Care: Students have been actively involved in scientific and educational activities on plastic pollution, a real-life problem that has a significant impact on quality of life. The students who participated in the activities were from grades IX-XI, aged between 15-18 years, being approximately 85 students participating.

Know: Students used knowledge about plastics discovered in the discipline of chemistry – phases of biodegradation of plastics, chemical composition of plastic, stages of making biodegradable plastic, results obtained by researchers on the period of decomposition of biodegradable plastic in nature, etc. (describe scientific topics).  The competences that the students practiced were:

• Brainstorming debates;
• Carrying out individual or team projects through the aspects subject to research;
• Involvement in volunteering and greening activities;
• Discussions on the use of biodegradable materials and their decomposition in nature; 
• Analysis of plastics (PET bottle, plastic bags, household bags, etc.);
• Documentation to identify the real situation in the field;
• Conducting information campaigns on the risks of White Pollution;
• Explanation of symbols on packaging labels;

Do: At the end, students prepared posters, posters, thematic drawings, questionnaires, information campaign, research projects. They carried out the activities individually and in teams, being supported by their families, but also by volunteers from non-governmental organizations. 

Findings related to the Open Schooling approach: The activities carried out during the implementation of the Connect project were included in the curriculum. We can also mention that the materials provided were useful in preparing and implementing lessons with students. The topic addressed in Year 3 was also relevant and innovative from a scientific and educational point of view, being debated globally. Thus, students had the opportunity to know and experience individually the ways in which they can get involved in preventing and combating environmental pollution.  Open schooling could also be useful for other teachers because we can focus on transdisciplinarity and an exchange of good practices can be made between teachers who have implemented in year 2 and 3 and teachers who want to join us.

Student achievements: Students were enthusiastic to participate in volunteering and greening activities where they could observe, for example, the phases of biodegradation, but also connected with nature, helping to protect the environment and improve quality of life. 

The students involved have formed their scientific research skills, actively participating in the realization of projects and studies on White Pollution, being able to apply the knowledge learned after going through the support materials.

Care: The students were involved and interested in a real-life problem: to what extent the environment contributes to the sustainable development of mankind through planting trees by students, either from saplings or seeds.  The students who participated in the activities were of secondary level, aged 11-14 years.

Know: Students used knowledge about sustainable development, environment, food resources and environment.  The competences that the students practiced were:

– Analyzing the impact of technology development on the environment and society 

– Training the capacity for design, execution, evaluation, use and capitalization of products

– Evaluation of personal resources and formation of initiative and entrepreneurship spirit in career planning.

Do: In the end, students prepared posters and planted trees in the school garden, carried out the activities both in groups and individually, being supported by families and community members.

* Identifying the possibilities of capitalizing on food products of mineral, vegetable and animal origin 

*Analysis of links between food production activities and specific trades/professions

– Description of the main resources needed to carry out family production and consumption activities

Findings related to the Open Schooling approach: The activity is part of the curriculum at the school’s decision. It was useful, relevant, challenging, innovative and contributed to the formation of the above-mentioned skills. Open schooling could be challenging for other teachers as it contributes to civic spirit and sustainable development.

Student results: Students were interested in this type of project, because it adds value to sustainable development and environmental protection. They proved pleasure in carrying out practical activities and formed social-moral skills in Open Schooling. The most relevant comment of a sixth grader was: “The world develops from seed and everything is possible through the evolution of science and God’s care.”

Care: Students were involved, interested or concerned about monitoring the state of forests Protected Natural Area – Plopeni Forest and Glodeasa Forest, a real-life problem, the vegetation state of the forest, the age of trees, the diameter of trees, their height.  Students who participated in the activities were 17-19 years old, eleventh and twelfth grades, forestry and natural sciences.

Know: Students used knowledge about forestry, environment, ecology.  The competences that students practiced were the ability to use measuring instruments, to correctly determine diameters, tree heights and appreciation of their ages, students’ questions were related to the composition of the forest and the presence of dead wood fallen to the ground that has not been extracted, maintenance of forest roads, information and clarifications that were presented and explained by both guiding teachers and partner representatives,  all of which can be found in individual student portfolios.  

Do: At the end, students prepared posters, campaign, infographic, video, interviews. They made PPT presentations, portfolios and were supported by families and representatives of the above-mentioned partners, former students of the college.

Findings related to the Open Schooling approach: The activity was framed in C.D.L., in the curriculum. It was useful, relevant, challenging, innovative, interesting and appealing, as evidenced by the attached photos. Open schooling could be useful for other teachers because it has an inter and transdisciplinary character – practical applications, worksheets from the work for obtaining the first didactic degree of Professor Ifrimu Iulia – Apprendre et developper le lexique du domaine forestier: approches didactiques en classe de FLE.

Results obtained  by students: Students were curious, pleasantly impressed, attracted by field trips, whose memory created confidence that they will become students of forestry and biology faculties in the future. As an example, one student mentioned: “it is much easier to determine the height of trees with state-of-the-art devices – vertices than with old dendrometers in the school’s equipment” which is relevant and related to their achievements.

Care: Students were interested in learning about the negative environmental effects of plastic waste currently choking the planet, plastics disposal scenarios, and the advantages of using bioplastics over conventional plastics.  Students who participated in the activities are aged 17-18, twelfth grade, 26 in number, basic field: natural resources and environmental protection. 

Know: Based on the knowledge gained and by solving the tasks in the worksheets presented in the project, students developed skills of analysis and awareness of the negative effects of plastic on the environment and offered the opportunity to propose ways to reduce pollution with this type of waste. 

Do: In the end, students made informative leaflets about the negative effects of plastics, drawings and models about the need to reduce plastic use, thematic articles in the school magazine. Family members were also involved in the activities, together carrying out activities to reduce pollution and raise awareness of the transition from linear plastic consumption to circular consumption. 

Findings related to the Open Schooling approach: The activity is framed in the curriculum, within the environmental protection module, according to the qualification of the class that participated in the project. It was a challenging activity, which managed to actively involve students, families and members of the local community in collecting a large amount of plastics at school level, and from its capitalization was purchased planting material for the green space of the school. Open schooling could be challenging for other teachers as it provides opportunities to raise awareness of the need to reduce plastic use and build an environmental awareness that it passes on to students.

Student results: Students were actively involved and challenged in obtaining bioplastics from corn starch, acetic acid and glycerine and in selectively collecting a large amount of plastic mass. As an example, one student mentioned, “If we all use so much plastic and don’t stop, then we’re going to suffocate the Earth as fast as possible.” 

Care: Students were interested in finding out new information about pollution, they actively participated in the lessons on Carbon neutral proposed by the CONNECT project, a real-life problem “carbon footprint” was highlighted, each student made their own calculation and realized the importance of reducing it. The students who participated in the activities were in the eleventh grade the branch: technological, profile: technical, basic field: natural resources and environmental  protection, qualification: ecological technician and environmental quality protection, 18 in number. 

Know: Students used knowledge about environmental pollution through combustion reactions, identified where carbon dioxide emissions  come from, from different activities: transport, energy production, agriculture and different industries. The competences that students practiced were: identified problems, applied knowledge about Earth’s atmosphere and global warming, developed teamwork skills, played the role of journalist, politician, architect or construction engineer, developed calculation skills, considered different perspectives for reducing carbon dioxide emissions and proposed solutions through the role they played,  have developed skills to consider the economic and social consequences of environmental pollution.

Do: At the end, the students prepared different materials: posters, drawing – green house, report made by the journalist, article proposed by the researcher (scientist), article proposed by the politician regarding laws that will be applied to reduce pollution. They carried out the activities in groups of 3 to 4 and were supported by families. 

Findings related to the Open Schooling approach: The activity is framed in the curriculum to the qualification of the class that participated in the project. 

It was very useful, the lessons were held during the green school week, students received rich and useful information through this project, they were also put in the situation to look for information and propose solutions to reduce the carbon footprint, to be involved and useful to society.

Open schooling could be useful and challenging for other teachers because each of us carries a carbon footprint and we need to act to reduce it. The teacher must be a positive role model for the students.

The results obtained by the students: Students were happily involved in activities, developed different skills, confidence in science, sought solutions to problems related to environmental pollution with carbon dioxide, provided positive feedback at the end of the activities. As an example, one student mentioned the following conclusion: “the carbon neutral approach is essential in combating climate change, it is important to recognize examples that demonstrate genuine commitment and concrete actions in reducing greenhouse gases.”

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: Students were involved in  designing and developing a video game that promoted the importance of digital skills  for a real-life problem. The creators of the game aimed to raise children’s awareness about the usefulness of solar energy and solar panels.  Students who participated in the activities were from all grades 9,10,11 and 12. The creators of the game were Hanc Ionuț Cristian – class 12 A and Bunea Nicolae – class 12 A. 

Know: Students used knowledge about using green energy in planet exploration.  The competences that the students practiced were: reasoned decision-making, teamwork on multidisciplinary topics, programming and implementation of software applications.  

Do: At the end, the students prepared the video HERE, which they presented in school. They carried out the activities in teams and their families were involved in purchasing the necessary equipment for building the game and with technical consultancy for using free software for creating games.

Findings related to the Open Schooling approach: The activity can be included in the curriculum in science, geography, physics, chemistry, biology classes and less in computer science classes, because the computer science curriculum does not address the topic of creating video games.  But it was very attractive to students who were curious about the secret of building a video game. Open schooling could be the future of education for other teachers because it would empathize with students, motivating them in creating and using video games as a method of creative and digital development.

The results obtained by the students: The student Hanc Ionuț Cristian, managed to get the first place, at the regional phase Made for Europe and to present the game in the UK and Greece within the project Eramsus+ – Games Jam, which had as theme the creation of video games. And because within the college we set up an excellent robotics group,  which includes the creators of the game, following the visit of European Commissioner Ferreira, we were invited to the World Bank headquarters and the Ministry of Digitalization to present our projects. There I was able to talk to Ion, Mr. President’s AI assistant. We presented the project online at GUESS Indonesia and physically at the Science on Stage Festival!

CARE: We used the animal presentation materials for voting time, with students creating their own advocacy on behalf of their favorite animal, watched the film of wolf rewilding in Yellowstone Park and made food chains.  

KNOW: We adapted and used the materials provided at the 3rd grade level so that we could complete as many actions as possible. As the children were very interested in these activities, most of the activities we did outside of class as extracurricular activities. 

DO: Apart from the resources we received, we used the wwf.ro website, we visited the Neagra Bison Reservation in Bucșani, Dâmbovița – here the children interviewed a master hunter who is in charge of the zoo, we celebrated International Laughing Day on June 11, we made flyers and posters. 

Open Schooling findings: The challenge was the guidebook we received, which I felt was adapted to the secondary school level, but the children were so excited about the project that I worked to adapt it to their level of understanding. Time was the biggest enemy. 

Students’ results: They developed their teamwork skills, interview and advertising campaign skills, acquired new knowledge, enriched their vocabulary with specific terms (food chain, renaturation, ecosystem), learned for pleasure, out of curiosity and intrinsic motivation (participation in the project was voluntary). 

CARE: In this activity the families of the students were involved in order to study the specific habitat of the Subcarpathian area of Balcani commune, as well as forestry specialists in collaboration with the Moinești Forestry School. 

KNOW: The concepts related to the geographical environment, biogeography and pollution were linked to the school curriculum. 

DO: Students no longer found science difficult and difficult to approach because the activities they did were in line with their abilities and worked differentiated for the needs of the group. 

Open Schooling findings: CONNECT resources were used to draw parallels between the species of CONNECT resources and those studied by students.  

Students’ results: Students showed willingness to learn new things, but also deepened the knowledge already acquired previously. Also, they gained knowledge about the animals studied by making practical presentations/projects about them. 

CARE: Open educational resources are a necessary part of the educational process, further contributing to learner-centered learning, access to, promotion and use of online content. 

KNOW: CONNECT resources provided opportunities for a cross-curricular and inter-disciplinary approach, students consolidated and applied their knowledge of ecology, biology, ICT, in a wider context by producing information materials: leaflets, posters, posters, posters, calendars, etc. 

DO: Pupils have established and applied their knowledge of trophic relationships; developing digital skills, technology, presenting information using different methods of communication. 

Open Schooling findings: Useful and accessible information for students increased their confidence that they could handle tasks effectively and overcome difficulties. The scientific actions contributed to a responsible attitude on the part of students, the formation of research and investigation skills in the field of Science. 

Students’ results: Students worked in teams and produced several products (leaflets, posters, posters, banners, calendars), which they presented during an activity in which three experts from Valahia University in Targoviste participated. 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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