What are the central challenges for science and society of the future?

What key competencies will be needed for student to address these challenges? How can we integrate future-oriented skills into science education?  Ideas and conversations sparked around those three questions at the first official meeting of Oxford Open Schooling Network (OOSN), on November the 3rd 2021. The event was hosted by Dr. Alison Cullinane and Dr. […]

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No plan is an island – establishing the Helsinki Open Schooling Network

Themes of future, interdisciplinarity, languages and narratives in education were discussed at the first official Helsinki Open Schooling Network (HOSN) meeting, last September. Experts from different fields and backgrounds meet up and brainstormed lots of interesting ideas. Among those a special one emerged and was explored in depth: a science course module on the topic […]

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Italian open schooling network just begun its journey!

What’s an “open school”? What does it mean to open the school system to the world and vice versa what does it mean to bring the world into schools? What it needs to be “opened”? Buildings, activities, people, disciplines, schedules, programs? On November the 16th FEDORA invited people with very different backgrounds, skills and visions […]

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Save the date! FEDORA launches event with writer Andri Snær Magnason

“How do you talk about something that is bigger than language? What words do you choose when a scientist shows you how everything will change in the next 100 years? How the glaciers will vanish, and become the ocean, how the ocean will rise and swallow coastal areas, while the pH of the oceans, the […]

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FEDORA participates in Online ESERA 2021 Conference

FEDORA is ready to present her first results at the ESERA2021 conference that will be held online from August 30th to September 3rd. ESERA means the European Science Education Research Association and the conferences of this association are organized biannually. They are currently the most important and most attended appointments occurring in Europe for researchers […]

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Can future-oriented thinking be assessed?

FEDORA envisions a radical transformation of contemporary schooling such that students can be equipped with those skills that will help them manage their future lives and the uncertainty that they entail. How can such a vision be implemented? How can educational reform be structured to enact such a vision? A key set of contributors who […]

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FEDORA partners investigating students’ perceptions of the future, science, technology and agency

A lack of stable future horizons, caused by global crises and accelerating societal and technological development, obscure young people’s relationship with the future. At the same time, future-oriented transformative actions are needed more than ever. Science education has a significant potential to provide students with tools for connecting with, and finding agency within, their personal […]

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Recreating openness and innovation in science education

Cycles are part of life, and it resembles a circular path the fact that we are now, as researchers and science education professionals, seeking to get outside the classroom in pursuit of innovative ways for meaningful education.  Open schooling wants to reach beyond the walls of the classroom and its school, and create a beautiful entanglement […]

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Creating trading zones for boundary-crossing experiences

"...summoning up your memories one by one, your wolf will have become another wolf, your sister a different sister, your battle other battles, on your return from Euphemia,  the city where memory is traded at every solstice and every equinox." - Italo Calvino, Invisible Cities. When we designed the proposal and planned a study group […]

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FEDORA, Future-oriented Science Education to enhance Responsibility and Engagement in the society of acceleration and uncertainty, is a 3-year EU-funded project. It started in September 2020 and will deploy its activities until August 2023. It gathers 6 partner institutions from 5 European countries.
FEDORA has received funding from the European Union’s Horizon 2020 Research and Innovation Programme under Grant Agreement no. 872841
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