Transferring findings from education sciences to (prospective) teachers (FaBiUs)

The aim of the joint project is to transfer current knowledge and research findings from empirical educational research to design and improve competence-oriented learning processes in science subjects and thus close existing transfer gaps. The focus is on developing a collaborative transfer method and suitable instruments for planning and systematically promoting subject-related and cross-curricular professional skills. To this end, subject experts, scientists, teachers and lateral entrants to the teaching profession in the federal states of Lower Saxony and Schleswig-Holstein are working closely together. The transfer tool is designed to enable the timely dissemination of findings from educational research and their direct implementation in school practice.

The FaBiUs project aligns the education-related transfer with the competency areas – content knowledge, inquiry skills, communication competence, and evaluation and judgement competence– of the natural sciences in general education schools. In teacher-researcher collaborations that are to be evaluated, current scientific research findings are interpreted, reflected upon, and made usable for teaching practice. FaBiUs is a joint project of the Leibniz University of Hannover (LUH), the Leibniz Institute for Science and Mathematics Education (IPN) in Kiel and the Leibniz Institute for Zoo and Wildlife Research in the Berlin Research Association (IZW).

The sub-project focuses on the transfer of findings from empirical educational research in the area of scientific inquiry. In the corresponding workshops, teachers and lateral entrants to the teaching profession are involved in a biological research project in a practical and exploratory way, in order to develop the significance of epistemological knowledge for learning processes in an exemplary manner in a collaboration between teachers and scientists. An accompanying evaluation aims to assess the effect of the transfer format in terms of the attitudes towards the use of knowledge and the potential for optimising the transfer of educational science knowledge.