influence the process in a negative way.
The videos are supported by a box on the side with commentary; context and strings. Example:
Commentary

The function of the maps is not entirely understood at this point in time.
      Subtitle: ICT tools
Presenter \[Jaques Vince, Andrée Tiberghien, Sylvain Laubé\]
IBST potential of a web-based resource: criteria, resource IBST - quality evaluation. ICT presentation - evaluation sheet for IBST found in IT resources.
[http://www.inrp.fr/pegase-en/]
A presentation of Pegase and how to use it. How can web-based resources be used as IBST?  The group present a analytic tool used to analyze and evaluate the (resource) webpage or program used. The analyze should help to visualize what parts of IBST that can be address by the resource.
The point is to use this tool to analyze any kind of tools and locate the ISBT in different parts.
      Subtitle: Dissemination of National PD
Norway
Use the webpage naturfag.no to build up a database containing high quality teaching materials for teachers. The future job is to structure and connect the material to the Norwegian curriculum. a very successful web site. We want to support the materials developed and increase the pedagogical comments on the developed materials.
Network possibilities to use already existing networks to develop the SINUS idea. Materials developed will be used to trigger the discussions.
The challenge is to reach out to schools and get things started
Denmark
Ideas from Pegase and IBST from the MTG network can be evaluated in Denmark. They will develop the use of video material. How they can use this in future perspective of PD. Denmark have been struggling with the video usage. Looking at how others have been integrating video into their pedagogical offerings to teachers has been useful. Broadened perspectives of IBST. Teacher education for the future - how to not just perpetuate old ideas.
Hungary
Found the material from SINUS and some of the modules. Translate them into Hungarian. Teachers Hungarian organization is weak and need to be strengthen. Also a more centralized system of PD. They also see the possibilities of using the concept maps to visualize the curriculum aims when creating new curriculums (grade 6-12). idea of creating a learning environment is important. TPD and role teacher training organizations in all countries. Science learning centers would be a great thing to start in Hungary. Liked the concept maps and are working on a new curriculum for grades 6-12 so this is helpful. Video is also helpful for demonstrating the ideas of IBST.
United Kingdom
Trying to centralize the system because today it is very decentralized. IBST is much more about attitudes that need to be changed. Create motivation for long-life learning among teachers (and students).  Synthesize all experience in a common knowledge bank that can be distributed to teachers. Like a kid in a sweetshop because there are so many different offerings for TPD in the United Kingdom. Teachers must have an attitude towards wanting to learn and make changes. Taken examples of how to use ideas in TPD.