There are huge companies like Tesla trying to protect the planet by reducing our emissions from fossil fuels. There are also smaller companies trying to invent and sell devices to reduce energy consumption with energy-saving inventions for homes. But to produce them they need money – investors.
FUTURE-ORIENTED SCIENCE ACTION
The Energy savers science-action is a short activity, taking 1.5 lessons plus homework. It prepares students to help an entrepreneur design and sell an energy-saving device. Students use their knowledge of energy transfers, energy efficiency and the inquiry skills of represent with models and use fractions and percentages.
SDGs (Sustainable Development Goals)
7. Affordable and clean energy
CURRICULUM LINKS
Knowledge: Physics – energy Skills: Represent with models, Use fractions and percentages, Communicate ideas
BLUEPRINT CURRICULUM LINKS
Concepts: Energy transfers, wasted energy
Learning stage: Analyse
ACTIVITY CONTENTS
Teachers guide
Information for STEM professionals
Teaching powerpoint
Home task
Student sheets and assessment rubric
There are 2 activities that can be fitted around existing science lessons.
Understand the scientific context (CARE – school and home tasks)
Coordinate scientific knowledge and skill in a performance assessment (DO)
FUN PARTICIPATORY SCIENCE
This science action engages students, family members, science professionals (engineer, physicist)
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
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
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
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.
e-Artivism:
The socioscientific discussions about AI’s role in brainstorming and research align closely with e-artivism, which integrates art and activism to address pressing social and environmental issues. In this context, AI serves as a powerful tool to facilitate creative exploration and critical discussions about the Amazon drought. By using AI responsibly, students and teachers can create compelling digital art, infographics, or narratives that raise awareness and inspire action on the issue, blending scientific understanding with artistic expression.
The AI activity’s ability to engage students, particularly those who are quieter or less accustomed to group interactions, is a key advantage in e-artivism projects. By participating in AI-supported creative processes, these students can contribute to collaborative campaigns, such as producing digital media or interactive projects that highlight the Amazon drought’s impacts. Teachers can guide this process, ensuring inclusivity and fostering a sense of collective purpose.
The emotional connection students developed with the drought situation in the Amazon reflects the core of e-artivism: using creative expression to channel emotional engagement into actionable awareness. Their curiosity about AI and participation in critical skills like questioning, argumentation, and communication can be leveraged to design innovative e-artivism campaigns. For example, students could use AI tools to generate data visualizations, craft persuasive narratives, or create digital artwork that communicates the urgency of protecting the Amazon rainforest to a global audience.
In essence, the combination of AI, critical socioscientific discussions, and student creativity lays a strong foundation for impactful e-artivism. This approach not only enhances learning outcomes but also empowers students and teachers to become active participants in advocating for environmental sustainability and addressing global challenges like the Amazon drought
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.
The integration of e-artivism within the Pedagogy Program at UFCA provides a transformative approach to open schooling and the development of the C5 Generation. By blending art and activism with socio-scientific inquiry, this initiative empowered students and educators to address pressing community and environmental challenges creatively and collaboratively. Activities like photo-narrative exhibitions, video productions, and interdisciplinary fieldwork not only enhanced digital literacy but also used artistic expression to foster critical engagement with themes such as cultural heritage, environmental sustainability, and solidarity.
E-artivism became a vital tool for undergraduates and basic education students to channel their emotional connections to local and global issues into actionable projects. The IFECast: My Community channel, with its rich collection of audiovisual narratives, exemplifies how students embraced creative media to tell stories of their communities, connecting traditional knowledge with modern digital tools. Through these narratives, students became cultural and scientific advocates, raising awareness about topics like SDG 15 (solid waste and animal protection) and SDG 4 (cultural heritage), while fostering a sense of agency and citizenship.
By integrating CARE, KNOW, and DO principles, e-artivism helped students co-create meaningful solutions to real-world problems. The creative processes amplified their voices, expanded their socio-scientific vision, and inspired collective action. This dynamic interplay between art and activism not only enriched their educational experiences but also built a bridge between cultural traditions and innovative pedagogical practices, reinforcing the glocal impact of open schooling at UFCA.
The central idea of the activity was to spark students’ curiosity by using news stories to connect science content to everyday life. The goal was for students to understand the relationship between the nervous system and the impact of psychoactive substances on the body, promoting greater interaction with their families and extending reflection beyond the classroom. Additionally, students were encouraged to engage with scientists to foster interest in pursuing STEM or science-related careers.
As part of the activities, teachers were given suggestions aligned with the National Common Curricular Base (BNCC), specifically for the 6th grade, within the thematic unit “Life and Evolution.” Among the suggested skills, students worked on explaining the functioning of the nervous system and how it can be affected by psychoactive substances (EF06CI10), as well as justifying the role of the nervous system in coordinating motor and sensory actions based on its structures (EF06CI07).
Throughout the project, teachers had the freedom to apply Augmented Reality (AR) cards as they saw fit, promoting a dynamic and tailored exploration of the content for the students.
The students participated in a series of activities in three distinct phases, aiming to explore the functioning of the nervous system and the impact of psychoactive substances on the body using AR technologies and interactions with scientists.
– CARE: Students were encouraged to care about everyday issues raised by a news story related to the use of psychoactive substances. They explored how the nervous system can be affected by these substances using AR cards to visualize neurons, axons, and dendrites. This phase piqued students’ curiosity and motivated a deeper exploration of the content.
– KNOW: Students discussed the role of the nervous system in coordinating motor and sensory actions of the body. They also addressed how science can clarify the damage caused to the body by psychoactive substances and discussed the social impacts of substance consumption. The class listed the main problems related to the topic, broadening their understanding of the associated risks.
– DO: Students were encouraged to take the knowledge they acquired to their families. They were tasked with discussing the subject at home and bringing questions and curiosities to the scientists. Families also proposed actions to combat the problems identified in the previous phase, and students brought these ideas back to the classroom in the following session.
In the **Closing** phase, students watched a video with a guest scientist who answered their questions and explained how knowledge of the nervous system is related to their field of expertise. This brought students closer to scientific practice and stimulated their interest in scientific careers. After the video, students completed a questionnaire about the activities and the knowledge they had gained.
Teacher Training: A 60-hour course trained 1,000 public school teachers across Brazil in using augmented reality (AR) content in the classroom. The activities aimed to engage students with real-world questions and problems, encouraging them to explore and acquire knowledge through reflection with AR, as well as through practical actions involving the community and family. These discussions extended beyond the school environment, adhering to the principles of open schooling.
Project Focus: The project centred on:
Effective Learning: Promoting digital AR skills through exploration, visualisation, discussion, and visual comprehension.
Inclusion, Equity, and Gender Equality: Enhancing multi-literacy for both youth and adults.
All content aligned with the subjects teachers already cover in class, but with an open schooling approach—addressing real-world issues relevant to students and applying this knowledge in the community.
Safe and Inclusive Learning Environments: Teachers reported that the project significantly enhanced learning environments by offering engaging, immersive, and innovative digital content. Promoting science through digital education aligned with new teaching methodologies for future generations. The project gained recognition from Brazil’s Ministry of Science, Technology, and Innovation.
Recently, President Lula signed the National Digital Education Plan into law. The AR project in schools represents a major contribution to promoting open science, aligning its content with the National Digital Education Plan and the National Common Core Curriculum (BNC
**Teaching Results**
The results showed varying levels of teacher confidence regarding the activities:
1. **Small Group Discussions (A08)**: 83% of teachers felt confident.
2. **Use of Questions for Divergent Thinking (A07)**: 76% of teachers felt confident.
3. **Interaction with Researchers and Scientists (A05)**: 71% of teachers felt confident.
4. **Encouraging Participation in Science Activities Outside School (A04)**: 71% of teachers felt confident.
5. **Promoting Discussions on Science and Society (A02) & Helping Generate Evidence-Based Questions (A03)**: Over 70% of teachers felt confident.
6. **Teaching Scientific Inquiry with Real-World Problems (A01)**: 65% of teachers felt confident.
7. **Encouraging Discussion of Scientific Topics with Family (A06)**: 66% of teachers felt confident, with 24% feeling less confident.
In all activities, only a small percentage (less than 5%) felt very unsure.
**Learning Outcomes**
Students generally demonstrate a positive attitude toward science and its importance. The vast majority (82%) agree or strongly agree that learning science will be useful in their daily lives. Even more (86%) recognize the importance of science, technology, and mathematics for problem-solving.
There is a strong belief (87%) among students that science helps people worldwide lead pleasant and healthy lives, indicating an understanding of science’s global impact.
However, when it comes to personal confidence in science, the results are more mixed. Only about a third of students (31%) feel confident in their science knowledge, with a similar proportion (31%) feeling confident using mathematics to solve scientific problems. Slightly more students (42%) feel confident using science to generate questions and ideas.
Students show more confidence in their ability to justify views using arguments and evidence, with 43% feeling confident in this area. This suggests that while they may not feel as confident in their scientific knowledge, they have developed some critical thinking skills.
Regarding practical application, nearly half of the students (48%) feel confident in doing science projects with colleagues, family, and scientists. A similar proportion (49%) feel confident talking about science, indicating a willingness to engage with scientific topics.
Encouragingly, the vast majority (80%) of students express interest in doing projects with others using science, suggesting a desire for collaborative, hands-on learning experiences in science.
When it comes to enjoyment and future aspirations, 57% of students find learning science fun. However, opinions are more divided on career prospects, with 42% interested in a job that uses science, and 37% aspiring to be seen as experts in science. These results highlight the importance of integrating engaging pedagogies with the meaningful use of AR for immersive learning across all areas, supporting sustainability goals.
Overall, while students generally recognize the importance and value of science, there is room for improvement in building their confidence and skills in scientific practices. The data suggests that hands-on, collaborative approaches to science education might be particularly well-received by students.
E-artivism played a central role in bridging scientific content with artistic and technological expression. The use of AR cards to visualize the nervous system and the effects of psychoactive substances brought abstract scientific concepts to life in vivid, accessible ways. This approach aligns artistic tools to transcend traditional barriers, making complex ideas more relatable and fostering curiosity. Students were not only learning science but also co-creating visual representations that connected their knowledge to broader social and environmental themes.
The CARE-KNOW-DO framework further supported this e-artivism approach. In the CARE phase, AR visuals sparked students’ curiosity and encouraged them to explore how psychoactive substances impact the nervous system, creating a personal and emotional connection to the topic. The KNOW phase fostered deeper understanding through discussions about the role of the nervous system and the broader societal implications of substance use. Finally, the DO phase transformed this knowledge into action, as students extended their reflections to their families and communities, proposing tangible solutions to combat the issues identified.
Through collaborative activities, such as interacting with scientists and creating evidence-based questions, students became active participants in scientific inquiry and advocacy. These experiences embody the principles of e-artivism by merging technology, creativity, and activism to address real-world challenges in meaningful and engaging ways.
By linking science education with e-artivism, this initiative helped students become confident, collaborative, and creative learners who see science as a tool for positive societal change. The immersive and interactive approach not only improved their understanding of scientific concepts but also encouraged them to take ownership of their learning and apply it to real-world contexts, reinforcing the transformative potential of e-artivism in fostering sustainable development.
Care: The students were interested in a real-life issue related to responsible food consumption that represents a conscious food choice, taking into account aspects related to our decisions regarding health, environment, economy, culture, etc. Carrying out social responsibility activities plays an important role in how participants will understand why making any decision about personal food can have negative consequences / irreversible on an important part of our planet. . The students who participated in the activities were students aged 3-18, from preschool, primary, secondary and high school. A total of 825 students participated in these activities.
Know: Students used knowledge about food waste by watching documentaries on the effects of food waste, conducting a case study at economic agents in the city – 3 restaurants, by visiting the bread factory in the city, making leaflets with information through which we can reduce food waste, making a trophic pyramid, healthy breakfast and making figurines of fruits and vegetables, drawing up posters.
The competences that the students practiced were:
Motivating students to adopt a balanced and economical lifestyle;
Encouraging students to find practical and effective ways to reduce food waste;
Developing interdisciplinary connections to draw public attention to food waste;
Changing the attitude of students, their families, school teachers towards food waste.
Do: At the end, students prepared posters, leaflets, posters, interview, video. They carried out the activities in groups but also individually, being supported by family and community members.
Findings related to the Open Schooling approach: The activity was framed in the curriculum. It was challenging and useful because students’ confidence and self-esteem increased as a result of participating in complex activities that highlighted their abilities and required them to make decisions. The improvement of social skills was reflected through cooperation at the level of working groups and students’ roles in this context, through the relationship with colleagues in school. Open schooling could be challenging for other teachers because it increases creativity levels among both teachers and students.
Results obtained by students: Students were interested in the topic proposed for research and showed interest in participating in other activities aimed at the practical and applicative character of the given topic
Care Stage: Students did introductory activities on mental health. A total of 75 students participated.
Know stage: During participatory research in which they detected their needs and designed an action plan with various activities. They put mental health knowledge into practice and expanded it.
Stage Do: The activities were designed to be carried out the next course, we lacked time to do this stage.
Results related to the Open Schooling approach: Undoubtedly, participatory research has allowed them to treballar competències i sabers inclosos en el currículum de 3r d’ESO, però també d’altres que no hi estan directament especificades.
Support for the implementation of educational resources by: the department and the Living Lab of IrsiCaixa
Student results: The students were able to integrate certain knowledge and skills. Still, if we had given more time to conduct participatory research, the results would have been more satisfying. The students actively participate in the dynamics proposed to them.
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.”
Care: Students were interested to find out if their school can be accessible in other persons with disabilities, a real-life problem that occurs due to the old building where the school is located. Students who participated in the activities were 24 boys and girls of age 13-14.
Know: Students used knowledge about maps (general and thematic). The skills that students practiced were to create specific questions about the access in the building, to analyze the data, to create maps with the arcgis software, to discuss their findings and to write the conclusions of their study.
Do: At the end, students were worked in small groups of 3 or 4 persons, prepared maps, create a story map, participated in a Greek Contest “Χαρτογραφώντας την προσβασιμότητα” and present their findings in the Greek Students Conference of the Connect project. They supported by their families and the local community of the school.
Findings related to Open Schooling approach: The activity fitted in the curriculum. It was useful for our class of geography because students create their own maps. It was also innovative due to the real problem of the access in the bulding of school . Open schooling might be helpful for other teachers because students learn by doing themselves.
Change/innovation supported by: [ x ] schoolhead [ ] school association/network [ ] local government [ ] Other: _________________________________________
Students’ Outcomes: Students were create maps and a story map that includes all their work. A group of students participated in the Greek Student Conference for the Connect project and they feel confidence about the project. As an example, a students mentioned ” I enjoyed so much to participate in the Greek Students Conference!”, “ I like to create my own map, I can learn by myself what are the important elements of a map.”
This practice contributed to increasing:
[ x ] families’ engagement in science[ ] girls’ participation in science. [ ] students’ science careers awareness
Please justify: The school faces real problem as concerns the access for persons with disabilities. Students discussed with their families what they can do and what are the solutions in order to reduce this phenomenon.
News . Events UNESCO SDG3 Health through Augmented Reality
The central idea of the activity was to spark students’ curiosity by using news stories to connect science content to everyday life. The goal was for students to understand the relationship between the nervous system and the impact of psychoactive substances on the body, promoting greater interaction with their families and extending reflection beyond the classroom. Additionally, students were encouraged to engage with scientists to foster interest in pursuing STEM or science-related careers.
As part of the activities, teachers were given suggestions aligned with the National Common Curricular Base (BNCC), specifically for the 6th grade, within the thematic unit “Life and Evolution.” Among the suggested skills, students worked on explaining the functioning of the nervous system and how it can be affected by psychoactive substances (EF06CI10), as well as justifying the role of the nervous system in coordinating motor and sensory actions based on its structures (EF06CI07).
Throughout the project, teachers had the freedom to apply Augmented Reality (AR) cards as they saw fit, promoting a dynamic and tailored exploration of the content for the students.
The students participated in a series of activities in three distinct phases, aiming to explore the functioning of the nervous system and the impact of psychoactive substances on the body using AR technologies and interactions with scientists.
– CARE: Students were encouraged to care about everyday issues raised by a news story related to the use of psychoactive substances. They explored how the nervous system can be affected by these substances using AR cards to visualize neurons, axons, and dendrites. This phase piqued students’ curiosity and motivated a deeper exploration of the content.
– KNOW: Students discussed the role of the nervous system in coordinating motor and sensory actions of the body. They also addressed how science can clarify the damage caused to the body by psychoactive substances and discussed the social impacts of substance consumption. The class listed the main problems related to the topic, broadening their understanding of the associated risks.
– DO: Students were encouraged to take the knowledge they acquired to their families. They were tasked with discussing the subject at home and bringing questions and curiosities to the scientists. Families also proposed actions to combat the problems identified in the previous phase, and students brought these ideas back to the classroom in the following session.
In the **Closing** phase, students watched a video with a guest scientist who answered their questions and explained how knowledge of the nervous system is related to their field of expertise. This brought students closer to scientific practice and stimulated their interest in scientific careers. After the video, students completed a questionnaire about the activities and the knowledge they had gained.
**Teaching Results**
The results showed varying levels of teacher confidence regarding the activities:
1. **Small Group Discussions (A08)**: 83% of teachers felt confident.
2. **Use of Questions for Divergent Thinking (A07)**: 76% of teachers felt confident.
3. **Interaction with Researchers and Scientists (A05)**: 71% of teachers felt confident.
4. **Encouraging Participation in Science Activities Outside School (A04)**: 71% of teachers felt confident.
5. **Promoting Discussions on Science and Society (A02) & Helping Generate Evidence-Based Questions (A03)**: Over 70% of teachers felt confident.
6. **Teaching Scientific Inquiry with Real-World Problems (A01)**: 65% of teachers felt confident.
7. **Encouraging Discussion of Scientific Topics with Family (A06)**: 66% of teachers felt confident, with 24% feeling less confident.
In all activities, only a small percentage (less than 5%) felt very unsure.
**Learning Outcomes**
Students generally demonstrate a positive attitude toward science and its importance. The vast majority (82%) agree or strongly agree that learning science will be useful in their daily lives. Even more (86%) recognize the importance of science, technology, and mathematics for problem-solving.
There is a strong belief (87%) among students that science helps people worldwide lead pleasant and healthy lives, indicating an understanding of science’s global impact.
However, when it comes to personal confidence in science, the results are more mixed. Only about a third of students (31%) feel confident in their science knowledge, with a similar proportion (31%) feeling confident using mathematics to solve scientific problems. Slightly more students (42%) feel confident using science to generate questions and ideas.
Students show more confidence in their ability to justify views using arguments and evidence, with 43% feeling confident in this area. This suggests that while they may not feel as confident in their scientific knowledge, they have developed some critical thinking skills.
Regarding practical application, nearly half of the students (48%) feel confident in doing science projects with colleagues, family, and scientists. A similar proportion (49%) feel confident talking about science, indicating a willingness to engage with scientific topics.
Encouragingly, the vast majority (80%) of students express interest in doing projects with others using science, suggesting a desire for collaborative, hands-on learning experiences in science.
When it comes to enjoyment and future aspirations, 57% of students find learning science fun. However, opinions are more divided on career prospects, with 42% interested in a job that uses science, and 37% aspiring to be seen as experts in science.
Overall, while students generally recognize the importance and value of science, there is room for improvement in building their confidence and skills in scientific practices. The data suggests that hands-on, collaborative approaches to science education might be particularly well-received by students.
Care Stage: Students did introductory activities on mental health. A total of 75 students participated.
Know stage: During participatory research in which they detected their needs and designed an action plan with various activities. They put mental health knowledge into practice and expanded it.
Stage Do: The activities were designed to be carried out the next course, we lacked time to do this stage.
Results related to the Open Schooling approach: Undoubtedly, participatory research has allowed them to treballar competències i sabers inclosos en el currículum de 3r d’ESO, però també d’altres que no hi estan directament especificades.
Support for the implementation of educational resources by: the department and the Living Lab of IrsiCaixa
Student results: The students were able to integrate certain knowledge and skills. Still, if we had Given more time to conduct participatory research, the results Had It was more satisfying. The students go Actively participate in the dynamics proposed to them .
News . Events Participatory Research for Mental Health Promotion
The Guidance Department of CDP Juan XXIII Chana in Granada has implemented an educational project called “Healthy Minds”, within its Tutorial Action Plan, which involves participatory research with an Open Schooling approach, where the students themselves become active agents in promoting mental health. The implementation has been carried out within the framework of the European project CONNECT.
We have conducted this project with 6 class groups from 1st and 3rd year of Secondary Education (180 students and their families). Each group has worked through the sessions designed by Healthy minds, and we have implemented an action plan with various activities based on the identified mental health needs.
Firstly, we delved into the concept of health by analysing the definition proposed by the World Health Organization (WHO). Through this, we discovered that there are different types of health, not only physical but also social and mental. We analysed what they had in common and found that emotional well-being was the common term. At this point, the students identified risk and protective factors for mental health, based on which they prioritized the ones they considered most important to design and implement an action plan. Students proposed to create an “Emotional Kit” as a solution. They have suggested a set of tools to protect themselves in risky situations and promote emotional well-being. Finally, they reflected on the learning process and the impact on mental health promotion. Throughout the process, teachers and families have been involved, allowing for collaborative design of solutions.
Among the results and impact of Healthy Minds in our educational community, we can highlight a greater awareness among students of the need to focus on mental health and their ability to contribute to solving a problem that affects them through participatory research. The self-organization of students has also been promoted, and there has been a greater commitment from the school institution to improve mental health promotion. The school will start working on creating a physical space that promotes emotional well-being, which will be called the “Emotional Classroom”. Additionally, the Guidance Department will design interdisciplinary activities to promote students’ well-being in collaboration with the “Healthy habits and lifestyle” program already allocated at the school.
News . Events Participatory Research to improve mental health at the Vázquez Montalban Secondary School
Care: Students were worried about how to take care of their mental health. In total, 108 students who were 16-17 years old and were studying 1st year of Baccalaureate participated.
Know: The students learned about using the scientific method to solve real-life problems, biology concepts on mental health, and participation and communication skills. Other skills that the students put into practice were debating, asking questions, voting and consensus, co-creating recommendations and presenting results.
Do: In the end, the students participated in the Final Congress of Sentinel Schools presenting the recommendations for improvement agreed by the educational community. They completed the activities in groups and with the support of families, although not in full.
Findings related to Open Schooling approach: The activity includes aspects from the curriculum, but it is necessary to consider the time to spend on the activities to match them in the schedule. It was challenging to implement it because it was new to teachers, but very relevant and innovative. Open Schooling can be useful for other teachers because it allows them to work on any topic of interest with a very interesting collaborative approach
Change/innovation supported by:
[ ] schoolhead [ ] school association/network [ ] local government [X] Other: Living Lab for Health
Students’ Outcomes: The students fulfilled the task, but without too much motivation since it was not a topic that they had chosen. However, in the end they ended up happy with the results obtained.
This practice contributed to increasing:
[ x ] families’ engagement in science[X] girls’ participation in science. [ ] students’ science careers awareness
News . Events Integrated approach to scientific research process
Care: The students wondered about the origin but also the future of the pink sand on the famous and highly touristic beaches of western Crete. A real problem that concerns the local community for reasons both ecological and mainly economic. The question that caught the students’ interest was “what is pink sand and how long will it continue to exist?” They were asked to discuss this question in the form of a questionnaire with their relatives and record their answers. These answers, which highlighted the essential ignorance of the local community about the “pink sand” phenomenon, were investigated in the laboratory and thoroughly discussed in the following months. The students who participated in the activities were students of 1st and 3th grade of High School and mainly of two specific classes of A1 and C1, where I was supporting teacher. The main research core consisted of two mixed age groups with a total of 17 students. Many more students from other departments also participated in the various activities, excursions, briefings and visits, fulfilling to a large extent my expectation to be informed, through participation and to stimulate curiosity about the program, of almost the entire school.
Know: The students used knowledge about single-celled organisms, food webs, the systematic classification of organisms into categories based on how they feed and how they use energy, fossils, marine biodiversity, ecology, human intervention, pollution and contamination, microplastics , mainly knowledge from the field of biology but also physics and chemistry (eg elementary nomenclature of chemical elements).
The skills the students acquired through continuous practice were using a stereoscope and microscope, using laboratory forceps, precision weighing, observing and creating data for analysis, discussing claims and evidence, collaborating both with each other and with research agencies i.e. teamwork. They understood how important the scheduling is in a research process and in general. How conclusions are made and how they are presented to the general public. They experienced media and conference presence and practiced what is called “communicative courage”. Although the skills listed below, are not skills in the strict sense of the term, I believe that self-discipline and self-confidence were successfully practiced especially in the students who “carried the burden” of publicizing our research.
Do: At the end, the students prepared a powerpoint presentation of our research, took micro-photographs and sent material (sand) to Germany where the foraminifera species were identified and entered on the website foraminifera.eu. They completed the activities working as a team under my guidance. Our research work was presented at the student conference organized by the Regional Directorate of Education of Crete and the CONNECT program, while we also presented the topic on a local TV Station. Conclusions on Open Schooling: The activity was not integrated into the timetable or the curriculum exactly. However, it accompanied, and through the research he gave meaning and explained basic material of high school biology, mainly about cells, food webs, the systematic classification of organisms into basic categories based on how they feed and how they utilize energy, fossils, marine biodiversity, ecology, pollution and contamination etc. Apart from these, through the sensitive microscopic organisms we were studying, we dealt with and discussed issues such as climate change and the way it can affect them as well as more generally human intervention and activities such as tourism, while they were given the opportunity to come into contact in practice in terms and concepts such as microenvironment, pseudopods, plasma membrane, indicator organisms, etc.
But, because our work was essentially primary research, the students came into contact with the process of producing new knowledge. They saw the exciting, gratifying and sometimes painful aspects of the research process. The complexity of biological issues and the multitude of factors that need investigation. In other words, they understood experientially the importance of asking questions, organizing them and studying them. They also understood that this is a team effort and that collaboration with other scientists and agencies is absolutely essential. They understood that not everything has been discovered and that not all the answers are in a mobile phone… They saw that scientists do not know everything, that they disagree
and make mistakes (eg at first we thought that the pink grains are broken corals, then there was a disagreement about the how deep the particular foraminifers live). They got a first idea of how important different views and approaches are in science and saw that there are no absolute truths and that biology is full of “exceptions”. They learned the importance of questioning and practiced deductive thinking.
For all the above reasons, I believe that the program was a challenge since it was largely about research in “deep unknown waters”, it was innovative and of course many times useful, mainly because it was understood that science is not something distant but something everyday that deals with ” our own questions” and that we can “use it too”, while also due to the pleasant way in which it was carried out it contributed to the creation of a positive attitude of children towards science and especially biology.
Experiential open schooling education is more than important to escape from the “museum” perception and practice of “transferring” knowledge provided by the Greek school. A common “argument” of the children is “and where will I need all this?”. The teaching material is far removed from the daily life of the students, or at least it seems so since the connection with the daily life is not made and the provided knowledge is not used to solve questions, searches and problems that children have. Practical – experiential and seemingly non-material activities, at least for the field of natural sciences, I think are not only useful but necessary especially at these ages when children should have the opportunity to show off their inclinations, preferences and “talent” and acquire a positive attitude towards science.
For some teachers, these practices may be a problem because they are out of the ordinary and need to be informed and above all to act outside the context in which they have learned. In other words, it needs work. But they ignore the “rejuvenating” effect that these practices have both on the way we as teachers perceive our work and on the relationships with students and parents, which are significantly upgraded. When children get excited about something, they talk about it at home and parents realize if the child goes to school happily.
The change/innovation was supported by:
[ x ] School management [ x ] school association/network
[ x ] Local government [x ] Other: Parents
Student results: The core of students that finally formed after 2-3 weeks were very cooperative, consistent and hardworking. Participation was high from the beginning with few drop-outs, mainly due to other activities at the same time or the bus schedule (many children in our school came from distant villages), but also with new entries “on the way”. And the fact that our meetings were held every Friday, that is, on the last day of the week, after the end of the program clock, and they participated for an hour or two more
shows, that their process was pleasant. Several even came from villages relatively far away and were awake very early in order to come to school.
In the 3 educational trips we carried out (KPE Vammos, Elafonissi and MAICH) many more students participated, so that the cost of transportation could be covered but also because I wanted an expanded participation in general so that our research could be embraced by the whole school. We always combined research with free time and sports, especially at the MAICH where we carried out an important part of our research, since the professional micro-photographs took place there, while overall its facilities were offered for many parallel activities. The goal was of course to make the whole process as pleasant as possible.
I consider this goal to have been achieved. To quote the words of a student: “I hated biology, I was thinking of becoming a philologist, but now I’m thinking of becoming a biologist” or, others, “this is how school should be”, “scientists have a good time”, etc.
In terms of learning outcomes, starting with the simplest ones, eg converting lt to ml, gr to mgr for the needs of weighing. The clarification of the difference in volume and mass, up to specialized knowledge about marine biology, such as:
what are foraminifera; they are not shells and which creatures we call shells,
what is meant by a decomposer, an autotrophic and a heterotrophic organism,
what is the life cycle, and other questions that are difficult to determine since the questions and discussion often arose spontaneously.
This practice contributed to the increase of:
[ x ] engaging families with sciences [ x ] involving girls in science [ x ] raising awareness among students about careers in the natural sciences
The subject of pink sand is something that concerns the daily life of the residents of the area, so there was a relative curiosity from the start anyway. Initially, the opinion of the parents was asked to be recorded, and not only, regarding “what is the reason”, “if there is a decrease in the phenomenon”, “if you think it is in danger of disappearing”. Then some parents who deal with the sea gave us important information and also brought samples very important for our search about where they live (depth distance from the shore) and in what form they are first washed up as pink grains of “sand”. There have been parents who have expressed to me their personal interest and their desire to help in whatever is needed. Also, no one raised an issue or refused to pay when needed for our travel on educational trips. All this shows that the program was accepted and therefore, even just by talking with their children, some parents more or less engaged in science through it.
The girls in our school, and in general I believe, have a better presence in the classroom and in the lessons than the boys, at least on average. Nevertheless, there are stereotypes and prejudices against science and mathematics. Many girls have the opinion that they don’t understand maths, physics or chemistry. The subject of biology, at least in our school, was not very popular. However, slightly more girls than boys participated in the program. Most of the students were hardworking and responsible, participating and asking questions. In my opinion, on the contrary to what they wanted to believe, some of them are, “born researchers”. They were oblivious to the microscope, while being particularly skilled with the tools and inventive in the way they carried out the activities. Through the program inclinations were encouraged and revealed. One student revealed that she liked to observe and photograph spiders, but had never shared it with her friends since “spider observation” is not considered a “female activity”. Along with the foraminifera, we also worked on and identified the student’s spiders, something that the others eventually found interesting as well. The girls enjoyed working with the laboratory and microscopes as well as tinkering with the tweezers. The visit to the Mediterranean Agricultural Institute of Chania (MAICH) where all the research staff we met were female biologists and agronomists, I believe contributed to breaking the convenient stereotypes of female students. However, if I judge from their reaction, the publicity of our research in the media and at the conference
played a role. Apart from the fact that they want to make their own people happy, girls at this age are very involved with celebrities, social networks and want to project themselves in a corresponding way. They like to have an audience. It is characteristic that both in the presentation at the conference and in our presence on Crete TV, no boy wanted to appear in any way, while most of the girls, on the contrary, wanted to and showed remarkable seriousness and discipline throughout the preparation of the presentation. Our 16-minute appearance in a midday light show of general interest on Crete TV, with TV presenters from the modeling field, was important, I believe, in showing some girls that science and these areas are not completely incompatible after all. How the “beautiful” appreciate and admire science and there is general acceptance and appeal. That various avenues open up through research, which may include publicity. Likewise with the conference, although online, the fact that they will be seen by students from many parts of Greece appealed to the girls, especially since they were convinced of the importance of our work. In conclusion, I believe that the area in which the program was most successful was in relation to girls and their engagement in science.
The reasons I mentioned above also apply to boys. Therefore, as a whole, through a research process, the students came into contact with the real tangible world of natural sciences, which is admittedly if not always exciting, certainly interesting. In summary, I will dare to “predict”, although this also depends on their teachers in the years to come, that this High School will produce natural scientists…
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