News . Events SUNBORN

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

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

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

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

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

News . Events Landscape and Renewable Energy Sources (RES)

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Care: The students dealt with the issue of the integration of RES in the landscape, a real problem that occupied the students of Tinos in view of the massive installation of wind turbines in the landscape of Tinos. The students who participated in the activities were twenty-eight (28), 14-year-old students of the 2nd Class of the High School.

Know: The students used knowledge about the role and importance of RES considering their rational integration in landscapes and ecosystems, considering their functions and value.

The skills the students practiced were:

  • question processing,
  • data analysis,
  • discussion of claims and evidence,
  • drawing or drawing conclusions,
  • familiarity with the ways and stages of conducting a research,
  • familiarity with techniques for searching, evaluating and presenting information through a variety of sources,
  • development of collaboration, creative expression and presentation skills.

Do: At the end, students put their knowledge into practice by doing field research. A 2-day Educational Visit was made to the landscape of the paths of Andros (in collaboration with KPE Korthiou). The program of the visit included group work in and outside the field, namely: Practical-Experiential Part: hiking, information, observation, photography, exploration and activities, landscape experience with all the senses.

In detail, the practical-experiential part contained:

  • Observation and recording of field characteristics
  • Familiarity with the space through all the senses
  • Perception of space through various games
  • Identification of species of flora (mainly) and fauna
  • Map reading
  • Completing worksheets
  • Presentation of the habitats of Andros and the most important historical stations
  • Discussion about the needs of the people who created the landscape of Andros.

Creative Part: recording of valuable elements and problems of the landscape and ecosystem, discussion related to threats and proposals for better management. The result was a group presentation of the results of all work groups through a powerpoint work, which was presented by student representatives at an event organized by the High School of Tinos at the Spiritual Center of the Holy Foundation of Evangelistria on Thursday 25 May 2022 at 19.00, in which they took part and their parents/guardians. The presentation emerged from the discussions with the scientists in the context of the “learn” section and from the practical-experiential part of the training which included filling in worksheets (of the KPE), individual notes and group discussions.

The parents/guardians of the students who participated in the CONNECT program were informed about its content both in person (those who visited the school) and electronically with frequent messages describing the activities. This ensured as active an involvement as possible them in the whole project (a fact that helped to cultivate the scientific capital). The results of their program were presented extensively at a live event organized by the school.

Conclusions on Open Schooling: The action was not embedded in the curriculum, but indirectly related to it. It was useful and innovative as it related to the development of knowledge, skills and attitudes (as discussed below). Open schooling can also be useful for other teachers because it can combine knowledge and apply it in the field (eg identifying and valuing natural and cultural wealth of an area)..

The change/innovation was supported by:

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

Student results: The students showed interest in the thematic subjects of the program, submitted questions and participated in discussions. They took into account what the scientists conveyed to them and a relationship of trust was cultivated. This was reflected in the results of the action. Notably, there were also examples of relatively weak students showing great interest in the collaborative method and field research and taking initiatives. They responded with particular enthusiasm to the educational visit (outside the island), which was an important motivation for their activation at all levels of thinking and action.

This practice contributed to the increase of:

[ ] engaging families with sciences [ x ] involving girls in science [ x ] raising awareness among students about careers in the natural sciences

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

News . Events Open schooling resource about Energy Savers helped students increase their confidence in science

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CARE: students were very involved with the activity and I would have liked to have had more time.  It worked well for sowing the seeds of curiosity, they were very engaged

KNOW: The activity helped to increase their confidence in science; however the challenge was the  time limit. To help teaching the lesson can be delivered in 3-4 lessons and students can do task 1 of the DO stage at home.

DO: The activity asked students to:

Task 1: Calculate the efficiency of three different solar panels.

Task 2: Design a fundraising page for an energy-saving device

It was noticed the importance of having the required level of skill to adequately access the outcome task. Some suggestions for helping students are to:

Model how to calculate the efficiency of one solar panel, that they can do the others.

Make sure this Science Action is used after teaching about energy transfers and efficiency so students have required background knowledge.

Findings: The activity support students learning and it fit well with the curriculum. The topics related to the curriculum are energy transfers and wasted energy.

Outcomes: Meaningful discussions about Energy savers and research skills developed.

Teachers can further expand student outcomes by getting students to find out about real engineers who have designed energy saving devices. Students can also design their own devices.

Fifty students contributed to the open schooling research questionnaires. They mentioned that they would like to do more activities like this one. Most students practiced  various skills including discussions and asking questions. They liked to work in groups with friends, practical activities, doing experiments and becoming more confident.

More details of our report: on this link

News . Events Obelisk of COVID-19 (Best Practice Brazil)

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CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 95 students, between 14 and 16 years old, from the 1st grade of high school, of which 76 completed the scientific actions, along with their families, a teacher, a researcher and a scientist who shared their concerns about COVID-19 and ideas about as the artistic making, especially the construction of obelisks, has its historical and cultural role, in this case, as pictograms representing the care against the contamination of COVID-19, they could compose an obelisk emphasizing the historical and artistic context of the pandemic.

KNOW: Curricular knowledge was worked, in an interdisciplinary and transdisciplinary way, emphasizing the analysis of historical and scientific data in the disciplines of Art and Science. This made it possible, in a practical way, for students to interact and play a leading role in the learning process: the analysis of cultural heritage in the historical context of humanity; the identification of pictograms in visual communication contextualized with the colors of the traffic light and with Covid-19; exhibition of the study carried out in open spaces at the school and presentation of the artistic productions of the obelisks emphasizing the awareness of the theme addressed were the learning opportunities offered to the students. Quality of life, health, prevention, language and communication, artistic creation, pictograms, colors, cultural heritage of humanity in relation to COVID-29 were the bases of learning.

The ability to relate knowledge with pictograms, to establish relationships between communication, art, and knowledge, were developed through individual and collective practices contemplating the analysis and experiences that addressed the artistic and cultural heritage monuments contextualized with COVID-19. The skills to make responsible decisions to ensure the quality of life in times of a pandemic, as well as the value of human life in/in the world, were also development focuses. As attitudes, it was sought to protect human life; to identify measures to prevent and control the contamination of the coronavirus, to redefine the school curriculum with theories and practices in times of COVID-19, to value the knowledge built in the school environment for life in society and to promote reflections with research at school, family and community about the pandemic in real time.

DO: Students were involved in the following activities:

  • Analyze Obelisks from Egypt and Brazil, regarding their contributions to the history of humanity and the meaning of the images in the historical, political, social, and cultural context.
  • Contextualize the importance of the “Obelisk” monument in the record of historical facts on the timeline in different spaces.
  • Searching bibliographic sources in real time about COVID-19.
  • Reading of the material available on the prevention and vulnerability of the cities of Santa Catarina, in the pandemic, including the city where the school is located.
  • Understand and interpret the language and communication of pictograms in the context of society as language and communication contextualized with COVID-19.
  • Elaboration and exhibition of the “Obelisk of COVID-19” with pictograms of prevention against coronavirus.

FINDINGS: The open scenario methodology used was project-based collaborative learning. Students brought their own questions, discussed with the scientists and their families. They learned the artistic language in a contextualized and meaningful way. Teachers found the open teaching activity useful for contextualizing COVID-19 from the perspective of its artistic-cultural and historical representation. The adaptations took place in accordance with the theories and learning practices of the New High School. In general, it fits perfectly into the school curriculum by exploring and complementing actions already developed and based on competences and skills in teaching by areas of knowledge. This facilitated the planning of actions and the applicability of learning activities. Teachers meet weekly and seek theories and practices compatible with the subject addressed, technological resources that expand the possibilities of access to science.

OUTCOMES: The participation of students was significant in carrying out the activities. It was evident that the dialogue between the areas of knowledge was relevant for the engagement, interaction, and production of scientific knowledge. Students felt protagonists in the learning processes. There have been changes in attitudes and habits in relation to care in the prevention of COVID-19 in school, family, and society spaces. It is not always possible to achieve the participation of all, however, it is observed that the number of students who were not included in the learning process is minimal.

The expectations of the students surprised each class, as they eagerly awaited something different to learn about the historical and cultural monuments; the pictograms; the colors most present in the daily lives of people in/of society which are: green, yellow, and red that indicate responsible actions to be taken in traffic and prevention against COVID-19. It was wonderful, the moment that the students were able to make the relationship between Art and Science in real time. The loom in the learning process made it possible to reframe the school curriculum in dialogue with everyday knowledge of students and family members to adapt to the new social and cultural context in times of COVID-19. There was the scientific perception that we are united and interconnected with the universe we live in and subject to changes for the quality of life.

Find out more here: Our report.

News . Events Open Schooling in Greece with “Renewable Energy Sources (Best Practice Greece)

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CARE: Students discussed with their parents in the “Care” phase about the pollution from the electric plants in Greece. In the first part of the “Know” phase students used a mobile application to compute their electric energy consumption where they were helped by their parents.

KNOW:  Students prepared the questions for the scientist in the padlet for the “know” phase.

The renewable energy resources scenario was performed as a continuity in the electric energy chapter of the Physics Greek curriculum. Students showed interest and wanted to learn what are the photovoltaic systems. They had some misunderstandings as concerns the wind generators but after finalization of the project they showed confidence in science.

DO: Students made a poster (“Do” phase) divided by smaller parts in which they show the environmental problems that arise from the conventional electric plants and what are the renewable energy resources. Also, they put in the poster two small photovoltaic panels that are connected through wires with a small fan.

Findings about open schooling: The benefits of these science actions are that students become more active, and they care about problems that exist, but they never think about them. Teacher’s role was to facilitate the process and to help the students. We faced some problems during the implementation as was for example the minor participation of parents.

Results for students: Connect gave us the opportunity to relate the curriculum with a real problem. Our students learned how is possible to be “connected” in the real problems.   Students like to work in teams and to learn about real problems concerning the environment. They also want to take actions and to give solutions, they want to be more active and not pathetic as they do unfortunately during school routine.

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