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5.2 How role models impact young people’s space-oriented career choices

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5.2 How role models impact young people’s space-oriented career choices

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Now see if you can identify a national role model in space/astronomy. In some countries you might have to do a bit of research first. Write how this person fits with what you’ve learned in this activity and share with us at least one idea about how you will integrate him/her in a lesson with your students.

ACTIVITY
After this course I understand how much is important that children meet space scientist or any person who has one of space carrers. So I’d would like to know if there are any space scientist to student’s parent of my classroom or in our school. Then I can ask she or he to come in my classroom to speek with my pupils when we are studing something relating space. If there are not, I can ask my student’s parents if they personally know one space scientist. As a last chance, I can ask the animators of The Museum of Science and Technology of Milan if they can help me. But my biggest dream is to have Samantha Cristoforetti in my classroom!!!

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5.2 How role models impact young people’s space-oriented career choices

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5.2 How role models impact young people’s space-oriented career choices

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Part 2: Choosing role models

Now, Jen will explain what to look at when choosing a role model to present in the classroom.

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5.2 How role models impact young people’s space-oriented career choices

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5.2 How role models impact young people’s space-oriented career choices

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A key aspect in choosing a career in one field or another is having a role model to look up to. We will now look at some lessons learned about how role models impact young people’s space-oriented career choices, narrated in three parts by Jen de Witt, researcher in the Space Awareness project.

The first part will touch upon some points to have in mind before starting these kind of activities with your students.

Part 1: Before you start

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5.2 How role models impact young people’s space-oriented career choices

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5.2 How role models impact young people’s space-oriented career choices

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Part 3: Further practical tips

Finally, a few tips for preparing yourself as a teacher, or anyone working with young people, who wants to engage students in the multitude of space careers.

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5.2 How role models impact young people’s space-oriented career choices

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5.2 How role models impact young people’s space-oriented career choices

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You can also see here a resume http://www.europeanschoolnetacademy.eu/documents/1695963/0/5.2+EU+Space_MOOC1_M5_research_role_models.pdf/c0066646-38d1-468e-ba80-2b7e3d77450a
of Jen’s research into role models’ influence on space-oriented career choices.

We’ve mentioned repeatedly how a space or astronomy career is perfectly attainable by your students, regardless of their background, but maybe it will help if we hear it from the students themselves. You can see below a series of testimonials by students at the International Space University. Follow what they say – these might be your students in the future!

As you can see, a lot of these students never thought they would reach this field and it all started with a simple curiosity about what lies beyond our Earth. Do you see any similarities between what these students say and what your students say?

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The  ideas from my peers which I found particularly insightful or useful and that I voted.

1) I am a primary science teacher in Cyprus in a public school and I actually teach Natural Science exclusively. My students' ages start from 6 - 11 years old. To be more specific under the "umbrella" of Natural Science I teach a bit of Physics,Biology,Chemistry, Astronomy and Geology. A bit taste of all! :-)

Space is a field that fascinates students and some of them express their dream of traveling to space someday.  I always encourage my students to believe in them selves and fight for their dreams. My motto is "Nothing is impossible". Space careers and school subjects are strongly connected: Biologists, chemical engineers, geo-scientists, mathematicians, computer engineers etc are some careers that are named after sciences that  we teach in schools , especially in secondary education in a higher level. When STEM teachers succeed to transmit their "own passion" to their young students , new scientists start to be born. Scientists that might follow a space career.

It is very important children to believe that space is accessible to everyone and a big responsibility to teachers to help them realize that.

Now the question is how to introduce space careers to young students: A suggestion is to make space and science more "open" not only to students but involving their parents and maybe the community. By inviting scientists to school , or take them for a visit to a lap,or by organizing a science fair. If we manage to make students love science we might have a good chance with space careers !!!!!!

2)I am a primary school teacher and my school is very small and rather isolated. Sometimes I fell that my students won't get equal opportunities in life, due to their social and economical background. That's why I try to inspire them in several and different ways, because I want them to realise that they can do whatever they want in their lives, as long as they fight for it. Space careers are really engaging for children. They can be introduced through science or literature lessons. I usually combine these lessons with art activities. I also invite to our school astronomers and scientists who make everything more interesting for the kids.

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The Career Path in Space brochure, developed within the Odysseus project (http://www.odysseus-contests.eu/).
http://www.europeanschoolnetacademy.eu/documents/1695963/0/Career+Path+In+Space+-+Odysseus.pdf/71471ec6-29a9-4d3b-bf96-4c9b9a79150f

Now that you got a first idea, go to the Space Awareness Career Hub and share it with your students!

DISCOVER SPACE CAREERS

BECOME A SPACE EXPLORER

http://www.space-awareness.org/en/careers/

Activity

I’m primary teacher. This year I have seven years old pupils. I can involve children in a role playing game so they they act as they are living in ISS. Everyone have to choose who he/she is and what he/she do. After the game, we can think what are the astronaut’s needs to live on ISS. So children can understand that are many people very important with different carrers.

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MODULE 1.3 Activity 3 - Moving my classroom to Andromeda

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MODULE 1.3 Activity 3 - Moving my classroom to Andromeda

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MODULE 1.3 Activity 3 - Moving my classroom to Andromeda

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MODULE 1.3 Activity 3 - Moving my classroom to Andromeda

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There are many topics which will be linked to other subject for a joint project. While we study for example mass during mathematics hours, we need to talk about gravity; from my own experience children usually can understand butter this idea if we compare Earth's gravity with Moon's gravity. They were evry time very delighted to knew those difference. So we can find how is gravity in other planets. Cartoons are the better way to understand facts, children can see and can draw cartoons. When the classroom is learning about greek mitology with the istory’s teacher, We can explore the sky with videos looking for constellation, stars, planets and study them. So if children are studing the primitive men or anyway evry population, we can compare human needs and the solutions found with needs and solutions find whose are living in ISS. So we have to study tecnology, biology, chemical,  phisics topics and much more.

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5. How to introduce space careers to your students

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5. How to introduce space careers to your students

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The Learning Objectives for this module are:
1. Become familiarized with a series of space-careers;

2. Understand the scientific factors behind what motivates and impacts primary & secondary students' choice of careers;

3. Understand how role models affect young people’s career choices;

4. Become aware of your role as a guiding role model for young people’s career choices;

5. Learn practical strategies and exercises to introduce space careers to your students

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4.4 How to Manage Diversity and Gender Balance through Space

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4.4 How to Manage Diversity and Gender Balance through Space

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I chose:
Space is a boy kind of thing

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4.4 How to Manage Diversity and Gender Balance through Space

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4.4 How to Manage Diversity and Gender Balance through Space

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Activity 4

Below you will find some sentences about stereotypes concerning gender and cultural diversity to Space Careers:

Space is only for excellent students and nerds

Space is a boy kind of thing

Space resources and careers are inaccessible for people with special educational or physical needs

Space topics are too specific and not related to social aspects

Space is for socioeconomically privileged and high income people

Space is for lunatics

Space science and discoveries have no utility in our daily life

Space is irrelevant for helping other people

Space is for people without strong beliefs and values

Space is not important for the sustainability of our own planet

Pick one sentence (or include another one you are aware of) and build a story about how you would address this problem in the classroom.

We would like to invite you to illustrate your story using a comic strip or cartoon to make your students aware of these stereotypes and how they can overcome eventual obstacles on the subject.

You may use Toon Doo or a different ICT tool you are more comfortable with, like PowToon, PowerPoint, Prezi, or even use a word document.

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4.4 How to Manage Diversity and Gender Balance through Space

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4.4 How to Manage Diversity and Gender Balance through Space

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Teachers should be trained to:

Create inclusive activities adapted to a gender and culturally diverse classroom.

Make sure that the activity can be completed by all students.

Consider at which point of an activity the teacher might need to confront potential issues of discrimination and manage it. Teachers should be prepared to confront situations where students might raise controversial issues.

Teachers should challenge their own racial and cultural biases.

Besides gender balance, and cultural diversity in key science subjects, to integrate people with special education and physical needs is also a goal to foster diversity.

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4.4 How to Manage Diversity and Gender Balance through Space

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4.4 How to Manage Diversity and Gender Balance through Space

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In this section, we are going to see how to approach both gender balance and diversity in the classroom through space and astronomy.

To start, you can explore below some resources related to the migrant community:
·         Teaching in racially diverse college classrooms, Harvard

http://isites.harvard.edu/fs/html/icb.topic58474/TFTrace.html

·         Creating inclusive college classrooms, Centre for research on Learning and Teaching, University of Michigan

http://www.crlt.umich.edu/gsis/p3_1

·         MINDSET Project

http://bdfprojects.wixsite.com/mindset

·         Diversity & Inclusive Teaching, Vanderbilt University

https://cft.vanderbilt.edu/guides-sub-pages/diversity/

·         UNHCR

http://www.unhcr.org/

·         International Organization for Migration

http://www.iom.int/

·         “i am a migrant” project: a platform where migrants, through sharing their own personal stories challenge the anti-migrant stereotypes and hate speech in politics and society.

http://iamamigrant.org/about

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Space in the Classroom

Pick a topic that is actively linked to space and outline an activity that should incorporate at list 3 guidelines we talked about on previous section. Share on padlet.

It’s very important that teachers first of all thik that girls can learn physics and science as well as boys.

We have to know our students and to encorage all of them. We have to thing that all of them can learn everything with the right time and with their personal way.

We can show women in scientist careers from the past and current, children are fascinated by history. We can propose photos and videos about women scientist, women engineer etc also from human’s history and also women astronate from last periode. We have to remeber that culture comes from all over the World.

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FIVE RULES for girls in physics:

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4.2 Gender Balance and How to Encourage Girls to take up Space Careers

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4.2 Gender Balance and How to Encourage Girls to take up Space Careers

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Guidelines to manage diversity and gender balance in the classroom through Space

Click on the title to download the pdf file

1. Actively challenge stereotypes

2. Actively target girls, but design for boys and girls

3. Address women's invisibilty in science, and highlight important  women scientists

4. Promote "mentors" and provide "role models"

5. Target parents

6. Adopt participatory design approaches

7. Mirror your own gender equity and of your own institution

Activity 3
I act actively challenge stereotypes since I was a child so I always target girls since the beginnig of my work. But I did not enogh to address women's invisibilty in science, and highlight important  women scientists and mostly to envolve parents in this very important ideas for girls and boys.

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4.2 Gender Balance and How to Encourage Girls to take up Space Careers

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4.2 Gender Balance and How to Encourage Girls to take up Space Careers

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Inquiry Based Science Education (IBSE) approach can facilitate the increase of girls’ interest in space-related subjects. It is generally accepted that IBSE is beneficial to promoting girls’ interest and participation in science activities (Rocard report, 2007). In the coming years with Europe’s knowledge economy developing and new technologies on the rise skills in science, technology, engineering and mathematics (STEM), will be of utmost importance for a broad range of careers. It is therefore imperative to attract, and recruit more young people to STEM study programmes; not just to increase the numbers of STEM-trained professionals, but also to increase the diversity of STEM-trained professionals.

Space sector also suffers from these facts. According to EUROSPACE's recent report (June, 2015), whereas there is an increase in the numbers of sales and employment (+6%), women's participation reaches only the 20% of space industry employees. Therefore, arguably, the access to space careers is also a question of equal opportunities for women.

Research suggests that the degree of gender difference varies in relation to the gendered context of the local community labor force (Riegle‐Crumb, C., & Moore, C. , 2014). So women’s representation in professional fields across all specialties is a goal.

ROSE report (2010) highlights that astronomy and space is a very attractive subject for both girls and boys, and that could effectively engage students to science subjects. Space captures the interest and excitement of children, and has the potential to stimulate a broader education.

Space captures the interest and excitement of children, and has the potential to stimulate a broader education.

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4.1 Introduction to Diversity and Gender Balance in the Classroom

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4.1 Introduction to Diversity and Gender Balance in the Classroom

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Key concepts on Diversity and Gender Balance in Space

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4.1 Introduction to Diversity and Gender Balance in the Classroom

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4.1 Introduction to Diversity and Gender Balance in the Classroom

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Key concepts on Diversity and Gender Balance in Space

How to do

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4.1 Introduction to Diversity and Gender Balance in the Classroom

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4.1 Introduction to Diversity and Gender Balance in the Classroom

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Space Sciences and Diversity

I think that space sciences can be one of the best way to address the issues of diversity and gender balance, first of all because they take children and people with immagination out of the World and aid everyone to think how wonderfull is our Earth and every thing lives on.

Experiences in space sciences bring you to feel as one of the quite 7 billion of people who live in the same little marvellous frigile planet!

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4.1 Introduction to Diversity and Gender Balance in the Classroom

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4.1 Introduction to Diversity and Gender Balance in the Classroom

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I agree that DIVERSITY is one thing WE ALL HAVE IN COMMON!!!

I added this three words:
WONDER
SPECTACULAR
LIFE

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MODULE 4 - How to Manage Diversity and Gender Balance in the Classroom

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MODULE 4 - How to Manage Diversity and Gender Balance in the Classroom

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Three important issues:

1. The importance of talking about how to manage diversity and promote gender balance in the classroom

2. Ways to promote gender balance and diversity in teaching, taking advantage of considerations of past and existent studiesin order todeveloplearning practices in relation to these two matters (with a special attentionon improving participation of girls in school science subjects)

3. How Space is an important theme to foster Global Education and Citizenship, gender balance and tolerance for diverse cultures

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Your learning objectives are:

1. Understand the rationale behind using space as a teaching context and in relation to STEM related subjects;
2. Know how to use space as a motivational vehicle for stimulating curiosity and excitement;
3. Be able to see the connections behind space and your teaching subjects;
4. Understand why and how space sciences are a showcase of European technology;
5. Understand how space careers choices take place in primary and secondary education ages;

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MODULE 2. WORKING WITH INQUIRY IN THE SCIENCE CLASSROOM

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MODULE 2. WORKING WITH INQUIRY IN THE SCIENCE CLASSROOM

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This second module will offer participants an overview of what IBSE (Inquiry Based Science Education) teaching methodology is and how to put it in practice.
It offers the operational basis of the Space Awareness MOOCs and is at the educational core of the project.

It is also a basis for teachers to learn how to integrate the ICT tools in Module 3 in each of the stages of the IBSE approach.

Teachers will:

1. Know the steps of IBSE;

2. Understand what each step of IBSE entails and how to apply it in their lessons;

3. Understand the benefits of IBSE;

4. Identify practical, tangible ways in which they can adapt and improve their teaching practices based on what they have learned about IBSE.

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A repository with ICT tools handpicked by the team of Space Awareness, which you can use with your students straightaway!

https://docs.google.com/spreadsheets/d/1r4D9qbIp3JVMnhCHpcyaFzhrlAcqhi1luHkn89edKLg/edit#gid=407416357

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MODULE 3. Use of ICT Tools in the Science Classroom

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MODULE 3. Use of ICT Tools in the Science Classroom

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In this module, you will:
Be familiarized with a series of existing ICT tools, both general ones and space & astronomy tools and apps.

1. Become familiar with the concept of Citizen Science and explore existing resources;

2. Gain confidence in your ability to use and integrate ICT tools in your classes;

3. Develop an inventory of instruments you can use independently after the course;

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Ana shares some of her favourite apps that you can use in your classes, especially with young students:

Biology: ‘The Human Body’ from Tinybop, and ‘This is my body’ from urbn; pockets where your students can search and learn about the human body.

Engineering: ‘The Everything Machine’ from Tinybop and ‘Crazy gears’ from Edoki Academy.

Space: ‘This is my spacecraft’ from urbn; pockets.

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3.3 Part 2. ICT in Space & Astronomy: Using Citizen Science

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3.3 Part 2. ICT in Space & Astronomy: Using Citizen Science

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Activity:
Citizen Science!
Made with intrigue/Did you get any new ideas for your classes? Share them below! Pick a Citizen Science activity from the Space Awareness website or booklet and share with us your plans of using it with your students! / Image credit: ESA/Hubble & NASA, Aloisi, Ford; Acknowledgement: Judy Schmidt

I find very interesting  Citizen Science for myself.

I have 7 years old students, so I can’t image how can involve them to Citizen Science during this year. I can try to involve myself and then I can think how to introduce Space and astronomy's Citizen Science in my school activities. Although I saw some citizen science projects for also young people, they are about animals.

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3.3 Part 2. ICT in Space & Astronomy: Using Citizen Science

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3.3 Part 2. ICT in Space & Astronomy: Using Citizen Science

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3.3 Part 2. ICT in Space & Astronomy: Using Citizen Science

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3.3 Part 2. ICT in Space & Astronomy: Using Citizen Science

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3.3 Part 2. ICT in Space & Astronomy: Using Citizen Science

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3.3 Part 2. ICT in Space & Astronomy: Using Citizen Science

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3.3 Part 2. ICT in Space & Astronomy: Using Citizen Science

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3.3 Part 2. ICT in Space & Astronomy: Using Citizen Science

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3. Use of ICT Tools in the Science Classroom

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3. Use of ICT Tools in the Science Classroom

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8 Great Reasons Why You Should Use Citizen Science in Your Class

By Karen McDonaldMarch 24th, 2014 at 11:26 am |
http://scistarter.com/blog/2014/03/benefits-citizen-science-classroom/#sthash.FYwmMsA2.jrjOergE.dpbs

Why Classrooms Should Integrate Citizen Science
After writing quite a few entries in the series “Citizen Science in the Classroom” I thought it would be helpful to explain a bit more about the benefits of citizen science science in the classroom, and to provide a useful resource to teachers and administrators that may help in justification and support of projects.  These may help in writing grants, applying to administration for support, or in convincing you, as a teacher, why participation in citizen science is so important. - See more at: http://scistarter.com/blog/2014/03/benefits-citizen-science-classroom/#sthash.FYwmMsA2.jrjOergE.dpuf

1. -Sense of Community and Place

2. -Recognition of Self Importance

3. -Understanding that Research isn’t Just for Scientists

4. -Reaching Different Types of Learners

5. -Development of Critical Thinking Skills

6. -Use of Multiple Skill Sets

7. -Application of the Scientific Method

8. -Meeting Next Generation and Common Core Teaching Standards

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3.2 Part 2. ICT in Space & Astronomy: Citizen Science

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3.2 Part 2. ICT in Space & Astronomy: Citizen Science

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3.2 Part 1. ICT in Space & Astronomy: Citizen Science

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3.2 Part 1. ICT in Space & Astronomy: Citizen Science

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3.2 Part 2. ICT in Space & Astronomy: Citizen Science

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3.2 Part 2. ICT in Space & Astronomy: Citizen Science

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Citizen Science activities

CERBERUS

http://www.space-awareness.org/en/games/Cerberus/

EINSTEIN HOME

http://www.space-awareness.org/it/games/einsteinhome/

GREAT WORLD WIDE STAR COUNT

http://www.space-awareness.org/en/games/great-world-wide-star-count/

In every  page there are many RESOURCES!

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2.5 What do teachers think about inquiry?

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2.5 What do teachers think about inquiry?

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A final self-reflection activity!
Student-centered approach

You wish to follow a student-centered approach. You prefer your classes to be based on discussion with your students. You would be comfortable with giving your students several degrees of freedom when it comes to hands-on activities. You wish to focus more heavily on developing your students’ skills while making sure you cover some specific content.

The result of  the first self-reflection activity
Student-centered approach
You follow what we would call a student-centered approach. Your classes are based on discussion with your students and they have several degrees of freedom when it comes to hands-on activities. You focus heavily on developing your students’ skills but you also make sure you cover some specific content.

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MODULE 2.5 What do teachers think about inquiry?

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MODULE 2.5 What do teachers think about inquiry?

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Fatiha gives some advice on how to get started with inquiry learning and how to intrigue your students.

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MODULE 2.5 What do teachers think about inquiry?

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MODULE 2.5 What do teachers think about inquiry?

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Fatiha explains the basic steps a teachers needs to take in order to introduce inquiry learning to students and encourage them to become active learners.

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MODULE 2.5 What do teachers think about inquiry?

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MODULE 2.5 What do teachers think about inquiry?

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Doing inquiry can be quite intimidating for a new teacher.

Fatiha Baki shares with us her experience from teaching her students using inquiry.I

Fatiha talks about her first experience with inquiry and how her students reacted to her change of teaching style.

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MODULE 2.4 Steps to introduce inquiry learning into your classroom

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MODULE 2.4 Steps to introduce inquiry learning into your classroom

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From traditional activities to inquiry activities

Type the theme you selected. Describe with a sentence or two, what would you add in each of the inquiry steps you saw in the video above (Orientation, Conceptualization, Investigation, Conlusion, Discussion) for the theme you selected.

MY WORK: Water states: solid,liquid and gaseous

Orientation: I show a videos about montains, glaciers, streams, waterfalls, clouds and so on and many photos on water on Earth. Children discuss about their experencies of water.

Conseptualization: Teacher asks: Does is always water? How can we know it? We discuss and formulate hypotheses.

Investigation: In gruops of three/four children, we setting_up experiments (experiences), gathering and interpreting observations.

Conclusion: Every gruop draw conclousions, comparing to original hypoteses.

Discussion: Every gruop comunicate findings that are discussing all toghether to have common reflections.

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MODULE 2.4 Steps to introduce inquiry learning into your classroom

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MODULE 2.4 Steps to introduce inquiry learning into your classroom

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From traditional activities to inquiry activities

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MODULE 2.4 Steps to introduce inquiry learning into your classroom

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MODULE 2.4 Steps to introduce inquiry learning into your classroom

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MODULE 2.4 Steps to introduce inquiry learning into your classroom

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MODULE 2.4 Steps to introduce inquiry learning into your classroom

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THE FIVE PHASES:

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LINK utili:
http://www.golabz.eu/frontpage?page=7
http://teaching.about.com/
http://www.talentalign.com/

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MODULE 2.4 Steps to introduce inquiry learning into your classroom

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MODULE 2.4 Steps to introduce inquiry learning into your classroom

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FROM ADRI'S EXAMPLE TO INQUIRY PHASES:

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MODULE 2.4 Steps to introduce inquiry learning into your classroom

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MODULE 2.4 Steps to introduce inquiry learning into your classroom

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The Space Awareness template for designing inquiry activities

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MODULE 2.3 Can inquiry be fun and engaging?

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MODULE 2.3 Can inquiry be fun and engaging?

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Did Audri do an actual inquiry?

In the video Adri’s doing a part of scientist’s work. I think this is a great example of actual inquiry.

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A great activity

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MODULE 2.3 Can inquiry be fun and engaging?

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MODULE 2.3 Can inquiry be fun and engaging?

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Think a little bit about how scientists work. Which would you say are the basic steps of their work?

The scientists work is not simple as it’s usually resumed with few steps like these:

- ask a question

- formulate a hypotesis

- perform experiment

- collect data

- draw conclusions

Scientists engage in many different activities in many different sequences. Scientific investigations often involve repeating the same steps many times to account for new information and ideas.

I work in a primary school. My student and I just do experiences. Since many years I use the right word about what we do at school, experiences not experiments.

http://undsci.berkeley.edu/article/howscienceworks_01

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"The Mistery boxes" is a great idea, I will use with my seven years old children this year. Student’s need more skills and approches to do this kind of activities. That’s wy these activities are very very important! Indeed they need to use all your senses and to comunicate each other, they have to spaculate, to argue, to macht and much more.

I’d like very much this image, posted by Stavroula Lada, Greece, because it’s a great resume.

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MODULE 2.2 Rethinking your teaching style

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MODULE 2.2 Rethinking your teaching style

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MODULE 2.2 Rethinking your teaching style

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MODULE 2.2 Rethinking your teaching style

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MODULE 2.2 Rethinking your teaching style

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MODULE 2.2 Rethinking your teaching style

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MODULE 2.2 Rethinking your teaching style

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MODULE 2.2 Rethinking your teaching style

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MODULE 2.2 Rethinking your teaching style

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MODULE 2.2 Rethinking your teaching style

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Reflection and present wath a gruop did is very IMPORTANT!

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MODULE 2.2 Rethinking your teaching style

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MODULE 2.2 Rethinking your teaching style

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MODULE 2.2 Rethinking your teaching style

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MODULE 2.2 Rethinking your teaching style

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PROS AND CONS

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MY TRIP CAN GO ON WITH NEW INTERESTING AND USEFUL INPUTS

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KEY PRINCIPELS

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4- START WITH MINI-INQUIRIES!

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3 - ESTABLISH ROUTINES

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2.1 SAFE ENVIRONMENT!

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2 - CREATE A SAFE LEARNING ENVIRONMENT!

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1.1 - EQUAL OPPORTUNITY!

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1- GET TO KNOW YOUR STUDENTS!

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How  teachers can do:

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MODULE 2.1 Introduction to Inquiry-Based Learning

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MODULE 2.1 Introduction to Inquiry-Based Learning

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Which of the item(s) on the list is the most challenging for you and why? Share your answer in the Padlet below.

1.    Not having control over an entire activity.

2.    Worry about my students asking me something about I don’t know about.

3.    Discourage my students from speaking their minds when they are not sure if they are right.

4.    Focus on developing students’ skills rather than focusing on content.

5.    Build inquiry activities that take little time.

6.    Switch from lecturing to discussing with my students.

The item wich is the most chanllengy for me could be “Build inquiry activities that take little time”.
In fact every activity I propose to my student last not less the tow/four hours. Usually I start with a question, student usually work in pairs or in little gruops, formed by three/four children. Every pairs or group work to reach an awnser or builds an artifact. Then they write or explain their idea, their reasons to compare with those of the others pair or gruop. During the convertation, I obviosly do as a director. When they find a deal, I finally instituzionalize the math’s knowledge.

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Module 2.1 SELF-REFLECTION ACTIVITY. The result:

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Module 2.1 SELF-REFLECTION ACTIVITY. The result:

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Student-centered approach

You follow what we would call a student-centered approach. Your classes are based on discussion with your students and they have several degrees of freedom when it comes to hands-on activities. You focus heavily on developing your students’ skills but you also make sure you cover some specific content.

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MODULE 2.1 " What is  is Inquiry-Based Learning?

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MODULE 2.1 " What is  is Inquiry-Based Learning?

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I'm very involved from this module. Since many year, more then ten yers ago, I started to teach involving my student and put them at the center of my action. It was difficult to start, bat after a short time, no more then one/two years, I was so happy about the changes I saw in my students, that was impossible for me to come back. The very important aspect was and is also this day that children build their owen knweledge with and by the help and the comparison with their peer. Furthermore I 've started with maths but the following years it was natural for me to use this method wiyh all my subjects.

I must to thank my great teachers: Bruno D'Amore, Sivia Sbaragli, Martha Isabel Fandiño Pinilla and all those who are part of RSDDM of the University of Bologna in Italy.
So I agree! I think the best way to stay with student is INQUIRY BASED LEARNING!!!

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MODULE 1.3 Why use space in the classroom?

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MODULE 1.3 Why use space in the classroom?

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"...Space is an inexhaustable resource for the imagination. It can trigger awe, curiocity, and desire for learning.
...Space is linked to everyday life in multiple ways and the theme of Space transcends scientific disciplines and goes beyond cultures. It is a promising area for the future, and an excellent entry point to introduce science careers."

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The wall's image is: Hubble views a cosmic oyster and pearl in NGC 1501

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The wall's image is: Hubble views a cosmic oyster and pearl in NGC 1501

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Released 07/09/2016 10:17 am Copyright ESA/Hubble & NASA; acknowledgement: M. Canale

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Module 1.2 This is one discoverie I could use in my classroom this year. 

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Module 1.2 This is one discoverie I could use in my classroom this year. 

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As the World Turns
I finded here  http://www.unawe.org/activity/eu-unawe1301/

Brief Description

Night and day are like two different worlds. In this creative activity for very young children, we introduce the concept of the spinning Earth.

Materials: Pencils, Paperclips, Scissors, Two paper plates, Ruler

Learning Objectives

-To introduce children to the motion of the Earth and the idea that we are not living on a static world.

-To explain that the Earth rotations, moving every 12 hours from the shadow into the sunlight and back.

-Teach children to core skill of visual interpretation.

Background Information

The Earth exhibits two different kinds of motion: it revolves around the Sun in a fixed orbit, a journey that takes exactly 365.26 days to complete (or as we know it, a year), and it rotates around its own axis.

The spinning of the Earth around its own axis causes day and night. It takes 23.93 hours to complete one rotation. The Earth completes one full rotation every 24 hours. This is why the Sun appears to rise in the East and set in the West. This motion creates day and night approximately every 12 hours. The Earth is spherical and at any given time, the half facing the Sun will be shined upon, while the other half will have no light. Places in the former will therefore experience day while places in the latter will experience night. The Earth spins anticlockwise as seen from space with North being up.

The cycle of night and day is continuous, except near the North and South Pole. If the Earth’s axis was perpendicular to its orbital plane, all places on Earth would experience equal amounts of day and night:12 hours of day and 12 hours of night. However, the Earth’s axis is actually tilted at an angle of 23.4°. This means that during the Northern Hemisphere's summer, the North Pole always faces the Sun, so the sun doesn't set here and for several weeks it is continuous daytime. At the same time, the South Pole faces away from the Sun (Southern Hemisphere winter) and is in continuous night.

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Too young to learn?
http://www.unawe.org/about/audience/

Heckman’s work shows that investing in education in a child’s earliest years is not only worthwhile, but also the best time to intervene.Figure 1. Rates of return to human capital investment in disadvantaged children. Credit: Science Magazine / Heckman

I learned this for the first time last july from prof. Alessandro Bogliolo, the EMMA MOOC Coding in your classroom, Now!'s teacher. It's great to see here again!

I get it that’s very important start earlier at primary school to propose space and astronomy activities. I have not done before.
Fortunately this years my students are seven years old.

I find very interesting the website. However I think the topics are too difficult for my students.
I found many activities very suitable in the Universe Awereness site ( http://www.unawe.org/activity/).
For example “As the World Turns“. I can use this activity to reflect about day and night, yet studed last year in history, to increase the knowlwgde of my students about the concept of the spinning Earth. And also for other very interesting activities from that site. Anyway I would use International Space Station’s video with Samantha Cristoforetti and others astronauts, e.g.  to compare the water’s performance on Earth and in microcravity. Usually I introduce activities on water and the phase changes with my K1 students.

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I decided to sign up to this course mainly for this reason:
"space sciences embody a unique combination of science, technology and culture and serve as vehicle for capturing the imagination of young people".

Two years ago, with ten years old children, I've talked about ISS and I've proposed  some videos. They were fascinateds.

I'd like know  better practise to engaged my student in space objects.

I also wish I can reach this learning objectives:
1. Understand the rationale behind using space as a teaching context and in relation to STEM related subjects;
2. Know how to use space as a motivational vehicle for stimulating curiosity and excitement;
3. Be able to see the connections behind space and your teaching subjects;
4. Understand why and how space sciences are a showcase of European technology;
5. Understand how space careers choices take place in primary and secondary education ages.

"The method through which you will be able to achieve this objective will be via  inquiry-based science education teaching practices, the effective use of ICT tools, managing diversity and obtaining a gender balance in the classroom."

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Teaching with Space and Astronomy in your Classroom

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Teaching with Space and Astronomy in your Classroom

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from 5th September 2016 to 16th October 2016

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I teach math, science , tecnology, music and physical education in a primary school with children from 5/6  to 11 years old.
This year my students are seven years old.

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Hi, my name is Claudia, I'm italian.
I live and work in Milan, Italy.
I'm a primary teacher.