Topic

Vaccination #2 – Ethical discussion: General or partial mandatory vaccination

The aim of this activity is to strengthen students’ analytical and critical thinking skills on a socially relevant and controversial issue. By discussing whether vaccinations should be mandatory, and if so, under which conditions, students apply the knowledge of immune biology they have acquired before. In addition, they add an ethics perspective to their factual information by considering personal and societal values.

Vaccination #1 – Classroom game: Spread of a viral infection

The aim of this activity is to provide students with an engaging and enduring learning experience, allowing them to grasp the rapidity with which viral infections can spread. Furthermore, the game serves as a valuable tool for instilling awareness regarding the importance of implementing effective protective measures. Through this experiential exercise, students gain not only knowledge but also a deeper understanding of the necessity for appropriate safeguards in the face of viral threats.

Forests toolkit #3 – How is the debate on forests portrayed by the media?

The aim of this activity is to enable students’ engagement in meaningful science-society interaction and the development of critical thinking competence in the area of “Forest use vs. Forest Protection”. It enables students to gain insights into the work and considerations of a journalist and highlight core aspects which distinguish journalism from opinion-makers with different agendas. At the same time, students gain insight into local forest-related issues.

Forests toolkit #1 – Humans and the forests: Interviews with three generations

Forests are one of our most important natural resources, and part of the solution to the challenges we face. People and stakeholders have different interests in forests, underpinned by environmental, economic, cultural and social values. Often, these interests and values conflict with one another. How to manage forests is a complex and highly topical issue.

The aim of this activity is to place the forest theme in an authentic, local and historic context, and to highlight its relevance to students’ everyday lives. Conducting this activity contributes to highlighting different perspectives on the topic of Forest use vs. Forest protection.

Antimicrobial Resistance #4 – Development of the open schooling projects (Sequence 1)

The aim of this activity is to promote knowledge construction and validation, creative action, as well as self-efficacy through collaboration among the students to create possible solutions to AMR while taking ownership of their learning. The activity introduces students to their mission to start an awareness-raising campaign for AMR consisting of different open schooling projects, thus having an impact at the local level. The different open schooling projects and guiding steps are summarised in the Students’ resources section below.

Antimicrobial Resistance #3 – Bacterial resistance to antibiotics: An authentic experience (Sequence 1)

The aim of this activity is to initiate collaboration between educational and non-educational agents, raise students’ awareness of science-related careers through meaningful interaction between experts and students, and enhance students’ interest in science through activities developed in an authentic context related to AMR. The activity evolves in two steps: (1) Meeting the experts in school and (2) Engaging in authentic activities at the experts’ facilities. It is important to note that aside from the relevant background of the experts (i.e., microbiologist, molecular biologist, biochemist, biotechnologist, geneticist), a set of criteria should be listed for their selection in terms of gender, ethnicity, religion and SOE status in order to maximise inclusivity. Moreover, coordination meetings need to be arranged between the teachers and the experts before the interaction with the students.

Antimicrobial Resistance #2 – Should we ban the use of antibiotics for flu treatment? (Sequence 1)

The aim of this activity is to introduce students to sustained inquiry by training argumentation as a scientific practice. It provides students with the opportunity to reflect on the available information and prompts them to create possible solutions for the issue of AMR. Initially, there is an introduction to a simple definition of an argument, the components of an argument, the identification of an argument, and how to formulate a strong argument. After practising formulating arguments based on a rubric, the students get prepared to organise a debate on the topic: We should ban the use of antibiotics for flu treatment. Do you agree or disagree?

Antimicrobial Resistance #1 – What do you think about AMR? Stakeholders’ views (Sequence 1)

This activity explores AMR from the perspective of different stakeholders in order to document the issue, elaborate on the challenges to be addressed and practice critical thinking. Authentic media items are provided to students, representing the positions of different societal actors. The goal is to raise awareness of the issue and reflect on the credibility of the information using an information literacy test. It is important to note that the activity is introduced after an initial brainstorming to get students familiar with basic facts and knowledge related to bacteria, antibiotics and resistance.

Connecting schools and society toolkit

This toolkit aims to connect schools and society, enlarging science learning projects to incorporate school and local communities. Activities can be performed in schools or informal learning settings.