SINUS (education)

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SINUS (increasing the efficiency of mathematics and science teaching) was a model test program for secondary level I in mathematics and science, which was carried out as a result of the Third International Mathematics and Science Study (TIMSS) in 1994/96 by the federal and state commission for educational planning and research funding (BLK) was initiated. The aim of the program was to increase the efficiency of teaching. Due to the good reception, the so-called SINUS transfer was extended several times. Since August 2017, the organization of this program has been carried out by the individual participating countries . For the primary level there were also corresponding programs that will be continued.

history

SINE

When it became apparent from the TIMSS that the level of the German education system in terms of mathematics and science teaching was comparatively low, the BLK was commissioned with an expert opinion. This paved the way for the SINUS program. On April 1, 1998, SINUS started with 180 participating schools, which were divided into 30 regional networks. The project's approach should be to improve quality through the schools' own initiative , but also through communication and networking between the schools.

SINUS was managed by the Leibniz Institute for Science and Mathematics Education (IPN) at the University of Kiel , the Chair for Mathematics and its Didactics at the University of Bayreuth and the Bavarian State Institute for School Education and Educational Research (ISB).

To evaluate the progress achieved by the pilot project, partial samples of the PISA study were taken in addition to regular surveys of the students and teachers . The model test was completed in the 2003/04 school year and transferred to the follow-up project SINUS-Transfer.

SINE transfer

The SINUS transfer was launched by the BLK as a follow-up program to the SINUS model test. This was divided into several waves. According to the advanced training brochure, "[model experiments] can only prepare the ground and indicate the direction. The general acceptance of the ideas by the teaching staff and their implementation in as many schools as possible [...]" are decisive for ultimate success. An integral part of this was the dissemination of the materials and concepts created in the model experiment. 13 federal states took part in the SINUS transfer. The program took the Saarland , Mecklenburg-Vorpommern and Saxony not participate. Program wave 1 lasted from 2003 to 2005 and the second from 2005 to 2008. The organization then took place on a decentralized basis.

A total of around 700 schools took part in the first wave and 1,870 schools in the second wave, which were divided into 178 regional sets. The learning content of the SINUS transfer was made available via a central online portal, which summarized the content of several cooperating portals.

The results were evaluated by means of two acceptance surveys, portfolios created by each individual school, and feedback from the federal states regarding certain factors. The evaluation at the state level was usually carried out by means of a self-evaluation. Hesse was an exception here. In Hessen, an analysis of video recordings of the lessons was carried out in cooperation with two universities. In some cases, performance tests also took place for the students.

Further developments

Five of the federal states participating in the SINUS-Transfer provided funds for the continuation of such a program. Three of them wanted to keep the structure of the SINUS transfer. In the other federal states, the findings are integrated into the existing structures in the education sector. In 2007 the European Commission proposed a project similar to SINUS at European level.

The evaluation questionnaires developed as part of the SINUS Transfer are still used today for analysis.

Modules

The programs were based on 11 modules, which are described below.

Modules of the SINUS programs
number title
1 Further development of the task culture in mathematics and science classes
2 Scientific work
3 To learn from mistakes
4th Securing basic knowledge - understanding learning at different levels
5 Making the growth of competence tangible: Cumulative learning
6th Make subject boundaries tangible: interdisciplinary and interdisciplinary work
7th Promotion of girls and boys
8th Development of tasks for the cooperation of students
9 Strengthening responsibility for one's own learning
10 Check: recording and reporting of skills gains
11 Quality assurance within the school and development of cross-school standards

The modules described should be integrated as flexibly as possible into the existing lessons.

The federal states could decide which modules to choose. The following shows how often which module (x-axis) was selected.

Elementary schools

In 14 federal states (except Mecklenburg-Western Pomerania and Saxony) there was the SINUS-Transfer Grundschule program at primary schools (1st to 4th grade) from 2004 to 2009.

From August 15, 2009 to July 2013, the follow-up program SINUS took place in primary schools. Ten federal states took part. The focus was on the individual support of the students and the identification of problem areas in the classroom.

Individual evidence

  1. ↑ SINUS and SINUS-Transfer: Mathematics: Education Server Rhineland-Palatinate. Retrieved May 14, 2018 .
  2. ^ University of Bayreuth: Home. Retrieved May 14, 2018 .
  3. ↑ education: success story. Please keep writing! In: ZEIT ONLINE . ( zeit.de [accessed on May 14, 2018]).
  4. ↑ Peter Baptist and Volker Ulm: From SINUS to SINUS-Trans. (PDF) In: Uni Bayreuth. Retrieved May 14, 2018 .
  5. ↑ 50 years of IPN. (PDF) In: IPN. IPN, 2016, accessed May 14, 2018 .
  6. ↑ ISB - State Institute for School Quality and Educational Research: Further Development of Mathematical and Scientific Teaching - ISB - State Institute for School Quality and Educational Research. Retrieved May 14, 2018 .
  7. ↑ M. Hertrampf: final report. (PDF) In: Uni Bayreuth. Uni Bayreuth, accessed on May 15, 2018 .
  8. ↑ Peter Baptist, Dagmar Raab: On the way to a changed mathematics lesson. (PDF) In: SINUS transfer. 2007, accessed May 15, 2018 .
  9. ^ A b M. Stadler, C. Ostermeier: Interim report . (PDF) In: SINUS-TRANSFER. IPN Kiel, December 2004, accessed on May 16, 2018 .
  10. ^ University of Bayreuth: Home. Retrieved May 15, 2018 .
  11. ↑ key data. Retrieved May 16, 2018 .
  12. ↑ Overview. Retrieved May 16, 2018 .
  13. ↑ Material database . Retrieved May 16, 2018 .
  14. ↑ Alexander Jordan, Werner Blum, Michael Kleine, Dominik Leiß: Altered learning - improved performance? To develop student skills in SINUS-Transfer . In: Journal for Mathematics Didactics . tape 28 , no. 2 , June 1, 2007, ISSN  0173-5322 , p. 99-127 , doi : 10.1007 / BF03339047 .
  15. ^ A b Matthias Stadler, Christian Ostermeier & Manfred Prenzel: Final report on the SINUS Transfer program. (PDF) IPN, October 2007, accessed on May 16, 2018 .
  16. ↑ European Commission. High Level Group on Science Education., European Commission. Science, Economy and Society .: Science education now: a renewed pedagogy for the future of Europe . Office for Official Publications of the European Communities, Luxembourg 2007, ISBN 978-92-79-05659-8 .
  17. ↑ SINUS teaching conditions - ISQ - Welcome to the Institute for School Quality of the states of Berlin and Brandenburg. Accessed on May 16, 2018 (German).
  18. ↑ Overview. Retrieved May 16, 2018 .
  19. ↑ Overview. Retrieved May 16, 2018 .
  20. ↑ Home. Retrieved May 16, 2018 .
  21. ↑ countries. Retrieved May 16, 2018 .
  22. ↑ child day care, elementary education; Educator; Educator;. Retrieved May 16, 2018 .