Interdisciplinary and Collaborative themAtic leaRning of technOlogy and Science Erasmus Project

Project Title

Interdisciplinary and Collaborative themAtic leaRning of technOlogy and Science

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 2016

Project Topics

This project is related with these Project Topics: Entrepreneurial learning – entrepreneurship education; Early School Leaving / combating failure in education; ICT – new technologies – digital competences

Project Summary

Project ICAROS (Interdisciplinary and Collaborative tcahemAtic leaRning of technOlogy and Science) was created to promote transnational teacher professional development by the sharing of methodology, best practice, collaborative approaches and results. The partnership was composed of teachers from five European upper secondary/VET schools for students 15 to 20 years old.
The ICAROS project has mainly aimed at enhancing educational practices leading to better motivated students with improved study-goal achievements, as well as preventing school drop-out due to low motivation. This has been achieved through thematic learning with an entrepreneurial learning approach and student-led knowledge development, through experimentation and real-world problem solving. Several of the partners expressed that students tended to see subjects taught as individual, theoretical subjects, with little perceived bearing on real-world practical applications.
The project nominally centered on the design, development, testing and operation of small radio controlled Quadcopters, popularly known as a “Drones”. The drones and their specialised parts were elaborated in special workshops, but also in regular classes, thus providing a sustainable ground for the thematic learning. The project made use of modern technology capturing the imagination of the students, using innovative tools/methods spanning over several disciplines to demonstrate the real-world applicability of STEM- and other related, and seemingly unrelated, school subjects.
The disciplines of Science, Technology, Engineering and Mathematics (STEM) were central for the project. Most of the project activities were based on high technology and ICT. Many related subjects have benefited; CAD/CAM, Logistics, Web- and App-design, programming, Electronics/Energy Systems, and Aviation Technology. Other subjects affected were Business Economics and Administration, History, Social Sciences, Law, Ecology/Sustainable Development, Ethics, and English. The students were inspired to develop an entrepreneurial approach to technology and independent knowledge development using high technology and ICT. The students responded well to this and have increased their ability to take initiative and responsibility.
The project has also promoted an increased interest in STEM-subjects amongst students, promoting further studies. In particular the practical application of their knowledge has led to skills that are better matched to the needs of future employers. When possible the project has put emphasis on the inclusion of girls in project activities to increase their interest in STEM-subjects, in schools, higher technical education, and in high-tech companies. Where it has been possible to measure, the students have tended to attend the “ICAROS classes” more than other lessons, the students have also expressed that they have learned new ways of using their knowledge and understanding.
Teacher teams around the students planned each area of activity together as the thematic learning process followed the development of the Quadcopters. Educational concepts with innovative use of ICT tools such as “Flipped Classroom”-model, development of web-based lesson/session modules, instructional video clips and easy modular tasks were continuously shared on the project communication tool “SLACK”, the project website and on You Tube. They were accompanied by instructions for implementation of thematic learning centered on STEM-subjects in combination with other subjects. A teachers’ manual applicable to other multidisciplinary school projects, was produced and made available on the website www.icarosproject.com.
In addition to the originally planned project, a series of related mini-projects have been carried out during the project life-cycle, thus incorporating the aspects of sustainability, component recycling, energy use, and logistics.
The project results and the potential use have been extensively disseminated on all sorts of levels in the partner countries. A short-term exchange of groups of pupils was carried out in connection with one of the transnational project meetings. Four students from each partner worked together to assemble drones from parts that had been produced by the different schools. They were also part of other joint activities. The students presented their experiences to their fellow students when they came back to their schools. The meeting was made with a big audience making it a major dissemination event.
In addition to contributing to the use of thematic learning for older students, the project has been conductive towards increasing the interest for STEM-subjects amongst younger children and their teachers.
The thematic learning and methods for practical application of knowledge is being integrated in the project schools. The majority of the partnership plans to apply for a follow-up project in 2019.

EU Grant (Eur)

Funding of the project from EU: 111390,67 Eur

Project Coordinator

Wijkmanska gymnasiet & Country: SE

Project Partners

• ELLINOGERMANIKI AGOGI SCHOLI PANAGEA SAVVA AE
• IES MAR DE ALBORAN
• LYCEE SAINT-EXUPERY
• Paul-Julius-von-Reuter Schule