Good practices
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 Working Group:Science through digital learningCountry:CyprusLanguages:English, GreekAge of students (target group/s):13-14Links, resources:http://www.stochasmos.org/nqcont...Contact person information:Cyprus Center for Environmental Research and Education This email address is being protected from spambots. You need JavaScript enabled to view it. Stage 1: Scenario Article taken from the Newspaper "Eyes on the world" The eradication of the Muflon population could cause major consequences for the entire ecosystem. Since 1994, the “Ministry of Agriculture, Natural Resources and Environment” of Cyprus, has been collecting reports regarding the damages caused by the Muflons thriving in the Paphos forest. The people living nearby the affected area are frustrated as they are being continuously subjected to severe damages of their cultivations. As a result, some of them have threatened of taking action. Experts have explained them that the Muflons are considered an endangered species legally protected and that any action taken against the Muflons could cause major disturbances to the whole ecosystem of that area. Stage 2: Inquiry Upon reading the above publication, Mr. Manolis, a farmer living in a village nearby the Paphos forest, invited a biologist that specializes on ecology as to be advised on the consequences following the killing of Muflons entering the locals’ fields. Additionally, Mr. Manolis would like to know what the consequences of such an action would be on other organisms present in the area. The biologist, after visiting the affected area and Mr. Manolis' farm, conducted a study, a picture of which is shown in the activity book. Stage 3: Decision-making Students’ task: By using the data gathered by the biologist, give an explanation to Mr. Manolis and all the other people living nearby the affected area, of the negative consequences the eradication of the Muflons’ population could have on the ecosystem of the Paphos forest.Strong points and opportunities:• Activates the motives of students • Raises the interest and participation of low-achieving students. • Utilizes structured work sheets and complimentary electronic material consisting of videos, animation etc. • Relates to the everyday life of students • Relates to current events. • It contains modified activities which the educator can adjust according to the academic level of students. • No previous knowledge is necessary • Raises the self-confidence of students • Cooperative learningLimitations:Structured inquiry The structured inquiry is considered that it has a level of weakness because it limits the degree of self-acting and ownership of students and teachers. However structured inquiry is considered the optimum educational approach if the teachers and students are not fully prepared to implement an open inquiry.Added value with regards to the 3 topics of the MASS project:- Incorporates ICT and can address digital learners - Inquiry based learning - Raises the interest and participation of low-achieving studentsAny prerequisites needed:Operates at the online platform "stochasmos" username: agrino1 password: agrino1 | ||
Teaching materials
MASS project intends to identify, analyze, evaluate and disseminate practical tools and methods in teaching science which will effectively lead to arise students' motivation and acquire higher level of basic skills in science. We will explore what happens in science lessons at schools and increase the knowledge of good practice in teaching science in three research areas: Science for Digital Learners, Early Inquiry and Low achievers in Science (See more: Main topics).
Main project activities include:
1. Identification of the national examples of good practices
The initial phase of the project is to analyze the strengths, weaknesses and potential in the particular area of science education method in each partner country. It will include identification of good practices on raising students motivation for science on the national level. Examples identified will be collected in the online database.
See more: Good practices repository
2. Development of pilot teaching materials and testing phase
Findings from the research phase of the project will form the ground for development of the pilot version of educational materials in each Working Group.
Piloting stage of the project, with the involvement of target group, will raise the quality and exploitability of the products.
3. Development of the final version of teaching materials
Final version of educational products will be developed after summing up the piloting phase. They will be available in each partner language. The final project results will bring a change at the classroom level. Teachers will be aware of the key factor for motivation of their students to learn science. They will use a wide range of methods effectively and appropriately to the learning needs and preferences of their students. More teachers will be confident and successful in use such of methods. They will make teaching science more relevant and accessible to students.
Final products will be widely presented and disseminated during the Open Conference III in the middle of 2016.
Pilot materials
To help teachers to become empowered, skillful and self-confident, we work on:
- Study (recommendations)
- Examples of good practices
- Module of teacher training
- Hands-on lessons / tutorials
for Digital Learners, Early Inquiry and Low Achievers in Science.
If you want to help us to improve these materials by taking part in piloting, please contact leader of each Working Group:
Leonie de Vries (Digital Learners), e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
Lenka Pachmanova (Early Inquiry), e mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
Daiga Kalnina (Low Achievers), e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
or the MASS project partner in your country:
Czech Republic, TEREZA Educational Center
Lenka Pachmanova e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
Cyprus, Cyprus Center for Environmental Research and Education (CY.C.E.R.E.)
Chrisis Kleovoulou, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
Estonia, Estonian Physical Society
Kaido Reivelt, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
Germany, University of Cologne Geographical Institute
Astrid Hensel, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
Greece, National and Kapodistrian University of Athens
Thalia Mavrakou, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
Latvia, Children's Environmental School
Inese Liepina, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
Netherlands, SME Advies
Bregje van den Brand, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
Poland, UNEP/GRID-Warsaw Centre
Elżbieta Wołoszyńska-Wiśniewska, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.