CONTEXT AND BACKGROUND The observatory report published in December 2018 by SCIENTIX, the community for science education in Europe, revealed that the most popular pedagogical approach among STEM subject teachers remains traditional direct instruction. The application of new methods can be a challenge to many teachers. Even if they are motivated to adopt student-centered teaching strategies such as Problem- and Project-Based learning (PBL) and Inquiry-Based Science Education (IBSE), lack of knowledge, skills and tools hinders their implementation. Our project addresses this problem, at the same time responding to the needs of pupils to receive engaging and motivating technological experiences at school. TARGET GROUPS Project’s activities and results will be aimed at teachers who are motivated to improve their skills and introduce new learning possibilities for their pupils. Partners’ efforts will also be directed at elementary and secondary pupils, as the end users and beneficiaries of the project’s intellectual outcomes. PARTNERSHIP The partnership comprises of 5 organisations from 3 countries, representing formal and non-formal education sectors. The project is to be carried out internationally to ensure that the produced intellectual output matches different educational systems, teacher experience levels and STEAM education practices. OBJECTIVES The Consortium has set a goal to stimulate the mindset of an inventor among pupils and to develop teachers’ confidences in delivering STEAM activities by offering an innovative Think Inside The Box methodology to respond to the lack of interest and skill level in science, technology, engineering, arts and mathematics. The objectives of the project are to: 1. Develop a methodology toolkit Think Inside The Box for a practical technological event where pupils learn, build, program and innovate with the guidance of their teachers. 2. Provide competence development for teachers, as key actors in the implementation and sustainability of STEAM education in partner organisations and local/regional schools. 3. Engage elementary and secondary pupils in exciting technological activities in their school. 4. Disseminate the project’s intellectual outputs across general and other educational sectors in and outside of partner countries. METHODOLOGY The methodology will focus on a technological event that aims at raising pupils’ skills and interest in technologies. Teams of pupils will create models of Rube Goldberg machine inside a given box, building and programming with their preferred tools. PBL, IBSE, Engineering and other innovative methods will be implemented to increase student engagement and motivation. ACTIVITIES - Development of Think Inside The Box methodology, including training material, practical tasks, open project requirements, methodological guidelines and recommendations for teachers. - Delivering training for teachers from partner and non-partner organisations. - Testing the methodology with target group learners at partner organisations and associated schools. - Implementation of a product quality and skill development survey to collect feedback from the testing activities for the upgrade of the methodology. - Presentation of the project’s results at local, regional, national and European levels. RESULTS The activities will lead to the following results: - A concise Think Inside The Box methodological toolkit for teachers to implement maker activities. - Research report about the development of skills and interests of target group pupils and teachers. - At least 20 teachers and 300 target group pupils involved in methodology testing activities at partner organisations. - At least 50 teachers and 500 target group pupils from non-partner organisations involved in methodology testing activities. - At least 90 learners, educators, policy makers, industry representatives involved in multiplier events in 3 partner countries. IMPACT AND SUSTAINABILITY Target group teachers will enhance skills related to technological tools and implementation of relevant STEAM methods. They will build self-confidence in delivering innovative STEAM activities. Target group pupils will develop 21st century skills such as critical thinking, problem solving, creativity, artistry, curiosity, imagination, innovation, planning, initiative, and others. All partners will strengthen their role as teacher training institutions and channels of good practice dissemination. The project will provide the opportunity to implement similar events for the education community at local, regional, national and European levels.
The partnership set a goal to stimulate the mindset of an inventor among the students and to develop the teachers’ confidences in delivering STEAM activities by offering an innovative Think Inside The Box methodology in order to respond to the lack of interest and skill level in science, technology, engineering, and mathematics. The objectives of the project: 1. Develop and validate the concept of the Think Inside The Box hackathon where teams of students from grades 5-8 and 9-12 gain theoretical and practical hands-on experience. 2. Produce a concise methodological toolkit for teachers for the implementation of the hackathons. 3. Provide competence development for teachers, as key actors in the implementation and sustainability of STEAM education in partner organisations and associated schools. 4. Raise STEAM-related competences among the target group students. 5. Disseminate the project’s intellectual outputs across general and other educational sectors in and outside of partner countries.
21st century skills such as communication, collaboration and critical thinking, differ from traditional academic skills because they are not content knowledge-based. Development of these competencies in the classroom is hardly possible when the teacher provides traditional direct instruction. In order to increase the acquisition of contemporary skills and raise student engagement in science and technology, innovative pedagogical approaches should be employed, such as Engineering method, Inquiry-Based Science Education (IBSE) and Project- and Problem-based Learning (PBL). However, the observatory report published in December 2018 by SCIENTIX, the community for science education in Europe revealed that the most popular pedagogical approach among STEM subject teachers remains traditional direct instruction. The application of new methods can be a challenge to many teachers due to lack of skills. Our project addresses this problem, at the same time responding to the needs of students to receive engaging, exciting and motivating STEAM experiences at school.