Open Schooling

Toward a model for science education for the society of acceleration and uncertainty

led by University of Bologna, UNIBO, Italy

The first action, led by University of Helsinki concerns the development, implementation and revision of innovative teaching activities and materials aimed to develop inter-multi-transdisciplinary, linguistic/argumentative, imaginative thinking and future-scaffolding skills, to impact on young people engagement with future-oriented and science-related activities. The elaboration of the research-based “Model for science education for the society of acceleration and uncertainty” will have the form of guidelines articulated in three main sections:

(a) theoretical and pedagogical framework of the approach to science education;

(b) list of design and implementation principles aimed to operationalize the theoretical and pedagogical approaches into practical recommendations;

(c) case studies or examples taken from the implementations. The Model will be progressively fleshed out from the two rounds of implementation. WP4 is organized along three main stages, in accordance with the iterative nature of Design-Based Research methodology: materials’ design, first round implementation, phenomenological analysis of the outcomes, re- design, second round implementation and, again, fine-grained analysis of the outcomes.

Objectives

The objectives of WP4 are:

  • a) To implement innovative teaching materials and activities that will be designed in light of the recommendations that will be produced in WP1, WP2 and WP3, about forms of knowledge organizations, new languages and narratives and future-oriented activities;
  • b) To nvestigate the processes of thinking (inter-multi-transdisciplinary, linguistic/argumentative, imaginative) and future- scaffolding skills development in 11-19 years-old people through the implementation of the above teaching materials and/or activities;
  • c) To investigate the impact of the above teaching materials and activities on:
    • (i) young people’ perception and attitudes toward the future,
    • (ii) their ways to understand, react to and interact with science and scientific developments,
    • (iii) their motives for engaging in science-related activities;
  • d) To develop theoretical constructs;
  • e) To develop models of co-teaching and open-schooling needed to implement future-oriented, inter-multi-trans-disciplinary materials and multi-languages materials;
  • f) To develop guidelines to renew science education, targeted to science education researchers, teachers, educators in formal, non-formal and informal contexts and aimed to bridge the three forms of misalignment.

Deliverables

The deliverables under this Work Package are the following:

  • D4.1 : Report on “Theoretical and pedagogical framework and design/implementation principles” (January 2022) The report contains guidelines for designing innovative teaching materials, activities and a plan for its implementation.
  • D4.2 : Report on “FEDORA materials’ effectiveness to develop thinking and future-scaffolding skills and to foster aware, responsible and proactive engagement with science: results and hypotheses from the first round implementations” (March 2022) (Public document) The report contains the main results of the first round of implementations and some hypotheses to evaluate the effectiveness of our materials.
  • D4.3 : Report on “FEDORA materials’ effectiveness to develop thinking and future-scaffolding skills and to foster aware, responsible and proactive engagement with science: results from two round of implementations and from the external evaluation” (September 2023) (Public document) These results will be used to evaluate the effectiveness of FEDORA materials.
  • D4.4 : “Model for science education for the society of acceleration and uncertainty” (September 2023) (Public document) The document includes guidelines targeted at science education researchers, teachers, educators in formal, non- formal and informal contexts, science communicators and professional institutions with science education and communication in their mission. The guidelines articulate three main sections: the first section includes the theoretical and pedagogical framework of the approach to science education; the second section includes a list of design and implementation principles aimed to operationalize the theoretical and pedagogical approaches into practical recommendations. Principles and recommendations concern both the design and implementation of teaching materials, but also the creation of interdisciplinary, multi-actor contexts and the implementation of co-teaching and open-schooling models. In the third section, the principles are illustrated through case studies or examples taken from the implementations.
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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