News . Events Students of Olivar Gran High Schools committed to mental health

  • share this

Care: Students were interested in how they could improve their mental health by doing activities at their high school.  In total, 78 students from the first year of Baccalaureate (16-17 years old) participated.

Know:  The students improved their knowledge about mental health and explored the problems and opportunities that exist in their promotion. They put into practice skills such as debate, collaborative work, argumentation, voting and consensus and co-creation of recommendations for improvement.

Do: In the end, the students participated in the Final Congress of Sentinel Schools presenting the recommendations for improvement agreed by the educational community and the mental health promotion interventions that they had planned for that academic year. 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 concepts and competences included in the curriculum. Although it was a challenging proposal for teachers and students, it has been a very good experience that we recommend to other teachers to work innovatively in solving problems contextualized in their subjects.

Change/innovation supported by:

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

Students’ Outcomes: The results were good, the students did a search for information about mental health and from there they detected the problems and opportunities for improvement in each category. In general, knowledge and skills increased.

News . Events The “cycle” of plastic

  • share this

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

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

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

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

The skills the students practiced were:

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

Do: In the end, the students prepared

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

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

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

The change/innovation was supported by:

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

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

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

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

News . Events In the steps of a lynx

  • share this

Care: The students studied a real problem concerning the reintroduction of the lynx that has disappeared from the Greek area. The students who participated in the activities were 12, aged 17, from the 3rd grade of EPAL.

Know: Students used knowledge of food chains and food webs. Students practiced being able to describe the effects of ecological restoration on an ecosystem. They also learned to weigh evidence to support or refute a claim.

Do: At the end, the students, with the help of the teacher, prepared a map using the ArcGIS program showing the lynx population by country, as well as the project poster. They completed the activities as a group, supported by their families.

Conclusions on Open Schooling: The activity was integrated into the curriculum. It was innovative because the general knowledge they had about food chains was applied to a real problem. Open schooling can be useful for other teachers because it helps students learn experientially and develop metacognitive skills..

The change/innovation was supported by:

[ x ] School management [] school association/network [] Local government [ x ] Other: Regional Directorate of Education, Natural Hostory Museum

Student results: The students were happy with the app as they were able to apply their knowledge to solve a real problem. As an example, one student mentioned “it’s nice to learn in a different way what we do in class”.

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

Please specify: Student participation was universal regardless of gender, performance, presence or absence of learning disabilities.

News . Events Aerosol… hooked on! How do you control a ‘missing crown’?

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

 

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

 

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

 


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

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

 

This practice contributed to the increase of:

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

 

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

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

  • share this

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 Families and forestry specialists worked together to successfully carry out a scientific action adapted to the conditions of a Subcarpathian area

  • share this

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. 

News . Events Science actions provided opportunities for a cross-curricular and inter-disciplinary approach

  • share this

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. 

News . Events Interactive lessons using Open Educational Resources and enhanced by ICT skills

  • share this

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. 

News . Events Through scientific investigation and problem solving the students have brought the scientific action to a successful conclusion

  • share this

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.  

News . Events Connecting to nature in science actions stimulates students’ curiosity.

  • share this

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. 

News . Events Organic functions of alcohol in times of pandemic (Best Practice Brazil)

  • share this

CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 180 students, between 14 and 17 years old, from the 1st, 2nd, and 3rd grades of high school, with 162 of them having completed the scientific actions, with their families, a teacher, a researcher, and a scientist shared their concerns about the issues of cleaning and contamination, where the power of alcohol can make a difference. Questions about why alcohol, why 70% alcohol, why in the hands, how and why the contagion of COVID-19 occurs, how to prevent it, among others, were questions raised and discussed. The main purpose was to train multipliers students to disseminate the scientific knowledge studied at school to families and the surrounding community.

KNOW: Different activities were developed, in an interdisciplinary and transdisciplinary way, in ​​Natural Sciences, and with an emphasis on the scientific content of Chemistry, particularly the analysis of data about alcohol in the prevention of COVID-19. In this way, the students became interested in the study, understanding the organic functions of 70% alcohol and its interactions in hygiene and contamination prevention measures. The students participated in carrying out the learning activities, expanding their repertoire of knowledge, based on science. The skills developed address the student’s ability to be a protagonist, acting as multipliers of scientific knowledge in COVID-19 prevention measures, especially speaking with property of how the destruction of the coronavirus happens with the use of alcohol. As attitudes, it was sought to develop the prevention of health and human life; to value the knowledge acquired in the school environment in the practice of the context in which one lives and to argue, with scientific property, in the discussions and practices of the use of alcohol in the prevention of COVID-19.

DO: Students were involved in the following activities:

  • Analyze hygiene issues in the school, family, and society context as fundamental measures to prevent COVID-19.
  • Contextualize the scientific content with the current situation of COVID-19, in school environments and the safety measures to be taken to preserve everyone’s health and life.
  • Provide experiences on hand hygiene with soap and alcohol to prevent the spread of the coronavirus in the light of laboratory experimentation.
  • Develop in school spaces the skills of being a protagonist in making responsible decisions in the face of COVID-19.
  • Prepare students to be multipliers of correct information about COVID-19 hygiene measures, covering family, school, leisure, social and cultural environments.

FINDINGS: The open scenario methodology used was project-based collaborative learning. Students brought their own questions, discussed with the scientists and their families. The laboratory experiences made it possible to verify scientific knowledge in practice. The integration of the school curriculum with scientific action enabled new teaching and learning practices. It is observed that both complement each other in the teaching and learning processes.

OUTCOMES: In general, the students actively participated in the proposed activities on the study of alcohol in times of COVID-19. Always interacting with significant questions to expand knowledge through the scientific content of chemistry that guide the benefits and risk of using soap and alcohol in hygiene in the pandemic. It was surprising how the students began to act during and after the study was carried out. The dominance of scientific argumentation among peers was evident. The ability to make responsible decisions in the use of alcohol in hand hygiene in different spaces and places was really developed. It was gratifying to see the change in students’ habits in terms of caring, knowing and doing. However, the very social distancing in the pandemic caused a lot of disruption in the school routine and the return of face-to-face classes with 50% of students reduced the time for carrying out learning activities. Thus, the action did not have direct contact with the scientist as expected.

Find out more here: Our report. 

News . Events Together against Covid-19 (Best Practice Brazil)

  • share this

CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 47 students, in three classes of 1st year of high school. As a guiding question, the importance of vaccination was worked on to overcome the pandemic of the new coronavirus, together with their families, a teacher, a researcher. Due to the pandemic scenario, it was not possible to have the synchronous participation of experts during the science-action, but activities were developed that sought to involve the family in the debate on scientific issues. To build knowledge and facilitate discussions in the hybrid format, debates were encouraged through virtual learning environments.

KNOW: Interdisciplinary activities were developed, even without the involvement of a biology teacher, for example, when dealing with the importance of vaccination against pandemic diseases, health issues and social well-being. In addition, we worked with the abstract textual genre, its structure and organization. The proposed activities aimed to improve the skills of asking questions, analyzing data, verifying information and sources, weighing arguments, drawing conclusions and sharing ideas. As for the attitudes to be developed, we sought to value public health and social well-being, science and scientific investigation and collaborative work; the notion of collectivity and the consideration of data and information, seeking to verify its reliability, as well as the importance of debate and respect for the collective construction of knowledge.

DO: For the development of this science-action activity, the following activities were carried out:

  • Previous conversation (with slideshow support) about the importance of vaccination, vaccines approved in Brazil and their risks and benefits;
  • Installation of a virtual wall – the Padlet platform was used for this activity;
  • Reading of the selected article, which will be summarized later;
  • Verification and verification of the information presented in the article read;
  • Sharing of sources consulted on the virtual wall;
  • Discussion of researched information and expansion of the repertoire on the topic;
  • Work with the characteristics of the summary genre, with the support of slides;
  • Presentation of the abstract production proposal.
  • Production and sharing of abstracts on the virtual wall.

FINDINGS: The open scenario methodology used was project-based collaborative learning, even in a virtual environment. Students brought their own questions, discussed with the scientists and their families. The fact that the students had devices that allowed the research and assembly of the virtual wall (smartphones, computers, internet, etc.) was fundamental for the development of the activity. In addition, teamwork also contributed to making the activity more interesting for students. It is essential for the teacher to have more ready-made (or easily adaptable) materials, such as videos, podcasts, slides, graphics, etc., to use as support during classes. The discussions carried out through participatory science contributed to a greater awareness of students about vaccination against the coronavirus, and these were shared with the community through the production of a school summary, which was posted on a virtual wall to facilitate access for students. all.

OUTCOMES: The students really enjoyed the activities, as they stimulate debate on topics that are relevant to them. In any case, the proposed activities were carried out in a collaborative way, which contributed to their engagement. It was interesting to see how the students gradually engaged during the activities, especially the debates. At first, there was some reluctance to participate in the discussions, perhaps for fear of not having their position respected or valued. When they realized that their contributions were accepted and taken into account, more and more students decided to present their positions. The students were very interested in the topics under discussion. In addition, they were critical of the researched data, verifying sources and prioritizing information from scientific studies. It was very gratifying to see how much they liked the activity, requesting that other actions be carried out with the same format. Being a content school, it was not possible to dedicate more classes to the activity, which made some steps to be carried out in a reduced way. For this reason, it was also not possible to involve any professor of Natural Sciences – leaving this question to be adapted in future studies and applications. Due to the pandemic, it was not possible to bring outside experts to the school, so we seek texts with scientific credibility and involve the family in the proposed discussions.

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

  • share this

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 Memes and cartoons: Brazilian way in the Covid-19 pandemic (Best Practice Brazil)

  • share this

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.

News . Events Resignifying the spaces of architecture and urbanism in times of COVID-19 (Best Practice Brazil)

  • share this

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.

Cookies Definitions

Connect may use cookies to memorise the data you use when logging to Connect website, gather statistics to optimise the functionality of the website and to carry out marketing campaigns based on your interests.

They allow you to browse the website and use its applications as well as to access secure areas of the website. Without these cookies, the services you have requested cannot be provided.
These cookies are necessary to allow the main functionality of the website and they are activated automatically when you enter this website. They store user preferences for site usage so that you do not need to reconfigure the site each time you visit it.
These cookies direct advertising according to the interests of each user so as to direct advertising campaigns, taking into account the tastes of users, and they also limit the number of times you see the ad, helping to measure the effectiveness of advertising and the success of the website organisation.

Required Cookies They allow you to browse the website and use its applications as well as to access secure areas of the website. Without these cookies, the services you have requested cannot be provided.

Functional Cookies These cookies are necessary to allow the main functionality of the website and they are activated automatically when you enter this website. They store user preferences for site usage so that you do not need to reconfigure the site each time you visit it.

Advertising Cookies These cookies direct advertising according to the interests of each user so as to direct advertising campaigns, taking into account the tastes of users, and they also limit the number of times you see the ad, helping to measure the effectiveness of advertising and the success of the website organisation.