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

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Ms. Jagă Mihaela implemented the structured Rewilding scenario in the “Aurel Vlaicu” High School in Breaza. The activities were attended by 55 pupils from middle and high school, with an average age of 15 years. Since a large part of the activities took place online due to the pandemic, a virtual classroom was created on the Google Classroom platform in order to facilitate teacher-student-parent interaction. The representative species was chosen using an online questionnaire. Students actively participated in all the proposed activities, showed interest and enthusiasm. They worked in teams and successfully completed the proposed activities. 

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.  

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