For years, research and policy have been calling for science teaching that motivates student learning through relevant phenomena and problems, provides students with opportunities for meaningful peer collaboration, and focuses on building a need-to-know about a small set of core science ideas during a series of connected learning experiences. We refer to such instruction as “coherent”, and while coherent instruction has long been advocated within science teacher education programs, new teachers struggle to implement pedagogical approaches emphasized within science teacher education programs and abandon those in favor of more traditional methods. In a recent project called PICoSTE, partners collaborated to identify promising practices for helping new science teachers to enact coherent science instruction, and we recognized that while planning and reflection tools have the potential to function as powerful bridging elements between university-based courses and school-based field experiences, a consistent and coherent set of planning and reflection tools for science teacher education in a European context did not exist. The central objective of this project is to design and test a suite of planning and reflection tools as well as associated learning modules for supporting preservice teachers in both better understanding the principles of coherent science instruction and enacting coherent science instruction in schools. Partners in this project include a group of science teacher educators from Germany (Leibniz Institute for Science and Mathematics Education (IPN), University of Duisburg-Essen), Norway (University of Bergen), Sweden (Halmstad University), Denmark (University of Copenhagen), Finland (University of Helsinki), and Turkey (Usak University). Project leaders at each institution have extensive experience in science teacher education and the design and enactment of coherent science instruction, and project teams include university-based master teachers, school-based mentor teachers, and research specialists responsible for designing and empirically testing tools and modules developed within the project. The planning and reflection tools and science teacher education learning modules are developed and tested using an iterative design-based, outcome-driven process. To begin this process, we clarify outcomes by collaborating on the creation of a core ideas framework for coherent science instruction, which is based on existing research literature and policy documents. This framework guides the identification of observable target performances and the elaboration of benchmarks on the way to meet those target performances. These benchmarks then guide the development process and provide a roadmap for conducting ongoing formative assessment that informs iterations based on evidence and feedback from stakeholders (e.g., preservice science teachers, mentor teachers). This design process results in tools and modules that are consistent and coherent with each other and have been tested and revised through practice. The developed tools and modules will finally be discussed and shared among local, national, and EU stakeholders for science teacher education. The central objective of this project is to provide new science teachers with a coherent set of learning experiences and a consistent set of concrete planning and reflection tools that will help span the current chasm between university-based science teacher education, school science instruction, and ministry goals. Through these efforts, we hope to progress toward the ultimate goal of broadening school students' access to science instruction that is more engaging, more comprehensible, and more meaningful to their lives outside of school.

Establish in Cyprus a Science and Research Center to: a. Undertake competitive interdisciplinary research of excellence for the development of innovative tools and exhibits for Science, Technology, Engineering, Art and Mathematics (STEAM) Education and Science Communication. b. Promote science literacy and capacity building through informal STEAM Education using interactive Science Technology and Engineering (STE) exhibits, demonstrations and contact with scientists. c. Contribute towards a Responsible Research and Innovation (RRI) culture through open schooling, Science Communication and outreach activities. d. Provide teacher professional training for integrating in-house developed ICT tools in formal STEAM Education and promote endorsement of new STEAM educational strategies and curricula. e. Serve as a hub to communicate and disseminate to public and industry innovative technology research outcomes and evidence-based practice to policy makers and provide a platform for entrepreneurship for supporting public engagement in entrepreneurship and start-up companies. Research excellence and innovation will be attained through “Teaming” collaborations, exchange visits and networking with EU Centers of Excellence in ICT research and STEAM Education, and with renowned Science Centers and the public and private universities of Cyprus. The Center will work with academics, expert in various fields, and employ staff and researchers with expertise in Computer Science and ICT, STEAM Education and Science Communication. An entrepreneurship unit hosting a prototyping platform for innovation will be used for dissemination of research outcomes, advising innovative patents, promoting start-ups and establishing links with the industry. The Center will be a unique landmark with a positive long term impact on innovation, Cyprus economic growth and Education, in accordance with “Europe 2020”, and adhering to the objectives of the Teaming Phase I Call.