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

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

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

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

Change/innovation supported by:

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

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

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

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

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

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

The skills the students practiced were:

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

Do: In the end, the students prepared

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

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

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

The change/innovation was supported by:

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

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

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

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

• Care: In this phase, students’ curiosity and need to upgrade their knowledge level are stimulated, pre-existing ideas are explored and prior knowledge is activated. Interest and participation is fostered through real work based on a community problem, in this case the control of COVID-19 and ways to build a sensitive sensor device. The concerns and needs related to the problem are identified and the challenges to be investigated and the affected social actors to be involved are prioritized. To engage students by inviting them to participate in a participatory research project to develop strategies for the prevention and control of Covid-19 (and other similar infectious diseases) and also to consider how it is possible to build the study device themselves. They begin by first exploring their concerns and needs with their families and then prioritizing the challenges that need to be explored. The scenario is formed based on the need for more direct communication in the classrooms without losing the sense of security. The students who took part in the activities were 15-17 year olds who were studying at the Lyceum. A total of 35 students participated in the whole process.

 

• Know:  This phase facilitates the acquisition of knowledge and the development of the scientific skills and attitudes required to address the issues under consideration. Students used knowledge of physics, chemistry and programming. The skills the students practiced were:
  • To understand how to deal with a topic-challenge that they find interesting.
  • To acquire research skills
  • To understand that often in a given target problem there is a conflict of interests and to realize the existence of different approaches.
  • Formulate proposals-recommendations to the citizens and agencies involved
  • Well-informed discussion, communication, writing, interpretation, drawing and presenting conclusions based on knowledge
  • Collaboration
• Do:  In this phase, students applied the knowledge and skills acquired to develop the final product assigned to them. In this case, the final product was titled “Development of a sensitive CO2 sensor for the control and protection against viruses such as SARS-CoV-2 in closed spaces”. Studies and means of achievement were summarized and shared in an open letter. A school scientific conference was organized, where groups of students presented their work and proposals to the educational community. Representatives of policy makers and other relevant bodies were invited to the conference. The project was also presented at the 4th Panhellenic Scientific Conference P.D.E. Crete in May 2022.

 

Conclusions on Open Schooling: Community participation in the Connect-Horizon 2022 program discussed the vital role that education plays in preparing students to collaboratively address global challenges and local issues facing humanity today, such as global warming, climate change , environmental destruction, disease, inequality and violence. Students’ contact not only with teachers but also with scientists and policy makers makes them think together and learn science to address global and local problems.

 

The change/innovation was supported by: [ x ] School management [ x ] school association/network
[ x ] Local government [ ] Other: ________________________________

Student results: The purpose of this Project was to create the right conditions for the students to develop a scientific way of thinking in their daily life. Low cultural familiarity with science, lack of role models, insufficient exposure to experimental methods of inquiry, as well as limited opportunities to participate in science outside of formal education lead to a lack of “scientific capital”. The solution is to add more opportunities to the curriculum for these students to learn what scientists do, talk to their families about science, and appreciate the impact of science on the world. The satisfaction level of the children after the end of the project was great as they saw their efforts rewarded, they completed the construction successfully, they met many scientists with whom they solved several problems and they communicated their results with great joy at the CONNECT conference.

 

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: Parents participated in the collection of questionnaires for the student survey. The girls actively participated in the mapping and literature review and in general all students showed a special interest in digital maps and the contribution of geomorphological terrain to road construction.  

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: 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 dynamization of the participatory research activities and interacting with students at the final congress to support with the creation of the final recommendations.

KNOW: The activity we did is adapted to the curriculum, for example, in the subject Sciences of the Contemporary World in the 1st year of Baccalaureate, we work on the concept of Science and Pseudoscience and the importance of the working the scientific method. This is also worked on throughout different Obligatory Secondary Education (ESO, from 12- to 16-year-old) science subjects. The transdisciplinary knowledge included the following areas: social, technology, environment, economic, politics and Microbiology.

DO: Students developed Inquiry skills, communication 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: Most of the skills and attitudes addressed in this activity are described at the curriculum, but far from that, as a teacher said, this is a need for the educational community.

Results for students: Discussion supported by participatory science has led to greater awareness of Covid-19 prevention and how the measures to achieve that can be improved by a participatory research process.