1. Overall, underachievement persists in mathematics and sciences in the EU The latest PISA results (2018) show that the underachievement rate is 22.4% in mathematics and 21.6% in science, meaning that the European Commission's ET2020 benchmark which targeted an underachievement rate of less than 15% has not been reached. In addition, while performance in maths remained stable, it deteriorated in sciences. Therefore, there is a need for innovation in the way mathematics and sciences are taught in European secondary schools. 2. Engagement and interactivity can be the key to unlock STEM teaching & learning In “Beyond achievement: A comparative look into 15-year-olds’ school engagement, effort and perseverance in the EU”, the DG for Education, Youth, Sport and Culture pointed out the importance of learners motivation and engagement at school. It can be said that science, technology, engineering and mathematics all have a negative image at school: they are often perceived as difficult, abstract, or disconnected to the “real” daily life. Many students believe they are not able to tackle these subjects, which prevents them from ever imagining a career in these areas, in particular girls, underprivileged students and students who already struggle with difficulties at school. This reveals a real need to make STEM more concrete and closer to students. 3. The teaching and learning experience should more tailored to students’ abilities and needs Teachers understand that not all students can follow the same course at the exact same pace and perform the same, as they spend time exchanging with students in their class and working on strategies to adapt to everyone. However, this basic fact has been put into the spotlight as schools closed down during the COVID-19 lockdown in spring. Suddenly, both teachers and students had to adapt to new studying context and realities. Surveys and teachers’ interviews have revealed: (1) during the lockdown, classes had to become more interactive and students be made more autonomous or risked students dropping out of virtual classes, (2) those for whom school closures have been the most negative were those who already underperformed at school, (3) even those who performed well could end up disengaged as they saw less point in waiting for the others to progress. There is a need for educative answers to the COVID-19 context to be inclusive and to give more agency to students to allow for everyone to explore at their own rhythm. OBJECTIVES The project partners wish to create the first European virtual museum for STEM education at secondary level, that will include the needs of students with learning disorders. It will offer an experience that is immersive, interactive and engaging. As in a real museum, the students will be able to go and see what they wish, and to spend as much time exploring the notions and elements presented. To make sure it is useful for school education, it will come with supporting material to help teachers make the most of the tools provided, and guidance to link what it presented in the museum with the STEM programs. The Museum will be accessible from a regular web browser and not limited to virtual reality to make sure it is usable by most. TARGET GROUPS: secondary school students & STEM educators and teachers WHY A TRANSNATIONAL PROJECT 1. Our approach can have benefits for all learners across Europe where only four countries have reached the 15% benchmark of the European Commission in mathematics and in science. All project partners are based in countries with a rate of low achievers in maths and science above the average of the EU, which makes the development of efficient methods for STEM education even more necessary and relevant: France (21.3%), Croatia (31.2%), Portugal (23.3%) and Cyprus (36.9%). The case of the Belgian partner is particular as the country performs decently in general (19.7% of underachievers) but with large differences between regions as the North of the country (the Flanders region) is one of the best performers while the South (Wallonia) keeps on underperforming as they are under the European average, like the other partners’ countries. 2. There is a need to work at the EU level on solutions adapted to the needs of learners with Specific Learning Disorders (SLDs), which According to substantiated scientific estimates, the group of European Citizens with dyslexia and specific learning differences encompasses between 5 and 12 percent of the population. The partners will create the following OER in the 5 languages of the project (EN, FR, GR, PT, HR): - a virtual museum of STEM - a pedagogical guide on the use of virtual museum for STEM education - a creation and users’ guide - 60 collections related to the STEM program in secondary education in 4 collections: > the Science Exhibition > the Exhibition of Technological Advancements > the Contemporary Engineering Collections > the Exhibition of Hidden Mathematics
Through this project and its outputs, we pursued the following impacts: - innovative teaching methods and digital skills for STEM educators, - increased access to gamified/interactive pedagogical resources for STEM education in secondary schools, - improvement of the distance teaching offer and experience for teachers and students - improvement of performance in STEM among students, - increased access to innovative learning methods, tools and environments for learners with learning and behaviour disorders (dys, ADHD, etc.), - increasing the appeal of STEM subjects and careers for girls and marginalised groups, who are often less attracted by or directed towards these skills and subjects, - increasing involvement and agency of students in their learning process (learning to learn competence).
The EU faces high underachievement rates in mathematics (22.4%) and sciences (21.6%) according to the latest PISA results (2018). The European Commission's target of less than 15% underachievement has not been met, and science performance has worsened. Innovative teaching methods are necessary to tackle these issues. A report by DG EAC highlights the importance of learner motivation and engagement in STEM subjects, which often have a negative image as difficult and disconnected from real-life. This perception discourages students, particularly girls, underprivileged individuals, and those already struggling, from pursuing STEM careers. The COVID-19 pandemic emphasized the need for tailored teaching and learning experiences. School closures necessitated adaptation to virtual classrooms, revealing the importance of increased interactivity and student autonomy. Underperforming students were particularly affected by closures, and even high achievers became disengaged. Educators must respond inclusively and prioritize students' needs to enable students to learn at their own pace.