Vysokoškolské vzdelávanie
Odborné vzdelávanie a príprava
Školské vzdelávanie
Vzdelávanie dospelých
Mládež a šport
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| Scientific innovation and research on the Sustainable Development Goals | |
| Číslo projektu: | 2019-1-DK01-KA229-060222_4 |
| Popis projektu: | na stránke Európskej komisie |
| Grant: | 26905 € |
| Sumár projektu: | This two-year Erasmus+ project “Scientific innovation and research on the Sustainable Development Goals” is the result of a long-term relationship between three Unesco ASP-network schools, Gladsaxe gymnasium, Denmark, The Lorentz Lyceum, Holland, Gymnazium Jana Papanda, Slovakia and a new partner school Duborg-skolen, Germany. The motivation for the project is linked to a joint wish about European collaboration on inspiring students to take an interest in science education and developing teachers assessment competencies by using the SDGs as a common framework. For that reason the objectives of the project are to develop personal and professional competence for students and teachers in science education while raising awareness about the SDG’s. The project is structured in the following way within the two years. At annual teachers’ meetings the teachers will develop different assessment tools in science education to enhance student motivation through an innovative working process and a sharing of best practice. Within each project year, there are two student exchanges where 24 upper-secondary school students (16-18 year-old) and six teachers from three schools visit a fourth school. Hence, within the two years, all countries host an international exchange once and have 24 travelling students in total. At the student exchanges, the students present their own national research on the SDG’s to start an innovative process of finding solutions to the SDG’s in international groups. Within the week, the students’ group work and products will be assessed by themselves, their peers and the teachers according to the developed assessment tools from the teachers’ meeting at the beginning of the project year. At the end of the project week, the students present their end products at a market place where the final assessment takes place. Each mobility week is evaluated by teachers and students according to how the different assessment tools work on a motivational and scientific scale. The second project year will be identical to the first, but with new students, and focus on how the assessment tools developed and used within the first year can be elaborated on, in order to enhance student motivation and the professional development of the science teachers. The expected results of the project pivot around both teachers and students. For teachers, a development in professional competence is expected since they through the sharing of best practice, discussions and professional reflections learn to develop and apply new assessment tools in science education to enhance student motivation. This is immensely important if we are to keep students interested in science education. Within this project, the students get a unique opportunity to work with their research-, scientific-, language- and presentation skills with the SDG’s on an individual level, but also in an European context where their abilities to collaborate, work creatively and innovatively will develop them at a personal level and enhance their intercultural competence. All these developments in professional and personal skills are necessary means to solve European issues with the SDG’s and therefore also to participate in civic life within the EU and the fast changing world. To support the objectives and expected results of the project, several initiatives have been agreed on by all participating schools based on a preliminary meeting in January 2019. A common framework for both the teachers’ meetings and student mobilities have been agreed upon to ensure identical and thorough activities during the project period. This is to guarantee a high level of professionalism within the activities, but also to support good communication and sound management from all partners since everyone knows what is expected and how to plan the different activities. On top of that, identical activities with known goals are crucial for the development and evaluation of the teachers’ work with assessments during the two year. Furthermore, at the preliminary meeting, it was decided to use eTwinning as the joint platform for the project to gather all materials in one place and to ensure a safe environment to share personal reflections and assessments. Finally, all schools have promised to invite local stakeholders such as teaching institutions, companies or other relevant bodies to help inspire students and teachers with their work with the SDG’s and to enhance networking. A project like this will have many long-term benefits for the organisations involved, the teachers and the students. First of all, the schools will get teachers who develop professionally with how to assess and motivate students in science education into keeping the students’ interests in the STE(A)M fields. The involved students will gain professional and personal development that can help them in their future professional lives and hopefully thereby contribute to the fulfillments of the SDG’s in the long run. |
| Koordinátor: | Gymnázium Jána Papánka |
| Bratislava | |
| bokesova@vazka.sk | |