STEM for ALL Project - LLT in SWEDEN

E_Magazine

may 28 – june 1 2018

02

2 nd Learning, Teaching, Training (LTT) Meeting STEM FOR ALL 2017-1-TR01-KA201-045815

TECHNOLOGY IN EDUCATION AND BEST PRACTICES OF USING IT Novia Engelska skolan, may 28 – june 1, Stockholm/ Sweden

Portugal

Greece

Italy

Romania

Sweden

Agrupamento de Escolas Emídio Navarro, Almada/ Portugal

Turkey

PARTNERS

Coordinator of the project: Sarıyer İlçe Milli Eğitim Müdürlüğü, Istanbul/ Turkey

Project partners: Agrupamento de Escolas Emídio Navarro, Almada/ Portugal Association for Education and Development of Disabled People, Kavala/ Greece Jacopo del Duca - Diego Bianca Amato, Cefalu/ Italy Asociatia Edulifelong, Targu Ji/ Romania Novia Engelska Skolan, Stockholm/ Sweden

Team

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Portuguese Team: Escola Secundária Emídio Navarro

Italian Team: Jacopo del Duca – Diego Bianca Amato

Swedish Team: Novia Engelska skolan

Greek Team: Association for Education and Development of Disable People

Romanian Team: Associatia Edulifelong

Turkish Team: Sariyer District Directorate of National Education

PARTNERS

Welcome

The 2nd LTT started with a warm welcome from the Swedish team from Novia Engelska skolan.

An icebreaker activity has been developed, providing an excellent and friendly atmosphere.

Throughout the training week there was always good mood, motivation and good work environment not only by the great welcome made by the Swedish team but also by the fact that most of the participants had already met in previous meetings.

Constitution of work teams/ Tasks The work teams were constituted with one member from each country, promoting the coexistence and the sharing of knowledge.

Two activities were proposed: the creation of a new project logo (STEM for ALL) and the design and prototype of a piece of furniture with at least two functions, inspired by the pieces

of IKEA, a Swedish company.

To carry out the second task, using STEAM concept, groups worked whole week collaboratively and presented their product to other groups at the end of the week. The creativity and design capacity of the present ones were evidenced from the interesting and original products created.

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SCHOOL

School Tour Some students of the NOVIA Engelska Skolan made a guided tour to the school highlighting the most significant aspects of it. This visit was done in teams and the accompanying students of each team, besides the sympathy, showed a good fluency in English language and made themselves available to satisfy all the curiosities of the visitors.

NOVIA Engelska Skolan is an English language school with

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profiles in English.

The common language of instruction is Swedish and they follow the Swedish curriculum but students also get more teaching in English already from preschool to class 9.

The school is located in modern facilities, close to nature and water and take advantage of the opportunities offered by the outside world, by studying tours, touring the city, visiting museums and visiting libraries.

SCHOOL

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LECTURE

Lecture: Changing Ways of Knowing & Stem Teaching

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Another big moment of this week was the lecture and the workshop that Dr. Senser Corlu, from Turkey had presented to us.

Dr. Corlu is professor of mathematics, science (biology and chemistry) and information technology. He collaborates with Texas A & M University, Bilkent University and Bahceschir University and is Associate Professor at Faculty of Educational Sciences, STEM expert.

Analyzing the ten essential competencies that students should achieve, and comparing the situation in 2015 with that predicted for 2020, professor Corlu emphasized that in the first place is always “Complex Problem Solving�.

The complex problems of the 21st century will not be the solution of mathematical equations since, nowadays, any student can have an application that solves them quickly, showing all steps and graphic development.

The complex problems are very different: choosing a career (not just for money, but also for being happy), climate change, population growth, immigration,

traffic, weather forecast, the use and distribution of natural resources, etc.

These complex problems may have several solutions that cannot be achieved with traditional approaches. There is a need for creative combinations of knowledge and a broad battery of strategies. The fundamental points of these paths are: language, observation, reasoning, imagination and creativity.

How can students learn to solve complex problems?

Teachers and professionals in general cannot consider themselves as possessors of

LECTURE

Workshop

knowledge but must be aware of the need to work together.

The option should therefore be a collaborative work aimed at creative learning, research and sharing, using high-tech and traditional tools (3D printers, laser cutters, CNC machines, soldering irons, etc.).

John Dewey’s theory, “Learning by doing” has been developed and applied, creating a movement of “digital artisans” with the aim of suggesting activities of creation of electronic artefacts, robots, etc., or more traditional, involving woodworking and metalworking to produce innovative solutions to complex problems and creating opportunities to prepare students for the 21st century competencies in science, technology, engineering and mathematics (STEM).

STEM education includes the

set of knowledge, skills, and beliefs which are collaboratively constructed by students and teachers at the intersection of more than one STEM subject area.

The integration of STEM disciplines helps teachers to improve students to achieve innovation capabilities without ignoring the unique characteristics of each.

Focusing on the interaction of mathematics and science, the model emphasizes the importance of integrated teaching for the successful transition from the departmental teaching to an integrated model that promotes innovation.

This was an extraordinary moment of sharing of knowledge. This teacher introduced another way to see / apply the STEM.

After the conference, prof. Corlu organized a workshop where he proposed an activity, as an example of a STEM application in the classroom.

Starting from the problem: “How to develop two prototypes to measure time”, the present ones tested several possibilities to solve this question, similar to what can be done in the classroom.

After a brief theoretical approach, measurements were taken of the oscillation period of a pendulum with the aid of a sensor and a graphic calculator,

after which a statistical treatment of the results was made, comparing them with the theoretically predicted value.

This activity (similar to the “Let me think” workshop, in 1st LTT, Portugal) emphasized the importance of the use of sensors associated with graphic calculators in the development of competences in science, technology, engineering and mathematics (STEM).

All the participants appreciated this moment, having contributed actively in all the activities.

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KISTA ACADEMY

Kista Academy Kista Academy, a highly competitive school focused on training young people with a high level of scientific and technological knowledge, highly demanded at the employment level in the largest companies in the world. Academy leaders presented the “path” used and school guidelines, and in particular the methods of accelerated learning and teaching of technological skills.

This was a good example how

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to prepare the adults that want to change their type of job.

They do a “miracle”! In 3 months, this institution give the tools to one person start work in IT. The most amazing part is that these persons, consulters, as they call to their students, before this training haven’t no expertise in this field. The employment rate is very high, which gives to this teaching method (accelerated learning) a good reputation and prestige.

EDUCATIONAL SYSTEMS

Educational Systems of the various countries Another interesting moment of this meeting was the presentation by the representatives of each country of the relevant aspects of the educational system of their country.

We present a summary of each system:

Portuguese education system 1. Pre-school: From age 3 - 5 (not compulsory).

2. Basic Education: grade 1 – 9, age 6 – 14 (compulsory). − 1st cycle – 4 years; − 2nd cycle – 2 years; − 3rd cycle – 3 years.

The majority of students follow the general course, based on national curriculum, and some follow vocational courses organized in a sequence of training stages.

3. Secondary Education: grade 10 – 12, age 15 - 17 (compulsory).

Students can choose Scientific & Humanistic Courses or Professional Courses.

At the end of secondary education students can enter the labour market or compete for university (they do at least four exams).

4. Higher education: − Undergraduate Studies - 3 – 4 years; − Master - 2 years; − PhD - at least 3 years.

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EDUCATIONAL SYSTEMS

Greek educational system 1. Primary education: − kindergarten (1- 2 years) – age 4 – 6; − primary school (spanning six years) - ages 6 to 12.

2. Secondary Education: − Gymnasio (Middle or Junior High School), 3 years – ages 12 to 15; − Lykeion or Vocational lykeion. – ages 15 – 18.

4. Higher education: Higher education is offered by Universities, institutions of Higher Artistic, Musical and Choral (AFAM) and Higher Technical Institutes (ITS) with different types of courses.

Romanian education system I. Pre-University Education (5 levels)

3. Tertiary education: Universities, Technological Universities (T.E.I.) and Academies. − Undergraduate courses (4 years (5 in polytechnics and some technical/art schools, and 6 in medical schools); − postgraduate courses (MSc level) (1 to 2 years); − doctorates (PhD level) (3 to 6 years).

1. Preschool (Kindergarten): – 3 years − Junior/ small group – age 3 – 4; − Middle group – age 4 – 5; − Upper/ big group – school preparation group – age 6 – 7.

Italian educational system

3. Secondary school /Gymnasium: (grades 5 to 8) – age 11 – 15 (compulsory).

2. First cycle of education (compulsory): − Primary school (5 years) - age 6 to 11; − First level secondary school (3 years) - age 11 to 14.

3. Second cycle of education: − Secondary school (5 years) – age 14 to 19 (compulsory until 2nd year) The schools organize high school courses, technical institutes and professional institutes − Three-year and four-year courses of vocational education and training (IeFP) of regional competence, always aimed at students and students who have successfully completed the first cycle of education.

After passing the final state exam for secondlevel secondary education, students can access tertiary education courses (universities, Afam and ITS).

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4. Highschool: (grades 9 – 12/13) – age 15 to 18.

5. Post-Secondary education: (2 – 5 years) II- Higher Education − Undergraduate Studies (BA): 3 years; − Master (MA): 2 years; − Doctoral Studies (PhD): 3 years; − Lifelong Learning (post-graduate courses, continuous education).

1. Childhood education: Kindergarten - age 3 - 6 years (not compulsory).

2. Primary/ Elementary school: (grades 1 to 4) – age 6 – 10 (compulsory).

EDUCATIONAL SYSTEMS

Swedish education system

Turkish education system

1. Pre-school: From age 1 - 5 (not compulsory).

1. Pre-primary: age 3 – 5 (not compulsory).

2. Pre-school class: at age 6 (compulsory) To prepare for grade 1.

2. Primary: age 6 – 14 (compulsory). − Elementary school: 4 years; − Middle school: 4 years.

The purpose of the primary education is to ensure that every child acquires the basic knowledge, skills, behaviours, and habits to become a good citizen, is raised in line with the national moral concepts and is prepared for life and for the next education level parallel to his/ her interests and skills.

3. Compulsory school: grade 1 – 9, all schools follow a national curriculum.

There are schools operated by the local governments and schools that are operated by private entities, but open to everyone and free (no tuition or fee).

4. Gymnasiet: Upper secondary school, 3 years, after which you graduate (not compulsory, but the vast majority go there).

Students compete with their grades from grade 9 to get into these programs. − 7 programs preparing for higher education; − 12 programs are vocational.

5. Higher education: University, college, higher vocational education.

Higher education is free, and you can enter by taking a SAT-test or with you grades from gymnasiet.

3. Secondary Education: age 15 – 18 (compulsory) Covers General, Vocational and Technical high schools.

The purpose of secondary education is to give students a minimum common culture, to identify individual and social problems, to search for solutions, to raise awareness in order to contribute to the socio-economic and cultural development of the country and to prepare the students for higher education, for profession, for life and for business in line with their interests and skills.

After the high school, the graduates enter an examination in order to be admitted to Higher Education institutions.

4. Higher education: − Associate’s Degree (AA) - for those who have grades at the limit (2 years); − Bachelor’s Degree (BA) – for those with good grades (4 years); − Master’s Degree (at least 2 years); − PhD - requires a master’s degree (at least 4 years).

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CODING

Coding On Thursday we witnessed a real example of a class based on the STEM concept, this time aimed at the 1st cycle of Primary Schooling.

In this workshop called Coding, the Swedish team through their spokesman Daniel showed how to give a lesson involving almost all school subjects, developing students’ autonomy, promoting teamwork in a fun and dynamic way.

Using a kit of six small programmable robots - Blue Bot - and a carpet /map with coordinates of Sweden, the working groups had to find the answers to the questions suggested in a worksheet.

So, after launching the dice and counting the dots we had to program the small robot, with the correct indications/ coordinates (six ahead, three to the right ...) so that when arriving at the destination, we could fill the referred worksheet (which was in table form). On that worksheet we were asked, among other information,

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the population density, the neighbouring district, the animal that inhabits there...

To get this information we could consult the internet (through the computer or mobile phone) and search in encyclopaedias.

It was a very fun activity, which showed above all that you can have a playful classroom, using technologies, working the mother tongue, mathematics, study the environment and even take the first steps in the programming level.

SIGHTSEEING

Sightseeing During the week in Stockholm, the weather was surprisingly pleasant, which gave us the opportunity to have some sightseeing tours and enjoy this beautiful city.

The Swedish team also took us to some important museums, so that we could learn a little more about the Nordic history and culture. As we walked through the streets we could see that there were many students (of different ages) having field trips, both to the historic centre and to museums.

One of the museums we had the opportunity to visit was

the Nordic Museum which provided us a journey through several centuries of traditions and in which we were able to see groups of students who were also visiting the museum, but at the same time doing a kind of peddy paper to answer questions they had brought in a worksheet. This dynamic and autonomous way of researching the correct answers and of finding knowledge - whether individually or in groups - is undoubtedly a teaching possibility. If on one hand it takes advantage of the actual cultural offerings, on the other STEM FOR ALL | 13

SIGHTSEEING

Sweden

Stockholm

hand it leads students to leave the classroom with well-defined pedagogical goals and to work them in game form, thus motivating them.

We also visited the Vasa Museum where we were absolutely amazed to see a ship that, after 333 years at the bottom of the sea, off Stockholm, is perfectly preserved - the only one of the seventeenth century - showing its more than 700 wooden sculptures perfectly intact.

This great ship of King Gustav Adolf was designed to play an

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important role in the Swedish navy, but shortly after it began its first voyage in 1628, it sank.

Another visit organized by the Swedish team was the trip to the Viking town Birka (dating back to the year 750), where the past rests in peace.

In this city the past is revisited, through archaeological excavations that are made, but after the studies are completed these excavations are covered in order to preserve them from the effects of time and Man. This city is a UNESCO World Heritage Site.

Greece

Italy

Portugal

Romania

Sweden

Turkey

Throughout the week, groups of several countries were sending news to the web pages of the respective schools / institutions, to facebook, twiter, etc., spreading the knowledge and experiences of the 2nd LTT.

Greece

Italy

Portugal

Romania

Sweden

Turkey

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This project is funded by the Erasmus+ Program of the European Union. However, European Commission and Turkish National Agency cannot be held responsible for any use which may be made of the information contained therein.

https://erasmusproject.wixsite.com/stemforall