CARE: The resources were very useful as they motivated the teacher to rethink the lesson and increase the students’ input in their learning process. The STEM lesson becomes motivating not only for me as a teacher, but also for the students by developing students’ ability to collaborate with others when tackling a problem and formulating solutions. 

KNOW: The activities allowed us to take a modern, transdisciplinary approach, room classroom thus transforming it into a creative learning environment where students and learnt new ways of solving problems, acquired those skills targeted by the curriculum, created and used tools in an innovative way. Science and technology are part of our lives and using them in a way that adds value is important. 

DO: The students were really engaged in the new activities proposed by the new type of lesson, and through direct observation we recorded the students’ willingness to participate in a greater number of lessons designed on the new structure, the students felt attracted by the new learning/expression possibilities. The challenges and opportunities created by the COVID-19 pandemic, led to the unprecedented use of digital technology during this period. Even though at first students wondered “Can I do this?” “Will I be able to do it well?” “How can I do it better? “, the freedom to experiment, the accessibility of the platform, the ease of use and their engagement led to positive feedback. 

Open Schooling findings: Open educational resources are useful for designing a modern, interactive lesson, involving rethinking the classic lesson. The use of OERs aims/has aimed to increase student motivation, adapting the instructional-educational approach in the manner of a modern, interactive lesson. 

Students’ results: Through CONNECT resources, the lesson became cross-curricular, following the STEM model. Students improved their ICT skills, using different platforms (PREZI, ANIMOTO; MIND MAP) to document and present different case studies. 

CARE: We created a course on Google Classroom platform to facilitate teacher-student, student-student, teacher-student-parents interaction. The course is entitled CONNECT with SCIENCE. The support materials offered within the project were presented. The choice of the representative species for the study was based on a Google forms questionnaire. Following the analysis of the questionnaire, the species chosen by the students was the Lynx. 

KNOW: The activities proposed in the project were in correlation with the specific competences of the Biology subject and contribute to the formation of the profile of the secondary school graduate. From this point of view, the activities developed in the students the ability to 

• solve problems and problem situations in everyday life;
• design and carry out an investigative approach to test a working hypothesis;
• process, graph and interpret experimental data and evidence;
• imagine and make some useful products for current activities;
• show an interest in healthy living and keeping the environment clean.

DO: The students actively participated in all the proposed activities and showed interest and enthusiasm. They worked as a team and successfully completed the proposed activities. Among the activities carried out: 

• reading texts from atlases, magazines, etc. in order to extract information, summarise or make a logical outline of the content;
• watching films of different ecosystems/living environments to observe the characteristics of this species;
• completing worksheets and observation sheets based on information from various sources;
• graphical representation of food webs and food webs in which the species of interest is included;
• analysis of problem situations using graphical models (e.g. identification of the consequences of the disappearance of a species from a food web/introduction of a new species on the other living organisms in the food web).

Open Schooling findings: The project activities were attended by students who are interested in studying, students who like science and therefore the project activities were not stressful. In the first stage of the project, the students were satisfied with the activities carried out, they did not express any dissatisfaction, on the contrary they are looking forward to new topics of discussion to direct them in research and investigation activities. 

Students’ results: The pupils adapted to the project activities along the way. They worked as a team and helped each other, cooperating successfully within the group. They produce promotional material for the species of interest – flyer.  

CARE: It was difficult at first to get them interested, but with patience, slowly, things started to come together. Of course, there was also competition between teams, who could make the most successful plea for the introduction of a species, who made the best campaign, etc. 

KNOW: The most important relationships that are established between living things in a biocenosis are feeding relationships, also called trophic relationships. Students were able to highlight food chains in different possible scenarios depending on the species proposed for rewilding. Applications such as this were very well folded into the respective biology and ecology curricula. 

DO: The students worked in teams and tried to document and analyse evidence provided by researchers to support different claims. The results were presented in an activity attended by three experts from the Valahia University of Targoviste. 

Open Schooling findings: The open educational resources were a support for teachers as they followed the competences of the curriculum in several subjects: biology, ecology, biodiversity conservation. Most of the activities carried out used open educational resources because they were easy to use, we had free access and they were in an accessible format. 

Students’ results: The students have produced various products as a result of this project, such as posters, posters for the promotion of animal species, a poster and a calendar for the year 2022 with the species canis lupus. They worked in teams and tried to document and analyse evidence provided by researchers to support different claims. 

CARE: In the activities, we followed the following steps, according to the teacher’s guide CARE, students were engaged with the socio-scientific issue: Which animal should we select to return to Romania for rewilding? The activities were attractive, engaging for the students, we discussed each theme proposed in the guide. 

KNOW: Students learned about the following curriculum topics: Renaturalisation of wolf, lynx, fallow deer – food chains, trophic relationships in terrestrial ecosystems ( Biology, 5th grade ).   The main activities, which led to the achievement of the learning objectives according to the curriculum, were on food chains, food webs, trophic relationships in terrestrial ecosystems. 

DO: The pupils solved homework, an activity in which they also involved their families, they made reports, leaflets, evidence sheets on the animals proposed for rewilding. 

Open Schooling findings: The resources provided were easy to use, the activities were clearly explained, the interaction with all project participants was continuous.The results were presented in a demonstration lesson with the participation of three research experts from Valahia University in Targoviste. 

Students’ results: Students Learned through understanding and application, stimulating interest in knowledge, developing communication skills, thinking and creativity. 

CARE: The socio-scientific issue was on how to improve the prevention of Covid.19 at the school. The professionals that gave support were the scientific community from Escoles Sentinella project: science communicators, biologists, epidemiologists, paediatricians among others, helping on the facilitation of the participatory research. From an invitation letter to the project and with some previous knowledge explorations the students get fully committed to the project. 

KNOW: As the activities were implemented from the tutoring sessions, the debate competence and also the citizenship education topic (social values content) were the aspects more worked using this CONNECT resource. Despite we did not go in depth with biological issues, the students also learned a lot about how the coronavirus is spread and why do we need those preventions measures to protect everybody from the transmission.  

DO: Students developed communication skills and skills to create, design and edit video, as they chose disseminate their results through a video. Students also developed iinquiry skills, participation skills and transdisciplinary methodologies. The science actions included teamwork, collaborative learning within the class and with other stakeholders and that science useful to solve real-life challenges. 

Findings about open schooling: The activity they did was adapted to the curriculum of Obligatory Secondary Education (ESO) and it was implemented at the tutoring sessions. 

Results for students: Students get more confident on debating and on presenting their own opinions to the group. The activity has led to greater awareness of Covid-19 prevention and how the measures to achieve that can be improved by a participatory research process. 

CONNECT Resources used: LINK 

CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 180 students, between 14 and 17 years old, from the 1st, 2nd, and 3rd grades of high school, with 162 of them having completed the scientific actions, with their families, a teacher, a researcher, and a scientist shared their concerns about the issues of cleaning and contamination, where the power of alcohol can make a difference. Questions about why alcohol, why 70% alcohol, why in the hands, how and why the contagion of COVID-19 occurs, how to prevent it, among others, were questions raised and discussed. The main purpose was to train multipliers students to disseminate the scientific knowledge studied at school to families and the surrounding community.

KNOW: Different activities were developed, in an interdisciplinary and transdisciplinary way, in ​​Natural Sciences, and with an emphasis on the scientific content of Chemistry, particularly the analysis of data about alcohol in the prevention of COVID-19. In this way, the students became interested in the study, understanding the organic functions of 70% alcohol and its interactions in hygiene and contamination prevention measures. The students participated in carrying out the learning activities, expanding their repertoire of knowledge, based on science. The skills developed address the student’s ability to be a protagonist, acting as multipliers of scientific knowledge in COVID-19 prevention measures, especially speaking with property of how the destruction of the coronavirus happens with the use of alcohol. As attitudes, it was sought to develop the prevention of health and human life; to value the knowledge acquired in the school environment in the practice of the context in which one lives and to argue, with scientific property, in the discussions and practices of the use of alcohol in the prevention of COVID-19.

DO: Students were involved in the following activities:

• Analyze hygiene issues in the school, family, and society context as fundamental measures to prevent COVID-19.
• Contextualize the scientific content with the current situation of COVID-19, in school environments and the safety measures to be taken to preserve everyone’s health and life.
• Provide experiences on hand hygiene with soap and alcohol to prevent the spread of the coronavirus in the light of laboratory experimentation.
• Develop in school spaces the skills of being a protagonist in making responsible decisions in the face of COVID-19.
• Prepare students to be multipliers of correct information about COVID-19 hygiene measures, covering family, school, leisure, social and cultural environments.

FINDINGS: The open scenario methodology used was project-based collaborative learning. Students brought their own questions, discussed with the scientists and their families. The laboratory experiences made it possible to verify scientific knowledge in practice. The integration of the school curriculum with scientific action enabled new teaching and learning practices. It is observed that both complement each other in the teaching and learning processes.

OUTCOMES: In general, the students actively participated in the proposed activities on the study of alcohol in times of COVID-19. Always interacting with significant questions to expand knowledge through the scientific content of chemistry that guide the benefits and risk of using soap and alcohol in hygiene in the pandemic. It was surprising how the students began to act during and after the study was carried out. The dominance of scientific argumentation among peers was evident. The ability to make responsible decisions in the use of alcohol in hand hygiene in different spaces and places was really developed. It was gratifying to see the change in students’ habits in terms of caring, knowing and doing. However, the very social distancing in the pandemic caused a lot of disruption in the school routine and the return of face-to-face classes with 50% of students reduced the time for carrying out learning activities. Thus, the action did not have direct contact with the scientist as expected.

Find out more here: Our report. 

CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 47 students, in three classes of 1st year of high school. As a guiding question, the importance of vaccination was worked on to overcome the pandemic of the new coronavirus, together with their families, a teacher, a researcher. Due to the pandemic scenario, it was not possible to have the synchronous participation of experts during the science-action, but activities were developed that sought to involve the family in the debate on scientific issues. To build knowledge and facilitate discussions in the hybrid format, debates were encouraged through virtual learning environments.

KNOW: Interdisciplinary activities were developed, even without the involvement of a biology teacher, for example, when dealing with the importance of vaccination against pandemic diseases, health issues and social well-being. In addition, we worked with the abstract textual genre, its structure and organization. The proposed activities aimed to improve the skills of asking questions, analyzing data, verifying information and sources, weighing arguments, drawing conclusions and sharing ideas. As for the attitudes to be developed, we sought to value public health and social well-being, science and scientific investigation and collaborative work; the notion of collectivity and the consideration of data and information, seeking to verify its reliability, as well as the importance of debate and respect for the collective construction of knowledge.

DO: For the development of this science-action activity, the following activities were carried out:

• Previous conversation (with slideshow support) about the importance of vaccination, vaccines approved in Brazil and their risks and benefits;
• Installation of a virtual wall – the Padlet platform was used for this activity;
• Reading of the selected article, which will be summarized later;
• Verification and verification of the information presented in the article read;
• Sharing of sources consulted on the virtual wall;
• Discussion of researched information and expansion of the repertoire on the topic;
• Work with the characteristics of the summary genre, with the support of slides;
• Presentation of the abstract production proposal.
• Production and sharing of abstracts on the virtual wall.

FINDINGS: The open scenario methodology used was project-based collaborative learning, even in a virtual environment. Students brought their own questions, discussed with the scientists and their families. The fact that the students had devices that allowed the research and assembly of the virtual wall (smartphones, computers, internet, etc.) was fundamental for the development of the activity. In addition, teamwork also contributed to making the activity more interesting for students. It is essential for the teacher to have more ready-made (or easily adaptable) materials, such as videos, podcasts, slides, graphics, etc., to use as support during classes. The discussions carried out through participatory science contributed to a greater awareness of students about vaccination against the coronavirus, and these were shared with the community through the production of a school summary, which was posted on a virtual wall to facilitate access for students. all.

OUTCOMES: The students really enjoyed the activities, as they stimulate debate on topics that are relevant to them. In any case, the proposed activities were carried out in a collaborative way, which contributed to their engagement. It was interesting to see how the students gradually engaged during the activities, especially the debates. At first, there was some reluctance to participate in the discussions, perhaps for fear of not having their position respected or valued. When they realized that their contributions were accepted and taken into account, more and more students decided to present their positions. The students were very interested in the topics under discussion. In addition, they were critical of the researched data, verifying sources and prioritizing information from scientific studies. It was very gratifying to see how much they liked the activity, requesting that other actions be carried out with the same format. Being a content school, it was not possible to dedicate more classes to the activity, which made some steps to be carried out in a reduced way. For this reason, it was also not possible to involve any professor of Natural Sciences – leaving this question to be adapted in future studies and applications. Due to the pandemic, it was not possible to bring outside experts to the school, so we seek texts with scientific credibility and involve the family in the proposed discussions.

CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 95 students, between 14 and 16 years old, from the 1st grade of high school, of which 76 completed the scientific actions, along with their families, a teacher, a researcher and a scientist who shared their concerns about COVID-19 and ideas about as the artistic making, especially the construction of obelisks, has its historical and cultural role, in this case, as pictograms representing the care against the contamination of COVID-19, they could compose an obelisk emphasizing the historical and artistic context of the pandemic.

KNOW: Curricular knowledge was worked, in an interdisciplinary and transdisciplinary way, emphasizing the analysis of historical and scientific data in the disciplines of Art and Science. This made it possible, in a practical way, for students to interact and play a leading role in the learning process: the analysis of cultural heritage in the historical context of humanity; the identification of pictograms in visual communication contextualized with the colors of the traffic light and with Covid-19; exhibition of the study carried out in open spaces at the school and presentation of the artistic productions of the obelisks emphasizing the awareness of the theme addressed were the learning opportunities offered to the students. Quality of life, health, prevention, language and communication, artistic creation, pictograms, colors, cultural heritage of humanity in relation to COVID-29 were the bases of learning.

The ability to relate knowledge with pictograms, to establish relationships between communication, art, and knowledge, were developed through individual and collective practices contemplating the analysis and experiences that addressed the artistic and cultural heritage monuments contextualized with COVID-19. The skills to make responsible decisions to ensure the quality of life in times of a pandemic, as well as the value of human life in/in the world, were also development focuses. As attitudes, it was sought to protect human life; to identify measures to prevent and control the contamination of the coronavirus, to redefine the school curriculum with theories and practices in times of COVID-19, to value the knowledge built in the school environment for life in society and to promote reflections with research at school, family and community about the pandemic in real time.

DO: Students were involved in the following activities:

• Analyze Obelisks from Egypt and Brazil, regarding their contributions to the history of humanity and the meaning of the images in the historical, political, social, and cultural context.
• Contextualize the importance of the “Obelisk” monument in the record of historical facts on the timeline in different spaces.
• Searching bibliographic sources in real time about COVID-19.
• Reading of the material available on the prevention and vulnerability of the cities of Santa Catarina, in the pandemic, including the city where the school is located.
• Understand and interpret the language and communication of pictograms in the context of society as language and communication contextualized with COVID-19.
• Elaboration and exhibition of the “Obelisk of COVID-19” with pictograms of prevention against coronavirus.

FINDINGS: The open scenario methodology used was project-based collaborative learning. Students brought their own questions, discussed with the scientists and their families. They learned the artistic language in a contextualized and meaningful way. Teachers found the open teaching activity useful for contextualizing COVID-19 from the perspective of its artistic-cultural and historical representation. The adaptations took place in accordance with the theories and learning practices of the New High School. In general, it fits perfectly into the school curriculum by exploring and complementing actions already developed and based on competences and skills in teaching by areas of knowledge. This facilitated the planning of actions and the applicability of learning activities. Teachers meet weekly and seek theories and practices compatible with the subject addressed, technological resources that expand the possibilities of access to science.

OUTCOMES: The participation of students was significant in carrying out the activities. It was evident that the dialogue between the areas of knowledge was relevant for the engagement, interaction, and production of scientific knowledge. Students felt protagonists in the learning processes. There have been changes in attitudes and habits in relation to care in the prevention of COVID-19 in school, family, and society spaces. It is not always possible to achieve the participation of all, however, it is observed that the number of students who were not included in the learning process is minimal.

The expectations of the students surprised each class, as they eagerly awaited something different to learn about the historical and cultural monuments; the pictograms; the colors most present in the daily lives of people in/of society which are: green, yellow, and red that indicate responsible actions to be taken in traffic and prevention against COVID-19. It was wonderful, the moment that the students were able to make the relationship between Art and Science in real time. The loom in the learning process made it possible to reframe the school curriculum in dialogue with everyday knowledge of students and family members to adapt to the new social and cultural context in times of COVID-19. There was the scientific perception that we are united and interconnected with the universe we live in and subject to changes for the quality of life.

Find out more here: Our report.

CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 120 students, aged between 14 and 16, from the 1st grade of high school, 78 of whom completed the scientific action, with their families, a teacher, a researcher, and a scientist who shared their concerns about COVID-19 and ideas for creating memes and cartoons, to contextualize the Brazilian Federal Declaration with the pandemic, highlighting human and citizen rights and duties.

KNOW: They were developed, in an interdisciplinary and transdisciplinary way, with the school curriculum integrating the disciplines of Sociology and Philosophy in the analysis of historical and scientific data. Thus, it was possible to understand the laws that ensure the right of citizens in times of COVID-19, permeated by the concepts of Citizenship, Citizen, Cultural Identity and Declaration of the Rights of Man and Citizen, in view of the contingency plan proposed for the pandemic.

In the teaching and learning processes, the skills developed addressed the student’s ability to contextualize the rights of the citizen with the reality found in urban spaces with COVID-19, as well as the ability to interpret the laws and make them accessible to everyone who wants to know to improve their quality of life.

As for the attitudes to be developed, we sought to promote empathy to overcome the “chaos” caused by epidemics and pandemics; the appreciation of reflections on the Brazilian Federal Constitution for new approaches to knowledge, in addition to enabling new forms of learning emphasizing social relationships, ethics and respect for life.

DO: Students were involved in the following activities:

• Bibliographic research on the subject.
• Research in documentary sources and images.
• Analysis of scientific articles on the relationship between the declaration of human and citizen’s rights with the actions and attitudes of the population in the pandemic.
• Classroom debate on the Brazilian Federal Constitution.
• Preparation of pamphlets such as memes and cartoons about “how do people act today in the pandemic?” and “How should people act on COVID-19?”
• Socialization of visual production and reflections punctuated with an emphasis on the pandemic.

FINDINGS: The open scenario methodology used was project-based collaborative learning. Students brought their own questions, discussed with the scientists and their families. Teachers found the open teaching activity useful for the Contextualization of the Brazilian Federal Declaration with the pandemic highlighting human and citizen rights and duties. Teaching by area of knowledge facilitated the planning of actions, the applicability of learning activities, the use of technological resources and curricular interaction based on integrated projects.

OUTCOMES: The participation, engagement, and interest of students in the development of activities related to citizen rights in the COVID-19 pandemic. It was significant and surprising in the way they adhered to the proposal to know the Brazilian Federal Constitution. Most students did not know the rights of citizens. The relationship between legal laws and the pandemic was discussed with the students, arousing interest in knowing more and engaging in the activities of memes and cartoons presenting the Brazilian way in the pandemic. In a fun way, students were able to express their criticisms they felt about COVID-19.

During the learning activities, the students felt confident about their opinion on the rights of the citizen contextualized with the pandemic. Discussions about the Brazilian Federal Constitution aroused curiosity about the rights and duties of citizens defined by law. It is observed that the students were more confident in their speeches about Politics, Science and COVID-19.

However, the very social distancing generated by the pandemic period caused many disruptions in the school routine, among which they made it impossible to contact scientists or, in this case, jurists or political analysts. The return of face-to-face classes with 50% of the students, in the form of a rotation, reduced the time for carrying out the learning activities. On the other hand, some students were not included in the study for reasons.

Find out more here: Our report.

CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 104 students, aged between 14 and 16, from the 2nd grade of high school, 78 of them having completed the scientific action, along with their families, a teacher, a researcher, and a scientist who shared their concerns about COVID-19. Everyone involved in the action of identifying problematic situations in urban spaces that favor the spread of the virus, inspired by the study of great inventions, especially architectural works, at the time of the Renaissance, in particular the project by Leonardo Da Vinci, “the city of future”, created from the epidemic of the Black Death in Europe.

KNOW: Curricular knowledge was worked, in an interdisciplinary and transdisciplinary way, emphasizing the analysis of historical and scientific data in the disciplines of Art and Science. This made it possible, in a practical way, for students to interact and play a leading role in the learning process. Research, discussion, and application of concepts on quality of life, health, prevention, art and science, language and communication, architecture and urbanism, pandemic, great inventions of the Renaissance period and model making permeated all the actions of the project.

The skills of reflection, discussion and construction were developed through individual and collective practices contemplating the analysis and experiences that addressed the artistic and cultural heritage monuments contextualized with COVID-19. The result shows the students’ perceptions when speaking with property about the coronavirus, attitudes, and habits to combat contamination in school, family and society and the combative architectural needs in the spread of viruses.

As attitudes to be developed, emphasis was placed on valuing urban spaces; in creating ideas to solve problem situations in architecture and urbanism; to identify preventive measures against COVID-19 in urban spaces; in the act of resignifying the school curriculum with theories and practices in times of COVID-19; the one of valuing the knowledge built in the school environment for life in society and the one of promoting reflections with a scientific nature in the school, family and community on human innovations.

DO: Students were involved in the following activities:

• Observation, together with family members, of the urban spaces of the cities and their architectures, identifying the problems encountered (whether in houses, buildings, hospitals, public transport, parks, squares, schools, gyms, among others), which DO NOT offer quality life and protection from COVID-19.
• Research and discussion in groups about art and science and the great inventions in the renaissance.
• Reading and interpretation of the 15th century Epidemic, which inspired Leonardo Da Vinci to create the “city of the future” project.
• Presentation of videos and websites about COVID-19.
• Construction of a model and presentation of the problem with a possible solution:

1. Ex: the PROBLEM is in the care of recovery of contaminated patients. How could a new hospital, or park with cozy, welcoming spaces, offer a joyful and harmonious environment with therapeutic medicine to overcome fear, panic, anguish, physical and emotional difficulties?
2. Ex: the PROBLEM is in public transport. What is the solution to improve public transport since the distance of the seats does not correspond to the distance of 1.00 meters?
3. Ex: the PROBLEM is in the size of the internal spaces of the house, thinking about work “home office”. What is the innovation of house and apartment projects to meet this new type of work that COVID-19 has caused overnight changes along with digital technology, internet?

FINDINGS: The open scenario methodology used was project-based collaborative learning. Students brought their own questions, discussed with the scientists and their families. Teachers found the open learning activity useful and as the school offers teaching by areas of knowledge, it facilitated the planning of actions and the applicability of learning activities. The adaptations took place in accordance with the New High School learning theories and practices. Teachers meet weekly and seek theories and practices compatible with the subject addressed, technological resources that expand the possibilities of access to science. In general, addressing socio-scientific issues fit perfectly into the school curriculum by exploring and complementing actions already developed and based on competences and skills in teaching by areas of knowledge.

OUTCOMES: The participation of students was significant in carrying out the activities. It was evident that the dialogue between the areas of knowledge was relevant for the engagement, interaction, and production of scientific knowledge. Students felt protagonists in the learning processes. There have been changes in attitudes and habits in relation to care in the prevention of COVID-19 in school, family, and society spaces. However, it is not always possible to achieve the participation of all, however, it is observed that the number of students who were not included in the learning process is minimal.

During the making of the model, it was visible that the students embraced the proposal, as they were confident in their ability to think, create and produce. The freedom of creation in the model aroused more interest in the students because they felt subjects in the process. Trust asserts itself when actors identify themselves as protagonists with autonomy in responsible decisions.

However, the very social distancing generated by the pandemic period caused many disruptions in the school routine, among which contacted scientists impossible. The return of face-to-face classes with 50% of the students, in the form of a rotation, reduced the time for carrying out the learning activities.

Find out more here: Our report.

CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 96 students, aged between 14 and 16, from the 2nd grade of high school, 20 of whom completed the scientific action, along with their families, a teacher, a researcher, and a scientist who shared their concerns about COVID-19. All were involved in the objective of analysis and study actions on the problem of creating a school newspaper, based on media journalism for the dissemination of learning activities carried out during the 2021 school year, especially activities integrated by areas of knowledge, provided for the New High School and actions on COVID-19.

KNOW: Curricular activities were developed, in an interdisciplinary and transdisciplinary way, between the components of the area of ​​Languages ​​and their Technologies, with an emphasis on the scientific content of Portuguese, English and Spanish, especially in the analysis of the information collected and transformed into media language to be disseminated. in the school newspaper. The responsible decisions of those involved in curating the news to be edited and made public was an essential learning experience. The mastery of what journalistic-media texts is, questions about Science and Technologies, especially the topic of COVID-19, the difference and complementarity between written and visual language and the mastery of digital authoring tools such as Scribus and Adobe Fireworks digital resources anchored the learning in the teaching-learning process.

As skills to be developed in the learning processes, the student’s ability to have decision-making autonomy was addressed in the face of challenges in/of society; to be a subject in the construction of individual and collective knowledge; the resourcefulness of reading, orality and writing and the mastery of digital authoring tools.

Regarding attitudes, the focus was on identifying information and opinion as phenomena, fake news, and post-truth; the valorization of communication in the social and cultural context in the journalistic-media field, as well as improving the practices of curation, organization and dissemination of information to the public, in a critical and ethical way.

DO: Students were involved in the following activities:

• Presentation of videos and websites on the field of media-journalism, digital technological resources, and access to a diversity of scientific content.
• Reading of material available on the role of the media-journalism field in/of society.
• Investigation of forms of contemporary journalism and identifying the veracity of facts and identifying fake news, post-truth and its effects.
• Construction of the digital and printed newspaper with learning activities developed in the school environment covering several areas of knowledge.
• Elaboration and layout of the digital and printed literary newspaper covering what the New High School is and the learning activities that cover the different areas of knowledge that were carried out at the school during the 2021 school year;
• Printing and dissemination on the newspaper’s social networks for access by families, educational institutions, and the community in general.

FINDINGS: The open scenario methodology used was project-based collaborative learning. Adjustments to the school curriculum happened naturally during the learning process, given the needs and interests of students. Due to the teaching modality that the school offers in the New High School, which is based on the development of skills and abilities by areas of knowledge, it was possible to adjust the learning necessary for the development of the project. As the school offers teaching by areas of knowledge, it facilitated the planning of actions, the applicability of learning activities targeting technological resources and curricular interaction through projects.

OUTCOMES: The creation of the newspaper was a valuable idea as a motivation and appreciation for the students to feel themselves actors in the production of knowledge and subject to the curation of information to be published in a media. The students involved participated actively and responsibly in the creation of the newspaper. Always attentive and helpful in the orientation and collection of information based on media journalism. This activity motivated the students to have autonomy and mastery in the writing and layout of news through printed and digital language.

The sparkle in the eyes and the smile on the students’ faces when delivering the printed newspaper was proof that they were satisfied and confident in the work carried out.

The very social distancing caused by the pandemic caused many disruptions in the school routine, which contacted scientists, newspaper editors and even visits to a space for journalistic production impossible. A The return to face-to-face classes with 50% of the students, in a rotation way, reduced the time for carrying out the learning activities.

Find out more here: Our report.

CARE: Students were involved in the discussion about the COVID-19 contingency plan and sought to understand the historical, social, and cultural context of epidemics and pandemics. The participants were 180 students, aged between 14 and 17, from the 1st, 2nd, and 3rd grades of high school, with 162 of them having completed the scientific actions, their family members, a teacher, a researcher, and a scientist who shared their concerns about COVID-19. and ideas to reduce transmission supported by the Brazilian Federal Declaration of human and citizen rights and duties. Together with family members, students sought to understand and collected information from bibliographic sources about what would be epidemics and pandemics, their differences, in which societies this phenomenon has already happened, when and why. They also sought to raise causes and effects in the social context in different bibliographic sources, especially the ethical challenges of health, economics, politics, and human rights that have become relevant points in decision-making.

KNOW:  In the classroom, the students shared the previous information gathered for the elaboration of a timeline, with spatial location, elaboration of concepts and debates, among other activities. In relation to knowledge, in an interdisciplinary and transdisciplinary way, the integration of the disciplines of History and Geography in the analysis of historical and scientific data was developed. In this way, it was possible to understand the epidemics and pandemics in the timeline, as well as the location in the geographic space. Knowing when, where and how the historical facts happened in the world was fundamental.

As skills, the student’s ability to contextualize the historical facts of the past was developed to understand the present, as well as predict new alternatives for the future that could solve other pandemics; another skill was to reflect on responsible decision-making with ethics, empathy and their social and cultural relationships.

Due to these actions in the teaching-learning process, it was observed as attitudes, the valorization of historical records for new approaches to knowledge; the possibilities that new forms of learning, in times of a pandemic, promote in social and ethical relationships and respect for life, as well as the promotion of empathy to overcome the “chaos” caused by epidemics and pandemics, through acquired knowledge.

DO: Students were involved in the following activities:

• Analyze the history of epidemics and pandemics on the timeline with the current context of the COVID-19 pandemic.
• Location on maps of countries where some epidemics have emerged;
• Identify differences and similarities between communicable diseases of the past and the pandemic in the 21st century.
• Reading of material available in texts, videos and the book “The history of humanity told by viruses”, written by Stefan Cunha Ujvari;
• Analysis of scientific articles on the social, moral and ethical relationship during pandemic periods;
• Classroom debate on the topic;
• Elaboration of concept maps;
• Documentaries relating to the history of epidemics;
• Posters or panels with elements referring to pandemics;
• Exhibition of the historical study with performance of the main epidemics and pandemics that haunted humanity.

FINDINGS: The open scenario methodology used was project-based collaborative learning. Students brought their own questions, discussed with the scientists and their families. Teachers found the open teaching activity useful for the Contextualization of the Brazilian Federal Declaration with the pandemic highlighting human and citizen rights and duties.

OUTCOMES: The integration of the school curriculum with scientific action enabled new teaching and learning practices whose adaptations served to improve the development of learning and teaching. School curriculum and scientific action complement each other. The New High School made possible several innovations in the school curriculum and in the form of planning that allows teachers to gather by areas of knowledge, which facilitates the planning of actions, the applicability of learning activities, the use of technological resources and curricular interaction based on integrated projects.

The performance presented by the students showed mastery of content on the history of epidemics and pandemics. They embraced the idea and placed themselves as the main character in the story: the different viruses. In this way, the activity instigated and motivated the study as something peaceful and fun.

However, the social distance caused by the pandemic caused many disruptions in the school routine, many changes, which, for example, contacted scientists impossible. The return of face-to-face classes with 50% of the students reduced the time for carrying out the learning activities.

Find out more here: Our report.

CARE: The students successfully presented key questions for the continuation of the scenario.

KNOW: The main objective of the activity was to engage in a participatory research project to develop strategies for the prevention and control of Covid-19 (and other similar infectious diseases) and also to investigate how it is possible to build themselves a sensitive device to detect and study aerosols indoors using an Arduino microprocessor.

DO: The students prepared articles and presentations related to the issue that concerned them. The success of the children was the correct scientific research through articles that they presented to scientists, as well as the completion of the practical part of the scenario that concerned the design of the carbon dioxide sensor.

Findings: This initiative had the consent of parents and opened opportunities for dialogue with the family, students, and teachers.

Outcomes:  In addition, it gave the students the opportunity to escape from sterile theoretical knowledge and to think outside the box of curriculum, which gave them confidence. The children acquired a positive attitude towards research topics. It was very important for them to realize that research starts from everyday concerns.

CARE: A list of questions was sent to the scientist and through his presentation on the Webex Meet platform where answered.

KNOW: The school curriculum was satisfactorily connected with the chosen topic to work with. The greenhouse effect is integrated in their curriculum and was highly connected with the global warming issue. Discussion supported by participatory science has led to greater awareness of global warming and chemical pollution and provoked actions to confront and eventually solve these issues. It also changed the up to that point indifferent attitude of some of the pupils towards scientific methodology and science in general, to clear interest and positive attitude to science.

DO: Since we used an open scenario approach the students either found themselves sources or used some, we offered them. In this context they developed videos, presentations, and a game.

FINDINGS: This initiative had the consent of the parents and opened opportunities for dialogue with the family, pupils and teachers. After the appropriate modifications was integrated in the curriculum making the scientific approach a handy tool for the pupils to understand scientific methodology and to a certain degree apply it.

RESULTS FOR STUDENTS: The students who participated seem now more confident with science, they really enjoy science lessons and they have increased interest in scientific approach and problems.

1)https://www.youtube.com/watch?v=vGXgNx3U9gM

2)https://pantou.sites.sch.gr/connect/%CE%A1%CF%8D%CF%80%CE%BF%CE%B9%20%CF%84%CE%BF%CF%85%20%CE%B5%CE%B4%CE%AC%CF%86%CE%BF%CF%85%CF%82.pdf

3)https://pantou.sites.sch.gr/connect/%CE%A1%CF%8D%CF%80%CE%BF%CE%B9%20%CF%83%CF%84%CE%BF%20%CE%88%CE%B4%CE%B1%CF%86%CE%BF%CF%82-1.pdf

4)https://pantou.sites.sch.gr/connect/%CE%98%CE%AD%CF%81%CE%BC%CE%B1%CE%BD%CF%83%CE%B7%20%CE%BA%CE%B1%CE%B9%20%CF%87%CE%B7%CE%BC%CE%B9%CE%BA%CE%AE%20%CF%81%CF%8D%CF%80%CE%B1%CE%BD%CF%83%CE%B7%20on%20Scratch.html

CARE-KNOW-DO: The scenario follows the structure of Connect: CARE-KNOW-DO and the methodology of participatory science. Students & teachers are participating in all stages, scientists & parents at the stages of “Care” and “Do”, local authorities at “Do” level. The role of the scientist (University of the Aegean, Geography department) was quite critical as at the first level of “Care” he gave initiatives to students in order to start over the process of creating their digital map and at the third level of “Do” where he assisted students on how to present their results, how to make proposals, to discuss in total student’s investigations and to reply to any student’s question about this map creation. The role of teacher is to support students in all stages and motivate them for their personal growth, for further investigating, to encourage them for spatial thinking etc. The role of parents is to communicate, participate, assist, and help students with their questions/actions as they have an active role during this process.

Outcomes: The outcome of this scenario was a variety of student’s spatial questions which are forwarded to local community for further actions and investigation. For example: environmental pollution, accessibility & proximity issues, promoting local places that are not known yet, bad roads/buildings condition, lack of spatial interactions, lack of basic infrastructure etc. The initial limitation of this scenario was the reluctancy of participation as students/their parents haven’t faced something similar before; after the completion of this scenario all students requested to have similar projects for action to other study fields.

Findings: Another benefit of this scenario was that it took place during pandemic as all students were online and they could participate with scientist meetings. Scientist intrigued student’s mind and of course broaden the knowledge for cartography and the use of maps in daily life. The fulfilment of both cartography labs led students to working in teams, to resolving problems, to spatial thinking, to be more tech-savvy and generally to encourage students for improvement. Overall, there was a great cooperation among everyone, and the scenario implementation was in benefit of all the participants.