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Science in life
FunderEuropean Commission
Funder Contribution €60,000.00
Funded underERASMUS+ | Partnerships for cooperation and exchanges of practices | Small-scale partnerships in school education
Project code2021-1-IT02-KA210-SCH-000031456
Open Access mandatePublications: NoResearch data: No
Identifiers
Description
"<< Background >>We applied the project since Science and Maths were the hardest subjects in education by the students and they were just accepted as a subject at school even if they are more than that; furthemore ""fewer than 15% of 15-year-olds should be under-skilled in Mathematics, our aim with this project was to make studentssee mathematics, technology and Science through a different point of view, as the basis of engineering. The main need of the participants andtarget groups was to dismiss the lack of interest to the Science and Mathematics among the secondary and high school students. Another need ofthe target groups was improving their capability in English both for the students and educational staff they were all learning. Anotherneed of the participating organization was the improvement of the educational staff. On the other had this project helpedto increase environmental motivation among the participants via the environmental experiments and activities likecleaning or saving natural resources like water using scientific clues. They also worked on the one of those naturalresources as a subtopic.<< Objectives >>Thanks this project students understood that real-life situations can be solved with mathematical problems and equations. We improvedstudents communication ability in another language and group working skills. Another achievement was that students understood the importance of Maths, technology, and science in real-life situations to make them meaningful by collaborative learning. Above all the project's aim was to promote excellence in STEM thus fostering inclusive education for disadvantaged learners and learners with disabilities.<< Implementation >>Activities were carried out that allowed environmental impacts to be determined using science and technology. The students experimented with field trips, first, (Danube delta in Romania and confluence of the Arno-Sieve rivers; visit to Cappadocia) and with debates and experiments in the laboratory, then, how human intervention can influence climate change and alter the different microclimates. In all mobilities there were visits to scientific museums and lectures on climate change held in various universities. There were many workshops in which students and teachers actively participated.<< Results >>Among the concrete results we can certainly include a 60% increase in the use of the CLIL methodology in all participating institutions.Common learning units on environmental sustainability have been designed, analyzing in particular the impact on the environment due to human intervention. Posters, brochures and ebooks were created. For each Institute, an Erasmus corner was created where all the material produced was displayed."
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"<< Background >>We applied the project since Science and Maths were the hardest subjects in education by the students and they were just accepted as a subject at school even if they are more than that; furthemore ""fewer than 15% of 15-year-olds should be under-skilled in Mathematics, our aim with this project was to make studentssee mathematics, technology and Science through a different point of view, as the basis of engineering. The main need of the participants andtarget groups was to dismiss the lack of interest to the Science and Mathematics among the secondary and high school students. Another need ofthe target groups was improving their capability in English both for the students and educational staff they were all learning. Anotherneed of the participating organization was the improvement of the educational staff. On the other had this project helpedto increase environmental motivation among the participants via the environmental experiments and activities likecleaning or saving natural resources like water using scientific clues. They also worked on the one of those naturalresources as a subtopic.<< Objectives >>Thanks this project students understood that real-life situations can be solved with mathematical problems and equations. We improvedstudents communication ability in another language and group working skills. Another achievement was that students understood the importance of Maths, technology, and science in real-life situations to make them meaningful by collaborative learning. Above all the project's aim was to promote excellence in STEM thus fostering inclusive education for disadvantaged learners and learners with disabilities.<< Implementation >>Activities were carried out that allowed environmental impacts to be determined using science and technology. The students experimented with field trips, first, (Danube delta in Romania and confluence of the Arno-Sieve rivers; visit to Cappadocia) and with debates and experiments in the laboratory, then, how human intervention can influence climate change and alter the different microclimates. In all mobilities there were visits to scientific museums and lectures on climate change held in various universities. There were many workshops in which students and teachers actively participated.<< Results >>Among the concrete results we can certainly include a 60% increase in the use of the CLIL methodology in all participating institutions.Common learning units on environmental sustainability have been designed, analyzing in particular the impact on the environment due to human intervention. Posters, brochures and ebooks were created. For each Institute, an Erasmus corner was created where all the material produced was displayed."
