Research questions and Research tasks
Research questions

The research questions of the STTIS project are:

  • What are some of the problems and opportunities for the use of Informatic Tools in science classrooms?
  • How do teachers transform expected uses of such tools? What transforming trends can one conjecture to be involved?
  • What are some of the problems and opportunities of the use of images and graphic representations in science courses? 
  • How teachers deal with such problems, in the context of innovative teaching? What transforming trends can be inferred?
  • What specific requirements are expected of teachers in some selected well-defined curriculum innovations in science?
  • How do teachers understand these expectations? How do they act  in the classroom? What transforming trends can one conjectured?

Research tasks

The research tasks planned to answer the research questions are:

1 To document through case studies, in the cases of specific types of tool (new computational modelling systems, simulation and real-time displaying tools), examples of successful and unsuccessful take-up. These will include examples in all the participating countries, generally on a small scale. The tasks aims at knowing the conditions for Science teachers to command informatic tools and implement them in their classes.

2  To document through case studies, the cases of different specific topics (motion and force, energy and change, optics), examples of successful and unsuccessful take-up. The perspective is to know the conditions for a better adaptation between teachers and innovative teaching strategies.
Through case studies, factors which favour and which hinder take-up of curricular innovations by teachers will be documented. Factors fall into several types:

  • related to teachers' experience, styles and routines
  • related to teachers' knowledge and conceptual difficulties, either content specific or more transversal

3 To determine factors which favour and which hinder take-up the obstacles to read and interpret correctly informations represented by means of pictures, graphics, icons, etc, particularly coded messages used by Science teachers.
Factors fall into several types:
  • related to the symbolic language
  • related to the message: content and context
  • related to teachers' knowledge


4 To develop means of capitalizing on favourable factors and reducing the effect of unfavourable factors, through appropriate materials for teachers training courses.

5 To provide elements for a documented generalization of the results about innovations' transformations through the identification of transformation trends of innovation in Science teaching activities.

6 To design and develop activities for disseminating the results of the research, at national and international level.