Open Science Schooling Fostering re-engagement in science learning through open science schooling

Open Science Schooling Fostering re-engagement in science learning through open science schooling

CONTEXT
The project experimented with open schooling applied to science education, building collaboration between school and local community stakeholders such as universities, museums, factories, SMEs, etc., in response to the Commission’s call:
Encourage “open schooling” where schools, in cooperation with other stakeholders, become an agent of community well-being; families are encouraged to become real partners in school life and activities; professionals from enterprise, civil and wider society are actively involved in bringing real-life projects into the classroom. Commission 2015, Science Education for Responsible Citizenship

OBJECTIVES ACHIEVED
The project objectives were developed around the following progression:
1. understanding what open science schooling (OSS) is in practical terms
2. integrating the OSS approach with the local curriculum
3. practicing the approach in in real-life contexts in collaboration with the local community
4. evaluating and documenting the students’ OSS activities
5. establishing eco-systems through the engagement of community players in the development of students’ learning experience.
All these objectives were fulfilled within the extend of the project development, as demonstrated by the four IOs achieved (see https://openscienceschooling.eu/). At the same time, the work shed light on several critical areas that need further development, practical implementation and evaluation.

PARTICIPANTS
The scene for this work development was set in 7 EU countries as well as in Israel, who participate as an advisory/practice partner. The project had 3 knowledge partners (HEIs), 5 practice partners (schools), 1 quality assurance partner and 1 advisory partner (Modiin Municipality). The knowledge partners provided a total of 12 researchers co-developing and revising the theoretical foundations of the project implementation. The practice partners involved a total of 28 teachers and 81 students to deploy locally the OSS approach as well as to provide first-hand account on improvements needed according to the results of their practical work. The quality assurance partner involved 2 highly experienced professionals to oversee and internally evaluate the project progression. The advisory partner, who also participated in the project implementation as a practice partner using their own budget, involved 2 educational experts from Modiin Municipality (as advisors in the development and deployment of the project activities), as well as 4 teachers and 11 students who implemented locally the OSS approach in a local school. Therefore, a total of 32 female teachers/researchers, 22 male teachers/researchers, 58 female students and 34 male students, participated directly in the project development, implementation and deployment.

ACTIVITIES
The activities revolved around the achievement of the project objectives. Understanding OSS saw the elaboration of a definition for this practice that encapsulates the core of this didactical approach to science education. The integrating activities were co-created between researchers, teachers and students coming up with ways in which the collaboration with local community actors could be established and maintained as well as the selection of immersive mission topics that the student teams would carry out (see IO1, IO3). Practicing activities saw the students developing their missions as part of their schoolwork (as well as afterhours) during two long cycles of implementation. While evaluating and documenting their work, students co-developed and implemented ways to record their progress and keep track of their achievements and improvement points through video making and creative media (see IO2, IO3). Establishing an OSS eco-system in their local community, school teams had the opportunity to strengthen links created through Multiplier Events, where the project outcomes were demonstrated. While developing the project, therefore, a plethora of activities were carried out including community-oriented events, scientific presentations, excursions and face-to-face visits, interviews to local stakeholders, seminars, and so forth.

IMPACT
A significant impact of the project on the participating partners (and their local communities) has been reported. Students reported to realise that they are able to use practically what they learn at school and that they enjoyed working with specialists from industry: they discover a meaningful way of learning science and their influence in their local community development. The local organisations were able to explain to the students what they do and draw their attention for the future. Experts and other institutions have recognised that working together with schools brings benefits to both, and they feel valued.
LONG TERM BENEFIT
The local community of the participating schools became aware of the educational aspects that needed change in order to better train 21st century citizens: strong school-community links were established.

The Partners:

ITA-SUOMEN YLIOPISTO, Finland - Coordinator

Escola Básica e Secundária Gonçalves Zarco, Portugal
Modiin Municipality, Israel
Pasvalio Levens pagrindine mokykla, Lithuania
Platon m.e.p.e., Greece
Szkola Podstawowa nr 2 z Oddzialami Dwujezycznymi im ks Stanislawa Konarskiego, Poland
UNIVERSITAT POLITECNICA DE CATALUNYA, Spain
UNIVERSITATEA STEFAN CEL MARE DIN SUCEAVA, Romania
Working with Europe/Treballant amb Europa Associació, Spain