STEM - Practical methods to teach values through science
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Active and participative methodologies applied to teaching science. In this course we explore different approaches to STEM in order to raise the students’ motivation and reduce the underachievement in science and maths, which is a priority at European level.
Traditionally, the education of science was limited to unilateral transmission of knowledge discovered by scientists, leaving aside the practice of science outside of the classrooms and losing all the benefits that it can bring to pupils.
Teachers need new skills and a different approach to teaching STEM in order to reduce the underachievement in maths and science, which is a priority at European level.
This course is composed of dynamic exercises and games, experiments to be done in groups, debates and reflections with which an active and participatory methodology for educating using science will be shown in a practical way.
The nature of this course is eminently practical, with participatory and dynamic activities in which we will carry out the experiments meant to facilitate the assimilation and analysis of the proposed methodology.
● Reflect on the different styles of teaching science.
● Increase awareness about the need to reduce the underachievement in maths and science at European level
● Understand the scientific method and its benefits.
● Learn to apply the scientific method in everyday thinking.
● Acquire active methodological tools that encourage participation, cooperation and motivation of students.
● Learn simple experiments with low cost that can easily be adapted to the curriculum of different levels (primary, secondary etc).
● Gain knowledge on how to adapt science experiments to make them less guided and give more autonomy and research abilities to students.
● Reflect on the importance of educating critical thinking and autonomous approach when searching for information.
● Learn how to foster positive group dynamics and encourage collective learning.
Teachers from primary and/or secondary schools, teachers trainers, school leaders and professional workers that are interested in new ways of teaching STEM.
Module 1. Methodological approaches to science practice in the classroom
Presentation of the training course.
Group dynamics: Getting to know each other, Team building.
Experiential activity: Science workshop in groups to compare different methodologies.
Group experiments and demonstrations
Reflection and group discussion: Analysis of the methodologies experienced and their usefulness in a primary or secondary classroom.
Bonus activity: Surprise experiment
Module 2. Beyond the scientific method. Scientific Community.
Module 3. Collaborative learning applied to mathematics.
Workshop in group: The importance of the scientific community. A practical case
Role-play in group: III CTC International Congress – Catch the Cheater
Discussion and reflection: Why do we believe in science (sometimes)?
Workshop in group: Mathematical challenges
Reflection in group: Growth mindset vs Fixed mindset. Analysing some examples.
Bonus activity: Inquiry activity
Module 4. Storytelling and its benefits for science education
Introduction into the theme: Telling a story.
Group dynamics: Homo narrans. Stories make us humans.
Practical exercise in group: How would you tell this story?
Workshop in group: Inquiry on the theme proposed
Bonus activity: Surprise experiment
Module 5. Experiments to work different parts of the scientific method.
Group dynamics: Energizer for fostering collective learning
Group experiments: Learning by discovery and investigation.
Reflection and debate: What does science teach us?
Practical activity: Sequencing of an active science activity.
Reflection in small groups: Attitude of the teacher as a guide of Inquiry Based Learning.
Bonus activity: Surprise experiment
Module 6. How to adapt one experiment to Inquiry Based Learning methodologies.
Workshop in group: Inquiry based learning activities.
Group reflection: analysis of the activities carried out during the course and the methodologies used.
Hands-on activity: How can I adapt the key learnings in my work?
Adaptation of an activity to the proposed methodology
Summary of key learning points
Final course evaluation and feedback
Validation of learning outcomes and handling certificates
This course will teach the practical methodological tools and materials for teaching science based on the Inquiry Based Learning and Experiential Learning methodologies.
During the course, the participants will be able to see different experiments, exercises and scientific projects that can be used in school classrooms. Through challenges and games, the pupils can investigate and invent, so they become actors of their own learning.
We will explore the different roles that the teachers can take, such as facilitators and learning guides during the investigation. We will see how to leave the protagonist role to the learners so that they get familiarised with the scientific methods.
Learning through the scientific method can be used as a basis for the stimulation of critical thinking. We will see how important this is for distinguishing reliable information in the era of over-information.
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Rate & review
Reviews only come from verified course participants via the European Commission's Mobility Tool+. If you participated in this course, use the Mobility Tool+ to submit a review. If the course is not listed in the Mobility Tool+ yet, please provide to your project coordinator the following course ID: 220629.
The training topic was about STEM practical methodological tools and materials for teaching science based on the Inquiry Based Learning and Experiential Learning methodologies. During the course, I saw different experiments, exercises and scientific projects that can be used in my classroom.I explored the different roles that the teachers can take, such as facilitators and learning guides during the investigation and how to leave the protagonist role to the learners so that they get familiarized with the scientific methods. I also explored how the learning of the scientific method can be used as a basis for the stimulation of critical thinking, which is very important for distinguishing reliable information in the era of over-information. I learned simple experiments with low cost, that are adapted to the curriculum. G I gained knowledge on how to adapt science experiments to make them less guided and give more autonomy and research abilities to students. I reflected on the importance of educating critical thinking and autonomous approach when searching for information. I learned how to foster positive group dynamics and encourage collective learning.
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