The last PISA results (2015) show that 20,6% of EU students are low achievers in science (+4% since PISA 2012). In mathematics, the results are even slightly worse with 22.2% of European students who are low achievers in maths, slightly up since the previous PISA test (2012). This means that more than one out of five youngsters in Europe is not equipped with that basic skill necessary for numerous valuable jobs in our current economy. With only 4 countries in science and 2 in mathematics with lower underachievement than the benchmark fixed by the EU (15%), the problem of STEAM level is still of critical and transnational importance. Learners also often believe that the difficulty is too high for them and that they cannot do anything about it. It is therefore essential to work on improving the level of EU pupils in STEAM. To do so, it is critical to foster the students’ engagement and motivation by offering innovative ways to present and work on STEAM within the school system. Based on their respective expertise and research, the partners are convinced that the concept of educative escape rooms/games can play a very positive role on improving education in general and the learning of STEAM in particular. Escape rooms have a great potential as an educative tool as they rely mostly on knowledge, reflection, problem solving and collaboration. In addition, they create a positive level of engagement from the players to the topic of the game. All these characteristics are extremely positive aspects in the context of school education. The objective of this project is therefore to create a methodology, tools and practical examples of escape rooms adapted for school education on STEAM. The program and the tools will be directed at the teachers and educators of secondary education in order to give them access to a new range of possibilities to teach this specific topic and potentially others. The methodology will integrate inclusive elements for disadvantaged learners, especially the ones with Specific Learning Disorders (for instance dyslexia or dyscalculia). The results of these learners tend to be lower than average in STEAM, not due to a lack of capacity but due to their difficulties with some aspects of the formal approach (especially in mathematics). STEAM is also an important cultural aspect of our lives and the history of European societies and has been a key factor in the creation of Europe as a culture: from the debates of the ancient Greek to the modern scientific programs passing by the Enlightenment. In the scenarios of Escape Room, this project will also raise the learners’ awareness on the European cultural aspects of STEAM and on positive scientific figures. This will allow learners to develop the "cultural awareness and expression competence" listed among the Council Recommendations of 22 May 2018 on key competences for lifelong learning. Through the creation of this project and its intellectual outputs, the 2 main expected end results of this project on its completion are: The improvement of the STEAM teaching skills of the teachers involved in the project and targeted by dissemination activities The improvement of the STEAM skills of the students, including disadvantaged ones, between 12 and 18 years old involved in the project as well as of all the learners taught by the teachers targeted by the dissemination activities. To achieve these goals, the project partners will develop: 1 Pedagogical guide in 6 languages (digital) “Escape room for education“ 1 Creation guide in 6 languages (digital) “How to create pedagogical escape rooms?” 15 lessons packages integrating the lesson content and escape rooms within the lesson 300 learners testing the material with 10 teachers directly involved 1 “Escape Classroom Generator” to support the teachers in the creation of new escape rooms with 400 synopsis, tools, advices, and recommendations 1 online training course module worth 1 ECVET point followed by 40 people 10 best practices with description of the implementation of an ER and/or its creation At the end of this project, the partners wish to provide the first European portal of free resources, designed and approved by professionals: teachers, researchers in education, scenario specialist and ICT professionals to implement escape rooms in schools in general and on STEAM in particular. We wish to positively impact the youngsters’ motivation to study STEAM, their taste and interest in it and finally their STEAM skills, providing an inclusive learning environment for learners with SLD. To do so, we have developed a project plan and integrated outputs that are expected to have an impact on the awareness of the teachers on the non-formal learning approach of STEAM and gamification, to develop their capacity to use escape rooms for STEAM education and for education in general, as well as on their capacity to create content and on their actual use of approach in their daily practice.
The GENERAL OBJECTIVE of this project was to create a methodology, tools and practical examples of Escape Rooms adapted for school education on STEAM. The SPECIFIC OBJECTIVES included: • equipping teachers and educators of secondary education with tools that provide them access to a new range of possibilities to teach STEAM related subjects and potentially others. • Integrating inclusive elements for disadvantaged learners, especially the ones with Specific Learning Disorders (for instance dyslexia or dyscalculia). • rising awareness on the development of STEAM as a key factor in the creation of Europe as a culture and bring more attention to positive scientific figures.
STEAMER project was built on a notion that it is essential to work on improving the level of EU pupils in STEAM. The PISA results (2015) showed that more than one out of the youngsters in Europe is not equipped with that basic skill necessary for numerous valuable jobs in our current economy. It is therefore essential to work on improving the level of EU pupils in STEAM. We believe it is essential to encourage student engagement and motivation by offering innovative ways of learning. We are convinced that the concept of educative escape rooms/games can play a very positive role on improving education in general and the learning of STEAM in particular. Needs addressed : • Very low skills of secondary schools’ students in STEAM subjects • Lack of enthusiasm for STEAM and conviction that the topics are too difficult • Shortage of engaging and informal learning activities • Integrating inclusive elements for disadvantaged learners with learning disorders • Absence of material that include cultural heritage aspects of STEAM • Deficient knowledge of secondary teachers, educators and other education professionals on how use the Escape Rooms methodology as a pedagogical tool