|The Next-Lab is the continuation of the successful Go-Lab project and aims to bring about large-scale changes in the way that science, engineering and technology are taught throughout Europe. The modules project centres around a huge collection of interactive online laboratories and teaching modules. Students can use these resources to carry out scientific experiments, while teachers can use them to enrich their classes.|
The MoPED project aims at inspiring Pedagogical Schools & Faculties of Ukrainian (UA) Universities personnel to develop innovative curricula, which include modern teaching tools and methodologies, in order to modernize the education that Ukrainian students receive. The idea is to make the Ukrainian education system competitive at a global level and set the basis for establishing education that promotes 21st century skills across all Ukrainian higher education institutions.
For more information about MoPED project visit the following website: http://mopedproject.eu/
As it was clearly stated in the Digital Competence Framework for Educators (DigiCompEdu) which was published by the European Commission in December 2017, the teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The ubiquity of digital devices and applications, in particular, requires educators to develop their digital competence. With this in mind and taking into account the main competences of the specific framework described by European Framework for the Digital Competence of Educators, the TIWI project will help upper primary and secondary educators to: (a) Gain new skills and be in a position to teach coding efficiently to their students; (b) Become comfortable in using the inquiry based approach in their teaching and see its direct connection to the coding logic; (c) Provide them and their students with self-assessment instruments that will allow them to take control of their personal development and their students’ further learning.
There are a growing number of countries in Europe and internationally which are refocusing their ICT curricula on developing students’ computer programming and coding skills and introducing this topic in national, regional or school curricula. And this is of course a top priority for the education system. TIWI introduces the use of coding to upper primary and secondary teachers and to their students. The project focuses on the use of two main languages, Scratch and Python. Both programming languages are open and free to use while their combination with the inquiry based approach that TIWI proposes provides an innovative solution that can help both teachers and their students to build their digital skills and move to the ahead to the digital era. In addition, the project will address national operational objective for SCHOOL EDUCATION: Enhancement of attractiveness and quality of STEAM (Science, Technology, Engineering, Art and Math) through project activities aimed at teacher competence development and STEAM careers promotion.
PREVIOUS SELECTED RESEARCH PROGRAMMES
|The Go-Lab Project (Global Online Science Labs for Inquiry Learning at School) is a research project funded by the European Commission (7th Framework Programme), involving education communities and research centers from 15 European countries: Austria, Belgium, Bulgaria, Cyprus, Estonia, Germany, Greece, Italy, Poland, Portugal, Romania, Spain, Switzerland, The Netherlands and United Kingdom.|
Ark of Inquiry is a research and development project funded by the European Commission, involving 13 project partners from 12 countries: Austria, Belgium, Cyprus, Estonia, Finland, France, Germany, Greece, Hungary, Italy, Netherlands and Turkey. The overall aim of the Ark of Inquiry project is to create a "new science classroom", one which would provide more challenging, authentic and higher-order learning experiences and more opportunities for pupils to participate in scientific practices and tasks, using the discourse of science and working with scientific representations and tools.
The Ark of Inquiry project centres around two closely related concepts: Responsible Research and Innovation (RRI) and Inquiry-Based Science Education (IBSE). Ark of Inquiry aims at raising youth awareness to Responsible Research and Innovation (RRI), as well as building a scientifically literate and responsible society through Inquiry-Based Science Education (IBSE).
To this aim, the objectives of the Ark of Inquiry project are as follow:
- Developing a pedagogical framework for identifying inquiry-based activities that promote pupils' awareness of RRI
- Collecting RRI-related inquiry-based activities and environments
- Building a large supportive community
- Training teachers
- Developing Ark of Inquiry based on evaluation results
- Making the inquiry-based activities available across Europe through the Ark of Inquiry platform
- Disseminating the approach in schools, universities, science centres, and in society.
Teachers, pupils, scientists, university students and science centres are taking part in the project. Teachers play a crucial part, guiding pupils in their inquiry-based activities. Teachers are the main stakeholders of the project. They will receive specific face-to-face training for initiating inquiry-based activities and ensuring their successful continuity for years to come. Scientists, university students and science centres carry the important role of providing a support network to the teachers and pupils.
In the context of Ark of Inquiry project, ReSciTEG developed several web-based supportive materials for our main stakeholders – teachers, teacher educators, scientists and parents. These materials are expected to be used as a point of reference for all stakeholders in the following ways. First, teachers can use them for gaining insight into or refresh their understanding of inquiry learning and teaching. Second, teacher educators can integrate the web-based materials in the design and implementation of professional development courses for teachers. Third, scientists can use the web-based materials to expand their understanding of how their everyday inquiry activities can be transferred for learning purposes during designing and implementing instructional settings. Finally, the web-based materials for parents, written in a language that is easy to comprehend, are expected to serve as supportive materials in helping parents monitor and scaffold their children's inquiry activities at home. The web-based materials are available athttp://www.arkofinquiry.eu/web-based-materials.
Additionally, ReSciTEG developed teacher training materials to train teachers so that they will be able to support and motivate the pupils in their inquiry-based activities. The purpose of the teacher training materials concerns the development of teacher training materials that will be used by all partners of the Ark of Inquiry project during the design, implementation, and coordination of teacher training courses at their countries.
You can find more about Ark of Inquiry at http://www.arkofinquiry.eu/homepage
Schools Study Earthquakes (SSE) project
The Schools Study Earthquakes (SSE) project is an Erasmus + project involving 6 partners from 5 countries: Cyprus, Greece, Bulgaria, Turkey and Italy. The main aim of the project is to promote scientific literacy and cooperation between schools and countries, through the concept of earthquakes. More specifically, students will learn in depth special topics of physics and geology, participate and perform investigations and work with instruments used in seismology, all in a cooperative manner. Issues associated with the societal impact of this natural phenomenon will be also addressed. In order to achieve the project's objectives, inquiry was chosen as the main instructional approach.
In general, 50 schools of secondary education will be involved in the educational activities of the project and a total minimum of 250 science teachers will be trained prior and during the phase of the implementation at schools. A South Eastern European / Mediterranean School Network of digital seismographs will be created and therefore, students will work with real seismic data in real time. Also, in order to facilitate the use of the Network, as well as the results of the project from participating and non-participating schools, a website and guide manuals will be developed. The ReSciTEG team is actively involved in the project, especially in the development of the Intellectual Outputs concerning the pedagogical methodologies and the implementation plan that will be followed during the project.
|The PLATON includes partners from six countries (Portuguese, Greece, Cyprus, Finland, Spain and United Kingdom), it is funded by the Erasmus+ Program and consists part of the "Cooperation for innovation and the exchange of good practices" action.|
PLATON aims to provide teachers communities with a coherent teachers' training framework which will focus on the promotion of student-centered teaching approaches, such as inquiry-based learning and a holistic interdisciplinary approach for teaching science in schools, based on innovative teaching methods, like the "Big Ideas of Science", also fostering collaboration between teachers of different science disciplines. In addition, the framework will provide support for the use of online educational tools, so that to enrich teachers' teaching skills and bringing them up to the speed with student's needs and interests. After the training, teacher will be able to include effective student-centered teaching approaches in their daily practice, like inquiry-based learning, and make use of appropriate educational tools to enhance students' engagement in scientific practices. In addition, students will have the opportunity to study, in depth, many subject domains and create links between ideas and phenomena from different disciplines.
For more information about PLATON visit the following website: http://platon-project.eu/