The document discusses a program called CONNECT that aims to engage students in science learning through real-world projects and discussions with scientists. Students worked on solving real problems and discussing issues like climate change, the environment, health, and the economy. Teachers saw students' enthusiasm and understanding of science grow as they connected classroom lessons to their lives. The program helped develop students' science skills and mindsets, overcoming challenges like lacking experience with hands-on projects, collaborative problem-solving, and seeing science as relevant to their lives and future careers.
I'm a Scientist, Get Me Out of Here (Aust)!, CONASTA 61Kristin Alford
I'm a Scientist, Get Me Out of Here! is two weeks of online madness where students ask scientists questions and get to vote. The scientists are evicted one by one until there is a winner who receives prize money of $1,000 to spend on outreach.
The program has been running in the UK for four years and in Australia for two. This presentation at CONASTA 61 explains the program and some of the insights from teacher and scientist evaluations.
Spread the word and register now for the next event in August at http://imascientist.org.au/teachers
This presentation was provided to CONNECT consortium members and participants including results of phase 1
Pilot Leaders and Coordinators of data generation:
Tony Sherborne MSC
Giorgos Panselinas RDE
Rosina Malagrida IRSI
Mihai Bizoi VUT
Patricia Torres APC-PUC
Silvar Ribeiro UNEB
Alexandra Okada OU
More details:
https://www.connect-science.net/
Link to Padlet:
https://padlet.com/connectscience2020/7hm5ingbvkel8l2e
The Creative Thinking - Science Exposure program in Israel is an innovative program to teach scientific concepts to very young children via fun activities and the creation of scientific toys.
Khris Lloyd U1087420 USQ EDR8802 Quiz 1
Current research on the impacts of gardening for children with Autism Spectrum Disorder (ASD) are surprisingly lacking, considering that it generally believed there are numerous benefits of the natural environment on individuals with special needs.
This proposal aims to briefly review current literature before testing the hypothesis that gardening not only offers a therapeutic environment for students with ASD, but also offers cognitively stimulating challenges that require problem solving capabilities.
I'm a Scientist, Get Me Out of Here (Aust)!, CONASTA 61Kristin Alford
I'm a Scientist, Get Me Out of Here! is two weeks of online madness where students ask scientists questions and get to vote. The scientists are evicted one by one until there is a winner who receives prize money of $1,000 to spend on outreach.
The program has been running in the UK for four years and in Australia for two. This presentation at CONASTA 61 explains the program and some of the insights from teacher and scientist evaluations.
Spread the word and register now for the next event in August at http://imascientist.org.au/teachers
This presentation was provided to CONNECT consortium members and participants including results of phase 1
Pilot Leaders and Coordinators of data generation:
Tony Sherborne MSC
Giorgos Panselinas RDE
Rosina Malagrida IRSI
Mihai Bizoi VUT
Patricia Torres APC-PUC
Silvar Ribeiro UNEB
Alexandra Okada OU
More details:
https://www.connect-science.net/
Link to Padlet:
https://padlet.com/connectscience2020/7hm5ingbvkel8l2e
The Creative Thinking - Science Exposure program in Israel is an innovative program to teach scientific concepts to very young children via fun activities and the creation of scientific toys.
Khris Lloyd U1087420 USQ EDR8802 Quiz 1
Current research on the impacts of gardening for children with Autism Spectrum Disorder (ASD) are surprisingly lacking, considering that it generally believed there are numerous benefits of the natural environment on individuals with special needs.
This proposal aims to briefly review current literature before testing the hypothesis that gardening not only offers a therapeutic environment for students with ASD, but also offers cognitively stimulating challenges that require problem solving capabilities.
In the race towards exams, it can be easy to forget the other goals of science education: scientific literacy (science in life) and STE(A)M careers (science in society).
CONNECT is an EC-funded project offering a new kind of resource, called a Science Action.
It’s a set of activities to integrate a real-life challenge into an existing topic and it ticks lots of boxes:
Engage with a real-life challenge
Know and apply a science concept
Practice an enquiry skill
Understand how science affects their world
Interact with a scientist or engineer ( CONNECT Platform)
Talk about science with family-members
In the race towards exams, it can be easy to forget the other goals of science education: scientific literacy (science in life) and STE(A)M careers (science in society).
CONNECT is an EC-funded project offering a new kind of resource, called a Science Action.
It’s a set of activities to integrate a real-life challenge into an existing topic and it ticks lots of boxes:
Engage with a real-life challenge
Know and apply a science concept
Practice an enquiry skill
Understand how science affects their world
Interact with a scientist or engineer ( CONNECT Platform)
Talk about science with family-members
CONNECT - inclusive open schooling with engaging and future-oriented science
If you wish to download this resource then please access
https://connect-eu.exus.co.uk/2021/11/05/carbon-neutral-cop26/
The 6th International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, THE LIMITS OF SCIENCE AND HUMAN KNOWLEDGE
- 08 de maio, 09h30 | “Os processos colaborativos nas comunidades de aprendizagem em rede”, por Alexandra Okada, professora da Open University (Reino Unido), e Teresa Cardoso, professora da Universidade Aberta
Os alunos e alunas das licenciaturas de Educação da Universidade do Minho e de Educação Básica do Instituto Politécnico de Coimbra (IPC) realizam de abril a junho de 2021 o ciclo de nove webinars “Conversas com (a) Educação”.
As sessões decorrem na rede online Zoom, tendo inscrições e mais detalhes em conectados86.webnode.pt. Vai conhecer-se novas formas de aprender nas comunidades em rede, num mundo em mutação e cada vez mais tecnológico em todos os níveis de ensino, entre outros aspetos.
A iniciativa é aberta ao público, dirigindo-se em especial a professores e investigadores. O ciclo de webinars reforça a partilha de conhecimento entre os alunos da UMinho e do IPC, fazendo parte das disciplinas Tecnologia Educativa e Tecnologia e Comunicação Educacional II, orientadas pelos docentes Marco Bento e José Alberto Lencastre, respetivamente.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
CONNECT conference posters 2022.pptx
1. Students made loads of
progress in
using evidence to
support their arguments.
TEACHER
My daughter got into
a discussion with us
about unhealthy food,
smoking and
heart disease.
PARENTS
It’s joyful to see
students’ faces light up
when they see science
connecting with their lives.
TEACHER
Girls solving real problems
with scientists and families
connect-science.net
2. I believe that science is
important for everyone
and projects like this
can bring people closer
to science.
STUDENT, AGE 16
Learning this might
change what I want to
study when I’m older.
STUDENT, AGE 12
Students using science
for their lives
connect-science.net
What can I do to
change the future
using science?
STUDENT, AGE 15
3. With CONNECT,
children want to be seen
to be good at science.
BIOLOGIST
CONNECT creates lots
of opportunities to have
a discussion with
students about real data.
SCIENTIST
Students working with
researchers and communities
connect-science.net
Zooming with a scientist
gave the project more
credibility and engaged
students more.
SCIENCE TEACHER
4. Making the curriculum more
relevant for students
OPEN SCHOOLING RESOURCES
Return
extinct
animals
Decide
about
transplants
Promote
energy-
saving
Reduce
micro-
plastics
Reach
carbon
zero
connect-science.net
context-based tasks
2.Acquire
1.Activate
science-actions
3.Apply
4.Analyse
CARE
DO
KNOW
Use higher-order thinking
to solve real-life issues
real-life discussion
Discuss students’
understanding,
needs and interests
Join our CONNECT platform
for resources and scientists
hands-on activities
Build understanding
of the new concept
in context
Transfer concept to
unfamiliar situations
5. Developing students’ knowledge,
skills and learning mindsets
PEDAGOGICAL CHALLENGES
OPEN SCHOOLING RESEARCH & INNOVATION
STUDENTS’ SCIENCE CAPITAL NEW CONNECT-SCIENCE MINDSET
53% of teachers rarely used
collaborative inquiry–based games
with role play.
81% of teachers were not used to
teaching real–life issues with
scientists and families.
TEACHERS’ NEW PRACTICES
90% of teachers are confident at
guiding students to undertake real
problem-solving.
87% are confident on teaching how
to search for reliable information
and take roles in participatory
research.
Many students developed positive
views of the value of science in their
lives and society.
They discussed various issues using
science to propose solutions such as
climate change, environment energy,
health, and economy
75% think that Science, Technology,
and Maths are important for solving
world problems.
They discussed their views on
science as innovation, development,
research, discovery, experimentation,
knowledge, and technology
84% considered science enjoyable
and open schooling activities fun.
65% of students had low science
capital in all dimensions, primarily in
‘what they do’ and ‘what they know’.
69% had never done science
projects outside school (e.g. at home
or in the neighbourhood).
60% were uncertain about their
knowledge in science and maths to
select information, questions and
using ideas to solve problems.
41% think that learning science is
about memorising terms and
equations and knowing only the
correct answer.
32% would not like to be seen as an
expert in science nor to have a job
that uses science.
connect-science.net