Promoting Open Schooling across Europe to make school science relevant to real-world challenges.
The aim of this imphographic is to help the STEM professionals (including researchers, experts from industry, media professionals and policy makers) who collaborate with school and high school students from an educational equity perspective.
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.
The aim of this activity is to engage students in collaborative authentic activities to evaluate evidence and support claims on the topic of “Forest use vs. Forest protection”. It enables students to use evidence and claims to formulate creative solutions to local, real-life situations.
The aim of this activity is to present air pollution as an important socio scientific issue (SSI) both relevant in their everyday life but also, for science. This activity is facilitated by providing students with different tools including authentic news from local newspapers, and in-person or video presentations of different stakeholders such as researchers on air pollution or local policymakers.
The aim of this activity is to develop students’ modelling competence, enabling them to identify their own initial ideas about both clean and polluted air. They are asked to create drawings and written descriptions of how they imagine clean and polluted air, both as seen with the naked eye and in smaller scales.
The aim of this activity is to develop students’ modelling competence, enabling them to identify their own initial ideas about both clean and polluted air. They are asked to create drawings and written descriptions of how they imagine clean and polluted air, both as seen with the naked eye and in smaller scales.
The aim of this activity is to help students gain an understanding of air pollution that is compatible with its scientific definitions. Specifically, it focuses on the understanding of air pollution as the presence of suspended particulate matter (PM) in the air. Students first analyse which pollutant is usually referred to by the media when describing urban air quality. Then, they carry out a learning lab activity exploring an analogy – they compare the pollution generated by an engine to what happens when a peanut is burned instead.
The aim of this activity is to make students aware on the main sources of air pollution and how we measure the air pollution index.
The aim of this activity is to develop students’ critical thinking about what we understand by high-quality research in science. This activity is conducted in two steps: (1) reflecting about different ways of answering a scientific question; and (2) analysing the processes of carrying out research using quality criteria such as: validity, reliability, and usefulness.
The aim of this activity is to develop the students’ inquiry competence. In this sense, students in groups, helped by a specific scaffolding tool, need to plan and carry out their own research about air pollution in/around their school.
