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Creating Conditions for Deeper Learning in Science

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Creating Conditions for Deeper Learning in Science Creating Conditions for Deeper Learning in Science International Conference 29th-30th of June 2019 PROCEEDINGS http://deeperlearning.ea.gr/ Creating Conditions for Deeper Learning in Science Conference Proceedings Pallini, Greece, 29-30 June 2019 Editing: Giannis Alexopoulos, Grigoris Milopoulos, Thomas Fischer Artwork: Anna Mavroeidi The publication of the Conference Proceedings was financed by iMuSciCA. The project has received funding from the European Union's Horizon 2020 Research and Innovation Programme (Contract No: 731861). The European Distance and E-Learning Network (EDEN) is supported by the ERASMUS+ Programme of the European Union. European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein. Copyright © 2019 Ellinogermaniki Agogi All rights reserved. Reproduction or translation of any part of this work without the written permission of the copyright owners is unlawful. Request for permission or further information should be addressed to the copyright owners. Printed by EPINOIA S.A. ISBN: 978-960-636-065-7 Pallini, Greece 2019 Table of contents Preface . .5 Creating Conditions fo Deeper Learning: Projects Presentations . .7 Analysing Learner’s behaviour using biometric sensorial data . 33 Vassilis Katsouros, Athena Research Center, Greece Foteini Simistira Liwicki, University of Fribourg, Switzerland Luleå University of Technology, Sweden “How Should We Go To Colonize Mars?” … MARiStotelio Has Solutions! . .41 Makris Nikolaos, Primary School Teacher, Med. Science Culture Educational Center “Aristotelio” - S.T.E.A.M. Academy, Makrinitsis 131B, 38221, Volos, Greece Makri Aliki-Maria, Engineer Science Culture Educational Center “Aristotelio” - S.T.E.A.M. Academy Nikou Roxanthi, Primary School Teacher, Med., Science Culture Educational Center “Aristotelio” - S.T.E.A.M. Academy We are the Coding Maestros! What’s your Super Power?: A K12 Case Study where Art Meets Science . 53 Peggy Apostolou, Maria D. Avgerinou, American Community Schools (ACS) Athens “A proposal for an experimental seminar on the concept of “Ξένος” (Alien) through the use of the virtual three-dimensional platform @postasis” . 63 Manthos Santorineos, Professor at Athens School of Fine-Arts Fostering Deeper Learning through iMuSciCA’s STEAM-pedagogy . .73 Frans1, R., Andreotti1, E., Vyvey1, K., and Op den Kelder1, J. 1 Teacher Education Faculty, Research Group Art of Teaching - Vakdidactiek, University Colleges Leuven-Limburg, Diepenbeek, Belgium A School Experiment Inside Blue Origin’s New Shepard Space Vehicle Under Microgravity Conditions . 83 Karampelas, A., Tsigaridi, L., Prodromidi, E., Kerkines, I. S. K., Poulou, V., Arsenikos, S. American Community Schools (ACS) Athens Art objects as research tools for cognitive approaches in geometrical thinking . .91 Argyri Panagiota, Smyrnaiou Zacharoula, National Kapodistrian University of Athens 3 Creating Conditions for Deeper Learning in Science An approach for teaching concepts of programming to students of Digital Arts . .101 Dr. Stavroula Zoi, Instructor of the Greek-French Master “Art, virtual reality and multiuser systems of artistic expression”, Athens School of Fine Arts, Paris-8 University, Αthens School of Fine Arts People on the move . 111 Stephanos Cherouvis, Ellinogermaniki Agogi, D. Panagea Str. Pallini Greece Marina Molla, 2nd Minority School of Komotini Erasmus KA2+ Project “Oxford Debates for Youths in Science Education”: The Contribution of Oxford Debates in Deeper Learning of Science . 117 Foteini Egglezou, Ph.D. in Argumentation and Rhetoric, President of the Hellenic Institute of Rhetorical and Communication Studies Art and Chemistry - a Source of Mutual Inspiration and Symbiosis Inquiry-based learning as deeper understanding of curriculum in chemistry science through arts . .125 Linda Barbare, University of Latvia BRAINs, bodies and materials: science education reshaped Creatively . .139 As. Prof. Zacharoula Smyrnaiou, National and Kapodistrian University of Athens, Department of Pedagogy Assessing Deeper Learning in Detail – The Case of iMuSciCA in Greece . .147 Fischer, T., Stergiopoulos, P1, Chaniotakis, E., Ellinogermaniki Agogi, Greece Katsouros, V., Institute for Language and Speech Processing (ILSP), ATHENA Research & Innovation Center Symposium on Implementing Deeper Learning in the School Curriculum: The Story of STORIES OF TOMORROW at Ellinogermaniki Agogi STORIES OF TOMORROW Students Award Ceremony . 160 Workshops . .162 4 Pallini, Greece 2019 Preface The present volume contains papers that were presented in the EDEN Open Classroom 2019 International Conference “Creating Conditions for Deeper Learning in Science” which took place in the facilities of Ellinogermaniki Agogi on 29th & 30th of June 2019. The aim of the Conference was to bring together researchers, decision makers and educators from all around the world to investigate the concepts of Deeper Learning, the conditions under which it could lead students to develop mastery in scientific subjects and the methods how these achievements can be assessed. Furthermore the conference aimed also to show that an "open" school can be an ideal environment for shaping the conditions required for students to achieve Deeper Knowledge in Science combined with Art. Deeper Learning is usually associated with the concept that the learners have to achieve excellence at school through an equitable educational system. According to the National Research Council Committee (NRC, 2012) Deeper Learning can be defined as: “the process through which a person becomes capable of taking what was learned in one situation and applying it to new situations – in other words, learning for transfer … by developing cognitive, interpersonal and intrapersonal competencies.” But Deeper Learning comprises more than this. In this process, learners acquire proficiency in a subject beyond just memorizing facts and concepts, techniques or procedures. Learners understand the key principles and realize when, how they can apply what they have learned in new real situations. Consequently, deeper learning refers to the combination of a deeper understanding of core academic content, the ability to apply that understanding to novel problems and situations, and the development of a range of competencies, including people skills and self-management (AIR, 2014). So, the concept of Deeper Learning has been used both to describe a set of competencies or educational objectives and to characterize a way of learning (or a process) that promotes these competencies. These competencies (following below) were first introduced by the William and Flora Hewlett Foundation and are essential to prepare students to achieve at high levels. • Master core academic content. Students develop and draw from a baseline understanding of knowledge in an academic discipline and are able to transfer knowledge to other situations. • Think critically and solve complex problems. Students apply tools and techniques gleaned from core subjects to formulate and solve problems. These tools include data analysis, statistical reasoning and scientific inquiry as well as creative problem solving, nonlinear thinking and persistence. 5 Creating Conditions for Deeper Learning in Science • Work collaboratively. Students cooperate to identify and create solutions to academic, social, vocational and personal challenges. • Communicate effectively. Students clearly organize their data, findings and thoughts in both written and oral communication. • Learn how to learn. Students monitor and direct their own learning. • Develop academic mindset. Students develop positive attitudes and beliefs about themselves as learners that increase their academic perseverance and prompt them to engage in productive academic behaviors. Students are committed to seeing work through to completion, meeting their goals and doing quality work allowing them to search for solutions and overcome obstacles. In this framework, more than 100 participants including academics, science educators, school teachers, and university students during the conference had the opportunity to engage in a productive and fruitful dialogue. Τhe EDEN Open Classroom 2019 International Conference was framed by the following five main themes: - Deeper Learning in Science through Arts - Enhancing Science Education through Digital Story Telling - Inquiry based Learning - Creativity in Science Education During the conference, 6 distinguished keynote speakers presented their field of expertise in regard with the theme of conference, covering various aspects of achieving Deeper Knowledge and the tools that can support and validate it. 13 papers presented to the audience in which researchers presented actions designed to achieve deeper knowledge in the classroom and teachers shared their experiences, as well as their pupils’, from the implementation of relevant activities in their ranks. Four workshops focused on iMuSciCA, STORIES OF TOMMOROW, eCraft2Learn and weDRAW EU projects were designed for the participants. Last but not least, must be mentioned that on Friday 28th of June, Ellinogermaniki Agogi hosted a major pre conference event regarding the enhancement of STEAM activities in Greek schools, which was organized by GFOSS Open Technologies Alliance (https://gfoss.eu/) a non-profit organization consisted of 35 Universities and Research Centers,
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