PARSEL main objectives:
To promote scientific literacy and to enhance popularity and relevance of science teaching and learning

The main objectives of PARSEL are to develop, test and disseminate pan-european science education modules for teaching in grade 7 upwards. These modules are being developed, according to a common model, by a consortium involving 8 Universities (from Estonia, Denmark, Germany(2), Greece, Israel, Portugal and Sweden) and the International Council of Associations for Science Education (UK).

PARSEL modules are intended to promote scientific literacy and to enhance the popularity and the relevance of science teaching.

Teachers are being asked to try out some of the modules in each of the countries and to report back to PARSEL team on their suitability for enhancing the popularity and relevance of science teaching.

The purpose of the modules is to raise the popularity and relevance of science teaching in the eyes of students, but at the same time ensure strong student learning towards enhancing scientific literacy.

What is meant by popularity ?

In the modules’ context, popularity refers to students liking the science lessons and wishing to study the subject in school. It also refers to liking science in general. It is thus an emotional component that stems from the module and the way science is presented.

What is meant by relevance ?

In the context of the modules, relevance means  the students recognise that the modules are worthy of study by them; they see the purpose in studying the modules and are thus motivated by them.

Please note:

• The modules are geared to initiating a reaction from students of being relevant from the first stage. Whether the relevance is maintained after the initial stage will depend on subsequent motivational aspects such as pace of learning, style of teaching, as well as the continuing purpose of studying the module. The modules tackle this relevance separately by guiding the learning process.

Relevance in this context is not necessarily the same as specific relevance to the curriculum, or to the examination, or to the school textbook. However by stimulating student motivation, it is expected to guide students in the direction they wish to learn and this is expected to include textbook-related conceptualisations and techniqu

1. When can I try out a module ?

Whenever it is suitable for you.

2. How much teaching time is required for the modules ?

Most modules are designed for 4 lessons of approximately 40-50 minutes.

3. Can I modify the modules ?

Yes, but please keep careful records of any modifications.

4. Can I use less than the suggested time allocation ?

Yes. If you wish to use less time, please make sure you understand the purpose of the module, otherwise the trying out will not be effective.

5. Are the modules to be used for revision, or actual teaching ?

It is very important that the modules are used for the actual teaching. They are not intended for revision at all.  They have been written to introduce the conceptual science learning in a relevant manner. This will be lost if the conceptual science is already acquired before teaching the module.

6. Are the modules based on any theoretical consideration ?

Yes.  See point 4 for more details.

7. Can I undertake student assessment in my own style ?

Yes, but it will be important for the trying out to determine student gains and especially to determine whether students find the module popular and relevant.

8. What happens if I do not have the equipment indicated ?

Seek advise from colleagues or the PARSEL team on how it is possible to improvise.

9. Who will pay for the duplication of the student instructions and worksheets ?

The PARSEL project based on a claim form (and receipt of duplication if undertaken outside the school).

In line with modern thinking, PARSEL is developed on an ‘education through science’ interpretation of science education. This means science teaching is expected to include all the goals of education. These include:

·         cognitive goals through which students acquire scientific conceptual learning,

·         goals associated with the development of process skills and the nature of science,

·         attitudinal and aptitude skills acquired through making the subject popular and relevant,

·         communication skills, through written, oral, graphical, tabular and symbolic means,

·         social skills strongly related to career enhancement and future everyday life within society.

To achieve ‘education through science’ goals, students are guided to: think rather than remember; do rather than listen; discuss within groups as well as work individually and be expected to find out; experiment; make predictions; as well as report orally and in writing on solutions, processes and decisions made.