This project is conceived as a new experience to give visibility to the new challenges that have arisen in recent years. One of the great challenges facing humanity is to achieve sustainable agricultural and food production, while meeting an increasing demand for food, containing greenhouse gas emissions and mitigating the effects of climate change. climate change. In this context, this project arises, focused on the implementation of a new transversal activity in the 3 participating educational centers supervised by 3 public scientific entities whose presence as partners and contracting parties is justified by the 3 objectives achieved and available to the public on YouTube, website the centers and at https://sites.google.com/cpimosteiromeis.com/erasmus-botanical-program/home: 1) Study of the behavior of local versus commercial varieties in 3 different climatic regions of Brassica plant species. Obtaining new varieties obtained from crossings and hybridization of varieties selected for their performance and adaptability. The results were presented in: -The scientific contributions achieved so far by the project: -Infographic at the Pontevedra 2022 Plant Genetic Improvement Congress. -CNMGP Presentation. -Communication at the CIINECO 2022 congress. -Chapter of the book derived from that congress. -Presentation at the International Congress of Agroecology, Seville 2023. -"The role of school gardens in the face of the ecosocial crisis" panel. -Publication in the Galician Teaching Magazine (Eduga). In addition, this project was an opportunity for the research community to carry out dissemination tasks among the non-specialized community and to show students the scientific research that is being carried out. 2) Introduction of a new teaching module/unit in the subject of Biology based on the publication “The science behind the fields” prepared from the knowledge acquired in the 3 years of the project. This module exposes students to how scientists study real-world problems, teaches basic research techniques, and promotes inquiry-based learning in a real research environment. It also fills a current gap in secondary education, where content related to agriculture and food production is scarce. In this new teaching unit, along with field work in the garden, the opportunities that the countryside and agriculture, from a sustainability point of view, offer our students, are explored. Collaboration agreements have been signed with city councils so that they can send us the concerns of the sector at a local level, as well as employment possibilities. 3) Audiovisual “Three countries, one crop: The Agrarian Scientific Adventure”. The documentary made, available on YouTube (https://youtu.be/NEz8i2f_qmM?si=38f3jjfNhVe_rXOe) and on the project website, describes in just 20 minutes the entire process, methodology and justification of the work carried out, to expand the audience objective of our activities. It has also been broadcast by Canal Rías and at events to present the project results. Project execution The target population of the teaching innovation experience was students in the 4th year of ESO in Spain, the 1st year of the Complementary Course in Portugal and the transition year in Ireland. The centers participating in the project were: Schools: Mosteiro-Meis Integrated Public School (Meis, Spain). Colaiste Iognaid (Galway, Ireland). Armando Côrtes-Rodrigues Basic and Secondary School (Vila Franca do Campo, Portugal). Research centers: Biological Mission of Galicia, State Agency of the Higher Council for Scientific Research (CSIC, Spain). School of Natural Sciences, National University of Ireland Galway (NUIG, Ireland). Performed activities Explanation of the experimental design, contextualized in the theory of the scientific method; presentation of the phases of the experiment and visit to the experimental plot to plan and schedule the activities. Taking soil samples for fertility and phytopathological analysis. Analysis of the results in the classroom, focusing on the effect of nutrient deficit and soil pathogens on crops. Visit to the Biological Mission of Galicia (CSIC) and greenhouse planting of the 9 varieties of Brassica oleracea, guided by the scientific and technical staff. Transplant in the experimental plot following the established design and planning of the following activities. Supervision tasks (review of the state of the crop) and maintenance (manual weeding) (every 15 days or monthly). Collection of morphological, agronomic and phenological data (height and diameter of each plant, number of leaves, plant vigor, damage by pests and diseases, flowering date). Obtaining samples and identifying damage associated with crop pests and diseases. Identification of adventitious herbaceous species. Harvest (weight of each plant) and collection of leaves for the analysis of secondary metabolites in the Biological Mission of Galicia. Visit to the plot with groups of ESO and Primary students; explanation of the project by the participating students. Selection and collection of plants to use in the kitchen of the educational center. Visit to the plot with visiting students and teachers from Portugal and Ireland; carrying out different activities on the crop plot. Explanation in the classroom of various theoretical aspects related to the project, whose specific contents will be detailed later. Associated with the project were other complementary activities carried out in the field and in the laboratory that are described below: Domestication garden. The students participated in the establishment of a collection of commercial varieties of different Brassica oleracea crops (including collards, cabbage, cauliflower, broccoli, romanesco, Brussels sprouts and kohlrabi, among others) together with a wild variety collected on the Cantabrian coast of Galicia. This helped them understand the enormous genetic diversity that exists in B. oleracea and how the selection processes carried out by farmers for the use of different parts of the plant (leaves, stems, inflorescences or buds) have given rise to a wide range of crops within the same species. Bioassays with the cabbage nocturnal caterpillar (Mamestra brassicae), which is one of the most important pests of B. oleracea crops. The resistance mechanisms shown by the different varieties against this insect were studied (Figure 3). To do this, the students placed larvae in Petri dishes with leaf discs of the field trial varieties to determine if the caterpillars show a preference for any of the varieties (antixenosis study) or if any of the varieties present compounds that compromise survival. of larvae (antibiosis study). Isolation and inoculation of pathogens. The student body took leaves with disease symptoms and used pathogen culture techniques to determine which microorganisms may be causing the damage shown by diseased plants. They subsequently proceeded to isolate and identify them and re-inoculate healthy plants following Koch's postulates. Assessment The levels of the students were evaluated through a perception and attitude questionnaire. In addition to demographic data, the questionnaire included questions about the perception of natural sciences, agriculture and understanding of the scientific method and also about attitudes towards problem solving and emotion management. The questions were divided into the following blocks: Block 1: Subjects of Biology and Geology and Sciences Applied to professional activity. Included are questions related to the grade they expect in the subject and the assessment of what they have learned and the perception of its usefulness in their training and in daily life. Block 2: Problem solving. Questions related to thoughts and feelings in various situations are included. Block 3: Life sciences and agriculture. Questions related to different aspects of life sciences and the perception that students have of them are included. Block 4: Emotions. Questions related to thoughts and feelings in various situations are included. Block 5: Science and scientific research. Questions are included about the vision that students have about science and scientific research. Block 6: The project. Questions about the assessment of your participation in the project are included. Results Scientist. In addition to the scientific study already mentioned, base material was obtained for the development of new varieties of cabbage, belonging to the Brassica genus. These materials, obtained through a participatory selection and improvement process in which schoolchildren, professionals and scientists collaborated, will be adapted to the soil-climatic conditions and the particular cultivation techniques of each country. This selection work was developed at a local level, but at the same time establishing a transnational collaboration by exchanging materials, data and knowledge between the participating teams. Educational. Introduce into the teaching program a scientific-technical activity, with an applied nature, which does not exist in the centers' curriculum. The new module is based on the experience acquired and on the manual “The science behind the field” and the documentary “Three countries, one crop: The Agrarian Scientific Adventure” Labor. We continue to provide students with theoretical and technical knowledge related to agricultural activity, trying to establish a connection between the educational environment and the professional options in their closest labor market, taking into account that the three locations involved in the project are located in environments where The agricultural and/or livestock sector is of great relevance.
-Establish ties between communities from different countries, and thus, work on tolerance, equality and respect between peoples -Improve communication skills in a foreign language. -Internationalize the educational center. -Improve the STEM competence of students. -Work on scientific concepts in a more creative way that is closer to the students. -Make visible and disseminate the valuable heritage that local varieties represent and highlight their importance in the future of sustainable production. -Raise awareness about the need for productive changes based on knowledge. -Promote learning and improvement of attitudes about science, scientific vision and agricultural research. -Contribute to the scientific literacy of students, promoting their critical spirit, promoting learning in an active and motivating way and awakening their scientific vocation. -Promote competency-based learning that is definitively implemented as a complementary alternative to conventional teaching.
The project is part of the center's internationalization plan, developed since 2017, in which the center is committed to taking advantage of opportunities such as those that Erasmus+ actions offer us. The choice of this project is determined by the need to promote meaningful learning in STEM areas, improve the competency capacity of students, and arouse their interest in these areas. For teaching staff, there was a need to advance the methodology of learning based on interdisciplinary projects. Collaboration with professional scientists was also sought to advise us on how to carry out tasks unknown to teachers, and present them to our students as models of lives dedicated to research to improve society. As educators, we must also face the need to work with students on the social and civic values of the European Union. For this reason we maximize the number of students participating in exchanges. It is an experience that brings people together and improves the values of tolerance, respect and equality. Our students need to understand how necessary it is to communicate in another language. That is why the project was designed on a stay basis with families so that they could have authentic linguistic immersion.