Carbon neutrality is a state of net-zero carbon dioxide emissions. This can be achieved by eliminating emissions and balancing emissions of carbon dioxide with its removal (carbon offsetting). Carbon-emitting processes are associated with transportation, energy production, agriculture, and industry. The world is running out of time to protect the planet from the worst effects of climate change. Many see the COP28 meeting, which will be in the UAE in November 2023, as the world’s best last chance to get climate change under control. Here world leaders will agree to measures to reduce carbon emissions. Everyone must play their part: individuals, households and businesses.
FUTURE-ORIENTED SCIENCE ACTION
The Carbon neutral science-action prepares students to plan a presentation to win the job of being a café’s carbon consultants and help them achieve carbon neutrality. Students use their knowledge of the Earth’s atmosphere and the inquiry skill of considering different perspectives.
SDGs (Sustainable Development Goals)
7. Affordable and clean energy
13. Climate action1
2. Responsible consumption and production
CURRICULUM
Knowledge: Chemistry – Earth’s atmosphere – climate change Skills: Consider different perspectives and communicate ideas Attitude & Values: environmental protection, work in teams
KNOW 2
Concept: Global warming
Skill: Consider different perspectives
Learning stage: Analyse
ACTIVITY CONTENTS
Teachers guide
Information for STEM professionals
Teaching powerpoints
Home task
Student sheets and assessment rubric
CARE-KNOW-DO ACTIVITIES
There are 4 activities which can be fitted around existing science lessons.
You can use one or more of them:
Understand the scientific context (CARE)
Apply earth’s atmosphere/carbon cycle to a new context (KNOW 1)
Practice the skill ‘Consider different perspectives (KNOW 2)
Coordinate scientific knowledge and skill in a performance assessment (DO)
FUN PARTICIPATORY SCIENCE
This science action engages students, family members, science professionals (Climate scientists, environmental chemists, chemical engineers)
Students are invited to identify issues and co–create solutions, interact with experts, and become activists for environmental protection.
COMPETENCE-BASED ASSESSMENT
students feedback about their views of science, including engagement, confidence, and identity.
students and teachers templates to assess knowledge and skills
students feedback about their science capital in the context of open schooling
Microplastics are tiny plastic particles that enter the environment and contaminate the water, soil, and air. They are created when plastic waste breaks down into smaller particles.Microplastics can be consumed by animals and humans through contaminated food sources, like fish. Microplastics also get into our water supply, making it more difficult for marine life to survive in their natural habitat.Microplastic pollution is one of the most pressing environmental issues today. It’s estimated that if we don’t act today microplastics floating around in the ocean by 2050 will be more than fish.
FUTURE-ORIENTED SCIENCE ACTION
The Microplastics science-action is a short activity, taking 1.5 lessons plus homework. It prepares students to become teenage activists and help people to reduce their microplastic pollution. Students use their knowledge of particle model, separating mixtures and the inquiry skill of support claims with evidence.
SDGs (Sustainable Development Goals)
6. Clean water and sanitation
12. Responsible consumption and production
14. Life below water
CURRICULUM LINKS
Knowledge: Chemistry – particles Skills: Support claims with evidence and communicate ideas
BLUEPRINT CURRICULUM LINKS
Concepts: Particle model & Mixtures
Learning stage: Analyse
ACTIVITY CONTENTS
Teachers guide
Information for STEM professionals
Teaching powerpoints
Home task
Student sheets and assessment rubric
CARE-DO ACTIVITIES
There are 2 activities that can be fitted around existing science lessons.
You can take part in any of these activities designed with two learning objectives:
Understand the scientific context (CARE)
Coordinate scientific knowledge and skill in a performance assessment (DO)
FUN PARTICIPATORY SCIENCE
This science action engages students, family members, science professionals.
COMPETENCE-BASED ASSESSMENT
students feedback about their views of science, including engagement, confidence, and identity.
students and teachers templates to assess knowledge and skills
students feedback about their science capital in the context of open schooling
Human activity has been incredibly destructive in terms of the biodiversity of the world. Biodiversity on Earth is being catastrophically lost at an alarming rate affecting our own health and well-being. In the last 50 years, humans have caused the disappearance of 68% of the number of animals on the planet through hunting, pollution and destroying habitats( WWF, 2020). Rewilding gives nature a chance to re-establish its natural state of biodiversity and abundance.
FUTURE-ORIENTED SCIENCE ACTION
Rewilding Is about restoring natural processes for wildlife, people and climate. It aims to reintroduce lost animal species back to ecosystems. It can create opportunities for ecological restoration, wildlife watching and sustainable use of natural resources. The Rewilding science-action prepares students to plan a campaign presentation that will convince the public to rewild one animal. Students will use their knowledge of interdependence, and the enquiry skills of weighing up evidence to support a claim.
SDGs (Sustainable Development Goals)
15- Life on land
The Center for Combating Slave Labor and Human Trafficking (CETE) is based at UNEB Campus XVI in Irecê under the leadership of Prof. Dr. Ana Karine Loula Torres Rocha and her team including Prof. Ms. José Allankardec Fernandes Rodrigues and Prof. Dr. José Humberto da Silva (consultor). A key collaborator is UNEB’s Salvador campus, represented by Prof. Dr. Silvar Ferreira Ribeiro, Prof. Dr. Sônia Maria da Conceição Pinto, and Prof. Dr. Hebert Vieira Durães who coordinate open schooling initiatives. This initiative also receives support from UNEB’s Rector, Prof. Dr. Adriana dos Santos Marmori Lima, and benefits from international collaboration with the Open University UK, represented by Dr. Alexandra Okada.
In alignment with the UN’s Sustainable Development Goals (SDGs), particularly SDG 8 (Decent Work and Economic Growth), CETE utilizes open education and open schooling including mobile technologies to promote economic growth, inclusive and sustainable employment, and decent work for all, as well as SDG 4 (Quality Education). The Brazilian Constitution of 1988 affirms work as a social right, ensuring dignity and social protection for workers. However, many still face exploitative working conditions; slave labour remains a criminal offense under Article 149 of the Brazilian Penal Code.
Education and Social Inclusion as a Strategy for Preventing Slave Labor
In this context, CETE was created, the first clinic in the Northeast with this focus, as a proposal to confront this reality; within it, we commit to our political, scientific, and social vocation based on the relationship between UNIVERSITY – TERRITORY – DEVELOPMENT from the perspective of sustainability, science, technology, and innovation with social responsibility and open schooling. Supported by the CARE-KNOW-DO framework, one of the initial challenges of this project is to engage adult learners in reflecting on the local context, contributing to raising awareness of the condition of slave labor.
As a strategy to confront this issue, it is necessary to strengthen the interdisciplinary support network, integrating areas such as education, law, and health, in pursuit of actions promoting decent work and protecting human rights in the workforce, prioritizing vulnerable individuals and communities, promoting equal opportunities, and proposing regional and local development strategies that foster community bonds and inclusive, sustainable economic growth.
Among the activities already developed by the University of the State of Bahia in teaching, research, and outreach is its strong connection with public basic education schools, directly interacting with administrators, teachers, students, and their families. Youth and Adult Education (EJA), one of these fields, targets individuals who missed regular schooling, comprising a group of men and women, workers who, as verified, fit the profile of those recruited for seasonal farm work. Focusing on these individuals can be a relevant strategy to prepare them to face this harsh reality. Educating, raising awareness, preventing, and training for more skilled jobs can certainly help reduce their vulnerability, preventing recruitment into this illegal activity.
The Connect 2030 Project, already underway in the region in the cities of Ibipeba, Lapão, Irecê, and Presidente Dutra, supports this process by delivering science education based on real socio-scientific issues, involving families, other societal segments, university scientists, and policymakers, contributing over the past three years to improve local education and projects for expansion and consolidation of its results.
Today, CETE is part of a network of legal clinics in Brazil addressing slave labor and human trafficking, including:
Slave Labor and Human Trafficking Clinic at the UFMG Law School / MG;
CETE: Anti-Slave Labor Clinic at UNEB / BA;
Human Trafficking and Slave Labor Clinic at João Pessoa University Center – UNIPÊ / PE;
CETE – Anti-Slave Labor Clinic – UFU Law School / Uberlândia / MG;
CARE:
This open education community supported by open schooling highlights the following project goals:
Support and strengthen actions promoting Decent Work, developed by the public sector, social organizations, and private sector in the Irecê region;
Implement strategies promoting decent work with the protection of human rights in the workforce, prioritizing vulnerable individuals and communities, promoting equal opportunities, and proposing a regional and local development strategy capable of strengthening community bonds and fostering inclusive, sustainable economic growth;
Develop actions through social dialogue for mutual collaboration, respect, institutional capacities, and concrete actions, acting individually and collectively to promote decent work in the region, aiming at building a Network for Promoting Decent Work;
Undertake preventive, intervention, and follow-up actions for individuals who are victims of slave labor and human trafficking across various fields such as education, law, and health.
KNOW:
According to recent research, SmartLab 2023, in Brazil, among victims of slave labor, 64% are Black, with many having low levels of schooling, and most rescued victims are male (93%). In Bahia, Black individuals represent 80% of those rescued, with more than half not completing the 5th grade, and among them, 22% are illiterate. The majority are male (92%) and between 18-29 years old. Research by the Federal University of Minas Gerais (UFMG) identified that Irecê / Bahia / Brazil has the highest percentage of modern enslaved individuals on coffee farms in Minas Gerais. Victims of contemporary slave labor and human trafficking are in a situation of grave social and emotional vulnerability.
Through research conducted by the Federal University of Minas Gerais – UFMG, between 2002 and 2022, it was identified that the region of Irecê / Bahia / Brazil had the highest percentage of modern enslaved individuals on coffee plantations in the State of Minas Gerais: 420 individuals. Victims of human trafficking for purposes of labor analogous to slavery, by the end of July 2024, in the interior of MG, on coffee farms, totaled 46, with these numbers: São Gabriel (06) / Lapão (03) / Mirangaba (01) / Canarana (13) / Irecê (01) / Morro do Chapéu (03) / Jussara (14) / Ourolândia (02) / Cafarnaum (03); at the end of August 2024, in the Federal District, at Grupo Pluma farms, an additional 10 individuals were counted: Xique-Xique (06) / Nova Ibiá (02) / Bonito (02). All these people, victims of contemporary slavery and human trafficking, are in a situation of severe social and emotional vulnerability.
DO:
Working Groups:
Guidance / Legal support;
Psychosocial health;
Scientific Studies and Communication;
Responsible Research and Innovation;
Open Education with Open Schooling;
Professional Training / Capacity Building.
Actions:
Participation and Contribution to the I Regional Seminar in Irecê on Decent Work;
Signing of a Commitment Agreement between UNEB and UFMG, in addition to the Regional Pact for Promoting Decent Work;
CETE Itinerant;
Creation of a Research Group registered with CNPq;
Offering an elective course in undergraduate and graduate studies;
Participatory Design of Resources, Technologies, and Pedagogies for Open Schooling to raise awareness, prevent, and empower through partnerships between schools, universities, and professional experts.
Partnerships:
OAB; Junior Company – CONSOL; FAEB / SENAR;
Secretariat of Labor, Employment, Income and Sport – SETRE;
Literature: Freire, P. (1996). Pedagogy of the oppressed (revised). New York: Continuum, 356, 357-358.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowman & Littlefield.
Context: SDG 15 (Life on Land) and SDG 14 (Life Below Water). Numerous urgent issues regarding the Amazon rainforest are frequently in the media, and the Amazon region is part of the national curriculum. During the dry season, the Amazon region faces limited transportation, lack of potable water, water pollution, reduced fish populations, and mobility challenges. Additionally, students considered the effects of these issues on local residents, indigenous peoples, and biodiversity.
Technology: AI was employed to create a mental map of problems, a conceptual map of potential risks, and an investigation map of key points, issues, and suggestions. The resulting maps were discussed with the community, leading to a list of actions decided by the members. This information was then made available for students to prepare a blog post on “Science in the News” for a website or social media campaign.
CARE: This iterative method helps students formulate differentiated questions about real-life issues that have significant implications for them. This process aids in framing, generating ideas, and evaluating questions.
KNOW: Students are encouraged to assess, link, and support claims based on evidence with convincing arguments and substantial evidence. They use AI to facilitate discussions on academic publications, online databases, government reports, and statistics. Their investigations are further supported by expert-recommended references for in-depth exploration within their communities.
DO: Students co-create a research agenda and launch a campaign for action. Setting the agenda is crucial, as it involves deciding on priority issues that shape the direction and focus of government action. AI can also be used to review communication strategies.
Co-authorship: Students produce an AI-based investigation map and write a text for the school’s blog or website.
Artefact: The AI mapping tool Whimsical (Fig. 3) was used with the students for brainstorming topics of interest. They started by generating keywords or phrases and then used AI to connect more ideas. This mental map facilitated collaboration among students, allowing them to evaluate and summarize ideas. They presented their findings, which were voted on by the local community in the Amazon. The text using the map was described with the help of AI.
Socioscientific Considerations: Throughout this process, socioscientific considerations regarding the use of AI were emphasized. Discussions focused on its role in facilitating brainstorming sessions, encouraging research using primary sources, and supporting responsible use of AI. Ethical considerations and integrity were also integral parts of these discussions.
Teacher Outcomes: The AI activity promoted greater student engagement, facilitated participation from quieter students, and those less accustomed to interacting with the group and teacher.
Student Outcomes: Students expressed an emotional connection to the drought situation in the Amazon, a greater interest in understanding the causes and effects of the drought, strong curiosity about AI, and increased participation and practice in questioning, argumentation, analysis, synthesis, and improved oral and written communication skills.
News . Events Audio Visual artefacts for communities (SDG 11)
This practice was part of the training of undergraduates in the Pedagogy Course at the Federal University of Cariri (UFCA), which was recently recognized with the highest score by the Ministry of Education (MEC). The course stands out for its interdisciplinary work, through which educators promote teaching, research, outreach, and culture.
This partnership with the Porteiras School began in 2022, due to research developed in the open schooling axis with digital technologies, in the Pedagogy course and a national partnership linked to CNPQ in which UFCA is connected to studies at UFRJ, UFF, PUC-SP, PUC-PR, UNEB, UFSC, and internationally with the Open University, with studies by Alexandra Okada.
One of the first challenges for Pedagogy undergraduates and basic education students was to open their windows. This process encouraged students to reflect on their local context, to investigate the socio-scientific topics that most interested them. Several disciplines were integrated, from the fields of art, technology, and curriculum, as seen in one of the videos from the exhibition of photo-narratives created by Francione Charapa, at IFE/UFCA.
After this journey of opening the windows for pedagogy students, we implemented an action-research project coordinated by Prof. Dr. Karine Pinheiro at Cirene Maria Esmeraldo School, involving research scholars such as Daniel Alberto, Emerson Gomes, Valeria Vieira, Vivila de Carvalho, Elizete da Silva, Luana Argentina, Marielly, and 85 pedagogy students. At Cirene Maria Esmeraldo School (Kessyo Santos, Thais Coelho, Maria do Socorro Silva and the basic education students at Cirene Maria Esmeraldo School in Porteiras), and in the cultural community at the Quilombo do Souza, with Master Maria de Tiê, Cyda Olímpio, Valéria Pinheiro CIAVATA, and Instituto Anjos Digitais. The project continues with the coordination of university extension activities, with the Freirean Movement led by Prof. Darliane Amaral and the appreciation of multiple cultural expressions, which was also supported by the Voices of Cariri Project, led by Prof. Dr. Ligia Rodrigues.
This open schooling community highlights two examples that integrate the use of digital technologies to support the training of educators focused on creative processes through various digital genres, fostering open schooling:
The first example was featured in the Teaching Initiation Program, particularly during the First Meeting of the Institutional Program of Teaching Initiation Scholarships (EnPibid/UFCA) and the First Meeting of the Pedagogical Residency Program (ERP/UFCA) at the Federal University of Cariri (UFCA). Approximately 20 papers were published by undergraduate students, who developed communication skills, teamwork, expanded vocabulary, and a decolonial perspective on the curriculum. As part of the intersectoral integration between the university and schools, 24 workshops and a thematic panel were developed in collaboration with the State University of Bahia (UNEB), alongside Professor Silvar Ribeiro. This connection reinforced the bond between the university, schools, and the community.
The second example refers to activities in a basic education school in the municipality of Porteiras, aimed at analyzing the educational projects developed by basic education students. These projects were aligned with the pillars of open schooling and the development of the C5 Generation (creative, critical, collaborative, communicative, and civic-minded). In both examples, literacy and scientific education were promoted from basic education onward, embedded within a cybercultural context, involving undergraduates, teachers, and students engaged in open schooling.
CARE:
The undergraduate students in the Pedagogy Program at the Institute of Educator Training were involved in research, outreach, and cultural projects tied to real-life themes from their community. These activities occurred both at the university, with courses like Digital Technologies and Pedagogical Innovations, and in basic education schools. Guided by Professor Karine Pinheiro, these initiatives expanded research in basic education and established partnerships between schools, the community, and the third sector, focusing on the creation of school projects using the open schooling approach.
KNOW:
The project engaged digital natives (Prensky, 2010), who developed creative processes through new digital genres, experiencing the power of technology to express ideas in multiple forms. We observed a growing use of video, with students sharing stories, reels, and TikTok videos. Consequently, the cultural practice of using images was intensified with audiovisual production, marked by the multimodal nature of language in the cybercultural context (Santos, 2014). Through various disciplines, students experienced this new approach, incorporating fieldwork where they encountered popular, scientific, and cultural knowledge, all of which had unimaginable impacts on open schooling (Okada, 2016).
In addition, several workshops were designed to map concrete issues and geographic areas using Google Earth to identify locations, aiming for authentic co-learning.
DO:
The educational projects developed by students during 2023-2024 involved multiple societal actors, reinforcing democratic practices, valuing diversity, promoting solidarity, and addressing environmental issues. These initiatives fostered autonomy, helping students become active citizens within their community. This process was grounded in the principles of open schooling for the development of scientific education, open access, public engagement, and governance.
Through these activities, students became cultural producers on themes such as solid waste, cultural heritage, water conservation, and animal protection. Another highlighted competence was the expansion of socio-scientific vision. Both basic education and university students presented their projects at scientific events. As a result of this study, we introduce a Podcast Channel with around 1,800 views, showcasing the active involvement of cultural practitioners, who became reflective producers and developed a situated practice through continuous debate. The impact of this activity at the UFCA Brejo Santo campus became “glocal” (Silva, 2005).
Image – Recycling Workshop and Selective Waste Collection Campaign
Source: Produced by the authors
Results from Teachers (Six basic education teachers from Cirene Maria Esmeraldo Municipal School):
Pedagogical innovation using real, relevant contexts for students related to:
Publication of 14 scientific papers: ENPIBID/2023, IV Biology Meeting (IFE/UFCA).
Results from Undergraduate Students – Pedagogy (85 students) and Basic Education Students (Municipality of Porteiras):
Creation of an educational device – IFECast: My Community, a project involving interdisciplinary undergraduates and pedagogy students. The project involved various pedagogical moments for engagement within the IFE/UFCA community, through open schooling, exploring identity, meaning, and practice. This was facilitated by problematizing their reality.
We share the channel for this C5 Generation of Co-Entrepreneurs – IFECast: My Community, featuring audiovisual narratives about field visits to quilombola communities, environmental trail discoveries, storytelling creation, photo-narrative exhibitions, and interviews that inspired teaching discoveries through diverse digital genres. About 45 videos are available at: YouTube Channel: IFECast: My Community and on Instagram at: @ifecast_ufca.
Greece is dealing with some serious climate issues lately. Students are seeing more heatwaves, droughts, and wildfires, all made worse by climate change. The Mediterranean area, where Greece is, is especially at risk. During the summer of 2021, there were huge wildfires that destroyed forests, homes, and people’s lives. Students considered weather forecasting important for various reasons:
Disaster Prep: Knowing the weather in advance helps us get ready for extreme events like heatwaves, storms, and wildfires, making them less deadly and damaging.
Farming: Farmers need weather forecasts to decide when to plant, water, and harvest their crops.
Public Safety: Forecasts help keep people safe by warning us about extreme temperatures and bad air quality.
Tourism: Tourism is a big deal for Greece’s economy, and weather conditions can seriously affect it. Good forecasts can make sure tourists stay safe and have a great time.
Know: Students conducted a research project on meteorology, focusing on cloud classification and weather systems. They learned that Luke Howard introduced the three main cloud types—cumulus, stratus, and cirrus—in 1803, and in 1918, it was discovered that weather changes are caused by the interaction of warm and cold air masses.
Do: Using AI, the students classified clouds into 10 subcategories based on altitude. They trained a neural network with photos of different cloud types, testing its accuracy with new images. The project included developing a mobile app for cloud identification and correlating the AI predictions with data from their school’s weather station to forecast local weather
Findings related to the Open Schooling approach: The activities carried out during the implementation of the Connect project were included in the upper secondary curriculum – Information Technologies (IT). We can also mention that the materials provided were useful in preparing and implementing lessons with students. The topic addressed was also relevant and innovative from a scientific and educational point of view, being debated globally. Thus, students had the opportunity to know and experience individually the ways in which they can get involved in predicting weather and support climate action enhanced by Artificial Technologies. Open schooling was found useful for other teachers because students focused on activities connecting various subjects supported by transdisciplinarity approach and an exchange of good practices can be made between teachers who have implemented in different schools who want to join us.
Student achievements: Students were enthusiastic to participate in volunteering and greening activities where they could observe, for example, classification of clouds, how to use drones, and develop a learning machine system trained to examine photos and classifying images. This process helping to plan better interventions for climate change and improve quality of life.
The students involved have formed their scientific research skills, actively participating in the realization of projects and studies on Artificial Intelligence, being able to apply the knowledge learned after going through the support materials coding and using ML for kids tool.
Care: Students have been actively involved in scientific and educational activities on plastic pollution, a real-life problem that has a significant impact on quality of life. The students who participated in the activities were from grades IX-XI, aged between 15-18 years, being approximately 85 students participating.
Know: Students used knowledge about plastics discovered in the discipline of chemistry – phases of biodegradation of plastics, chemical composition of plastic, stages of making biodegradable plastic, results obtained by researchers on the period of decomposition of biodegradable plastic in nature, etc. (describe scientific topics). The competences that the students practiced were:
Brainstorming debates;
Carrying out individual or team projects through the aspects subject to research;
Involvement in volunteering and greening activities;
Discussions on the use of biodegradable materials and their decomposition in nature;
Analysis of plastics (PET bottle, plastic bags, household bags, etc.);
Documentation to identify the real situation in the field;
Conducting information campaigns on the risks of White Pollution;
Explanation of symbols on packaging labels;
Do: At the end, students prepared posters, posters, thematic drawings, questionnaires, information campaign, research projects. They carried out the activities individually and in teams, being supported by their families, but also by volunteers from non-governmental organizations.
Findings related to the Open Schooling approach: The activities carried out during the implementation of the Connect project were included in the curriculum. We can also mention that the materials provided were useful in preparing and implementing lessons with students. The topic addressed in Year 3 was also relevant and innovative from a scientific and educational point of view, being debated globally. Thus, students had the opportunity to know and experience individually the ways in which they can get involved in preventing and combating environmental pollution. Open schooling could also be useful for other teachers because we can focus on transdisciplinarity and an exchange of good practices can be made between teachers who have implemented in year 2 and 3 and teachers who want to join us.
Student achievements: Students were enthusiastic to participate in volunteering and greening activities where they could observe, for example, the phases of biodegradation, but also connected with nature, helping to protect the environment and improve quality of life.
The students involved have formed their scientific research skills, actively participating in the realization of projects and studies on White Pollution, being able to apply the knowledge learned after going through the support materials.
News . Events Actions to reduce the carbon footprint
Care: Students were interested in finding out new information about pollution, they actively participated in the lessons on Carbon neutral proposed by the CONNECT project, a real-life problem “carbon footprint” was highlighted, each student made their own calculation and realized the importance of reducing it. The students who participated in the activities were in the eleventh grade the branch: technological, profile: technical, basic field: natural resources and environmental protection, qualification: ecological technician and environmental quality protection, 18 in number.
Know: Students used knowledge about environmental pollution through combustion reactions, identified where carbon dioxide emissions come from, from different activities: transport, energy production, agriculture and different industries. The competences that students practiced were: identified problems, applied knowledge about Earth’s atmosphere and global warming, developed teamwork skills, played the role of journalist, politician, architect or construction engineer, developed calculation skills, considered different perspectives for reducing carbon dioxide emissions and proposed solutions through the role they played, have developed skills to consider the economic and social consequences of environmental pollution.
Do: At the end, the students prepared different materials: posters, drawing – green house, report made by the journalist, article proposed by the researcher (scientist), article proposed by the politician regarding laws that will be applied to reduce pollution. They carried out the activities in groups of 3 to 4 and were supported by families.
Findings related to the Open Schooling approach: The activity is framed in the curriculum to the qualification of the class that participated in the project.
It was very useful, the lessons were held during the green school week, students received rich and useful information through this project, they were also put in the situation to look for information and propose solutions to reduce the carbon footprint, to be involved and useful to society.
Open schooling could be useful and challenging for other teachers because each of us carries a carbon footprint and we need to act to reduce it. The teacher must be a positive role model for the students.
The results obtained by the students: Students were happily involved in activities, developed different skills, confidence in science, sought solutions to problems related to environmental pollution with carbon dioxide, provided positive feedback at the end of the activities. As an example, one student mentioned the following conclusion: “the carbon neutral approach is essential in combating climate change, it is important to recognize examples that demonstrate genuine commitment and concrete actions in reducing greenhouse gases.”
News . Events SUSTAINABILITY – Citizenship and partnership for a better city
“CARE” Phase: Students brought up themes such as combating COVID; recycling; conservation of city gardens; care for local squares, and the most popular topic was the Lago de Olarias, a public park recently inaugurated in the city, which has brought much development to the lake area. It is a project still in development and has caught the children’s attention for the care and development of the city. Real-life problems were discussed in groups, where students could contribute ideas and knowledge they brought from home, through the discussions they had with their families. They contributed historical facts, family memories, and many different knowledges. This caught the attention of students who brought other subjects. The fact that the lake is a new place in the city and is still in development, drew even more attention from the students. They were interested in understanding how they could contribute to the care of the place. The students who participated in the activities were from 3rd, 4th, and 5th grades of the early years of Elementary Education. Approximately 230 students.
“KNOW” Phase: Students used their knowledge about pollution, watersheds, groundwater, riparian forests, relief, sustainability, recycling, citizenship, among others. The most interesting stages were the initial discussion; preparing questions for the specialists and for a lecture with the former mayor who inaugurated the place; visiting the site and developing hypotheses to solve the problem of stream pollution.
“DO” Phase: In the end, students prepared a community awareness campaign about the source of the waters feeding the city’s main lake. They developed pamphlets and videos with messages of care and social responsibility. The activities were completed in groups and supported by the school and social community, such as local volunteers, politicians, among others.
Findings related to the Open Schooling approach: The activity used the open scenario method, conducted according to the responses that came from the participants. The curriculum was relevant and engaging, and teachers felt challenged, as they needed to acquire knowledge as doubts and questions arose. Open schooling can be very useful for other teachers because it expands the school curriculum, brings lightness and reality to the presented content, brings information and support for the continuous training of teachers, and makes 21st Century Education happen in the classroom.
Students’ outcomes: The students’ results showed involvement and interest throughout the project, including proposing new problems and developing projects that will become annual projects in our school environment. Talking about pollution and water distribution brought an interest in energy consumption, renewable and non-renewable sources, and a general sense of responsibility for the school community. For example, one student mentioned, “how good it is to be in a school that cares and helps us make a difference in our local community.”
News . Events Investigation of potential sources of pollution on Lefkada by students of the 2nd Experimental Lyceum
Care: Students were interested in and investigated the special characteristics of the island through the online collection of data on the natural & technical environment of Lefkada’s island. The pollution of the natural environment, especially the coastal shores is a real-life problem where in many cases, the natural environment can be turned into an unjustified receiver of pollutants by local and tourist activities. This could negatively affect the island’s natural environment in the future. The students who participated in the activities were twenty-one (21), male and female students of the A and B Grades of the 2nd Experimental Lyceum of Lefkada, aged 16-17.
Know: Students used knowledge about of Natural Sciences such as Biology, Chemistry, and Physics. Biology was used as a basis for understanding ecology and ecotoxicology. The skills that the students practiced were multiple such as:
Investigative method (inquiry-based learning) with question definition, research design, research conduct, results, resulting in the strengthening of students’ scientific thinking.
Application of scientific methodology and utilization of environmental science elements.
Cooperation with the scientific and local organizations of the island related to the environment.
Collaboration with universities and research institutions for information exchange.
Use of ICT (Information and Communication Technologies) to visualize the natural environment of Lefkada through the Google map and FILOTIS – Greek Nature Database, using the iNaturalistGR database.
Investigation and presentation of the work plan (development of critical thinking, creativity, communication).
Do: At the end, the students prepared an electronic informational material which they posted on the school’s website. This was after a metacognitive evaluation of the data on Lefkada’s geophysical characteristics and the potential areas of pollution on the island. They also published an article in the school newspaper about the natural environment of the island. In the article, the students proposed ways to protect the environment, especially in the summer months when tourism increases. With the help of the Biology teacher in charge, the
students created a poster that refers to their actions in relation to the study of biodiversity and the study of potential pollution areas on the island of Lefkada. In addition, the students’ work was presented at the annual event of the Excellence and Creativity Clubs and activities of the current school year 2023, at the 2nd Experimental Lyceum of Leukada. The President of the Governing Committee of the Model Experimental Schools, Mr. Tombras, the mayor of the city, teachers, representatives of local agencies, and students of the school were invited to the event. They completed the activities as a group and were supported by their family, and their classmates by sharing good practices and ideas. The parents were especially supportive of the students as they helped them search and record reports on the pollution phenomenon, twenty years ago on the island.
Findings related to Open Schooling approach: The activity was fitted and adapted to the curriculum as it combined chapters from Natural Science courses including Biology, Physics and Chemistry. The activity is an innovation in education because through it students can use scientific data and elements to solve problems in their daily life, such as issues of ecological balance and environmental pollution (decision-making ability). The purpose of this activity is the cultivation of citizenship, where students, as tomorrow’s citizens and/or bioscientists, are called upon to make decisions about the environment, health, safety, and, in general, about any category of challenge that will arise from the applications of Biology/Ecology in our society. Open schooling might be both useful and challenging for teachers because it promotes students’ active participation by creating learning environments that will be governed by the principles of modern teaching methodology, such as inquiry learning and experiential and communicative approaches, encouraging critical thinking and creativity.
Change/innovation supported by: [X] schoolhead [X] school association/network [X] local government
[ ] Other:
Students’ Outcomes: The students initially showed a great interest in getting to know the natural and artificial environment of their island. In the Informatics laboratory, they watched a video showing the natural environment of Lefkada such as habitats, lagoons, and mountains combined with the human-made environment i.e. houses and tourist accommodations. The online Webex communication with the scinetist Dr.Vasilios Drosos, professor of the Department of Forestry and Environmental and Natural Resources Management of the Democritus University of Thrace, excited the students because they were given the opportunity to answer their key questions about pollution and the environment and to participate in a discussion as responsible and active members of an action. Students, as the most dynamic part of society, were receptive to learning during the seminar. This created a climate of mutual trust and interaction between the scientist and students. Furthermore, the students were excited about the use of google map, iNaturalist database and Filotis database for mapping and locating cities of Lefkada with a greater percentage of pollution with the use of software even though they were initially cautious. Some of the students mentioned “Is it possible that the software we find very easily on the internet can provide us with such a large amount of information?”, “Can we also map the other islands in the Ionian Sea?”.
This practice contributed to increasing:
[X] families’ engagement in science [X] girls’ participation in science. [X] students’ science careers awareness
Please justify: The contribution of the students’ families was decisive in the success of the activity. This is because they helped the students search and record reports on the phenomenon of pollution twenty years ago on the island and compare them with today’s data. The participation rate of female students in the total number of students who participated in the activity was expected to be 52.4% (11/21). A large percentage of students expressed an interest in the following professions related to the Schools of Health Sciences (Medicine, Biosciences, Nursing) and Positive Sciences (Physics, Chemistry).
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!
News . Events Discovering the natural wealth of the White Mountains using ICT
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.
News . Events Wildlife in Greece-Dangers, Threats, Protection: The Fauna and Flora of Messara
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.
News . Events Gorges and ravines of Crete: discovering the beauty of the land of gorges
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.
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