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ΕΥΧΑΡΙΣΤΟΥΜΕ

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ΕΥΧΑΡΙΣΤΟΥΜΕ

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Are islands really isolated or do they share unique features that connect them all? In IDiverSE students from different islands of the world collaborate in scientific projects to collect relevant common data from their communities and compare them to find answers for local and global problems.

Islands Diversity for Science education is a project that brings the Design Thinking methodology to schools in islands, promoting an Inquiry and Interdisciplinary approach in the classroom. While implementing the different IDiverSE projects, students contact, communicate and collaborate with their local community, as well as with students from other parts of the world to discover relevant solutions to local and global problems.

After learning about a problem, inventing solutions and creating a relevant final product to promote such solutions, students finally share their work with their school and surrounding community. Throughout their work, students develop key 21st-century skills, such as critical thinking, creativity, communication, problem-solving and collaboration and see their work recognised and used by the community. Learning becomes relevant and contextualised and students' work is made relevant and applicable, and actually makes a difference in their lives and the lives of those around them.

Basic information

NUCLIO - Núcleo Interactivo de Astronomia, Coordinator: https://nuclio.org/

Priscila Doran, Contact person: priscila (at) nuclio.pt

IDiverSE brings a new pedagogical approach that combines existing innovative methodologies such as Design Thinking, Inquiry-Based Learning, interdisciplinarity, personal geography and skill-based student assessment. Combining all these, the project team creates activities meant to allow students to develop their own projects related to community-relevant topics at local and global level. Examples of such topics are the conservation of bee populations, awareness of the benefits and dangers of UV radiation and how to behave towards it, knowledge about how to be prepared in the event of a natural hazard, marine waste, plastic pollution, the shape of the earth, among others. In all the activities, students follow a common data collection protocol to collect relevant data from their location and compare it with the data collected by students in other parts of the world.

The project outputs can all be found on the project's website: https://idiverse.eu/

Students follow an artistic reflective approach, called personal geography, adapted in the framework of the project as a first step to reflect about who they are, where they live and what their island / community means to them. Their reflection is then directed to a discussion about the community where students are integrated and what are its main strengths and weaknesses. Considering this, students make a survey on important problems that should be solved in their community.

After this, students either follow an already prepared activity targeting such problems or develop their own ideas following the IDiverSE methodology to target other relevant topics in their community. By following the IDiverSE methodology students learn in depth about a problem and how their community relates to such problems, collaborate with students from other parts of the world to learn about the problem at a global level, invent possible solutions, create an output to promote, disseminate and implement such solutions, and share it with the community.

Throughout the whole process, students communicate, collaborate and involve the community to make sure that the proposed solutions are effective, based on community features and co-created by all. While developing such projects students learn about natural phenomena and absorb many scientific topics related to their school curriculum content, teaching them afterwards to others. The learning not only becomes meaningful but also gains a very important feature - it is directly applicable to their lives and they become the change-makers of their communities.

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Are islands really isolated or do they share unique features that connect them all? In IDiverSE students from different islands of the world collaborate in scientific projects to collect relevant common data from their communities and compare them to find answers for local and global problems. Islands Diversity for Science education is a project that brings the Design Thinking methodology to schools in islands, promoting an Inquiry and Interdisciplinary approach in the classroom.

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http://www.scientix.eu/web/guest/projects/project-detail?articleId=893336

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Choice

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Country:
Albania, Andorra, Armenia, Austria, Azerbaijan, Belarus, Bosnia and Herzegovina, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Faroe Islands, Finland, France, Germany, Georgia, Greece, Hungary, Iceland, Ireland, Israel, Italy, Kazakhstan, Kosovo, Latvia, Liechtenstein, Lithuania, Former Yugoslav Republic of Macedonia, Luxembourg, Malta, Moldova, Monaco, Montenegro, Netherlands, Norway, Poland, Portugal, Romania, Russia, San Marino, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Turkey, Ukraine, United Kingdom, Vatican City State, Other

Topic:
Education, Event, Other

Target groups:
teachers, trainee teachers

The Shanghai International STEAM Curriculum Developer Gold Awards is a global STEAM educational event initiated by STEAMEX. With the theme being "Promote prosperity through exchanges and seek development through symbiosis", the event has received the attention and participation of STEAM educators in dozens of countries and regions around the world.

The Shanghai International STEAM Curriculum Developer Gold Awards aims to demonstrate the competitive form of innovative curriculum design, inspire educators to participate in the driving force of STEAM education and the potential of developing STEAM curricula, and to discover the best STEAM teachers and curriculum resources in the world, so as to promote the prosperity and development of STEAM education.

This year, the awards team has prepared a series of activities to help teachers develop curricula - from registering in the competition, to several tutorial videos from educational experts from all over the world, to sharing their ideas and methodologies regarding STEAM curriculum development.

Deadline to apply is 1 August 2020.

More information: https://www.stemfunland.com/indexEn.do?newsDetail&id=2c93b6e9710be85201710fbff55b0003

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Country: Albania, Andorra, Armenia, Austria, Azerbaijan, Belarus, Bosnia and Herzegovina, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Faroe Islands, Finland, France, Germany, Georgia, Greece, Hungary, Iceland, Ireland, Israel, Italy, Kazakhstan, Kosovo, Latvia, Liechtenstein, Lithuania, Former Yugoslav Republic of Macedonia, Luxembourg, Malta, Moldova, Monaco, Montenegro, Netherlands, Norway, Poland, Portugal, Romania, Russia, San Marino, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Turkey, Ukraine, United Kingdom, Vatican City State, Other Topic: Education, Event, Other Target groups: teachers, trainee teachers The Shanghai International STEAM Curriculum Developer Gold Awards is a global STEAM educational event initiated by STEAMEX.

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Are islands really isolated or do they share unique features that connect them all? In IDiverSE students from different islands of the world collaborate in scientific projects to collect relevant common data from their communities and compare them to find answers for local and global problems.

Islands Diversity for Science education is a project that brings the Design Thinking methodology to schools in islands, promoting an Inquiry and Interdisciplinary approach in the classroom. While implementing the different IDiverSE projects, students contact, communicate and collaborate with their local community, as well as with students from other parts of the world to discover relevant solutions to local and global problems.

After learning about a problem, inventing solutions and creating a relevant final product to promote such solutions, students finally share their work with their school and surrounding community. Throughout their work, students develop key 21st-century skills, such as critical thinking, creativity, communication, problem-solving and collaboration and see their work recognised and used by the community. Learning becomes relevant and contextualised and students' work is made relevant and applicable, and actually makes a difference in their lives and the lives of those around them.

Basic information

NUCLIO - Núcleo Interactivo de Astronomia, Coordinator: https://nuclio.org/

Priscila Doran, Contact person: priscila (at) nuclio.pt

IDiverSE brings a new pedagogical approach that combines existing innovative methodologies such as Design Thinking, Inquiry-Based Learning, interdisciplinarity, personal geography and skill-based student assessment. Combining all these, the project team creates activities meant to allow students to develop their own projects related to community-relevant topics at local and global level. Examples of such topics are the conservation of bee populations, awareness of the benefits and dangers of UV radiation and how to behave towards it, knowledge about how to be prepared in the event of a natural hazard, marine waste, plastic pollution, the shape of the earth, among others. In all the activities, students follow a common data collection protocol to collect relevant data from their location and compare it with the data collected by students in other parts of the world.

The project outputs can all be found on the project's website: https://idiverse.eu/

Students follow an artistic reflective approach, called personal geography, adapted in the framework of the project as a first step to reflect about who they are, where they live and what their island / community means to them. Their reflection is then directed to a discussion about the community where students are integrated and what are its main strengths and weaknesses. Considering this, students make a survey on important problems that should be solved in their community.

After this, students either follow an already prepared activity targeting such problems or develop their own ideas following the IDiverSE methodology to target other relevant topics in their community. By following the IDiverSE methodology students learn in depth about a problem and how their community relates to such problems, collaborate with students from other parts of the world to learn about the problem at a global level, invent possible solutions, create an output to promote, disseminate and implement such solutions, and share it with the community.

Throughout the whole process, students communicate, collaborate and involve the community to make sure that the proposed solutions are effective, based on community features and co-created by all. While developing such projects students learn about natural phenomena and absorb many scientific topics related to their school curriculum content, teaching them afterwards to others. The learning not only becomes meaningful but also gains a very important feature - it is directly applicable to their lives and they become the change-makers of their communities.

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Are islands really isolated or do they share unique features that connect them all? In IDiverSE students from different islands of the world collaborate in scientific projects to collect relevant common data from their communities and compare them to find answers for local and global problems. Islands Diversity for Science education is a project that brings the Design Thinking methodology to schools in islands, promoting an Inquiry and Interdisciplinary approach in the classroom.

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απο Βενετη Αγγελικη

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Ψηφιακό Σχολείο - Ψηφιακό Εκπαιδευτικό Περιεχόμενο

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Η κεντρική σελίδα του Υπουργείου Παιδείας για το Ψηφιακό Εκπαιδευτικό Περιεχόμενο της Πρωτοβάθμιας και Δευτεροβάθμιας εκπαίδευσης και τις σχετικές υπηρεσίες: Διαδραστικά Σχολικά Βιβλία e-books, Ψηφιακά Αποθετήρια Εκπαιδευτικού Περιεχομένου "Φωτόδεντρο", Ψηφιακή Εκπαιδευτική Πλατφόρμα e-me.

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The COMnPLAY-Science project aims to help Europe to understand better the new ways in which informal science learning is taking place through various coding, making, and play activities that young Europeans are nowadays increasingly engaged with outside school and higher education science classrooms, beyond the formal boundaries of science education.

The project investigates a wide range of loci and modes of this kind of informal science learning, including: a) learning occurring in the context of such activities intentionally organized to achieve informal science learning; b) informal science learning that occurs as a by-product of youngsters' various coding, making, and play activities that are not intentionally meant for science learning, and which may take place either in organized contexts or independently in everyday life. Carefully positioning the research within the context of the overarching contemporary discourses on STEM/STEAM education, RRI, and science capital, the proposed project aims to shed light on the nature and impact of the informal science learning gained through coding, making and play activities. It identifies diverse practices and looks deeper into a sample of them, whereby participants of real-life activities are surveyed, observed, and gamefully engaged in intensive research.

The project further explores the impact of this kind of informal science learning on: a) formal science education and more traditional informal science learning interventions; and b) scientific citizenship, investigating in particular the attitudes, values and dispositions that young people as learners and as citizens may develop through such activities towards science, scientists, and science-related information in everyday life. The project enables the exploitation of its research findings by developing relevant guidance for practitioners and recommendations for policymaking and further research, and through an overall extrovert project approach.

Basic information

Norwegian University of Science and Technology, Norway, Coordinator: https://www.ntnu.edu/

Dimitris Grammenos, Contact person: gramenos (at) ics.forth.gr

Carefully positioning the research within the context of the overarching contemporary discourses on Science, Technology, Engineering, and Mathematics (STEAM) education, Responsible Research and Innovation (RRI), and science capital, the project's main objectives are to:

Develop an appropriate conceptual and methodological framework integrating all aspects of the project into a unifying conceptual map.

Setup a European-wide community of stakeholders, including learners, educators, facilitators and policymakers from diverse fields, to contribute, guide and help to assess the conducted research.

Identify, pool and analyze diverse existing coding, making and play-based practices taking place outside formal science classrooms which bear some promise for non-formal and informal science learning.

Conduct in-depth learner-centered participatory empirical research on selected practices.

Gain a deep understanding of the impact that this kind of non-formal and informal science learning has on formal science education, traditional non-formal and informal science learning interventions, young people as learners and citizens, as well as, on society.

Communicate and disseminate the messages and outcomes of the project widely, and enable the exploitation of the findings of the research through the development of relevant guidance for practitioners and recommendations for policy development and further research.

The main results of the project include:

An online inventory of all the identified and pooled practices, appropriately categorized and annotated in the light of the findings of the research, available to stakeholders and general public.

A set of community building methods and tools for everyone wishing to get involved in community building linked to the project.

A Web-based game promoting and supporting the continuous prolonged engagement of learners and their facilitators in the field research.

The COMnPLAY-Science Knowledge Kit, a modular set of reader-friendly, practice-oriented publications, encapsulating the findings of the project.

The COMnPLAY-Science Roadmap for Europe, a detailed concerted account by the consortium, the stakeholder communities and policymakers of the potential for short-, medium- and long term impact of coding, making and play-based non-formal and informal science learning

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The COMnPLAY-Science project aims to help Europe to understand better the new ways in which informal science learning is taking place through various coding, making, and play activities that young Europeans are nowadays increasingly engaged with outside school and higher education science classrooms, beyond the formal boundaries of science education.

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Led by Leiden University, spaceEU is a Horizon 2020-funded project that will implement an exciting Space Outreach and Education programme to motivate and encourage young people to choose space-related careers. spaceEU uses the perspective of space and the Universe to inspire and broaden young people's minds, develop a sense of European and global citizenship and build long-term partnerships among people from different cultural backgrounds and countries, inside and outside Europe. spaceEU will also lay the groundwork for the possible future establishment of a Knowledge Innovation Community (KIC) in the field of space.

With a new exhibition, a set of educational activities and outreach events, spaceEU innovative and participatory outreach programme will be implemented in ten European countries: Austria, Czech Republic, France, Germany, Greece, Ireland, the Netherlands, Poland, Portugal and Spain. The spaceEU outreach programme includes a modular and open source new touring exhibition developed by Ars Electronica that brings together space sciences and art to inspire young people and their families. spaceEU educational activities puts forward an innovative, interdisciplinary and practice-based learning methodology - called "spaceEU Lab" - for space education inside and outside the classroom with STEAM approaches aimed at children and youth, specially girls and underserved communities. Their goal is to engage these audiences with and get them excited about space science and careers. The spaceEU public engagement programme promotes a dialogue among space stakeholders through engaging and participatory public formats. These events represent opportunities for young people, their families and the general public to engage with government/policy makers/scientists and to explore topics like space exploration, exploitation of minerals in the solar system or space careers.

spaceEU will engage teachers and teacher-training institutes to promote the uptake of space content in primary and secondary science education. The project will invite educators to co-create and take part in training programmes focusing on space education, space contents and promotion of space-related career paths, including yearly summer schools. spaceEu will foster collaborations with teacher-training institutes to foster the use of space as a medium to promote and increase interest in both STEM education and careers, with each implementation partner organising local training for primary and secondary teachers. Further, spaceEU partner EUN will develop a new Massive Online Open Course to empower teachers from all levels of education as well as leaders of extracurricular activities and parents to teach space-related topics with a focus on climate change.

spaceEU will implement innovative strategies to reach youth and promote space-related topics. It will work closely with young European influencers and make use of the newest trends in online communication. To ensure a lasting impact, the project will lobby textbook publishers for the uptake of space content in textbooks around Europe. And finally, spaceEU partners will also work closely with EU and national policy makers to promote the role of education and public engagement in space strategy for Europe.

Basic information

Universiteit Leiden, Coordinator: https://www.universiteitleiden.nl/en

Suzana Filipecki Martins, Contact person: filipecki (at) strw.leidenuniv.nl

spaceEU will carry out a rigorous evaluation of the impact of the project on promoting space education and reaching students, their families and the general public. spaceEU will produce a new Impact Evaluation Toolkit which combines the project findings with a baseline dataset on scientific interest, literacy and career awareness which will help provide universities and researchers with the tools and skills to make informed decisions and choices in this research area in future.

spaceEU educational activities puts forward an innovative, interdisciplinary and practice-based learning methodology - called "spaceEU Lab" - for space education inside and outside the classroom with STEAM approaches aimed at children and youth, specially girls and underserved communities. The project will also engage teachers and teacher-training institutes to promote the uptake of space content in primary and secondary science education. The project will invite educators to co-create and take part in training programmes focusing on space education, space contents and promotion of space-related career paths, including yearly summer schools.

spaceEU will foster collaborations with teacher-training institutes to foster the use of space as a medium to promote and increase the interest in both STEM education and careers, with each implementation partner organising local training for primary and secondary teachers. Further, spaceEU partner EUN will develop a new Massive Online Open Course to empower teachers from all levels of education as well as leaders of extracurricular activities and parents to teach space-related topics with a focus on climate change.

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Led by Leiden University, spaceEU is a Horizon 2020-funded project that will implement an exciting Space Outreach and Education programme to motivate and encourage young people to choose space-related careers. spaceEU uses the perspective of space and the Universe to inspire and broaden young people's minds, develop a sense of European and global citizenship and build long-term partnerships among people from different cultural backgrounds and countries, inside and outside Europe.

# data[].attributes.attachment_link.readable_text
The COMnPLAY-Science project aims to help Europe to understand better the new ways in which informal science learning is taking place through various coding, making, and play activities that young Europeans are nowadays increasingly engaged with outside school and higher education science classrooms, beyond the formal boundaries of science education.

The project investigates a wide range of loci and modes of this kind of informal science learning, including: a) learning occurring in the context of such activities intentionally organized to achieve informal science learning; b) informal science learning that occurs as a by-product of youngsters' various coding, making, and play activities that are not intentionally meant for science learning, and which may take place either in organized contexts or independently in everyday life. Carefully positioning the research within the context of the overarching contemporary discourses on STEM/STEAM education, RRI, and science capital, the proposed project aims to shed light on the nature and impact of the informal science learning gained through coding, making and play activities. It identifies diverse practices and looks deeper into a sample of them, whereby participants of real-life activities are surveyed, observed, and gamefully engaged in intensive research.

The project further explores the impact of this kind of informal science learning on: a) formal science education and more traditional informal science learning interventions; and b) scientific citizenship, investigating in particular the attitudes, values and dispositions that young people as learners and as citizens may develop through such activities towards science, scientists, and science-related information in everyday life. The project enables the exploitation of its research findings by developing relevant guidance for practitioners and recommendations for policymaking and further research, and through an overall extrovert project approach.

Basic information

Norwegian University of Science and Technology, Norway, Coordinator: https://www.ntnu.edu/

Dimitris Grammenos, Contact person: gramenos (at) ics.forth.gr

Carefully positioning the research within the context of the overarching contemporary discourses on Science, Technology, Engineering, and Mathematics (STEAM) education, Responsible Research and Innovation (RRI), and science capital, the project's main objectives are to:

Develop an appropriate conceptual and methodological framework integrating all aspects of the project into a unifying conceptual map.

Setup a European-wide community of stakeholders, including learners, educators, facilitators and policymakers from diverse fields, to contribute, guide and help to assess the conducted research.

Identify, pool and analyze diverse existing coding, making and play-based practices taking place outside formal science classrooms which bear some promise for non-formal and informal science learning.

Conduct in-depth learner-centered participatory empirical research on selected practices.

Gain a deep understanding of the impact that this kind of non-formal and informal science learning has on formal science education, traditional non-formal and informal science learning interventions, young people as learners and citizens, as well as, on society.

Communicate and disseminate the messages and outcomes of the project widely, and enable the exploitation of the findings of the research through the development of relevant guidance for practitioners and recommendations for policy development and further research.

The main results of the project include:

An online inventory of all the identified and pooled practices, appropriately categorized and annotated in the light of the findings of the research, available to stakeholders and general public.

A set of community building methods and tools for everyone wishing to get involved in community building linked to the project.

A Web-based game promoting and supporting the continuous prolonged engagement of learners and their facilitators in the field research.

The COMnPLAY-Science Knowledge Kit, a modular set of reader-friendly, practice-oriented publications, encapsulating the findings of the project.

The COMnPLAY-Science Roadmap for Europe, a detailed concerted account by the consortium, the stakeholder communities and policymakers of the potential for short-, medium- and long term impact of coding, making and play-based non-formal and informal science learning

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The COMnPLAY-Science project aims to help Europe to understand better the new ways in which informal science learning is taking place through various coding, making, and play activities that young Europeans are nowadays increasingly engaged with outside school and higher education science classrooms, beyond the formal boundaries of science education.

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http://www.scientix.eu/web/guest/projects/project-detail?articleId=851798

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RoboScientists project aims to inspire secondary school students (13-17 years old) in making STEM (Science, Technology, Engineering and Maths) fields a career choice by introducing them to robotic artefact construction.

Students are encouraged to construct their own robotic artefacts exploring at the same time the underpinning subject topics (i.e. mechanics, electronics, programming) and concepts of physics and other STEM-related disciplines. To scaffold their "educational adventures" a set also of project scenarios, tools, videos and technical tutorials are designed.

The project focuses on teachers' professional development in STEM teaching and supports them in updating their teaching skills and designing engaging learning experiences for their students by using low-cost technologies, tools and materials for robotic artefact construction. Boosting the DIY (Do It Yourself) spirit is central to RoboScientists and for this reason the teacher training curriculum will be enriched with relevant case studies from the world of business, inspirational stories and good practices.

Pilots with secondary school students will be carried out in Poland, Greece and Latvia. In addition, STEM Clubs will be established in the participating schools. Robotic artefact creation, STEM Club establishment and exposure to inspirational case studies from the world of business can lay a basis on which the students can craft a learning path that will help them meaningfully explore STEM and develop a mindset of creativity and innovation.

All the project reports will be published here:

The teaching materials and description of the activities are available here:

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RoboScientists project aims to inspire secondary school students (13-17 years old) in making STEM (Science, Technology, Engineering and Maths) fields a career choice by introducing them to robotic artefact construction. Students are encouraged to construct their own robotic artefacts exploring at the same time the underpinning subject topics (i.e.

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BRICKS is a Erasmus + project which aims to equip students with the skills necessary for being future responsible citizens and contributing to achieving the goals of Agenda 2030 concerning sustainability and climate action.

The Erasmus+ project BRICKS involves four partners, from Italy, Portugal, Greece and Cyprus who strongly believe that Citizen Science and Active Citizenship are key to addressing three very important problems in Europe:

the impact of climate change which is likely to increase the severity and frequency of weather-related hazards with negative consequences on our areas and our natural and cultural heritage

Europe's well-documented shortage of STEM-skilled labour force and gender inequality in the STEM field

young people's disaffection with participating in democratic life in Europe

The objective is that students develop competencies focusing sharply on more complex social issues, such as the links between environmental quality, human equality, human rights and on the effects of climate change on our areas and our natural and cultural heritage, facing the problems locally in collaboration with University and Research Institutions and involving our communities and NGOs.

The project aims at implementing citizen science (CS) activities in partner schools, following the ECSA's decalogue and the suggestions of the BRITEC project. In the first year, the project will focus on the ocean and seas warming and its effects, participating in CS projects promoted by ESA such as Climate Detective. It will collaborate with Università degli Studi di Milano, Università dell'Insubria; Università di Milano Bicocca; Politecnico di Milano, in Italy; with IPMA (the Instituto Português do Mar e da Atmosfera (Portuguese Institute of the Sea and the Atmosphere); with NKUA in Athens. The result will be published on a dedicated webpage.

The objectives of this project are:

to develop participants' lifelong learning and employment prospects through building a range of academic skills and transferable skills such as entrepreneurship, communication skills, self-organising and independent and collaborative learning

to encourage the participation of young people in democratic life in Europe, through non-formal learning activities, which aim to enhance the skills and competences of young people as well as their active citizenship

to improve competences of teachers in project-based learning, in challenge-based learning and in student-centred pedagogical approaches

to raise awareness for the problem in the communities

The expected results are:

a public Twinspace, on which teachers can learn about our project-based and challenge-based strategies and methodologies, where students are the protagonists at all the phases of their learning

software outcomes, in particular:

a file archive containing research notes, PowerPoints and extensive textual descriptions of project activities, as well as evidence of activities on YouTube/Vimeo and project results

research and an essay on the impact of climate change on our area and on our natural and cultural heritage

projects developed by students to face local issues

the strengthening and enlargment of the project's network involving schools, universities, research centers, local autorities and companies

the incorporation of citizen science initiatives in the scholastic curriculum, which will provide a means to address deficiencies in a fragmented educational system;

data base - statistical analysis

teaching activities
The project will produce a good-practice guide that will allow teachers of all subject areas to use our activities as a means of including project content into the curriculum

dissemination events

improved school practices as the result of involving students of partner schools, stakeholders, experts and researchers to work together, also as evaluators of the projects

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BRICKS is a Erasmus + project which aims to equip students with the skills necessary for being future responsible citizens and contributing to achieving the goals of Agenda 2030 concerning sustainability and climate action.

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The CODING4GIRLS project addresses the gap between male and female participation in computer science education and careers by introducing early methodological learning interventions that make computer science attractive to everyone.

According to the National Center for Education Statistics in the United States, women currently represent only 18 per cent of university graduates in the field of computer science. Women are even fewer among graduates at top universities, where they are merely 14 per cent. However, in 1985, women were 37 per cent of all computer science majors.

Those statistics do not only show that there has been no progress in attracting more women towards computer science, but rather a steep reduction in the number of women pursuing computer science. In fact, computer science is the only subject in Science, Technology, Engineering and Mathematics (STEM) in which female participation has dropped. This disparity in male and female participation is evident on the labour market, in which 80 per cent of top-level employees in Silicon Valley are men and women occupy only 10 per cent of the technical positions. In Europe, the situation is even worse and, according to the European Commission, only four out of every one thousand women will eventually work in the ICT sector. Those numbers are in contradiction with the exploding demand for computer science graduates, who are needed to fuel industries in software services. Those industries deliver solutions for a wide range of needs in today's and tomorrow's technology-immersed society.

The CODING4GIRLS project addresses this gap between male and female participation in computer science education and careers by introducing early methodological learning interventions that make computer science attractive to everyone. In this effort, the project's partners introduce interventions that target various factors that lead girls away from computer science. Those factors can be, for example, a misperception of roles and professional careers or wrong assumptions of insufficient skills. The main goal is to attract more girls towards computer science by increasing their awareness of the rich possibilities for professional and personal growth that computer science offers and preparing them for future engagement in computer science careers.

The CODING4GIRLS project introduces a new pedagogical approach for design thinking that is largely linked to human-centred solutions. This approach challenges the learners and helps them to see the big picture before designing a detailed solution, encourages them to consider the interests of the wider community and challenges them to think entrepreneurially about digital technologies and how they can be used to address real-world problems.

CODING4GIRLS validates the proposed learning framework through the design and development of serious games for raising awareness in Slovenia, Greece, Turkey, Italy, Croatia, Bulgaria and Portugal. Learners are encouraged to design and code games that address specific global needs or issues. A "low-entry high-ceiling approach" allows learners to start with easy problems, thus encouraging continued participation through more challenging tasks.

The following outputs are foreseen from the implementation of the CODING4GIRLS project's activities:

IO1 - A methodological learning framework that is based on approaches in design thinking for building programming skills among young people and promoting careers in computer science through positive attitudes and readiness for entering the world of work. The proposed framework encourages learners to focus on user-centred solutions by taking into account the bigger picture of community and societal needs, thereby demonstrating the links between ICT and real-life.

IO2 - A proof-of-concept approach for building programming skills among young people in basic and secondary education through the design and development of serious games. The approach encourages participation in programming activities through a "low-entry high-ceiling approach" that has low knowledge requirements in the beginning, while providing more advanced learners with challenging problems to solve. Learners are exposed to "half-baked" scenarios and encouraged to finish partially completed solutions by building blocks of software. The interface is made available in all languages represented in the consortium, as well as in English.

IO3 - Instructional support content presented as videos with best practices that can help to facilitate the integration of the proposed design-thinking methodologies and the serious game approach into existing school practices, thus enriching learning for the benefit of the end-users, namely, learners and teachers. This includes a user guide describing the proposed approach for developing programming skills, which is made available in all languages of the consortium, in addition to English.

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The CODING4GIRLS project addresses the gap between male and female participation in computer science education and careers by introducing early methodological learning interventions that make computer science attractive to everyone. According to the National Center for Education Statistics in the United States, women currently represent only 18 per cent of university graduates in the field of computer science.

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Packaging materials made from mushrooms? Pasta from seaweed? That is green entrepreneurship! Schools, teachers and learners are invited to think more creatively and innovatively about how they can develop entrepreneurial ideas that provide jobs and conserve the natural world we depend upon, as part of the Green Entrepreneurship Europe (GEE) project.

Green Entrepreneurs Europe (GEE) aims at developing the competences of schools and teachers to provide meaningful entrepreneurship learning experiences for the green economy. The sense of initiative and entrepreneurship is an essential transversal skill identified by the European Union, both in the creation of jobs of the future and in the transformation towards a green economy.

But in order to move towards those goals, it is necessary to increase the relevance and attainment levels of learners who are studying entrepreneurship. The partners of the GEE project aim at providing learning experiences for school pupils that are based on the real world of business and entrepreneurship. This enables learners to turn their ideas into action.

By focusing on skills and competences for the green economy, the partners of the GEE project invite schools, teachers and school pupils to think more creatively and innovatively about how they can develop entrepreneurial ideas that provide jobs and conserve the natural world we depend upon. New ways to think about business development, based on natural principles, are offered as part of the GEE project, and are already being adapted by leading actors in this field. When combining entrepreneurship and the green economy, the partners of the GEE project look beyond simple business opportunities to include awareness of ethical values and to promote societal benefits.

Basic information

Field Studies Council, United Kingdom, Coordinator: https://www.field-studies-council.org

Noel Elliott, Email Contact person: n.elliott (at) field-studies-council.org

As part of the Green Entrepreneurship Europe (GEE) project, research is carried out on the links between outdoor learning and entrepreneurship education. This research forms the basis of the GEE project's pedagogy. This is achieved in a number of activities, including:

A review of current green economy initiatives, existing green economy education initiatives and sustainable business thinking. Learning processes are studied at all levels, since there are relatively few programmes specifically targeting secondary education.

A review of entrepreneurship education and existing provisions for entrepreneurship education in the partnering schools of the GEE project, in order to assess where improvements are needed.

An identification of opportunities, including how a previous European project called 'Lesson from Nature' and entrepreneurship education can support each other.

A GEE approach and pedagogy that blends outdoor learning and entrepreneurship education within the context of real-world learning experiences and the world of work.

Teachers receive support for integrating entrepreneurship into their subject area as part of the Green Entrepreneurship Europe (GEE) project. A lack of such support has been identified as a challenge for teachers and a barrier for increasing the relevance of entrepreneurship education. GEE focuses on both subjects in the fields of natural and social sciences, with the aim at increasing attainment levels in those subjects by making them more relevant and meaningful in the eyes of school pupils.

For instance, the study of natural principles in biology can lead to business opportunities in biomimicry, of which Velcro is a well-known example, or a realisation of the fact that waste from one process can feed another, as when coffee grains are used to support cultivation of mushrooms.

By bringing such learning experiences into the real world, GEE adds new contexts and meaning to school lessons. Young people are empowered to take an active role in shaping their own future, for example, by running their own projects with local businesses.

GEE brings together schools from five countries to share and develop good practices. In Bulgaria, Romania and Latvia it is particularly important to work in pan-European ways to strengthen the profile of teachers who are contributing to a modern and sustainable Europe. By bringing together teachers to learn from one another, GEE strengthens people's understanding for making a greener Europe as a pan-European goal.

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Packaging materials made from mushrooms? Pasta from seaweed? That is green entrepreneurship! Schools, teachers and learners are invited to think more creatively and innovatively about how they can develop entrepreneurial ideas that provide jobs and conserve the natural world we depend upon, as part of the Green Entrepreneurship Europe (GEE) project.

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NEMESIS stands for "Novel Educational Model Enabling Social Innovation Skills", a European project bringing together education and social innovation. NEMESIS represents a new approach towards the attainment of social innovation skills by combining innovative learning models, open technologies and participatory relations and processes. The objective is to foster entrepreneurial mindsets and creative thinking among primary and secondary school students, allowing them to become the social innovators of tomorrow.

NEMESIS aims to create and test an educational model to bring social innovation philosophy to primary and secondary students. For three years, thirteen members from seven EU countries work together to develop a model that embeds the competences and philosophy of social innovation into schools.

How to do so? By creating materials, resources and networks to help educators add social innovation principles to their teaching practice. Our approach is fundamentally practical: the project includes education and social innovation experts but also social entrepreneurs and schools who carried out a first pilot between September 2018 and June 2019.

Co-creation labs are the basis of the NEMESIS educational model, an open environment where different stakeholders gather together with a common goal: to collaborate towards the identification of local community-based challenges with the potential to be transformed into a project-based learning opportunity.

The activities to be carried out in the co-creation labs will be based on participatory design techniques. They will be implemented by teachers with the support of the consortium partners. Participants will consist of students, parents, teachers and social innovation practitioners. A specific methodology will be developed and a guide on how to establish a co-creation lab will be published. Social innovation is about finding creative solutions to community and sustainability challenges. Linkage with the local context is key. NEMESIS promotes a project-based learning approach, boosted by the involvement of actual social innovators who can share their own experiences.

The open learning platform provides resources to teachers and educators interested in applying the model. There they can find practical information, good practices, and online courses for their professional development.

The platform also works as a hub for educators and social entrepreneurs to be part of an online community of like-minded people interested in education and social innovation.

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NEMESIS stands for "Novel Educational Model Enabling Social Innovation Skills", a European project bringing together education and social innovation. NEMESIS represents a new approach towards the attainment of social innovation skills by combining innovative learning models, open technologies and participatory relations and processes.

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The COMnPLAY-Science project aims to help Europe to understand better the new ways in which informal science learning is taking place through various coding, making, and play activities that young Europeans are nowadays increasingly engaged with outside school and higher education science classrooms, beyond the formal boundaries of science education.

The project investigates a wide range of loci and modes of this kind of informal science learning, including: a) learning occurring in the context of such activities intentionally organized to achieve informal science learning; b) informal science learning that occurs as a by-product of youngsters' various coding, making, and play activities that are not intentionally meant for science learning, and which may take place either in organized contexts or independently in everyday life. Carefully positioning the research within the context of the overarching contemporary discourses on STEM/STEAM education, RRI, and science capital, the proposed project aims to shed light on the nature and impact of the informal science learning gained through coding, making and play activities. It identifies diverse practices and looks deeper into a sample of them, whereby participants of real-life activities are surveyed, observed, and gamefully engaged in intensive research.

The project further explores the impact of this kind of informal science learning on: a) formal science education and more traditional informal science learning interventions; and b) scientific citizenship, investigating in particular the attitudes, values and dispositions that young people as learners and as citizens may develop through such activities towards science, scientists, and science-related information in everyday life. The project enables the exploitation of its research findings by developing relevant guidance for practitioners and recommendations for policymaking and further research, and through an overall extrovert project approach.

Basic information

Norwegian University of Science and Technology, Norway, Coordinator: https://www.ntnu.edu/

Dimitris Grammenos, Contact person: gramenos (at) ics.forth.gr

Carefully positioning the research within the context of the overarching contemporary discourses on Science, Technology, Engineering, and Mathematics (STEAM) education, Responsible Research and Innovation (RRI), and science capital, the project's main objectives are to:

Develop an appropriate conceptual and methodological framework integrating all aspects of the project into a unifying conceptual map.

Setup a European-wide community of stakeholders, including learners, educators, facilitators and policymakers from diverse fields, to contribute, guide and help to assess the conducted research.

Identify, pool and analyze diverse existing coding, making and play-based practices taking place outside formal science classrooms which bear some promise for non-formal and informal science learning.

Conduct in-depth learner-centered participatory empirical research on selected practices.

Gain a deep understanding of the impact that this kind of non-formal and informal science learning has on formal science education, traditional non-formal and informal science learning interventions, young people as learners and citizens, as well as, on society.

Communicate and disseminate the messages and outcomes of the project widely, and enable the exploitation of the findings of the research through the development of relevant guidance for practitioners and recommendations for policy development and further research.

The main results of the project include:

An online inventory of all the identified and pooled practices, appropriately categorized and annotated in the light of the findings of the research, available to stakeholders and general public.

A set of community building methods and tools for everyone wishing to get involved in community building linked to the project.

A Web-based game promoting and supporting the continuous prolonged engagement of learners and their facilitators in the field research.

The COMnPLAY-Science Knowledge Kit, a modular set of reader-friendly, practice-oriented publications, encapsulating the findings of the project.

The COMnPLAY-Science Roadmap for Europe, a detailed concerted account by the consortium, the stakeholder communities and policymakers of the potential for short-, medium- and long term impact of coding, making and play-based non-formal and informal science learning

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The COMnPLAY-Science project aims to help Europe to understand better the new ways in which informal science learning is taking place through various coding, making, and play activities that young Europeans are nowadays increasingly engaged with outside school and higher education science classrooms, beyond the formal boundaries of science education.

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https://padlet.com/lefkos/rhodes2020econf

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Παρουσίαση Εργαστηρίου

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Παρουσίαση Εργαστηρίου

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Networking events for Science Education projects

These networking events for science education projects bring together project coordinators, managers and other representatives, from European and national science education projects and organisations involved in STEM education. The aim of these events is at sharing and exchanging experiences from projects, present their work, and to facilitate the creation of new collaboration and partnerships. Each of those events is centred on a specific topic or challenge faced by those projects.

Online meeting room

Scientix aims to facilitate the work of the different public funded science education projects. In this context, Scientix offers projects the possibility to use the "Scientix online meeting room". Any project included in the Scientix project library can request to schedule an online meeting, webinar, online workshop, etc. for up to 200 participants.

Public profiles directory

Create your Scientix public profile and search for project partners or team up with like-minded colleagues in other European countries!

Scientix public profiles directory is a new networking and partner-search tool helping you identify potential EU project partners or STEM education professionals with similar background and interests. You can search for people by country, expertise, subjects or position, or by keywords.

To fully benefit from the service you have to register on the Scientix portal and complete your Profile page.

The Scientix match-making tool allows researchers and project managers to contact members of the Scientix community (teachers and other education professionals) and invite them to collaborate on their STEM education projects and initiatives.

The tool is primarily intended to facilitate contacts between science teachers and science education projects: you can search through the public profile directory by any relevant profession (e.g. secondary teachers, headmasters, etc.), country or expertise, and directly contact the selected members.
Contact our members
COMMUNITIES OF PRACTICE

The Scientix Communities of Practice (CoP) entail a moderated online forum, led by a designated expert, where STEM teachers will be able to discuss on science and technology subjects.

In this space you will find a basic presentation on the topic, paired with a series of useful resources as topic guidelines. Participants will find an array of open questions to inquire and discuss about.

The objective of the CoP is to let the participants engage and discuss with each other on those questions they are more interested in, to end up formulating a series of final ideas or conclusions. Join the Community of Practice!

Discussion forum

Join discussions about the latest initiatives in science education! On the Scientix fora there are separate discussions for each project and each country. New discussion categories can be created upon request.

The fora are open to everyone; however, it is necessary to register on the Scientix portal in order to participate in the discussions. To send a new post, select a category of your choice and click the "Post new thread" button. You can write in any language.

Scientix Chat

The Scientix chat tool is your way to interact directly with other users. To start a chat, you need to be registered on the portal. After registration, the chat tool appears automatically in the bottom right corner of the page. Click the "Online friends" button to see which users are online. To open the "Chat" window and start the conversation, just click the name of the user. In the settings you can choose whether other users see you are online or not.
How to chat with another community member
Scientix Blog

The Scientix blog is designed as a space for people and projects involved in the Scientix network to publish personal stories on current science education topics in Europe. While representatives of European Schoolnet, Scientix Ambassador Reporters and Scientix Ambassador Volunteers are main contributors to the blog, all other members of the Scientix community (i.e. anybody involved in STEM education in the world) - who are eager to share their experience with Scientix - are encouraged to participate.

The Scientix blog features a range of different items, from coverage of Scientix events to opinions and commentaries on the state-of-the-play in STEM education research and practice, including news series or publication reviews.

The opinions of the articles published in the Scientix blog are the sole responsibility of the corresponding authors and they do not represent the opinion of the European Commission, European Schoolnet (EUN) or Scientix.

If you wish to contribute to this blog, please contact us at scientix (at) eun.org

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Networking events for Science Education projects These networking events for science education projects bring together project coordinators, managers and other representatives, from European and national science education projects and organisations involved in STEM education. The aim of these events is at sharing and exchanging experiences from projects, present their work, and to facilitate the creation of new collaboration and partnerships.

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Fully searchable database of current and past STEM education projects in Europe.

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Scientix Moodle / Ασύγχρονα επιμορφωτικά μαθήματα

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Scientix Moodle / Ασύγχρονα επιμορφωτικά μαθήματα

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Scientix Εκπαιδευτικοί Πόροι

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Scientix Εκπαιδευτικοί Πόροι

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Repository of STEM teaching and learning resources, research reports and online courses.

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We are teachers who would like to talk about our distance teaching experience and good practices while building a virtual garden. We teach sixteen-year-old students from Human Science at Lyceum. We, as teachers, notwithstanding the Coronavirus isolation, have been trying to keep in touch with reality and challenge ourselves...

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The work presented on this website 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).

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Scientix collects and promotes best practices in science teaching and learning in Europe, and organises trainings and workshops for STEM teachers