Katarzyna Kwiatek-Grabarska is a geography and computer science teacher at Complex of Schools No. 5 in Zabrze, Poland. She's also the Scientix Ambassador in Poland, a GLOBE Program teacher, and a coordinator for Science Day and STEM Discovery Week. Ms. Kwiatek-Grabarska graduated from the Faculty of Earth Sciences at the University of Silesia in Katowice in the field of geography. Postgraduate studies at the Faculty of Informatics and Materials Science in the field of computer science. From the beginning of her professional career, she has been involved in the implementation of many educational projects at national and international level. She is an active teacher of the GLOBE Program. She encourages students to become interested in science by organizing numerous workshop trips to scientific institutions, outdoor research, tourist and sightseeing trips, as well as annual competitions for students. In her talk she asks, “Can students be citizen scientist?”
For more information on the COST Action Workshop on Synergies Between Education & Citizen Science, visit:
http://alpineinstitute-las.org/science/cost-workshop-2018/
Scientix: International Conference "Educating the educators" - Essen, German...Brussels, Belgium
The document discusses the Scientix project, which aims to disseminate good teaching practices in science, technology, engineering, and math. It is supported by the European Commission and coordinated by European Schoolnet. The Scientix project runs a website and portal that provides resources from European STEM projects, a community for teachers, and events like workshops and conferences to facilitate collaboration. The goal is to improve science education across Europe by sharing materials and practices between teachers and projects.
The document discusses open schooling, an approach to education that promotes partnerships between students, teachers, scientists, and local communities to enhance learning through real-life issues. It proposes that open schooling can empower students and increase their science capital by engaging them in fun participatory science projects and raising their awareness of socially relevant global issues. Various universities and researchers in Brazil plan to apply this approach through collaborative projects using tools like augmented reality, argumentation maps, podcasts and webinars to stimulate discussion between students and scientists.
Open schooling connects real-life projects in schools to their curriculum through partnerships with scientists, professionals, families, and civil society. It targets disadvantaged students by giving them opportunities to experience and engage with science in real life through participatory science actions. Examples of science actions on climate change include projects analyzing solar panels, plastic pollution detection, developing environmentally-friendly mobile phones, and protecting the Amazon forest from fires. Open schooling was created to raise students' science capital by involving various stakeholders like students, teachers, researchers, entrepreneurs, and policymakers in learning, teaching, research, and responding to real social issues through responsible research and innovation.
"Earth in the Solar System in the resources of the Scientix Project and how fascinating science can be when we touch it,
with the Eratosthenes Experiment in the background".
The document summarizes 5 open schooling projects in Brazil that aim to support less represented actors and territories through innovative ecosystems. The projects involve partnerships between schools, experts, universities, and local communities. They use project-based learning approaches and digital technologies to engage students in socio-scientific issues that they care about in their local contexts. The goals are to empower students with science capital, strengthen multidisciplinary learning, and prepare students to support sustainable development in their communities. Key activities across the projects include developing podcasts and webradio, online teacher training, gender programs, and networks for indigenous STEAM learning and inclusion.
1. The document outlines the leadership structure and goals of the Open Schooling Science project, which aims to promote open schooling in Europe through science education.
2. Open schooling involves cooperation between schools, scientists, and local communities to engage students in solving real-world problems through science.
3. The project will provide resources and support to help schools incorporate open scenarios and science-actions into their curriculum to improve student learning and develop their science capital.
This project between the EU and Brazil aims to enrich student learning through open schooling and participatory science in the core curriculum. Open schooling promotes cooperation between schools, scientists, and local communities for students to solve real problems. The Augmented Reality in Schools initiative involved science teachers, students, researchers, and medical students using AR to guide secondary students in science subjects supported by scientists. Participants engaged with real-life issues, used AR to acquire knowledge supported by teachers, and worked with peers on participatory science projects related to COVID-19. Findings showed AR helped students explore concepts visually and interactively, engaged them in discussions with researchers, and increased their interest and understanding of science. Recommendations included planning, access to resources
The 6th International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, THE LIMITS OF SCIENCE AND HUMAN KNOWLEDGE
Scientix: International Conference "Educating the educators" - Essen, German...Brussels, Belgium
The document discusses the Scientix project, which aims to disseminate good teaching practices in science, technology, engineering, and math. It is supported by the European Commission and coordinated by European Schoolnet. The Scientix project runs a website and portal that provides resources from European STEM projects, a community for teachers, and events like workshops and conferences to facilitate collaboration. The goal is to improve science education across Europe by sharing materials and practices between teachers and projects.
The document discusses open schooling, an approach to education that promotes partnerships between students, teachers, scientists, and local communities to enhance learning through real-life issues. It proposes that open schooling can empower students and increase their science capital by engaging them in fun participatory science projects and raising their awareness of socially relevant global issues. Various universities and researchers in Brazil plan to apply this approach through collaborative projects using tools like augmented reality, argumentation maps, podcasts and webinars to stimulate discussion between students and scientists.
Open schooling connects real-life projects in schools to their curriculum through partnerships with scientists, professionals, families, and civil society. It targets disadvantaged students by giving them opportunities to experience and engage with science in real life through participatory science actions. Examples of science actions on climate change include projects analyzing solar panels, plastic pollution detection, developing environmentally-friendly mobile phones, and protecting the Amazon forest from fires. Open schooling was created to raise students' science capital by involving various stakeholders like students, teachers, researchers, entrepreneurs, and policymakers in learning, teaching, research, and responding to real social issues through responsible research and innovation.
"Earth in the Solar System in the resources of the Scientix Project and how fascinating science can be when we touch it,
with the Eratosthenes Experiment in the background".
The document summarizes 5 open schooling projects in Brazil that aim to support less represented actors and territories through innovative ecosystems. The projects involve partnerships between schools, experts, universities, and local communities. They use project-based learning approaches and digital technologies to engage students in socio-scientific issues that they care about in their local contexts. The goals are to empower students with science capital, strengthen multidisciplinary learning, and prepare students to support sustainable development in their communities. Key activities across the projects include developing podcasts and webradio, online teacher training, gender programs, and networks for indigenous STEAM learning and inclusion.
1. The document outlines the leadership structure and goals of the Open Schooling Science project, which aims to promote open schooling in Europe through science education.
2. Open schooling involves cooperation between schools, scientists, and local communities to engage students in solving real-world problems through science.
3. The project will provide resources and support to help schools incorporate open scenarios and science-actions into their curriculum to improve student learning and develop their science capital.
This project between the EU and Brazil aims to enrich student learning through open schooling and participatory science in the core curriculum. Open schooling promotes cooperation between schools, scientists, and local communities for students to solve real problems. The Augmented Reality in Schools initiative involved science teachers, students, researchers, and medical students using AR to guide secondary students in science subjects supported by scientists. Participants engaged with real-life issues, used AR to acquire knowledge supported by teachers, and worked with peers on participatory science projects related to COVID-19. Findings showed AR helped students explore concepts visually and interactively, engaged them in discussions with researchers, and increased their interest and understanding of science. Recommendations included planning, access to resources
The 6th International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, THE LIMITS OF SCIENCE AND HUMAN KNOWLEDGE
Open Learning and Innovative Didactics of ChemistrySara Tortorella
This document discusses open learning approaches to teaching chemistry. It proposes using digital tools and non-formal learning environments to make chemistry more relevant and accessible. Specifically, it recommends (1) changing how chemistry is taught in schools, (2) strengthening connections between research and society, (3) leveraging digital tools to increase chemistry knowledge, and (4) enhancing communication skills among young chemists in non-formal settings. Examples provided include using games like Kahoot to engage students and interactive exhibits at science festivals. The document notes challenges of ensuring quality and certifying skills gained in open digital environments.
Vida Mildažienė and Eglė Marija Ramanuskaitė - Steps Towards Open Science and...Aidis Stukas
This document discusses steps towards open science and education in Lithuania. It introduces Vida Mildažienė and her work in science communication, including organizing science festivals. It discusses five schools of thought around open science as well as bringing science closer to society through initial tools like science festivals and open days. It then provides examples of citizen science projects in Lithuania including monitoring bryozoan biodiversity and biohacking lichens. It discusses the development of science communication and citizen science over three time periods in Lithuania and tools provided for STEM education. Finally, it summarizes a proposed citizen science project on bryozoans that would engage students and honor the historical work of Bronė Pajiedaitė.
This document summarizes presentations from several conferences related to science education in Europe. It discusses the ESERA conference which focused on approaches to science education research and learning processes. It also lists presentations from conferences on topics like inquiry-based science education, assessment of science learning, and engaging students with socioscientific issues. Several European projects are mentioned that aim to promote inquiry-based approaches and improve science education.
RJohnson Portfolio USAID Project Report Example STEM activities (10 pages)beccane
This document provides examples of STEM projects completed by schools in the SAInS (School Action for Innovations in Science) program in Indonesia. It describes two exemplary projects:
1) At SMA 1 Kepanjen, students conducted an interdisciplinary project on the economic and environmental potential of landfill waste. They studied decomposition biology, biogas extraction, and the social impacts on waste pickers through fieldwork at the local landfill.
2) At SMA Kornita Bogor, students used 3D printers to create tactile books for blind children. Working with a local school for the blind, they designed 3D models, printed them, and assembled the books to support literacy for
Etwinning and Erasmus+ ka229 ``energy for life`` 2016 2019 (1)Loredana Messineo
The document outlines the goals, competencies, and impacts of the Erasmus+ KA229 "ENERGY FOR LIFE" project from 2016-2019. The project aimed to develop scientific, digital, linguistic, cultural, and learning competencies in students. It engaged students in hands-on scientific investigations and demonstrations to develop scientific skills and positive attitudes towards STEM. The project had impacts on students like improved scientific skills, teamwork, and cultural awareness. It also benefited teachers through new teaching methods and skills, and had schoolwide impacts like recognition and collaboration with other organizations.
This document discusses responsible research and innovation through partnerships between researchers, citizens, and students. It promotes using co-inquiry tools and strategies to equip students with science literacy skills. Examples mentioned include using mobile data collection and discussion apps to engage students in scientific investigations around urban issues. The benefits identified are collaboration in authentic scenarios and co-authorship of publications. Challenges include coordinating different perspectives between students, researchers, and technologists. Recommendations are made around using technologies like weSPOT for questioning, analytics and data collection to support student-centered teaching and learning.
The Inspiring Science project received EU funding to popularize science subjects using existing e-learning resources. CARNet implemented the project in Croatia from 2014-2015, developing 3 new learning scenarios and translating 2 more. Over 850 teachers participated in training events on using e-tools and examples of good practice, and 122 schools participated in the pilot project. Synergy with other organizations helped increase student interest in science careers.
MA.R.CH Making Science Real in Schools: Best practices for creative STEM cla...Sofia Papadimitriou
On Wednesday 17 June 2015, the Creative Classrooms by the etwinning network and the Educational Radiotelevision co-organise the last Creative Classroom Expert Talk: a webinar to introduce the MARCH project - Making Science Real in Schools.
The one-hour webinar "Making Science Real in Schools: Best practices for Creative STEM Classrooms" will outline the goals of the MARCH project, the key findings of scope-analysis contucted in the farmework of the project and focus on best practices for Creative STEM Classrooms.
This document summarizes a presentation about the FP7 Science in Society program and National Contact Points. The Science in Society program supports science education projects and bringing science and society together. National Contact Points assist organizations applying for funding under the Science in Society program. The goals of the SiS Net project are to strengthen the network of National Contact Points across Europe and improve their services to project applicants through training and sharing best practices. National Contact Points provide assistance to those seeking funding for activities like science communication, engaging young people with science, and addressing gender issues in science.
Action Research in School Education AReTwinning Journal (nr. 3 / 2023)Cimpeanemese
Action Research in School Education
ISSN 2971 – 9658 / ISSN-L 2971 – 9658
Issue 1, nr. 3 / February 2023
The journal is edited as part of the Action Research in School Education. Action Research in eTwinning Projects eTwinning featured group, moderated by Emese Cîmpean (editor in chief and founder of the journal)
Table of content:
Collaborative activities in eTwinning, Alenka Miljevic, p. 5
Growing up through experiences, Oana Gavriliu, p. 26
European education through Erasmus projects, Monica Arotăriței, p. 43
Magic, positive psychology, character growth and learning: SMILE - The School of Magic Inspiring Learning Experiences, Liliana Nederița, p. 53
Web 2.0 tools for eTwinning projects, Simona Ghenea, p. 137
eTwinning projects and Action-Research, Emese Cîmpean, p. 161
Street Stories, the legends and myths of our streets, Anita Simac, p. 171
Empowering the now through student agency, Loredana Popa, p. 189
The new European School Education Platform, Emese Cîmpean, p. 223
Intro to Erasmus – Erasmus call for projects 2023, Vasilica Găzdac, p. 256
eTwinning school mission. #eTwSchool application, Emese Cîmpean, p. 267
This document discusses a project called Contemporary Education that aims to support internationally recognized research enhanced by public engagement and impact. It involved over 750,000 students and 12,000 UK teachers exploring topics like genetically modified foods through inquiry-based resources. The project was funded through various European and UK sources from 2014-2017. It provided topical curriculum materials and professional development for teachers on responsible research and innovation. Evaluations found positive impacts on students' skills and engagement as well as teachers' practices. The project also engaged scientists and experts in discussions with students and teachers.
Creative, Active, Responsible Students in the Digital Age - presentationMelinda Nagy
This document summarizes an Erasmus+ project taking place from 2016-2018 between schools in Romania, Turkey, Czech Republic, Greece, and Portugal. The project aims to promote ICT use in teaching, strengthen teaching skills through international collaboration, develop student skills in math, science and literacy, and improve parent/stakeholder engagement. Teachers will develop innovative teaching materials and activities to implement in their schools and share online. The project seeks to enhance education quality and create a safe learning environment using techniques like peer learning, problem-based learning, and game-based learning.
ASTRONOMY IN EDUCATION SIMULATING SPACE RESEARCH EXPERIMENT IN THE CLASSROOM...Sheila Sinclair
This document discusses a project-based learning activity on astronomy and space research for secondary education students. The activity is inspired by the annual European Astro Pi contest run by the European Space Agency (ESA) in collaboration with the Raspberry Pi Foundation. In the activity, students are asked to design a space experiment to investigate possible variations in the interior environment of the International Space Station (ISS), such as temperature and pressure, during its day/night cycles using sensors. Students simulate their experimental designs on Earth by testing them during terrestrial day/night cycles. The goal is to develop students' scientific knowledge, cognitive skills, and ability to collaborate through an engaging hands-on learning experience focused on real-world problems in astronomy and space research.
3rd Scientix Conference - 3 minute presentation of the exhibition standsBrussels, Belgium
These slides were displayed during a three minute introduction to each exhibition stand during the 3rd Scientix Conference in Brussels, Belgium, 4-6 May 2018.
This document summarizes Erviola Konomi's presentation about a project on climate action and STEM education in Albania. The project aims to raise awareness about climate change among students by having them study how climate affects health and how technology and industry contribute to climate change. Students use the scientific method and various research techniques to analyze data and find solutions. The project also encourages sustainable lifestyles and engaging with community leaders. Students created posters and videos to promote changes. The project was recognized in international STEM competitions for highlighting climate change research priorities and environmental conservation.
The document discusses a study that explored how students engage with urban inquiry activities on personal learning environments. A qualitative study involved 26 teenagers in the UK participating in 4 science lessons focused on inquiries about car usage, energy consumption, and solar panels. Students used various tools like weSPOT for questioning, commenting and data collection. The study found benefits like collaboration and co-authored work, while also challenges like some students being distracted. It promotes co-inquiry and responsible research to equip citizens as smart participants through scientific literacy and evidence-based thinking.
Science Maths Projects Winners And Runners Up Prague2009etpr
This document summarizes two science and math projects for primary school students. Both projects were year-long and incorporated topics from national curricula into hands-on activities. Students collaborated with partner schools in other countries, using tools like videoconferencing, blogs, and online platforms. The projects emphasized creative learning, teamwork, and sharing knowledge between students and teachers. Real-world experiences and interactive games helped bring math concepts to life. Community involvement and professional development for teachers were also aspects of the successful multinational partnerships.
Innoteach final info-newsletter_03-en-final-newITStudy Ltd.
The InnoTeach project empowers the innovation mind-set in the European Union by way of establishing learning environments in schools which fertilize the grounds for young people to apply innovation principles in problem solving and at the same time learn about entrepreneurship concepts.
The Discovery Learning Space: Developing the Science Classroom of the FutureSEENET-MTP
The document discusses current trends in science education and ways to improve student interest in science. It argues that science education needs to shift from a deductive approach focused on memorization to an inquiry-based approach that emphasizes thinking scientifically. Recommendations include introducing problem-oriented and interdisciplinary fields of study, increasing collaboration between formal and informal education, and utilizing new technologies to enhance hands-on learning experiences.
Jelle Kabbes: GLOBE National Light Measurements & Rhine River, COST Action w...John Harlin
Jelle Kabbes is assistant country coordinator for GLOBE in The Netherlands and a geography teacher at Rembrandt College. He
co-designed a project for sustainable urban lighting called GLOBE National Light Measurement. Students all over the Netherlands build their own spectroscope in science or geography class. The teacher assigns the students a neighborhood by using a GIS-environment. The students visit the neighborhood and observe through their spectroscope which kind of lighting residents use: incandescent, compact fluorescent, or LED. Data is entered in GIS. Schools in urban environments have to be creative in finding research sites for citizen science. This is one example. Jelle is looking for partners for international citizen science projects studying weather and water on shared rivers. Besides the scientific goals and student development, he’s keen on the cultural, social, and language skills that citizen science can support. Mr. Kabbes’ plenary session shared lessons from GLOBE National Light Measurements and his thoughts on cooperatively researching the Rhine River.
For more information on the COST Action Workshop on Synergies Between Education & Citizen Science, visit:
http://alpineinstitute-las.org/science/cost-workshop-2018/
Dr. Tania Jenkins co-founded EvoKE (Evolutionary Knowledge for Everyone), in Bern, Switzerland. She is a scientist-turned science communicator. Half-way into her second postdoc in ecology she discovered her passion for outreach. Since then, she has worked in museums and universities creating scientific exhibitions, workshops, science festivals, and immersive games. She believes in breaking barriers between scientists and the public, which leads her to host science “speed-dating” events where members of the public can speak to a range of researchers and explore a range of research topics. In her previous role at the Museum of Zoology in Lausanne she organised an event series where visitors would do research with a scientist in the exhibition. She co-founded EvoKE (Evolutionary Knowledge for Everyone) to promote higher scientific literacy in evolution, which she explained in this talk. Dr. Jenkins’ parallel session explained her project EvoKE: Evolutionary Knowledge for Everyone.
For more information on the COST Action Workshop on Synergies Between Education & Citizen Science, visit:
http://alpineinstitute-las.org/science/cost-workshop-2018/
More Related Content
Similar to Katarzyna Kwiatek-Grabarska: Can Students Become Citizen Scientists?, COST Action
Open Learning and Innovative Didactics of ChemistrySara Tortorella
This document discusses open learning approaches to teaching chemistry. It proposes using digital tools and non-formal learning environments to make chemistry more relevant and accessible. Specifically, it recommends (1) changing how chemistry is taught in schools, (2) strengthening connections between research and society, (3) leveraging digital tools to increase chemistry knowledge, and (4) enhancing communication skills among young chemists in non-formal settings. Examples provided include using games like Kahoot to engage students and interactive exhibits at science festivals. The document notes challenges of ensuring quality and certifying skills gained in open digital environments.
Vida Mildažienė and Eglė Marija Ramanuskaitė - Steps Towards Open Science and...Aidis Stukas
This document discusses steps towards open science and education in Lithuania. It introduces Vida Mildažienė and her work in science communication, including organizing science festivals. It discusses five schools of thought around open science as well as bringing science closer to society through initial tools like science festivals and open days. It then provides examples of citizen science projects in Lithuania including monitoring bryozoan biodiversity and biohacking lichens. It discusses the development of science communication and citizen science over three time periods in Lithuania and tools provided for STEM education. Finally, it summarizes a proposed citizen science project on bryozoans that would engage students and honor the historical work of Bronė Pajiedaitė.
This document summarizes presentations from several conferences related to science education in Europe. It discusses the ESERA conference which focused on approaches to science education research and learning processes. It also lists presentations from conferences on topics like inquiry-based science education, assessment of science learning, and engaging students with socioscientific issues. Several European projects are mentioned that aim to promote inquiry-based approaches and improve science education.
RJohnson Portfolio USAID Project Report Example STEM activities (10 pages)beccane
This document provides examples of STEM projects completed by schools in the SAInS (School Action for Innovations in Science) program in Indonesia. It describes two exemplary projects:
1) At SMA 1 Kepanjen, students conducted an interdisciplinary project on the economic and environmental potential of landfill waste. They studied decomposition biology, biogas extraction, and the social impacts on waste pickers through fieldwork at the local landfill.
2) At SMA Kornita Bogor, students used 3D printers to create tactile books for blind children. Working with a local school for the blind, they designed 3D models, printed them, and assembled the books to support literacy for
Etwinning and Erasmus+ ka229 ``energy for life`` 2016 2019 (1)Loredana Messineo
The document outlines the goals, competencies, and impacts of the Erasmus+ KA229 "ENERGY FOR LIFE" project from 2016-2019. The project aimed to develop scientific, digital, linguistic, cultural, and learning competencies in students. It engaged students in hands-on scientific investigations and demonstrations to develop scientific skills and positive attitudes towards STEM. The project had impacts on students like improved scientific skills, teamwork, and cultural awareness. It also benefited teachers through new teaching methods and skills, and had schoolwide impacts like recognition and collaboration with other organizations.
This document discusses responsible research and innovation through partnerships between researchers, citizens, and students. It promotes using co-inquiry tools and strategies to equip students with science literacy skills. Examples mentioned include using mobile data collection and discussion apps to engage students in scientific investigations around urban issues. The benefits identified are collaboration in authentic scenarios and co-authorship of publications. Challenges include coordinating different perspectives between students, researchers, and technologists. Recommendations are made around using technologies like weSPOT for questioning, analytics and data collection to support student-centered teaching and learning.
The Inspiring Science project received EU funding to popularize science subjects using existing e-learning resources. CARNet implemented the project in Croatia from 2014-2015, developing 3 new learning scenarios and translating 2 more. Over 850 teachers participated in training events on using e-tools and examples of good practice, and 122 schools participated in the pilot project. Synergy with other organizations helped increase student interest in science careers.
MA.R.CH Making Science Real in Schools: Best practices for creative STEM cla...Sofia Papadimitriou
On Wednesday 17 June 2015, the Creative Classrooms by the etwinning network and the Educational Radiotelevision co-organise the last Creative Classroom Expert Talk: a webinar to introduce the MARCH project - Making Science Real in Schools.
The one-hour webinar "Making Science Real in Schools: Best practices for Creative STEM Classrooms" will outline the goals of the MARCH project, the key findings of scope-analysis contucted in the farmework of the project and focus on best practices for Creative STEM Classrooms.
This document summarizes a presentation about the FP7 Science in Society program and National Contact Points. The Science in Society program supports science education projects and bringing science and society together. National Contact Points assist organizations applying for funding under the Science in Society program. The goals of the SiS Net project are to strengthen the network of National Contact Points across Europe and improve their services to project applicants through training and sharing best practices. National Contact Points provide assistance to those seeking funding for activities like science communication, engaging young people with science, and addressing gender issues in science.
Action Research in School Education AReTwinning Journal (nr. 3 / 2023)Cimpeanemese
Action Research in School Education
ISSN 2971 – 9658 / ISSN-L 2971 – 9658
Issue 1, nr. 3 / February 2023
The journal is edited as part of the Action Research in School Education. Action Research in eTwinning Projects eTwinning featured group, moderated by Emese Cîmpean (editor in chief and founder of the journal)
Table of content:
Collaborative activities in eTwinning, Alenka Miljevic, p. 5
Growing up through experiences, Oana Gavriliu, p. 26
European education through Erasmus projects, Monica Arotăriței, p. 43
Magic, positive psychology, character growth and learning: SMILE - The School of Magic Inspiring Learning Experiences, Liliana Nederița, p. 53
Web 2.0 tools for eTwinning projects, Simona Ghenea, p. 137
eTwinning projects and Action-Research, Emese Cîmpean, p. 161
Street Stories, the legends and myths of our streets, Anita Simac, p. 171
Empowering the now through student agency, Loredana Popa, p. 189
The new European School Education Platform, Emese Cîmpean, p. 223
Intro to Erasmus – Erasmus call for projects 2023, Vasilica Găzdac, p. 256
eTwinning school mission. #eTwSchool application, Emese Cîmpean, p. 267
This document discusses a project called Contemporary Education that aims to support internationally recognized research enhanced by public engagement and impact. It involved over 750,000 students and 12,000 UK teachers exploring topics like genetically modified foods through inquiry-based resources. The project was funded through various European and UK sources from 2014-2017. It provided topical curriculum materials and professional development for teachers on responsible research and innovation. Evaluations found positive impacts on students' skills and engagement as well as teachers' practices. The project also engaged scientists and experts in discussions with students and teachers.
Creative, Active, Responsible Students in the Digital Age - presentationMelinda Nagy
This document summarizes an Erasmus+ project taking place from 2016-2018 between schools in Romania, Turkey, Czech Republic, Greece, and Portugal. The project aims to promote ICT use in teaching, strengthen teaching skills through international collaboration, develop student skills in math, science and literacy, and improve parent/stakeholder engagement. Teachers will develop innovative teaching materials and activities to implement in their schools and share online. The project seeks to enhance education quality and create a safe learning environment using techniques like peer learning, problem-based learning, and game-based learning.
ASTRONOMY IN EDUCATION SIMULATING SPACE RESEARCH EXPERIMENT IN THE CLASSROOM...Sheila Sinclair
This document discusses a project-based learning activity on astronomy and space research for secondary education students. The activity is inspired by the annual European Astro Pi contest run by the European Space Agency (ESA) in collaboration with the Raspberry Pi Foundation. In the activity, students are asked to design a space experiment to investigate possible variations in the interior environment of the International Space Station (ISS), such as temperature and pressure, during its day/night cycles using sensors. Students simulate their experimental designs on Earth by testing them during terrestrial day/night cycles. The goal is to develop students' scientific knowledge, cognitive skills, and ability to collaborate through an engaging hands-on learning experience focused on real-world problems in astronomy and space research.
3rd Scientix Conference - 3 minute presentation of the exhibition standsBrussels, Belgium
These slides were displayed during a three minute introduction to each exhibition stand during the 3rd Scientix Conference in Brussels, Belgium, 4-6 May 2018.
This document summarizes Erviola Konomi's presentation about a project on climate action and STEM education in Albania. The project aims to raise awareness about climate change among students by having them study how climate affects health and how technology and industry contribute to climate change. Students use the scientific method and various research techniques to analyze data and find solutions. The project also encourages sustainable lifestyles and engaging with community leaders. Students created posters and videos to promote changes. The project was recognized in international STEM competitions for highlighting climate change research priorities and environmental conservation.
The document discusses a study that explored how students engage with urban inquiry activities on personal learning environments. A qualitative study involved 26 teenagers in the UK participating in 4 science lessons focused on inquiries about car usage, energy consumption, and solar panels. Students used various tools like weSPOT for questioning, commenting and data collection. The study found benefits like collaboration and co-authored work, while also challenges like some students being distracted. It promotes co-inquiry and responsible research to equip citizens as smart participants through scientific literacy and evidence-based thinking.
Science Maths Projects Winners And Runners Up Prague2009etpr
This document summarizes two science and math projects for primary school students. Both projects were year-long and incorporated topics from national curricula into hands-on activities. Students collaborated with partner schools in other countries, using tools like videoconferencing, blogs, and online platforms. The projects emphasized creative learning, teamwork, and sharing knowledge between students and teachers. Real-world experiences and interactive games helped bring math concepts to life. Community involvement and professional development for teachers were also aspects of the successful multinational partnerships.
Innoteach final info-newsletter_03-en-final-newITStudy Ltd.
The InnoTeach project empowers the innovation mind-set in the European Union by way of establishing learning environments in schools which fertilize the grounds for young people to apply innovation principles in problem solving and at the same time learn about entrepreneurship concepts.
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The document discusses current trends in science education and ways to improve student interest in science. It argues that science education needs to shift from a deductive approach focused on memorization to an inquiry-based approach that emphasizes thinking scientifically. Recommendations include introducing problem-oriented and interdisciplinary fields of study, increasing collaboration between formal and informal education, and utilizing new technologies to enhance hands-on learning experiences.
Similar to Katarzyna Kwiatek-Grabarska: Can Students Become Citizen Scientists?, COST Action (20)
Jelle Kabbes: GLOBE National Light Measurements & Rhine River, COST Action w...John Harlin
Jelle Kabbes is assistant country coordinator for GLOBE in The Netherlands and a geography teacher at Rembrandt College. He
co-designed a project for sustainable urban lighting called GLOBE National Light Measurement. Students all over the Netherlands build their own spectroscope in science or geography class. The teacher assigns the students a neighborhood by using a GIS-environment. The students visit the neighborhood and observe through their spectroscope which kind of lighting residents use: incandescent, compact fluorescent, or LED. Data is entered in GIS. Schools in urban environments have to be creative in finding research sites for citizen science. This is one example. Jelle is looking for partners for international citizen science projects studying weather and water on shared rivers. Besides the scientific goals and student development, he’s keen on the cultural, social, and language skills that citizen science can support. Mr. Kabbes’ plenary session shared lessons from GLOBE National Light Measurements and his thoughts on cooperatively researching the Rhine River.
For more information on the COST Action Workshop on Synergies Between Education & Citizen Science, visit:
http://alpineinstitute-las.org/science/cost-workshop-2018/
Dr. Tania Jenkins co-founded EvoKE (Evolutionary Knowledge for Everyone), in Bern, Switzerland. She is a scientist-turned science communicator. Half-way into her second postdoc in ecology she discovered her passion for outreach. Since then, she has worked in museums and universities creating scientific exhibitions, workshops, science festivals, and immersive games. She believes in breaking barriers between scientists and the public, which leads her to host science “speed-dating” events where members of the public can speak to a range of researchers and explore a range of research topics. In her previous role at the Museum of Zoology in Lausanne she organised an event series where visitors would do research with a scientist in the exhibition. She co-founded EvoKE (Evolutionary Knowledge for Everyone) to promote higher scientific literacy in evolution, which she explained in this talk. Dr. Jenkins’ parallel session explained her project EvoKE: Evolutionary Knowledge for Everyone.
For more information on the COST Action Workshop on Synergies Between Education & Citizen Science, visit:
http://alpineinstitute-las.org/science/cost-workshop-2018/
John Harlin & Dan Patton: LETS Study Climate: Sharing the Local Elevation Tra...John Harlin
John Harlin
Director, Alpine Institute at the Leysin American School in Switzerland
Dan Patton
Science teacher at Leysin American School
“LETS Study Climate: Sharing the Local Elevation Transect Survey”
After a long career in adventure journalism, Mr. Harlin returned to his roots in science and Switzerland by launching the Alpine Institute, which coordinates citizen science and outdoor education at the Leysin American School. He is the co-chair of the European Citizen Science Association (ECSA)’s working group on learning and education.
Following earning his masters in education and his bachelor’s in science from the University of Alaska, Mr. Patton has been teaching high school for a decade. At the Leysin American School he was a co-founder of the school’s main citizen science project, LETS Study Leysin, as well as the student exposition conference, Globe Day. His science classes involve considerable hands-on participation from students, including experiments with aquaponics, building robot gardeners, and designing and printing in 3D. He co-chairs the STEAM committee for ECIS, the Educational Collaborative of International Schools.
Mr. Harlin and Mr. Patton's plenary talk shared LAS’s LETS Study Leysin project (LETS = Local Elevation Transect Survey) and the school’s desire to launch a worldwide network of mountain schools doing transects of their own backyards, thus creating a global school-based project: LETS Study Climate.
Katarzyna Kwiatek-Grabarska: Scientix, the community for science educationn i...John Harlin
Katarzyna Kwiatek-Grabarska
Geography and computer science teacher at Complex of Schools No. 5 in Zabrze, Poland. Scientix Ambassador in Poland. GLOBE Program teacher. Coordinator for Science Day and STEM Discovery Week
“Can Students be Citizen Scientists?”
Ms. Kwiatek-Grabarska graduated from the Faculty of Earth Sciences at the University of Silesia in Katowice in the field of geography. Postgraduate studies at the Faculty of Informatics and Materials Science in the field of computer science. From the beginning of her professional career, she has been involved in the implementation of many educational projects at national and international level. She is an active teacher of the GLOBE Program. She encourages students to become interested in science by organizing numerous workshop trips to scientific institutions, outdoor research, tourist and sightseeing trips, as well as annual competitions for students. In her talk she asks, “Can students be citizen scientist?”
For more information on the COST Action Workshop on Synergies Between Education & Citizen Science, visit:
http://alpineinstitute-las.org/science/cost-workshop-2018/
Maaike de Heij: Engaging Pupils in Sustainable Landscapes, COST Action worksh...John Harlin
Maaike de Heij, PhD
Project manager SUSTAIN, University of Groningen
“Engaging pupils in ‘citizen science’ research projects on sustainable landscapes”
Dr. de Heij works at Science LinX, the science center of the Faculty Science and Engineering, University of Groningen, the Netherlands. Here, she coordinates educational programs for secondary school pupils to stimulate their interest in STEM. She also coordinates outreach activities at science festivals. Since September 2017, she is project coordinator of the Erasmus+ project SUSTAIN. SUSTAIN aims to engage pupils at secondary schools and their families in research project on bird migration and water management. The 12 partners will develop e-learning modules on “sustainable landscapes” in Spain, Cyprus, and the Netherlands, linking learning inside and outside the classroom. Dr. de Heij’s parallel session shared insights on “Engaging pupils in ‘citizen science’ research projects on sustainable landscapes”.
For more information on the COST Action Workshop on Synergies Between Education & Citizen Science, visit:
http://alpineinstitute-las.org/science/cost-workshop-2018/
Andy Ruck: Signposts for Citizen Science Practice in Educational Contexts, CO...John Harlin
Andy Ruck, PhD
University of Stirling, U.K.
“Signposts for Citizen Science Practice in Educational Contexts”
As a PhD candidate researcher at the University of Stirling, Scotland, Mr. Ruck is investigating a school-based citizen science and habitat restoration project called Polli:Nation. The program engages pupils from 260 primary and secondary schools across the UK in the active transformation of their school grounds into pollinator-friendly habitats, as well as in monitoring the effects of this work through contributions to a large-scale habitat survey. He spent the academic year of 2016-17 as an active participant in this project, carrying out participant-observation, focus groups with pupils, and interviews with teachers and project staff.
Mr. Ruck’s plenary, “Signposts for citizen science practice in educational contexts”, shared insights into the successes and challenges of this attempt to embed citizen science into a mainstream curricular context. He outlined four "signposts for practice" in order to maximise the learning potential of citizen science projects for young people. These are handily summarised as "4 Rs": Regular, Real, Relevant, and Responsive (with and in place).
For more information on the COST Action Workshop on Synergies Between Education & Citizen Science, visit:
http://alpineinstitute-las.org/science/cost-workshop-2018/
Margaret Gold is a mobile industry veteran now applying mobile and web technologies in the fields of Citizen Science and Citizen Observatories - where anyone can take part in scientific research and environmental data collection. Currently a Project Officer at the European Citizen Science Association (ECSA) on the WeObserve project, she has also worked at the Natural History Museum in London in the Digital Collections Programme inviting the public to help transcribe the labels of digitally imaged specimens. For more than 15 years she worked with entrepreneurs and inventors to launch new businesses to market. She has also run numerous creative collaboration events, including Hack Days and ThinkCamps. Ms. Gold was also the Co-Founder & Co-Organiser of Over the Air, London’s Annual Tech Fest celebrating software development as a creative pursuit, which ran for 9 years. Her move into the field of Citizen Science started as a consortium partner in the FP7 funded Citizen Cyberlab project as Director and Co-Founder of The Mobile Collective.
In addition to her keynote, “Hacking for Science”, Ms. Gold led a student breakout session, “There’s an App for that!”, in which students brainstormed what brand new app they might invent for science, using the technology built into their smartphones.
For more information on the COST Action Workshop on Synergies Between Education & Citizen Science, visit:
http://alpineinstitute-las.org/science/cost-workshop-2018/
Mary Ford: The Explorer's Mindset, COST Action workshop, Leysin 2018 slidesJohn Harlin
Mary Ford
Director of Education Programs at National Geographic Society, USA
Keynote: “The Explorer Mindset”
Before directing education at the Society, Ms. Ford was their Senior Manager for Citizen Science. She has an undergraduate degree in environmental science and policy from Harvard University and a master’s degree in environmental management from the Yale School of Forestry and Environmental Studies. Her career has focused on environmental education and citizen science. She has worked at the Cary Institute of Ecosystem Studies, the World Wildlife Fund, the Council for Environmental Education, and the National Audubon Society. She has taught preschool, middle school, and high school, and has done ecology research from Borneo to Siberia. Ms. Ford has served on the board of the North American Association for Environmental Education, the Education Operating Committee of the American Forest Foundation, and the board and Education Working Group of the Citizen Science Association.
In her keynote talk, Ms. Ford described her field research on orangutans and her National Geographic expedition experiences swimming with Arctic icebergs, among many other adventures in science. Her breakout session encouraged students to ask behind-the-scenes questions about the world’s most famous natural history organization.
For more information on the COST Action Workshop on Synergies Between Education & Citizen Science, visit:
http://alpineinstitute-las.org/science/cost-workshop-2018/
LETS (Local Environmental Transect Survey) is a citizen science project where students map and measure trees along an elevation gradient to study the effects of climate change on forest biomes. Over 400 students and 30 teachers have participated in LETS days, where they survey over 600 trees across 1200 meters in elevation. Students record species, measure trees, and enter the data which is then analyzed to show trends in species distribution with elevation. Participating in the authentic science project helps students better understand issues like climate change and how it affects their local environment.
Teachers designed an inquiry-based science program for students to learn about climate change and ecology. The program involved students doing hands-on science to learn about topics like glaciers and the environment. Teachers selected appropriate science content and tailored curricula to match students' interests, knowledge, and abilities based on national science standards.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Katarzyna Kwiatek-Grabarska: Can Students Become Citizen Scientists?, COST Action
1. Scientix has received funding from the European Union’s H2020 research
and innovation programme – project Scientix 3 (Grant agreement N.
730009), coordinated by European Schoolnet (EUN). The content of the
presentation is the sole responsibility of the presenter and it does not
represent the opinion of the European Commission (EC) nor European
Schoolnet (EUN) and neither the EC nor EUN are responsible for any use
that might be made of information contained.
Scientix, the community for
science education in Europe
2. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
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http://scientix.eu
3. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
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Can students become a Citizen Scientists?
The role of educational
environmental programs
in teaching science at school.
The Scientix resources for Citizen Science.
The presentation showing the benefits of joining educational projects aimed at supporting
natural sciences in schools, with the main emphasis on the GLOBE Program.
The Scientix resources for Citizen Science in the classroom.
4. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
4
Can students become a Citizen Scientists?
The role of educational environmental programs in teaching science at school.
The Scientix resources for Citizen Science.
Yes, they can!
but
We must arouse their passion for nature!
Arousing the curiosity about the natural world
and the need for contact with nature
Exploring the diversity of the natural world
based on our own discoveries and experiments
Making Science real - acquiring the ability to take scientific notes , maps, charts
Shaping the attitude of the researcher
Cooperatting with scientists
Shaping our responsibility for the environment
And We can do it by:
5. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
5
Can students become a Citizen Scientists?
The role of educational environmental programs in teaching science at school.
The Scientix resources for Citizen Science.
6. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
6
Can students become a Citizen Scientists?
The role of educational environmental programs in teaching science at school.
The Scientix resources for Citizen Science.
How do I deal with this
in Complex of Schools No.5 in Zabrze, Poland?
7. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
7
Can students become a Citizen Scientists?
The role of educational environmental programs in teaching science at school.
The Scientix resources for Citizen Science.
Global Learning and Observations to Benefit the Environment
An international science and education program that provides students and the public worldwide
with the opportunity to participate in data collection and the scientific process,
and contribute meaningfully to our understanding of the Earth system and global environment. .
VISION
A worldwide community of students, teachers, scientists,
and citizens working together to better understand, sustain,
and improve Earth's environment at local, regional, and global
scales.
MISSION
To promote the teaching and learning of science,
enhance environmental literacy and stewardship, and promote
scientific discovery
8. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
8
Benefits of participating in the GLOBE Program
for me and my students:
Can students become a Citizen Scientists?
The role of educational environmental programs in teaching science at school.
The Scientix resources for Citizen Science.
Raising the research
skills of young
people
in the field of
science subjects.
Scientific
understanding of
processes taking
place on Earth.
Shaping
the ecological
awareness.
Activities undertaken under the GLOBE Program and its subprojects and
accompanying competitions fit well
into the implementation of the curriculum
from such subjects as geography, biology, chemistry, physics, computer science
and mathematics.
9. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
9
Can students become a Citizen Scientists?
The role of educational environmental programs in teaching science at school.
The Scientix resources for Citizen Science.
Actions taken by me and my students
as part of the implementation of the GLOBE Program:
Observations of the degree and type of cloudiness.
Hydrological research of Bytomka river.
Phenological observations.
Reporting data to a database in the USA.
Implementation of numerous educational projects.
10. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
10
Can students become a Citizen Scientists?
The role of educational environmental programs in teaching science at school.
The Scientix resources for Citizen Science.
What next with the GLOBE Program?
11. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
11
Can students become a Citizen Scientists?
The role of educational environmental programs in teaching science at school.
The Scientix resources for Citizen Science.
12. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
12
Can students become a Citizen Scientists?
The role of educational environmental programs in teaching science at school.
The Scientix resources for Citizen Science.
Go-Lab (2012 -2016) creates an infrastructure (the Go-Lab Portal) to provide access
to online laboratories run by research centres and universities worldwide.
These online labs can be used by universities, schools, instructors, students and lifelong
learners to extend regular learning activities with scientific experiments, giving students a
real experience of research work.
The Go-Lab Project offers a federation of remote laboratories, virtual experiments, and
data-sets (together referred to as "online labs"), as well as facilities for teachers to embed
these online labs in pedagogically structured learning spaces.
Go-Lab's resources come from large scientific organisations, universities and research
institutions, as well as from dedicated companies. Go-Lab offers these lab-owners to easily
plug their real experiments online and construct their virtual didactic counterparts.
http://www.go-lab-project.eu
Learning by Experience
13. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
13
Can students become a Citizen Scientists?
The role of educational environmental programs in teaching science at school.
The Scientix resources for Citizen Science.
The intention of the MASS project is to identify, analyse, evaluate and disseminate
practical tools and methods in teaching science that can effectively increase
students’ motivation and give them a higher level of basic skills in science.
http://mass4education.eu
THE MASS PROJECT HAS IDENTIFIED THREE MAJOR CHALLENGES IN MAKING SCIENCE EDUCATION
MORE ATTRACTIVE TO STUDENTS:
SCIENCE THROUGH DIGITAL LEARNING
The majority of today´s generation of students use digital devices, Internet applications or social media every day.
The MASS project shares good practices and experiences in the use of digital tools and media that make science
education more meaningful.
EARLY INQUIRY
Inquiry has proven to be an effective method to attract children to science to increase their learning success, especially
at a young age.
The MASS project analyses barriers to using inquiry-based methods at schools and shows successful implementation of
these methods in science classroom practice, with a special focus on primary school learners.
LOW ACHIEVERS IN SCIENCE
Science is a setting where people learn important lessons about the real world; which is why it must be delivered to
every child.
The MASS project collects, pilots, adapts and shares practices that can attract low achievers to science and help them
develop some relevant key competences that are at the same time basic-life skills.
14. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
14
Can students become a Citizen Scientists?
The role of educational environmental programs in teaching science at school.
The Scientix resources for Citizen Science.
DESCRIPTION
The module is based on a five-step ordered experiential
learning cycle. It helps participants to understand why
motivation is so important for learning. During the
training they also learn about new approaches, methods
and tools.
LOW ACHIEVERS IN SCIENCE
The intention of the MASS project is to identify, analyse, evaluate
and disseminate practical tools and methods in teaching science that can
effectively increase students’ motivation and give them a higher level
of basic skills in science. http://mass4education.eu
EARLY INQUIRY
DESCRIPTION
This module was designed to support teachers in the use
of inquiry tools in science education. It helps to create an
inquiry-based science education (IBSE) lesson for younger
students step-by-step. It includes a set of various
activities related to each step of the IBSE process.
MODULES OF TRAINING (MOT):
DESCRIPTION
This MoT helps to familiarise educators with different types
of digital tools. The training is based on
a universal topic –the development of cities and human
impact on the environment related to that process.
HOW DIGITAL TOOLS CAN MOTIVATE AND
ATTRACT STUDENTS TO SCIENCE
TEACHERS GUIDE TO INQUIRY-BASED LEARNING
DESCRIPTION
This material provides information that will help educators
to implement IBSE methods with students aged 6-14. It
contains an introduction to IBSE, pros and cons of its use,
several training activities for inquiry steps and exemplary
lessons for various science classes.
15. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
15
Can students become a Citizen Scientists?
The role of educational environmental programs in teaching science at school.
The Scientix resources for Citizen Science.
Exploitation of Research results In School practice - ERIS
The aim of the project is to increase the interest of students in lower and upper secondary schools in mathematics
and science, and promote the choice of a scientific career. https://eris-project.eu
DESCRIPTION
The project offers 30 educational packages for lower and
upper secondary schools.
One package as a whole or partly can be used in lessons in
several different subjects (physics, geography, mathematics,
nature and others).
15 different topics are covered by researchers .
Those topics are: Glaciers, Physics of earthquakes, Ultraviolet
radiation, Meteorological measurements in the Arctic, Earth’s
magnetic field, Elementary particles and fundamental forces,
Wind and waves, Sharing data – chasing earthquakes,
Weather – A game between pressure and temperature, Digital
maps and geographical coordinates, Climate.
16. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
16
Can students become a Citizen Scientists?
The role of educational environmental programs in teaching science at school.
The Scientix resources for Citizen Science.
EDU-ARCTIC - innovative educational programme attracting young people to natural sciences and polar research.
EDU-ARCTIC is an project focused on using Arctic research as a vehicle to strengthen science education curricula all
across Europe. It aims at encouraging students aged 13 to 20 to pursue further education STEM.
The EDU-ARCTIC project uses a mix of different tools to bring a fresh approach to teaching STEM subjects, including
online webinar lessons with polar scientists, a “citizen science” environmental monitoring programme, teacher
training activities and workshops, an online “Polarpedia” portal with loads of useful information, and a chance for
students to win a trip to an Arctic research station! https://program.edu-arctic.eu
DESCRIPTION
The document contains information on the objectives of monitoring
proposed within the EDU-ARCTIC project, general rules of reporting
within the system, and details on technological solutions.
The most important part is detailed information on what and how to
report, with extensively illustrated field guides.
EDU-ARCTIC MONITORING MANUAL FOR TEACHERS
17. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
17
Can students become a Citizen Scientists?
The role of educational environmental programs in teaching science at school.
The Scientix resources for Citizen Science.
DESCRIPTION
Students build their own satellite using
household materials. Through the
process, they learn about satellites and
their functions.
BUILD YOUR OWN ARTIFICIAL SATELLITE
astroEDU is an open access platform for peer-reviewed astronomy education
activities. It helps teachers and educators to discover, review, distribute, and remix
teaching and learning materials in astronomy. http://astroedu.iau.org/en/
FIZZY BALLOONS - CO2 IN SCHOOLS
DESCRIPTION
When you add water to effervescent
(fizzy) tablets or baking powder, bubbles
are formed: a gas is produced. You can
use this gas to inflate a balloon without
blowing it up yourself. What kind of gas is
it? Let us collect this gas and analyse it
through experiments.
18. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
18
Can students become a Citizen Scientists?
The role of educational environmental programs in teaching science at school.
The Scientix resources for Citizen Science.
SimplyScience.ch is an Internet portal which aims to bring children and young people
closer to the world of natural sciences and technology. The younger users will find
games and riddles and may download science experiments instructions. Older children
and teens can search information about a wide range of natural science themes, take
part in riddles and competitions and discover which higher education courses and
careers could be interesting for people who are passionate about natural sciences and
technology. http://www.simplyscience.ch
Inspiring Science Education is a project aimed at providing resources and opportunities
for teachers to make science more attractive to their students.
The project includes an online portal that provides with an interactive inventory of
e-learning tools and resources from research centres and other facilities.
Communities of practice as the place where the collaboration between teachers and
students will take place. http://www.inspiringscience.eu
The digital-earth.eu network seeks to provide broad access to resources, promoting
innovation and best practice in the implementation of geographic (geo-)media as
a digital learning environment for school learning and teaching.
The goal is to raise the profile of learning with Digital Earth tools and resources.
http://www.digital-earth-edu.net/
19. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
19
Can students become a Citizen Scientists?
The role of educational environmental programs in teaching science at school.
The Scientix resources for Citizen Science.
SUMMARY:
Students participation in educational projects proposed by many international programs allows them to go outside
the school bench and open to the world that surrounds them.
The implementation of the core curriculum based on the textbook unfortunately does not bring the expected
results in teaching science.
A passion for the nature must be arouse through the students activities, in which they make experiments
and discoveries on their own.
Unfortunately, have very little time for it. In my experience, children under 14 are the most receptive.
Then, a kind of closure has placed.
It is very difficult to involve a teenager, if he has not experienced sciences from a small age.
So, let’s go to work!
20. Can students become a Citizen Scientists? | Katarzyna Kwiatek-Grabarska
15-17 March 2018 | Leysin, Switzerland
Citizen Science in the Classroom
The COST Action / ECSA Workshop on Synergies Between Education & Citizen Science
20
Can students become a Citizen Scientists?
The role of educational environmental programs in teaching science at school.
The Scientix resources for Citizen Science.
www.globe.gov.pl
www.scientix.eu
www.zso5.zabrze.pl
http://www.eun.org/
www.gridw.globe.pl