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: The authentic socio-scientific issue that the students ‘worried about’ was rewilding – protecting nature by introducing species back to their environment. The science professional was a specialist Biologist who interacted with the students to answer and bring up questions, helping in the discussion with 6 students.

KNOW: The activities which are included in the “know 1 rewilding wolves –food webs competition”. First, we studied the “rewilding know 1” together. In this activity the students understood the food web competitions because there were examples about the correct way of thinking. After that the students worked with the files “apply thinking guide – beaver” and “apply thinking guide -lynx”. I assessed them using the rubric and their work was perfect.

DO: Discussion supported by participatory science have led students to do in-depth research, which changed their way of thinking.  Moreover, they learnt a new skill which is to analyse data and write their conclusion.   This initiative had the consent of the parents and opened up opportunities for dialogue with the family, students and teachers with the consensual approach that is not integrated into the curriculum, but which is important to be discussed with support from the teachers.  The only problem was that the students could not collect the data they needed, for the campaign.

Findings about open schooling: Τhe materials were very well structured and detailed so it was implemented very well within the Club. It was easy to implement because there was no curriculum or time pressure and only 4 students participated. The only difficulty was to arrange the meeting with the scientist.

The science action resources met my needs very well. I worked with the structured scenario in a Science Club. Because of the corona virus situation most of the lessons were online and most of the other Club s stopped because the students didn’t find the online Club interesting. In my club I observed the exact opposite situation. Many students from other clubs asked to come in my club because they learnt from their classmates about the open schooling and how interesting it was.

Outcomes for students: The students reported that they acquired a deeper knowledge of environmental factors. Also, they learned to do in-depth research, which changed their way of thinking. Moreover, they learned to develop an argument and rely on scientific data. They learnt a new skill which is to analyse data and write their conclusion. Finally, they reported that they found this way of learning more interesting and fun

CARE:  The authentic scientific issue that the students ‘worried about’ was the return of an endangered animal in our country, the Gypaetus barbatus barbatus. The science professional, Dr.Iasmi Stathi from the Natural History Museum of Crete, is a Biologist, who interacted with the students to answer and bring up questions, helping in the discussion with 15 young people.

KNOW: Students learned to work in a scientific way. They learned to cooperate and to find solutions to problems. They enjoyed learning in a different way. The amount of time was proper and the whole implementation was really interesting for students.

DO: Students created, with the help of the teacher:

1. A map of the population of Gypaetus barbatus barbatus by country, created with the ArcGIS mapping program:

• https://tinyurl.com/55z3enrr

1. A poster that was posted in the bulletin board of the school, in the Facebook page of the school and presented in the exhibition of the European School Projects of Crete, by the RDE of Crete:

• https://tinyurl.com/4df6jpd3
• https://tinyurl.com/6kcf9bxm
• https://tinyurl.com/u5b47ryu
• https://tinyurl.com/p8vs8sv

The framework that was implemented followed the “Care-Know-Do” methodology. Discussion supported by participatory science has led to greater awareness of endangered species and environment. This initiative had the consent of the parents and opened opportunities for dialogue with the family, students, teachers and scientists.

Findings about open schooling:  There were no many limitations with the curriculum, as we managed to embody the practice in our lessons (Biology, food chains, food webs, ecosystems, environmental sciences etc.). The whole project carried out with support from the teacher. The main problem was the lack of time and the pressure to complete the material of curriculum. Furthermore, the limitations of the covid-19 pandemic. Science-action resources absolutely met teacher’s needs.

Results for students: Students learned to work in a scientific way. They learned to cooperate and to find solutions to problems. They enjoyed learning in a different way.

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.