In the future of education, concepts of sustainability and recycling have to become integral parts of core subjects which require interdisciplinary collaboration beyond subject borders. project-based learning offers t...
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In the future of education, concepts of sustainability and recycling have to become integral parts of core subjects which require interdisciplinary collaboration beyond subject borders. project-based learning offers the perfect educational environment for such integration of knowledge not limited by single subject curricula or school curricula in general. At the same time, it offers a hands-on approach to actively in- volve students in the creation of products as well as the training of skills for critical thinking and problem-solving, but also increases their awareness regarding sustainability and environmental challenges. In this context, the goals of a circular economy are supported by such an educational approach combined with an environmental focus.
This article discusses how sixth through twelfth grade science teachers can engage their students in the design and implementation of sustainable energy projects as part of a unit of study on energy. The project chall...
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This article discusses how sixth through twelfth grade science teachers can engage their students in the design and implementation of sustainable energy projects as part of a unit of study on energy. The project challenges students to engage in an energy project that gives them the opportunity to make a difference in their local community and the world. Student projects include a project description, an approved protocol, project design, community experts as a resource, and a discussion of obstacles and problems.
ABSTRACTSince the last curriculum reform in 2011, all Estonian lower-secondary students have to conduct a year-long creative work. Unfortunately, in many cases, it is implemented as an individual written report that h...
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ABSTRACTSince the last curriculum reform in 2011, all Estonian lower-secondary students have to conduct a year-long creative work. Unfortunately, in many cases, it is implemented as an individual written report that has little to do with improving learners’ digital competence or Computational Thinking skills. In the new national curriculum (to be in force from 2023), an alternative model is proposed for creative project work inspired by how the software development teams are working today: agile, collaborative design, rapid prototyping, and emphatic involvement of the target group. This paper introduces the process and the results of design-based research aimed at prototyping and piloting a set of learning resources (templates, tutorials, examples, etc.) for the redefined, collaborative creative project.
For decades, educators in science, technology, engineering and mathematics (STEM) have strived to break the vicious circle of student disengagement at both secondary and post-secondary levels. Despite the widespread a...
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For decades, educators in science, technology, engineering and mathematics (STEM) have strived to break the vicious circle of student disengagement at both secondary and post-secondary levels. Despite the widespread availability of technologies like smartphones, STEM pedagogies have largely remained unchanged. Too often, students learn STEM theoretically with little hands-on experience or opportunities to engage in authentic, research-like activities. Modern smartphones can offer unprecedented opportunities for active STEM learning, but can also serve as distractors. Therefore, it is essential for teachers to acquire the pedagogical knowledge to harness these powerful tools effectively. This paper explores the potential of integrating smartphones into physics labs to enrich STEM learning. By leveraging smartphones' advanced capabilities for experimental design, data collection, and analysis, we have implemented a smartphone-enhanced pedagogical approach in secondary physics classes and province-wide Physics Olympics. We also implemented smartphone-enhanced STEM pedagogies in teacher education. Our initial pilot study has yielded promising outcomes: enhanced student engagement in physics and deeper conceptual understanding. To advance this initiative, we propose structured teacher mentorship and professional development, empowering STEM educators to seamlessly integrate smartphones into their teaching. By embracing these modern educational tools, adopting evidence-based pedagogical approaches, and supporting future and practicing educators we can make STEM learning more engaging and relevant for all students.
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