DAYLIGHTING RIVERS – SCIENCE EDUCATION FOR CIVIC ECOLOGY Erasmus Project

Project Title

DAYLIGHTING RIVERS – SCIENCE EDUCATION FOR CIVIC ECOLOGY

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: Natural sciences; Creativity and culture; Agriculture, forestry and fisheries

Project Summary

Many European initiatives are aimed at helping teaching staff in increasing the interest of students in science, mathematics, engineering and technology (STEM) subjects, such as Scientix 3 (Horizon 2017) and materials and courses made available by various platforms including School Education Gateway. The Daylighting Rivers project joins the actions promoted by the Erasmus + program by proposing a learning methodology and didactic materials on themes connected to real life problems and situations, exploiting the use of the Inquiry Based Learning model.
Culverted rivers and streams are among the most vulnerable environmental systems. In recent years, the enhancement of surface waters in the urban area is of growing interest but the sensitization and awareness-raising of the younger generations are still insufficient. “Daylighting” is the process by which urban waterways are reopened, brought back to the light of day.
The theme of Daylighting Rivers allows in-depth analysis for the understanding of the phenomena and associated risks, and allows the development of transdisciplinary skills and the ability to find solutions by students.
The project aimed:
– to create a community of young people sensitive to issues related to the presence of rivers in an urban environment
-to increase interest and skills in relation to the STEM approach to teaching
-to create tools (methodology, didactic modules) to facilitate teaching staff to undertake transdisciplinary and innovative teaching
There are 8 partners involved in the project:
1- WERF Foundation has been dealing with the right to water for years, has close relationships with the local water authority and an educational section where workshops on water and rivers are offered.
2- PRISMA has decades of experience in urban planning and in supporting schools for projects related to environmental issues.
3- ICASE Association founded by UNESCO connects educational realities related to science.
4- CEBAS CSIC is the research center in agriculture, food sciences, technologies applied to Natural Resources in Spain.
5- IBE – CNR (ex IBIMET): Institute for Bioeconomy, deals with the definition of mitigation and adaptation strategies to global changes.
6- Sensale Scientific High School in Italy
7- Rafina scientific high school in Greece
8- Espinosa Scientific High School of Spain
The project has developed through 5 actions:
IO1 – Identification of skills and abilities of students and teachers
IO2 – development of a learning methodology exploiting the Inquiry based Learning model
IO3 – development of learning units and modules for putting the methodology into practice
IO4 – pilot application of the methodology and learning units in schools
IO5 – Evaluation of the effectiveness of the proposed methodology in terms of increasing interest in STEM; also evaluation of the application of the methodology in the class in relation to a) increase of competencies and skills; b) improvement of students’ attitudes towards STEM, c) facilitation of work orientation and encouragement of higher education, d) effectiveness of teaching.
The teaching materials were reviewed and tested in the pilot schools, and the results were shared internationally through the publication of articles in local and international journals, presentations in national and international conferences and multiplier events organized by partners, including an international conference (E5) at the end of the project; and through a competition specifically aimed at schools (E4)
The learning methodology and the didactic modules are the heart of the project, based on IBL methodologies and involving the use of Location Based Games (LBG). The main themes addressed are:
– The hydrological cycle
– The anthropogenic impact on waterways and their ecosystems
– The hydrogeological risk
– River management
– Climate changes
To ensure enough flexibility for teachers in managing a project with the class, however, we have freed ourselves from the concept of structured module envisaged by the project proposal, and we have understood the module as a macro-theme (module theme) that can be addressed by multiple points of view or topics (topics) through the Learning Units (https://www.daylightingrivers.com/themeslearningunits/).
The developed methodology facilitates the use of open-source software (Q-GIS) and platforms for the creation of Location Based Games (LBG).
The results achieved by the project are visible on the website. The material produced will remain online, downloadable free of charge from the project website and from other sites with which the project has been linked. Participation in events and the promotion of the project within schools has generated an increase in interest in the topics covered and in the methodology.

EU Grant (Eur)

Funding of the project from EU: 333140,5 Eur

Project Coordinator

Fondazione Water Right and Energy Foundation Onlus & Country: IT

Project Partners

• CONSIGLIO NAZIONALE DELLE RICERCHE
• IES MIGUEL ESPINOSA
• 1st General Lyceum of Rafina
• SYMVOULOI ANAPTYXIAKOU SCHEDIASMOU EREVNAS KAI ORGANOSIS ETAIREIA PERIORISMENIS EFTHYNIS PRISMA EPE
• AGENCIA ESTATAL CONSEJO SUPERIOR DEINVESTIGACIONES CIENTIFICAS
• INTERNATIONAL COUNCIL OF ASSOCIATIONS FOR SCIENCE EDUCATION
• LICEO SCIENTIFICO “SENSALE”