The Erasmus project “European Rendez-vous of Science, Interdisciplinary Knowledge for All Students” was initiated as a result of a common problem in our schools: the growing number of pupils with unsatisfactory results in Natural Sciences and Geography classes. The profile of these students is defined as follows: -students who are remigrants, migrants; Students who: - receive social assistance because of lack of financial means in the family / or unemployed parents - experience emotional disturbances and lack of interest in the study because of their parents' departure abroad to work; -live in the rural area without having the basic skills -have special educational needs; It is well known that inclusive education is an important element of social inclusion. Poverty, migration, unemployment, social inequality are factors of exclusion with serious repercussions on education and on social life. Teachers also need to adapt their way of teaching to students with special needs: 2 TARGET GROUPS: students and teachers in RO, IT, SP, BG and TK: I GR: 93 direct participants: 48 students, 33 teachers, 12 accompanying persons. II GR: indirect participants: 405 pupils and 39 professors; The objectives of the project: GENERAL OBJECTIVE: THE PROMOTION OF THE INTERDISCIPLINARY APPROACH FOR STUDENTS AND TEACHERS FOR AN IMPROVEMENT OF SCHOLASTIC RESULTS IN THE FIELD OF SCIENCE AND GEOGRAPHY; SPECIFIC OBJECTIVES OF THE PROJECT: OS1: Improvement of interdisciplinary teaching skills in Science and Geography for 12 teachers from Bulgaria, Spain, Italy, Romania and Turkey until August 2019; SO2: A 10% increase in the number of students involved in activities to improve basic skills for the disciplines covered by the project until August 2019; SO3: Acquisition of basic Science and critical thinking skills for 48 students in an interdisciplinary learning environment; The novelty element of the project is the INTERDISCIPLINARY APPROACH TO SCIENCE AND GEOGRAPHY in education, through iTEC's teaching tools In this sense, we will have 3 learning / training activities for our pupils and teachers (in Bulgaria, Spain and Italy) which will focus on interdisciplinary work and teamwork. To ensure the smooth running of the project, we will organize four transnational meetings where the coordinators will establish the necessary details concerning the planning of activities, monitoring, evaluation and dissemination of project results. Tangible results: -e-LISA, the virtual interdisciplinary lab "installed" on an existing platform (E-Twinning / Moodle / etc), a space for learning, collaborative work for students and teachers from 5 countries; - the teaching aid "Interdisciplinary Teaching Methods in Science Class", addressed to teachers, to facilitate the explanation of the natural phenomena; -6 mini interdisciplinary thematic projects carried out in European teams of students (for 2 years); - the "Nature and Science" club founded in each partner school will provide the framework for the further research activities and cooperative work; Intangible results and impact of the project: -improvement of basic skills and better student results in Science and Geography; - developing self-esteem and confidence of the target group; - better interpersonal skills for students and teachers; - an improvement in the level of the French language; - new skills of interdisciplinary approaches for the teachers of the project team -the deepening of their competences in terms of student heterogeneity: to foster socialization, integration of pupils in difficulty, support for disadvantaged pupils; -a better image of the school within the community; Through our project, which is part of a process of inclusive education, these students in difficulty will be helped to improve their level of competences in Natural Sciences and Geography so that they can take the Baccalaureate exams, even go to university and prepare for integration in social life. They will be able to protect themselves against social risks later on, provided they are now given special attention, by helping them in their academic career. Our partnership is based on the goal of preventing social exclusion and the academic failure of these students and give them a chance for education.
The Erasmus project “European Rendez-vous of Science, Interdisciplinary Knowledge for All Students” was initiated as a result of a common problem in our schools: the growing number of pupils with unsatisfactory results in Natural Sciences and Geography classes. The profile of these students was defined as follows: -students who were remigrants, migrants; Students who: - received social assistance because of lack of financial means in the family / or unemployed parents - experienced emotional disturbances and lack of interest in the study because of their parents' departure abroad to work; -lived in the rural area without having the basic skills -had special educational needs; It was well known that inclusive education was an important element of social inclusion. Poverty, migration, unemployment, social inequality were factors of exclusion with serious repercussions on education and on social life. Teachers also needed to adapt their way of teaching to students with special needs: 2 TARGET GROUPS: students and teachers in RO, IT, SP, BG and TK: I GR: 93 direct participants: 48 students, 33 teachers, 12 accompanying persons. II GR: indirect participants: 405 pupils and 39 professors; The objectives of the project: GENERAL OBJECTIVE: THE PROMOTION OF THE INTERDISCIPLINARY APPROACH FOR STUDENTS AND TEACHERS FOR AN IMPROVEMENT OF SCHOLASTIC RESULTS IN THE FIELD OF SCIENCE AND GEOGRAPHY; SPECIFIC OBJECTIVES OF THE PROJECT: OS1: Improvement of interdisciplinary teaching skills in Science and Geography for 12 teachers from Bulgaria, Spain, Italy, Romania and Turkey until August 2019; SO2: A 10% increase in the number of students involved in activities to improve basic skills for the disciplines covered by the project until August 2019; SO3: Acquisition of basic Science and critical thinking skills for 48 students in an interdisciplinary learning environment; The novelty element of the project was the INTERDISCIPLINARY APPROACH TO SCIENCE AND GEOGRAPHY in education, through iTEC's teaching tools. In this sense, we had 3 learning / training activities for our pupils and teachers (in Bulgaria, Spain and Italy) which focused on interdisciplinary work and teamwork. To ensure the smooth running of the project, we organized four transnational meetings where the coordinators established the necessary details concerning the planning of activities, monitoring, evaluation and dissemination of project results. Tangible results: -e-LISA, the virtual interdisciplinary lab "installed" on an existing platform (E-Twinning / Moodle / etc), a space for learning, collaborative work for students and teachers from 5 countries; - the teaching aid "Interdisciplinary Teaching Methods in Science Class", addressed to teachers, to facilitate the explanation of the natural phenomena; -6 mini interdisciplinary thematic projects carried out in European teams of students (for 2 years); - the "Nature and Science" club founded in each partner school providing the framework for further research activities and cooperative work; One more result: the bilingual French-Romanian guide "Species: Indicators and Accumulators of Pollutants" - as a result of the Romanian mini-project "Nature's Technology, Technologies for Nature". It was also in the form of a multimedia product on DVD. Intangible results and impact of the project: -improvement of basic skills and better student results in Science and Geography; - developing self-esteem and confidence of the target group; - better interpersonal skills for students and teachers; - an improvement in the level of the French language; - new skills of interdisciplinary approaches for the teachers of the project team -the deepening of their competences in terms of student heterogeneity: to foster socialization, integration of pupils in difficulty, support for disadvantaged pupils; -a better image of the school within the community; Through our project, which was part of a process of inclusive education, these students in difficulty were helped to improve their level of competences in Natural Sciences and Geography so that they could take the Baccalaureate exams, even go to university and prepare for integration in social life. They were able to protect themselves against social risks later on, provided they were given special attention, by helping them in their academic career. Our partnership was based on the goal of preventing social exclusion and the academic failure of these students and gave them a chance for education.