Equal Access to Scientific Yield (E.A.S.Y.) – Discover the Elements Around You! Erasmus Project

Project Title

Equal Access to Scientific Yield (E.A.S.Y.) – Discover the Elements Around You!

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 Schools Only

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: Gender equality / equal opportunities; Natural sciences; Intercultural/intergenerational education and (lifelong)learning

Project Summary

CONTEXT AND BACKGROUND

ENABLING ACCESS TO SCIENTIFIC YIELD (E.A.S.Y) – Discover the Elements Around You!

Given the speed of innovation in research and applied sciences, our schools across Europe are working towards better science litracy and basic skills in research and inquiry for their students. Discovery, implication and individual learning have proven to be key elements in fostering skill development. Practical, easy access-tasks and open-source tools have been shown to be useful in nurturing student success. Intercultural and diversity learning as well as avoidance of a potential gender-bias in sciences have turned out to be key factors for science education of the present and future.

OBJECTIVES
The project has created an online manual for advanced science classes in English. While its syllabus features the exemplary European sites of production and consumption of our project school locations, its goal is to propose a guide to accessible, practical objects of scientific inquiry while showing the need for sustainable development across Europe. In preparing the manual, students could

-develop skills in practical scientific research activities (biology, chemistry, physics)
-increase digital skills (using tools and media for research, documentation and exchange of findings)
-nurture transversal skills (self-management, assessment/presentation of information, (English) language skills)
-gain intercultural exposure, diversity literacy, and awareness of gender assumptions

NUMBER / PROFILE OF PARTICIPANTS
Around 100 students and 20 teachers actively involved. Students are from the advanced secondary cycle of our four high schools spread out all across Europe (FINLAND, GERMANY, SLOVENIA, SPAIN). Participants were active an motivated in science classes and interested in intercultural exchange. Colleagues involved were a cross-disciplinary group of science, language, sociology, history, IT, and graphic and performative arts teachers with a common sense of European citizenship.

DESCRIPTION OF UNDERTAKEN ACTIVITIES

ALL ACTIVITIES FORM a discovery journey of course work on all the partner locations across Europe with preparatory work,
analyses, exchange of findings, comparisons, discussion, on-site field work and documentation:

YEAR ONE: SKIN AND SUN

First semester:

Learning occasion: SLOVENIA international learning mobility
Subject: Plastics on our skin and the biosphere: use, replacements and alternatives
SKIN CARE RECONSIDERED: COSMETICS ( SKIN a)
TURN NANOS INTO NUTSHELLS – AVOIDING NANOPLASTICS IN COSMETICS? ( SKIN b)

Second semester:

Learning occasion: SPAIN international learning mobility
Subject: Solar power, industrial farming: production, use and implications
NADA COMO EL SOL: SOLAR POWER AND FORMS OF USAGE (SUN a)
SURFACES – OPERATING PLANTS AND PLANTATIONS (SUN b)

YEAR TWO: TISSUES AND TEXTILES

Third semester:

Learning occasion: GERMANY international learning mobility
Subject: Coloring and textile production: Development and social balance
THE EMPEROR’S NEW CLOTHES: TEXTILES, COATINGS AND COLORS (TEXTILES a)
CHANCES AND CHALLENGES: EQUITY AND REALISM IN TEXTILE PRODUCTION (TEXTILES b)

Fourth semester:

Learning occasion: FINLAND international learning mobility
Subject: Wood, pulp and paper: ecological footprint and alternatives
OUT OF THE WOODS: TIMBER, PULP, PAPER, ENERGY (TISSUES a)
ROCK, PAPER, SCISSORS: THE DIFFERENT (RE)USES OF PULP (TISSUES b)

SEQUENCE OF ACTIVITIES FOR EACH OF THE FOUR SEMESTERS (as specified in 5.4):

– find key examples for sustainable development in daily lives and in their immediate environments (Skin, Sun, Textiles, Paper)
– establish connection of these items to their production sites across Europe
– research the procedures involved (sourcing, substances, mechanisms)
– asses the implications (social, ecological and economic balance)
– investigate benefits / alternatives
– relate, exchange and communicate findings for a bigger picture

OBJECTIVE AND RESULT

Presentations and documentations for the final product, our online manual with reports,
presentations, charts and videos, tutorials and guides to sustainability awareness across Europe.
exhibits, talks, presentations, peer-to peer teaching workshops by students at dissemination occasions.

IMPACT / LONGER-TERM BENEFITS
LOCAL / DIRECT PARTICIPATION

-better skills and results and enrollment in science classes, raised awareness of European citizenship, diversity exposure
– lasting manual and documents for future use by science classes, teachers and learners across Europe
– students / cooperating teachers: greater sense of initiative, enthusiasm and sense of European citizenship, greater awareness of the potentials of the program
– Enrollment in Erasmus Plus project succeeded in addressing students with migrant background
– More active student participation in school profile, new initiatives at schools
– Increased number of students deciding in favor of scientific classes.

EU Grant (Eur)

Funding of the project from EU: 92955 Eur

Project Coordinator

Marienschule Münster, Ersatzschule in Trägerschaft des Bistums Münster & Country: DE

Project Partners

• I.E.S. Cavaleri
• Petäjäveden lukio
• Gimnazija Koper – Ginnasio Capodistria