Despite our increasing technological dependence, the decline in scientific vocations is inexorable. The negative attitudes and lack of interest about STEM are two of the main problems to be addressed (Fensham, 2006). Students often perceive a gap between what is learned at school and what is relevant in the workplace. Therefore the acquisition of competencies is crucial, and it can impact their choice of university or facilitate their entrance into the labour market. One of the most effective learning methodologies to attract students to science is Inquiry Based Learning (IBL) which is active and self-directed learning (Berret, 2001). The teacher serves as facilitator, helping students to make connections between their ideas and scientific concepts and methods. Another aspect that is important to maintain students’ motivation is the relation to real issues in the world around. Among the most consequential real-world issues are the environmental problems connected to global climate change. Among the most vulnerable systems are rivers and streams, potentially creating high hydrological risk. Over recent years, the restoration of water flows in urban areas is of increasing interest but further promotion and awareness, especially in the younger generations, is needed. The process by which they are uncovered and re-exposed to the environment is known as deculverting, or ‘daylighting’ Also the World Water Day (March 22) aims to raise awareness and inspire global action for sustainability in water use.The involvement of young generations is crucial as their understanding of phenomenon and associated risks, as well as competences and skills to find solutions. Another important aspect is the outline of the general and learning methodologies (O2) in order to maximise the benefits to the students and as basis for the module development. On the base of the O1 results, the general methodology will base on main steps: a) Identification of students’ and teachers’ competence and skills needs, b) Implementation of the didactic modules; d) Assessment of the learning process oriented to the students’ future career. Four modules (O3) will be developed by the scientific partners in collaboration with the teachers of the three piloting schools . The modules, likely structured according well-known models of IBL (e.g. Five E model), will deal for instance with four main thematics: land use and land use change with analysis of green surface loss, urban sprawl and planning of urban rivers. urban rivers actions for restoring biodiversity impact of urbanisation in the hydrological cycle and river eco-services in an urban area modeling sediments dynamics linked to the territory and climate change.Each module has own peculiarity and will allow teachers (as facilitators) and students (as primary target), to use open source software (Q-GIS) and platforms for the creation of Location Based Games (LBG). For the application of methodology and mentioned technologies, teachers will be trained in a five day training course (C1) on insights on the geology and hydrology of the area (by WREF); Geographic Information System use applied to a real case study (by IBIMET-CNR) ) and how to develop a Location Based Game (by PRISMA). After the training course, the modules are piloted in the classroom (O4) (M14-M20). Students will be involved in a step-by-step process, firstly engaged on issues connected to “culverted rivers” in their own town. In the end, they will confirm the acquired knowledge and competence by summarizing their experience in outcomes like LBG and design projects and presenting them to general public and stakeholders. After piloting, the modules will be corrected (if needed) according the feedback about implementation from teachers and students. Evaluation of the modules and the learning process (O5) will identify weakness and strengths before the implementation and the effectiveness of the implementation. The modules will be evaluated internally in terms of suitability, level of challenge and interest, feasibility in the school. Then, the module implementation will be assessed through further survey tools like questionnaires, to investigate if the intervention in the classes a) increases the acquisition of competences and skills; b) increases the attitude of students toward STEM, c) decreases the career decision-making difficulties, d) increases career decision-making self-efficacy, e) increases teaching self-efficacy and effectiveness. The European competition “Schools in action for daylighting rivers”. (E4) will be open to design projects on ‘daylighting rivers’ and Location Based Games and it will be launched at the national workshops as multiplier events (E1-E2-E3) in each participating country, and disseminated through school networks, mailing lists, website and educational platforms.The award event of the European Competition will be during the final event (O5) (M31) in which school teachers and students, other stakeholders.
Many European initiatives are aimed at helping teaching staff in increasing the interest of students in science, mathematics, engineering and technology (STEM) subjects, such as Scientix 3 (Horizon 2017) and materials and courses made available by various platforms including School Education Gateway. The Daylighting Rivers project joins the actions promoted by the Erasmus + program by proposing a learning methodology and didactic materials on themes connected to real life problems and situations, exploiting the use of the Inquiry Based Learning model. Culverted rivers and streams are among the most vulnerable environmental systems. In recent years, the enhancement of surface waters in the urban area is of growing interest but the sensitization and awareness-raising of the younger generations are still insufficient. "Daylighting" is the process by which urban waterways are reopened, brought back to the light of day. The theme of Daylighting Rivers allows in-depth analysis for the understanding of the phenomena and associated risks, and allows the development of transdisciplinary skills and the ability to find solutions by students. The project aimed: - to create a community of young people sensitive to issues related to the presence of rivers in an urban environment -to increase interest and skills in relation to the STEM approach to teaching -to create tools (methodology, didactic modules) to facilitate teaching staff to undertake transdisciplinary and innovative teaching There are 8 partners involved in the project: 1- WERF Foundation has been dealing with the right to water for years, has close relationships with the local water authority and an educational section where workshops on water and rivers are offered. 2- PRISMA has decades of experience in urban planning and in supporting schools for projects related to environmental issues. 3- ICASE Association founded by UNESCO connects educational realities related to science. 4- CEBAS CSIC is the research center in agriculture, food sciences, technologies applied to Natural Resources in Spain. 5- IBE - CNR (ex IBIMET): Institute for Bioeconomy, deals with the definition of mitigation and adaptation strategies to global changes. 6- Sensale Scientific High School in Italy 7- Rafina scientific high school in Greece 8- Espinosa Scientific High School of Spain The project has developed through 5 actions: IO1 - Identification of skills and abilities of students and teachers IO2 - development of a learning methodology exploiting the Inquiry based Learning model IO3 - development of learning units and modules for putting the methodology into practice IO4 – pilot application of the methodology and learning units in schools IO5 - Evaluation of the effectiveness of the proposed methodology in terms of increasing interest in STEM; also evaluation of the application of the methodology in the class in relation to a) increase of competencies and skills; b) improvement of students' attitudes towards STEM, c) facilitation of work orientation and encouragement of higher education, d) effectiveness of teaching. The teaching materials were reviewed and tested in the pilot schools, and the results were shared internationally through the publication of articles in local and international journals, presentations in national and international conferences and multiplier events organized by partners, including an international conference (E5) at the end of the project; and through a competition specifically aimed at schools (E4) The learning methodology and the didactic modules are the heart of the project, based on IBL methodologies and involving the use of Location Based Games (LBG). The main themes addressed are: - The hydrological cycle - The anthropogenic impact on waterways and their ecosystems - The hydrogeological risk - River management - Climate changes To ensure enough flexibility for teachers in managing a project with the class, however, we have freed ourselves from the concept of structured module envisaged by the project proposal, and we have understood the module as a macro-theme (module theme) that can be addressed by multiple points of view or topics (topics) through the Learning Units (https://www.daylightingrivers.com/themeslearningunits/). The developed methodology facilitates the use of open-source software (Q-GIS) and platforms for the creation of Location Based Games (LBG). The results achieved by the project are visible on the website. The material produced will remain online, downloadable free of charge from the project website and from other sites with which the project has been linked. Participation in events and the promotion of the project within schools has generated an increase in interest in the topics covered and in the methodology.