The central idea of the activity was to spark students’ curiosity by using news stories to connect science content to everyday life. The goal was for students to understand the relationship between the nervous system and the impact of psychoactive substances on the body, promoting greater interaction with their families and extending reflection beyond the classroom. Additionally, students were encouraged to engage with scientists to foster interest in pursuing STEM or science-related careers.

As part of the activities, teachers were given suggestions aligned with the National Common Curricular Base (BNCC), specifically for the 6th grade, within the thematic unit “Life and Evolution.” Among the suggested skills, students worked on explaining the functioning of the nervous system and how it can be affected by psychoactive substances (EF06CI10), as well as justifying the role of the nervous system in coordinating motor and sensory actions based on its structures (EF06CI07).

Throughout the project, teachers had the freedom to apply Augmented Reality (AR) cards as they saw fit, promoting a dynamic and tailored exploration of the content for the students.

The students participated in a series of activities in three distinct phases, aiming to explore the functioning of the nervous system and the impact of psychoactive substances on the body using AR technologies and interactions with scientists.
– CARE: Students were encouraged to care about everyday issues raised by a news story related to the use of psychoactive substances. They explored how the nervous system can be affected by these substances using AR cards to visualize neurons, axons, and dendrites. This phase piqued students’ curiosity and motivated a deeper exploration of the content.
– KNOW: Students discussed the role of the nervous system in coordinating motor and sensory actions of the body. They also addressed how science can clarify the damage caused to the body by psychoactive substances and discussed the social impacts of substance consumption. The class listed the main problems related to the topic, broadening their understanding of the associated risks.
– DO: Students were encouraged to take the knowledge they acquired to their families. They were tasked with discussing the subject at home and bringing questions and curiosities to the scientists. Families also proposed actions to combat the problems identified in the previous phase, and students brought these ideas back to the classroom in the following session.

In the **Closing** phase, students watched a video with a guest scientist who answered their questions and explained how knowledge of the nervous system is related to their field of expertise. This brought students closer to scientific practice and stimulated their interest in scientific careers. After the video, students completed a questionnaire about the activities and the knowledge they had gained.

**Teaching Results**
The results showed varying levels of teacher confidence regarding the activities:
1. **Small Group Discussions (A08)**: 83% of teachers felt confident.
2. **Use of Questions for Divergent Thinking (A07)**: 76% of teachers felt confident.
3. **Interaction with Researchers and Scientists (A05)**: 71% of teachers felt confident.
4. **Encouraging Participation in Science Activities Outside School (A04)**: 71% of teachers felt confident.
5. **Promoting Discussions on Science and Society (A02) & Helping Generate Evidence-Based Questions (A03)**: Over 70% of teachers felt confident.
6. **Teaching Scientific Inquiry with Real-World Problems (A01)**: 65% of teachers felt confident.
7. **Encouraging Discussion of Scientific Topics with Family (A06)**: 66% of teachers felt confident, with 24% feeling less confident.

In all activities, only a small percentage (less than 5%) felt very unsure.

**Learning Outcomes**
Students generally demonstrate a positive attitude toward science and its importance. The vast majority (82%) agree or strongly agree that learning science will be useful in their daily lives. Even more (86%) recognize the importance of science, technology, and mathematics for problem-solving.

There is a strong belief (87%) among students that science helps people worldwide lead pleasant and healthy lives, indicating an understanding of science’s global impact.

However, when it comes to personal confidence in science, the results are more mixed. Only about a third of students (31%) feel confident in their science knowledge, with a similar proportion (31%) feeling confident using mathematics to solve scientific problems. Slightly more students (42%) feel confident using science to generate questions and ideas.

Students show more confidence in their ability to justify views using arguments and evidence, with 43% feeling confident in this area. This suggests that while they may not feel as confident in their scientific knowledge, they have developed some critical thinking skills.

Regarding practical application, nearly half of the students (48%) feel confident in doing science projects with colleagues, family, and scientists. A similar proportion (49%) feel confident talking about science, indicating a willingness to engage with scientific topics.

Encouragingly, the vast majority (80%) of students express interest in doing projects with others using science, suggesting a desire for collaborative, hands-on learning experiences in science.

When it comes to enjoyment and future aspirations, 57% of students find learning science fun. However, opinions are more divided on career prospects, with 42% interested in a job that uses science, and 37% aspiring to be seen as experts in science.

Overall, while students generally recognize the importance and value of science, there is room for improvement in building their confidence and skills in scientific practices. The data suggests that hands-on, collaborative approaches to science education might be particularly well-received by students.

Links:

https://veja.abril.com.br/saude/estudo-mostra-que-31-de-internados-por-trauma-consumiram-alcool-ou-drogas/

https://gauchazh.clicrbs.com.br/cultura-e-lazer/cinema/noticia/2022/08/anne-heche-estaria-dirigindo-sob-efeito-de-drogas-e-acidente-passa-a-ser-investigado-como-crime-cl6plfv7o007x017pmubjxgim.html

https://www.gov.br/prf/pt-br/noticias/estaduais/piaui/2022/setembro/em-piracuruca-prf-prende-homem-por-conduzir-veiculo-sob-efeito-de-drogas

https://www.sbtnews.com.br/noticia/sbt-brasil/213366-caminhoneiro-sob-efeito-de-drogas-atinge-carros-e-casas-em-belo-horizonte

Results
[00:12, 04/10/2024]   Students

https://openeducation.eu.qualtrics.com/reports/public/b3BlbmVkdWNhdGlvbi02NDRiYWUxNjY0NmMyOTAwMDhlYjhhNWYtVVJfYnlMM3lKSFY0YlBxUkhE

[01:16, 04/10/2024]  Teachers https://openeducation.eu.qualtrics.com/reports/public/b3BlbmVkdWNhdGlvbi02NDc3ZTY1M2IyYTU4MjAwMDhlYjZhODMtVVJfYnlMM3lKSFY0YlBxUkhE

Care: Students were involved in  designing and developing a video game that promoted the importance of digital skills  for a real-life problem. The creators of the game aimed to raise children’s awareness about the usefulness of solar energy and solar panels.  Students who participated in the activities were from all grades 9,10,11 and 12. The creators of the game were Hanc Ionuț Cristian – class 12 A and Bunea Nicolae – class 12 A. 

Know: Students used knowledge about using green energy in planet exploration.  The competences that the students practiced were: reasoned decision-making, teamwork on multidisciplinary topics, programming and implementation of software applications.  

Do: At the end, the students prepared the video HERE, which they presented in school. They carried out the activities in teams and their families were involved in purchasing the necessary equipment for building the game and with technical consultancy for using free software for creating games.

Findings related to the Open Schooling approach: The activity can be included in the curriculum in science, geography, physics, chemistry, biology classes and less in computer science classes, because the computer science curriculum does not address the topic of creating video games.  But it was very attractive to students who were curious about the secret of building a video game. Open schooling could be the future of education for other teachers because it would empathize with students, motivating them in creating and using video games as a method of creative and digital development.

The results obtained by the students: The student Hanc Ionuț Cristian, managed to get the first place, at the regional phase Made for Europe and to present the game in the UK and Greece within the project Eramsus+ – Games Jam, which had as theme the creation of video games. And because within the college we set up an excellent robotics group,  which includes the creators of the game, following the visit of European Commissioner Ferreira, we were invited to the World Bank headquarters and the Ministry of Digitalization to present our projects. There I was able to talk to Ion, Mr. President’s AI assistant. We presented the project online at GUESS Indonesia and physically at the Science on Stage Festival!

Care Stage: Students did introductory activities on mental health. A total of 75 students participated. 

Know stage: During participatory research in which they detected their needs and designed an action plan with various activities. They put mental health knowledge into practice and expanded it.

Stage Do: The activities were designed to be carried out the next course, we lacked time to do this stage.

Results related to the Open Schooling approach:    Undoubtedly, participatory research has allowed them to treballar competències i sabers inclosos en el currículum de 3r d’ESO, però també d’altres que no hi estan directament especificades.

Support for the implementation of educational resources by:  the department and the Living Lab of IrsiCaixa

Student results:    The students were able to integrate certain knowledge and skills. Still, if we had     Given more time to conduct participatory research, the results     Had     It was more satisfying.     The students go     Actively participate in the dynamics proposed to them    .

Care Stage: The students of the CFGM of Pharmacy made an analysis about health and its three branches and were very interested in working on the promotion of their mental health during their stay at the educational center. A total of 38 students participated in two groups (morning and afternoon). 

Know stage: During the participatory research phase, during which they identified their needs and devised an action plan, students utilized their knowledge of mental health and habits. Additionally, they actively applied skills such as planning, organization, information retrieval, self-directed learning, and the application of acquired knowledge.

Estapa Do: Students conceived and implemented a mental health promotion action plan comprising four distinct activities. It was the students themselves who lead the sessions at the classroom.

Results related to the Open Schooling approach:    Undoubtedly, participatory research has allowed them to not only develop the professional, personal, and social skills outlined in the curriculum of the CFGM Pharmacy and Parapharmacy but also provided them with the opportunity to enhance key cross-cutting skills essential for their future profession, such as autonomy, work organization, responsibility, and teamwork. Certainly, the inclusion of social actors in this research can further facilitate the cultivation and acquisition of these competencies and knowledge.

Support for the implementation of educational resources by: head of department

Student results: The students enthusiastically embraced the proposal and eagerly accepted the challenge to participate. We believe that this initiative has served as an excellent opportunity to shed light on the significance of mental health issues among young people. Simultaneously, it has enabled us to foster certain skills among the students through the application of scientific methodology throughout the entire process.

Taking care of young people’s mental health is a necessity. Schools are a fundamental part of their lives, so we could promote their emotional well-being. This year, we have implemented Healthy Minds, an Open Schooling project within the framework of the European project CONNECT, which aims to promote the mental health of students through a participatory research process. Another objective is to raise awareness that science and the scientific method can be useful in solving the challenges we face as a society and to abandon the idea “I’m not into science” that we often hear in the classrooms.

At the Caterina Albert High School in Barcelona, we have implemented Healthy Minds with a group of first-year baccalaureate students in the context of the subject of Scientific Challenges. During 2 sessions, we have conducted an analysis of the group members’ needs regarding mental health and prioritized them through a consultation process. We have designed and implemented an action plan based on various activities that address the prioritized needs, and we have evaluated the process and the learnings acquired regarding mental health and everything related to participatory research methodology. During the process, we had planned to involve families, but motivating them to participate has been a challenging task.

The results of implementing Healthy Minds in our school are still in a very early phase, although they reflect an increased awareness among students about the importance of promoting mental health. They have begun to integrate participatory research as a process to solve problems that affect them in collaboration with other stakeholders, and they have designed an action plan for the promotion of mental health. The activities that have been carried out are few, and we will evaluate how to implement it further in the coming school year by involving more stakeholders and incorporating it into the Educational Project of the school.

The Guidance Department of CDP Juan XXIII Chana in Granada has implemented an educational project called “Healthy Minds”, within its Tutorial Action Plan, which involves participatory research with an Open Schooling approach, where the students themselves become active agents in promoting mental health. The implementation has been carried out within the framework of the European project CONNECT.

 

We have conducted this project with 6 class groups from 1st and 3rd year of Secondary Education (180 students and their families). Each group has worked through the sessions designed by Healthy minds, and we have implemented an action plan with various activities based on the identified mental health needs.

Firstly, we delved into the concept of health by analysing the definition proposed by the World Health Organization (WHO). Through this, we discovered that there are different types of health, not only physical but also social and mental. We analysed what they had in common and found that emotional well-being was the common term. At this point, the students identified risk and protective factors for mental health, based on which they prioritized the ones they considered most important to design and implement an action plan. Students proposed to create an “Emotional Kit” as a solution. They have suggested a set of tools to protect themselves in risky situations and promote emotional well-being. Finally, they reflected on the learning process and the impact on mental health promotion. Throughout the process, teachers and families have been involved, allowing for collaborative design of solutions.

Among the results and impact of Healthy Minds in our educational community, we can highlight a greater awareness among students of the need to focus on mental health and their ability to contribute to solving a problem that affects them through participatory research. The self-organization of students has also been promoted, and there has been a greater commitment from the school institution to improve mental health promotion. The school will start working on creating a physical space that promotes emotional well-being, which will be called the “Emotional Classroom”. Additionally, the Guidance Department will design interdisciplinary activities to promote students’ well-being in collaboration with the “Healthy habits and lifestyle” program already allocated at the school.

 

Care: Students were worried about how to take care of their mental health.  In total, 108 students who were 16-17 years old and were studying 1st year of Baccalaureate participated.

Know:  The students learned about using the scientific method to solve real-life problems, biology concepts on mental health, and participation and communication skills. Other skills that the students put into practice were debating, asking questions, voting and consensus, co-creating recommendations and presenting results.

Do: In the end, the students participated in the Final Congress of Sentinel Schools presenting the recommendations for improvement agreed by the educational community. They completed the activities in groups and with the support of families, although not in full.

Findings related to Open Schooling approach:  The activity includes aspects from the curriculum, but it is necessary to consider the time to spend on the activities to match them in the schedule.  It was challenging to implement it because it was new to teachers, but very relevant and innovative.  Open Schooling can be useful for other teachers because it allows them to work on any topic of interest with a very interesting collaborative approach

Change/innovation supported by:

[ ] schoolhead  [  ] school association/network    [  ] local government [X] Other:  Living Lab for Health

Students’ Outcomes: The students fulfilled the task, but without too much motivation since it was not a topic that they had chosen. However, in the end they ended up happy with the results obtained.

This practice contributed to increasing: 

[  x ] families’ engagement in science   [X]  girls’ participation in science.  [   ] students’ science careers awareness

Care: Students were interested in how they could improve their mental health by doing activities at their high school.  In total, 78 students from the first year of Baccalaureate (16-17 years old) participated.

Know:  The students improved their knowledge about mental health and explored the problems and opportunities that exist in their promotion. They put into practice skills such as debate, collaborative work, argumentation, voting and consensus and co-creation of recommendations for improvement.

Do: In the end, the students participated in the Final Congress of Sentinel Schools presenting the recommendations for improvement agreed by the educational community and the mental health promotion interventions that they had planned for that academic year. They completed the activities in groups and with the support of families, although not in full.

Findings related to Open Schooling approach:  the activity includes concepts and competences included in the curriculum. Although it was a challenging proposal for teachers and students, it has been a very good experience that we recommend to other teachers to work innovatively in solving problems contextualized in their subjects.

Change/innovation supported by:

[x] schoolhead  [   ] school association/network    [  ] local government [X] Other:  Living Lab for Health

Students’ Outcomes: The results were good, the students did a search for information about mental health and from there they detected the problems and opportunities for improvement in each category. In general, knowledge and skills increased.

Care: Students were interested and concerned around mental health, which is a real-life problem. The question we asked to attract the interest of students was: What is Mental Health for you? Do you think it can be cured?  Students who participated in the activities were 52 students of 4th of primary, of 9 and 10 years.

Know:  Students used knowledge about values and ethics, of the environment, of the senses and application of part of the scientific method.  The skills that students practiced were to ask questions, analyze data, discuss claims and evidence, take and write conclusions.

Do: At the end, students prepared a mural with all the questions and answers of the research on mental health, with proposals for improvement and finally elaborated a presentation in digital format to prepare the participation in the sentinel congress held in the auditorium of the Cosmocaixa in Barcelona. They completed the activities in groups and supported by community members.

Findings related to Open Schooling approach:  The activity did not fit in the curriculum. It was challenging and innovative. Open schooling might be useful for other teachers because it can change the vision of students in relation to mental health problems and how to help people who suffer from it.

Change/innovation supported by:

[X] schoolhead  [   ] school association/network    [  ] local government [X] Other:  Living Lab for Health

Students’ Outcomes: Students learned about mental health concepts and that related diseases can be suffered by anyone and at any age. As an example, a student mentioned “When I talk to my psychiatrist, I feel much better”. With these words he shared and normalized going to the psychiatrist and the work that these specialists do.

Care: The students were engaged in recording and studying the threats and risks facing our Ecosystems and in particular the White Mountains National Park. The students who participated in the activities were 10 years old and went to Primary D. There were two sections and a total of 35 students participated in the program.

Know: The skills the students practiced was to explore the Samaria Gorge through ICT. The students initially dealt with understanding how to read, orient and process a digital map (GIS) as well as the possibilities of GPS. With the help of electronic files received from the Samaria National Forest Management Body and the use of the Google Earth computer application, they managed to see the path of the canyon but also to learn how to read and orient a map. Also through the Geogreece website they found information about the flora and fauna of our country, the National Forests and the habitats that exist. From the information they collected each group proposed 3 questions and thus each department made a Quiz.
To create the quiz they used the kahoot application. Then they visited the Spatial Information Systems laboratory of the Technical University of Crete. There they were welcomed by the professor and head of the laboratory, Mr. Partcinevelos Panagiotis, where, together with his research team, he guided them around the premises of the laboratory and together they discussed the use of IT systems in the representation of maps, as well as automatic geo-location systems (GPS ). In particular, they saw how they can use drones with built-in GPS to prevent fires and other natural disasters as well as to rescue people in the Samaria gorge. They also created a real relief map of the Samaria area using the Sandmap tool.

Do: At the end, the students prepared a model of the Samaria gorge and the Portes point in comparison. Then they built a fire alarm mechanism using the Arduino microcontroller. This mechanism was designed and programmed through the tinkercad application with the help of the students of the third grade of the school. Thus they completed the activities as a group and supported by their family and the school’s High School. The presentation of their work took place at the Connect Student Conference on May 21, 2022. Conclusions about Open Schooling:

The activity was integrated into the curriculum. It was a challenge since, on the one hand, the Informatics, Artistic and Laboratory Skills courses had to be combined and all this in
collaboration with the scientific community. Open schooling can be useful for other teachers because the pedagogical use of ICT transforms traditional teaching practices and enhances the active involvement of students in all phases of the teaching process. The participation of scientists in this process did not confuse the students but helped them to deepen the topic they studied.

The change/innovation was supported by:

[ x ] School management [ x ] school association/network
[ x ] Local government [ ] Other: ________________________________

Student results: The students saw the program positively, they were excited by the use of technological means in every phase of the program and they participated very actively in it. Concerns were raised regarding the dangers and threats facing our ecosystems, but they were particularly encouraged by both their proposal to deal with fires through an electronic self-construction and the fact that there are scientists working on their protection.

This practice contributed to the increase of:
[ x ] engaging families with sciences [ x ] involving girls in science [ x ] raising awareness among students about careers in the natural sciences

Please specify: The students interacted with technological tools and applications in order to learn and understand their usefulness.

Care: Students were concerned about the decline in the population of some animals in our area, which they learn live in our area but don’t see often. The students who participated in the activities were the 18th-grade students (10 years old) of Petrokefali Primary School.

Learning: Students used knowledge of the area’s land and sea flora and fauna. The skills that the students practiced were creative and critical thinking, collaboration, construction and analysis and production of informative content.

Do: In the end, the students prepared posters and prepared a local community awareness campaign. They completed the activities as a group and were supported by their families, local cultural associations, the municipality and the school’s Parents and Guardians Association. Conclusions about Open Schooling: The activity was integrated into the curriculum. It was an innovative program linked to the skills workshops implemented for the first time in the 2021-2022 school year. Open schooling can be useful for other teachers because it provokes interest and involvement directly and indirectly. The change/innovation was supported by: The school management, the teachers’ association, the parents’ and guardians’ association, the Cultural Association of Kalamaki, the Municipality of Phaistos. Student results: The students were enthusiastic throughout the implementation of the program. They were willing to undertake actions outside the school framework by involving the family and the local community. As an example, the students suggested that we visit other areas and intervene to protect them as well as return to them to monitor their condition.

Student results: Students were active and active during the research process. They were consistent in the work they each undertook in their group and seemed to assimilate relatively easily the scientific knowledge they needed to use. Their familiarity with NTs was very helpful in all dealing with digital hardware and software. They learned how a scientific study is structured and how it is conducted. They seemed to enjoy the role of researcher to the point of engaging in the tasks of the other groups as well. As an example, one student mentioned “Did you see, ma’am, that I can work in other groups and not just the one I’m in?” Their activation productively cultivated the speech skills of both production and comprehension of oral and written texts.

Care: The students addressed a real problem, which is the impact of plastics on the food they come into contact with and thus on our health, and their presence as microplastics in the food chain. They were concerned about the amount of plastic they use at individual and family level in terms of food and recorded it in a shared document. The labelling of plastics was another interesting element to investigate. They were interested in the fate of plastics after use, both in the disposal sites and in the recycling sites. Also, the possibility of replacing them with other less harmful materials.The students who participated in the activities belonged to a class of 22 students in the second grade of high school, aged 16-17 years old.

Know: Students used chemistry knowledge about polymers, both artificial and natural. The technology of plastics is not taught in school and so students are not aware of the problems associated with their safe use. Thus, through the project, they investigated the safety of plastics in terms of their use in food packaging and storage (the material to be studied accompanying the scenario was posted on eclass).

They produced a bioplastic from a potato (following research) and investigated the role of the plasticiser. They filmed the experiment and entered it into an official competition of video experiments (PANECFE). They also tried to produce bioplastic from milk. They simulated a plastic recycling plant (sorting by type of plastic using special labelling). They proposed an experimental test to determine the type of unlabelled plastic, following research.

They worked in groups to investigate microplastics (sources, shape, size, airborne dispersion) using an online activity and a prototype worksheet. They studied recent articles on the detection of microplastics in the human body. To resolve questions and obtain additional information they contacted research scientists via videoconferencing.

The skills the students practiced were:

1. searching, evaluating and using information from the internet
2. scientific methodology (hypothesis, experiment, conclusion) – design and implementation of an experiment
3. critical thinking
4. decision-making after discussion
5. cooperation with peers within the programme and other European school programmes (Erasmus+ , European Parliament Ambassador School Programme)
6. communication with scientists
7. synthesis of opinions and formulation of proposals
8. digital creation
9. the use of collaborative digital tools
10. linking academic knowledge to everyday life.

Do: In the end, the students prepared

1. a podcast on the European School Radio platform about the project (in cooperation with our school’s Erasmus+ programme)
2. a proposal which they submitted to the Future of Europe Conference (Objective: Sustainable Development – Health and Well-being) and to the Ministry of Education and Religious Affairs’ conference simulation platform (in cooperation with the European EPAS programme)
3. an information leaflet on the correct use and disposal of plastics, for distribution to families and schools
4. poster on the creation and impact of microplastics, to be displayed in schools
5. presentation for participation in the National Student Conference CONNECT 2022.

Note: all relevant documents and links are posted on the CONNECT platform Completed the activities as a team and supported by the families, the school’s management and the Teachers’ Association

Conclusions on Open Schooling: The activity was integrated into the curriculum. The proposed scenario was enriched with additional activities following the students’ interests and current events (see microplastics). It was extremely useful and innovative, combining research – communication with scientists – collaboration with European school projects – creation, highlighting a problem of everyday life that is not directly perceived and quite prominent (creation and presence of microplastics). Open schooling can be useful for other teachers because it enables them to open up educational horizons. They do not remain attached to the textbook and curriculum but are able to explore topics of everyday interest developing scientific thinking in students.

The change/innovation was supported by:

[ x ] School management [ x ] school association/network
[ x ] Local government [ ] Other: ________________________________

Student results: The students were very pleased with the opportunity to meet scientists and get information from them. Their participation in every kind of creation (experiment, poster, podcast…) excited them. By the end of the project they were more confident in presenting and scientifically supporting their knowledge. As an example, a student with a low communication profile claimed his participation in the CONNECT Student Conference, worked diligently to prepare for it and represented our team deservedly.

This practice contributed to the increase of:
[ x ] engaging families with sciences [ x ] involving girls in science [ x ] raising awareness among students about careers in the natural sciences

Please specify: Families were actively involved in the first stage, helping to identify the link between plastics and food and the problem they pose. The children’s mothers and their brothers and sisters were mainly involved. The girls made up the vast majority of the class and were very enthusiastic during the project. Of these, most will pursue Science Studies.

Care: The planet is facing many problems of different kinds. But often we need to start with the simple problems of our community in order to find sustainable solutions that will last. In this way, we become familiar with the ‘culture of active citizenship’, learn to find solutions, implement them and take a keen interest in our neighbourhood. Every neighbourhood has its own problems, which often apply to the wider context of our city. Thus, the 16 pupils of E2 class of our school decided to deal with the problems of their neighbourhood.

Know: The educational scenario “I capture through photography the problems of my place and implement solutions” aimed to motivate students to connect their knowledge about light, to use the tool of photography, to depict problems of their wider neighbourhood and then, to find solutions, to implement and show them in the form of a multimodal installation.

Do: The students photographed the various problems in their neighbourhood, grouped them together and then found solutions for each one. In particular, they contacted the city’s kennel, interviewed volunteers and in consultation with them collected food for the strays. They then sent a letter to the town hall secretary citing problems with the sidewalk, trash and some large trees in the area. Finally, they made their own leaflets about illegal parking and distributed them in the area. They also made and placed recycling bins in various places (outside the school).
Conclusions on Open Schooling: This project opened the classroom to the local community. The students looked forward to doing the project at different times of the day, as everything they made, wrote and created had a direct impact on their daily lives and was characterized by an actual and concrete “meaning”.

The contact with scientists and community stakeholders was particularly helpful and gave the children added interest.

The change/innovation was supported by:

[ x ] School management [ x ] school association/network
[ x ] Local government [ ] Other: ________________________________

Student results: The students organized a multimodal installation in the classroom and presented in various forms what they did through the project. They made artworks, games, added sound and image to their thoughts and actions. The exhibition seemed “fantastic”, “special” and “interesting” as the visiting parents described it.

This practice contributed to the increase of: the Director of 41th Primary school of Heraklion [ x ] engaging families with sciences [ x ] involving girls in science [ x ] raising awareness among students about careers in the natural sciences

Please specify: All students participated and cooperated. The result was very encouraging for all of us. Girls and boys found motivation and interest in the activities. Parents were delighted with the enthusiasm of their children and worked very well together.

Care: The students were interested in the natural wealth of their country and specifically in the gorges of Greece and Crete with the main concerns being the clarification of the concept of gorge, the identification of the main gorges of both Greece and Crete and most importantly the preservation of the natural wealth of these steep routes. For this reason, after class discussion, it was considered necessary to investigate the flora and fauna of the gorges of Crete and the dangers that threaten them, with the ultimate goal of taking measures for their protection. The pupils who participated in the activities were thirty-four, aged about 9 and 12, from section 1 of 3rd grade and section 3 of the 6th grade of the 34th Primary School of Heraklion.

Know: The students used knowledge from Science, Geography, Language, Social and Civic Education, History, Visual Arts, Computer Science and Theatre Education. The skills practiced by the students were multiple such as processing questions and conducting research, recording interview questions, selecting key words from a text and creating a mind map, producing written discourse, collecting information, processing it and analysing data to draw conclusions, becoming familiar with the scientific way of research and data analysis, developing collaboration and effective communication skills.

Do: In the end, the students prepared projects on the main theme of the gorges as well as compositions with nature plants from the field visits, conceptual maps with the most important data from the meetings with expert scientists, a presentation with the progress of the work plan for the CONNECT project conference and helped in the creation of two videos through photos and information brought to the class about the most important gorges of Greece and Crete. They completed the activities as a team and with the support of their family, their classmates and the teachers who implemented this project. At the same time, there was an exchange of good practices and ideas between younger and older students, as the project involved the cooperation of children from the 3rd and 6th grades.

Conclusions on Open Schooling: The activity was integrated and adapted to the curriculum as it involved chapters from Language, History, Social and Civic Education, Geography, Visual Arts, Computer Science and Drama. It was an innovative programme that had the ultimate aim of learning through the mobilisation of all the pupils’ senses, bringing them into contact with the natural wealth of their place, raising their awareness of environmental protection issues and making them take personal responsibility for the preservation of our natural heritage. Open schooling can be both useful and challenging for teachers because it seeks to learn through events experienced by the student while at the same time changing the venue of the lesson from the confines of the classroom to research in the field of observation.

The change/innovation was supported by:

[ x ] School management [ x ] school association/network
[ x ] Local government [ ] Other: ________________________________

Student results: The students were enthusiastic both during the implementation of the project and during the field visits. Initially, the activity of gathering information about the gorges of Crete, which required cooperation with their parents, piqued their interest. At the same time, their contribution to the creation of both the videos and the presentation for the CONNECT students’ conference made them feel like fellow travellers in a common goal. In addition, the children were enthusiastic about the field trips and activities that took place before and after the visit. Specifically, they observed the flora of the gorges during the visit to the Spiliotissa gorge, which was explained to them by an employee of the Heraklion Forestry Service,
they identified the threats and dangers of visiting a similar place, they tasted the joy of hiking following the instructions of a member of the Heraklion Hiking Club, they imagined and wrote stories with fairies and elves inspired by tales of their local folklore, they approached the gorges historically as hideouts of their ancestors during the wars and as trade routes, they created artistic compositions with nature materials and above all they enjoyed playing in the safe natural environment. A third grade student said after the project:

‘I didn’t know that our place has such ornaments, madam. I told my parents and we went to cross the Spiliotissa Gorge this weekend” while a sixth-grade student: “I enjoyed most of all the creations we made with our hands. We got muddy, dirty, created and …….all good”. Finally a sixth form pupil reported: “CONNECT made us bond as a team. I will never forget everything we all accomplished together!”.

This practice contributed to the increase of:
[ x ] engaging families with sciences [ ] involving girls in science [ ] raising awareness among students about careers in the natural sciences

Please specify: It is undeniable that this practice contributed to the families’ engagement with science as the first activity carried out by the children was to find information and pictures about canyons. A prerequisite for carrying out this activity was the supervision of the whole activity by the parents and providing guidance as to what information was necessary to include. Finally, the participation of parents and students together with the class teachers in a student hike in the village of Krousonas, organized by the Heraklion Hiking Club, helped them to understand the importance of contact with nature. At the same time, the young students learned about the science of forestry and the profession of forestry through the visit of an employee of the forestry service to our school.

Care: The students wondered about the origin but also the future of the pink sand on the famous and highly touristic beaches of western Crete. A real problem that concerns the local community for reasons both ecological and mainly economic. The question that caught the students’ interest was “what is pink sand and how long will it continue to exist?” They were asked to discuss this question in the form of a questionnaire with their relatives and record their answers. These answers, which highlighted the essential ignorance of the local community about the “pink sand” phenomenon, were investigated in the laboratory and thoroughly discussed in the following months. The students who participated in the activities were students of 1st and 3th grade of High School and mainly of two specific classes of A1 and C1, where I was supporting teacher. The main research core consisted of two mixed age groups with a total of 17 students. Many more students from other departments also participated in the various activities, excursions, briefings and visits, fulfilling to a large extent my expectation to be informed, through participation and to stimulate curiosity about the program, of almost the entire school.

Know: The students used knowledge about single-celled organisms, food webs, the systematic classification of organisms into categories based on how they feed and how they use energy, fossils, marine biodiversity, ecology, human intervention, pollution and contamination, microplastics , mainly knowledge from the field of biology but also physics and chemistry (eg elementary nomenclature of chemical elements).

The skills the students acquired through continuous practice were using a stereoscope and microscope, using laboratory forceps, precision weighing, observing and creating data for analysis, discussing claims and evidence, collaborating both with each other and with research agencies i.e. teamwork. They understood how important the scheduling is in a research process and in general. How conclusions are made and how they are presented to the general public. They experienced media and conference presence and practiced what is called “communicative courage”. Although the skills listed below, are not skills in the strict sense of the term, I believe that self-discipline and self-confidence were successfully practiced especially in the students who “carried the burden” of publicizing our research.

Do: At the end, the students prepared a powerpoint presentation of our research, took micro-photographs and sent material (sand) to Germany where the foraminifera species were identified and entered on the website foraminifera.eu. They completed the activities working as a team under my guidance. Our research work was presented at the student conference organized by the Regional Directorate of Education of Crete and the CONNECT program, while we also presented the topic on a local TV Station. Conclusions on Open Schooling: The activity was not integrated into the timetable or the curriculum exactly. However, it accompanied, and through the research he gave meaning and explained basic material of high school biology, mainly about cells, food webs, the systematic classification of organisms into basic categories based on how they feed and how they utilize energy, fossils, marine biodiversity, ecology, pollution and contamination etc. Apart from these, through the sensitive microscopic organisms we were studying, we dealt with and discussed issues such as climate change and the way it can affect them as well as more generally human intervention and activities such as tourism, while they were given the opportunity to come into contact in practice in terms and concepts such as microenvironment, pseudopods, plasma membrane, indicator organisms, etc.

But, because our work was essentially primary research, the students came into contact with the process of producing new knowledge. They saw the exciting, gratifying and sometimes painful aspects of the research process. The complexity of biological issues and the multitude of factors that need investigation. In other words, they understood experientially the importance of asking questions, organizing them and studying them. They also understood that this is a team effort and that collaboration with other scientists and agencies is absolutely essential. They understood that not everything has been discovered and that not all the answers are in a mobile phone… They saw that scientists do not know everything, that they disagree
and make mistakes (eg at first we thought that the pink grains are broken corals, then there was a disagreement about the how deep the particular foraminifers live). They got a first idea of how important different views and approaches are in science and saw that there are no absolute truths and that biology is full of “exceptions”. They learned the importance of questioning and practiced deductive thinking.

For all the above reasons, I believe that the program was a challenge since it was largely about research in “deep unknown waters”, it was innovative and of course many times useful, mainly because it was understood that science is not something distant but something everyday that deals with ” our own questions” and that we can “use it too”, while also due to the pleasant way in which it was carried out it contributed to the creation of a positive attitude of children towards science and especially biology.

Experiential open schooling education is more than important to escape from the “museum” perception and practice of “transferring” knowledge provided by the Greek school. A common “argument” of the children is “and where will I need all this?”. The teaching material is far removed from the daily life of the students, or at least it seems so since the connection with the daily life is not made and the provided knowledge is not used to solve questions, searches and problems that children have. Practical – experiential and seemingly non-material activities, at least for the field of natural sciences, I think are not only useful but necessary especially at these ages when children should have the opportunity to show off their inclinations, preferences and “talent” and acquire a positive attitude towards science.

For some teachers, these practices may be a problem because they are out of the ordinary and need to be informed and above all to act outside the context in which they have learned. In other words, it needs work. But they ignore the “rejuvenating” effect that these practices have both on the way we as teachers perceive our work and on the relationships with students and parents, which are significantly upgraded. When children get excited about something, they talk about it at home and parents realize if the child goes to school happily.

The change/innovation was supported by:

[ x ] School management [ x ] school association/network
[ x ] Local government [x ] Other: Parents

Student results: The core of students that finally formed after 2-3 weeks were very cooperative, consistent and hardworking. Participation was high from the beginning with few drop-outs, mainly due to other activities at the same time or the bus schedule (many children in our school came from distant villages), but also with new entries “on the way”. And the fact that our meetings were held every Friday, that is, on the last day of the week, after the end of the program clock, and they participated for an hour or two more
shows, that their process was pleasant. Several even came from villages relatively far away and were awake very early in order to come to school.

In the 3 educational trips we carried out (KPE Vammos, Elafonissi and MAICH) many more students participated, so that the cost of transportation could be covered but also because I wanted an expanded participation in general so that our research could be embraced by the whole school. We always combined research with free time and sports, especially at the MAICH where we carried out an important part of our research, since the professional micro-photographs took place there, while overall its facilities were offered for many parallel activities. The goal was of course to make the whole process as pleasant as possible.

I consider this goal to have been achieved. To quote the words of a student: “I hated biology, I was thinking of becoming a philologist, but now I’m thinking of becoming a biologist” or, others, “this is how school should be”, “scientists have a good time”, etc.

In terms of learning outcomes, starting with the simplest ones, eg converting lt to ml, gr to mgr for the needs of weighing. The clarification of the difference in volume and mass, up to specialized knowledge about marine biology, such as:

• what are foraminifera; they are not shells and which creatures we call shells,
• what is meant by a decomposer, an autotrophic and a heterotrophic organism,
• what is the life cycle, and other questions that are difficult to determine since the questions and discussion often arose spontaneously.

This practice contributed to the increase of:
[ x ] engaging families with sciences [ x ] involving girls in science [ x ] raising awareness among students about careers in the natural sciences

1. The subject of pink sand is something that concerns the daily life of the residents of the area, so there was a relative curiosity from the start anyway. Initially, the opinion of the parents was asked to be recorded, and not only, regarding “what is the reason”, “if there is a decrease in the phenomenon”, “if you think it is in danger of disappearing”. Then some parents who deal with the sea gave us important information and also brought samples very important for our search about where they live (depth distance from the shore) and in what form they are first washed up as pink grains of “sand”. There have been parents who have expressed to me their personal interest and their desire to help in whatever is needed. Also, no one raised an issue or refused to pay when needed for our travel on educational trips. All this shows that the program was accepted and therefore, even just by talking with their children, some parents more or less engaged in science through it.
2. The girls in our school, and in general I believe, have a better presence in the classroom and in the lessons than the boys, at least on average. Nevertheless, there are stereotypes and prejudices against science and mathematics. Many girls have the opinion that they don’t understand maths, physics or chemistry. The subject of biology, at least in our school, was not very popular. However, slightly more girls than boys participated in the program. Most of the students were hardworking and responsible, participating and asking questions. In my opinion, on the contrary to what they wanted to believe, some of them are, “born researchers”. They were oblivious to the microscope, while being particularly skilled with the tools and inventive in the way they carried out the activities. Through the program inclinations were encouraged and revealed. One student revealed that she liked to observe and photograph spiders, but had never shared it with her friends since “spider observation” is not considered a “female activity”. Along with the foraminifera, we also worked on and identified the student’s spiders, something that the others eventually found interesting as well. The girls enjoyed working with the laboratory and microscopes as well as tinkering with the tweezers. The visit to the Mediterranean Agricultural Institute of Chania (MAICH) where all the research staff we met were female biologists and agronomists, I believe contributed to breaking the convenient stereotypes of female students. However, if I judge from their reaction, the publicity of our research in the media and at the conference
   played a role. Apart from the fact that they want to make their own people happy, girls at this age are very involved with celebrities, social networks and want to project themselves in a corresponding way. They like to have an audience. It is characteristic that both in the presentation at the conference and in our presence on Crete TV, no boy wanted to appear in any way, while most of the girls, on the contrary, wanted to and showed remarkable seriousness and discipline throughout the preparation of the presentation. Our 16-minute appearance in a midday light show of general interest on Crete TV, with TV presenters from the modeling field, was important, I believe, in showing some girls that science and these areas are not completely incompatible after all. How the “beautiful” appreciate and admire science and there is general acceptance and appeal. That various avenues open up through research, which may include publicity. Likewise with the conference, although online, the fact that they will be seen by students from many parts of Greece appealed to the girls, especially since they were convinced of the importance of our work. In conclusion, I believe that the area in which the program was most successful was in relation to girls and their engagement in science.
3. The reasons I mentioned above also apply to boys. Therefore, as a whole, through a research process, the students came into contact with the real tangible world of natural sciences, which is admittedly if not always exciting, certainly interesting. In summary, I will dare to “predict”, although this also depends on their teachers in the years to come, that this High School will produce natural scientists…