A learner-centred pedagogical method based on the concept of Smart City to enhance development of STEM skills and entrepreneurial competences of students between ages 10-14 Erasmus Project

Project Title

A learner-centred pedagogical method based on the concept of Smart City to enhance development of STEM skills and entrepreneurial competences of students between ages 10-14

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for school education

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: Pedagogy and didactics; Key Competences (incl. mathematics and literacy) – basic skills

Project Summary

Literacy, numeracy, science, and technology are the foundation for further learning and are a gateway to employment and social inclusion. In Europe, approximately 20% of the young generation is not equipped with the necessary basic skills in literacy, mathematics, science and technology.

Concerns about low student performance in basic skills, as revealed by international surveys, led to the adoption in 2009 of an EU-wide benchmark which states that ‘by 2020 the share of 15-year-olds with insufficient abilities in reading, mathematics and science should be less than 15 %’. In order to achieve the benchmark target by 2020, we must jointly identify obstacles and problem areas on the one hand and effective approaches on the other.

Many researchers conclude that students’ low or declining interest in science is partly due to its presentation as a collection of detached, de-contextualised and value-free facts that are not connected to students’ own experiences (Aikenhead, 2005).

In the light of above, the innovative formal and informal science education plays a key role to raise both young girls’ and boys’ awareness of the different aspects encompassing science and technology in today’s society and to enhance young people to pursue careers in STEM.

SMART KIDS aspired to be one of the initiatives to contribute in addressing this complex issue through developing a complementary educational module for pupils between 10 and 14 years with a learner-centred approach. This participative learning method was aimet to enable students to engage them toward science, and, above all to interiorise their competences of several scientific subjects, to develop thinking skills and to boost their creativity, inquiry, problem solving and other transversal skills.

This SMART KIDS educational module is based on the concept of Smart City and its multidisciplinary perspective that favours the entrepreneurship and stimulates the development of scientific subjects such as TIC, physical, mathematics, engineering and architecture. Therefore, SMART KIDS introduces students to the concepts of science, technology and engineering with a focus on urban planning and sustainability. It includes hands-on activities on energy, urban infrastructure, transportation systems and wireless communications topics. As a result, the abstract science and math concepts have become more concrete by explaining and showing how they can be applied in the everyday surroundings. It encourages students to learn and to develop basic STEM skills.

Six workpackages were drafted, including Design of the learning modules, Design & implementation of online trainings for teachers, SMART KIDS Courses at primary/secondary Schools, Dissemination and communication of the project results, Monitoring, evaluation and quality control, Dissemination and communication of the project results, Project management.

The partners developed six learning modules, each of it with two subchapters: Introduction, Digital Infrastructure, Data Management, Renewable Energy, Smart Buildings, Smart Transport. These learning modules were translated into the national languages of the school partners and taught to the pupils with 2 lessons dedicated to each subchapter, a total of 24 lessons. The teachers adapted the contents to their schools’ reality and constantly introduced improvements. An online tool was created with all the teaching contents uploaded in order to have other teachers trained so the project can be multiplied and used at other schools.
The necessary coordination of project partners, interchange of results and planification of further actions took place at 4 transnational meetings.
2 Multiplier events were implemented in order to disseminate the project results.

EU Grant (Eur)

Funding of the project from EU: 168022,5 Eur

Project Coordinator

mahatma arquitectos slp & Country: ES

Project Partners

• Craigroyston Community High School
• EVROPAIKO KENTRO KATARTISIS GIA TIN APASCHOLISI ANONYMI EKPAIDEFTIKI ETAIREIA
• EDINBURGH NAPIER UNIVERSITY
• 6th 12/THESIO OLOIMERO DIMOTIKO SXOLEIO RETHYMNOU
• Akademia Humanistyczno-Ekonomiczna w Lodzi
• I.E.S. Alejo Vera
• Miedzynarodowa Szkola Podstawowa Edukacji Innowacyjnej w Lodzi