Multidisciplinary course

Multidisciplinary course is based on updated outputs from WP2 Economic and Societal Dimension of Science and Technology (D2.1 Employment Labour Market Trends in EU And D2.2 The EU and Future STEM Skills Requirements) and WP3 Research of Learning Methodologies and Educational Tools (D3.1 Report on Learning Methodology and Tools, D3.2 Report on Responsible Research and Innovation and D3.3 Methodology and Educational Tools) and provides inputs to WP5 Multidisciplinary course, WP6 Open Learning Content management System and WP7 Trial and outreach activities.

Depending on a discipline the content is presented in the form of videos, games, power point presentations, interactive PDFs, pen-and-paper exercises, online quizzes, simulations, worksheets, photos and images, presentations, public exhibitions, experiments, open database, scientific papers (science research journals). These innovative forms enable use of different exploitation channels, such as formal education and extra-curricular activities at schools and informal events such as science festivals, popularizing lessons, workshops and others.

Common didactic approach of sub-courses

During the STEM4Youth project and according to updated Methodology and educational tools (D3.3) a wide range of learning methodologies and tools have been extensively considered and reviewed in order to determine what could be the possible best matching(s) in order to prepare the contents for each discipline. 

Generally, three methodologies have been found especially relevant and also easily complementary and mixable between them. These methodologies are: i) Hands-on activities ii) Inquiry Based Learning and iii) Learning via experiments. Accordingly, a combination of the previous methodologies has been recommended for the following disciplines: Engineering, AstronomyPhysics and Citizen Science.

In the case of Mathematics, because of the high intrinsic abstraction of the discipline, these methodologies were not applicable. Another strategy, based on Gamification and Multimedia, was chosen in order to prepare attractive learning materials.

Finally, in the case of Medicine, because of obvious ethical reasons, no experiments or hands-on activities could be envisaged. Thus, learning strategies based on learn by play and educational games was proposed.  

All theoretical aspects described above as the results were uploaded in the practical form on OLCMS. Under each subject on OLCMS are common aspects in the technical form as in picture 1 as well as under each Subjects’ topic are specify further common aspects, see Picture 2.

T5.1 Mathematics sub-course development

There was developed complete Mathematics sub-course. The challenges were developed by taking into account the curriculum of mathematics, which are used for teaching mathematics at high schools.

  1. Basics of math with joy – there were created interactive PDFs, supplementary materials, guide videos and Teachers’ guides for 13 following math topics – 1. Analytic geometry, 2. Basic of math, 3. Complex numbers, 4. Differential calculus, 5. Equations and inequalities, 6. Exponents and logarithms, 7. Functions, 8. Geometry, 9. Integral calculus, 10. Sequences and series, 11. Triangle trigonometry, 12. Trigonometry, 13. Combinatorics, probability and statistics.
  2. Popularizing interactive lectures - lectures that have been created 1. Fractal Geometry, 2. Catastrophes and its Mathematical Backgroung, 3. Cryptology, 4. Big Data, 5. Statistics, 6. Deterministic Chaos, 7. Limes Computibilitatis.

 

T5.2 Physics sub-course development

Physics sub-course that include 7 modules:

Crowd dynamics: Lesson provides a basic knowledge about modeling of crowd dynamics and complex systems.

Holography: In this activity, the student acquires knowledge about basic concepts and parameters related to light being an electromagnetic wave (diffraction, interference), holography, a hologram and physical basis of its functioning.

Optics and Optical Fibres: A script and supplementary materials for a lesson on light propagation and optical fibers.

Microwaves: Microwaves find many applications in many fields of science and technology, both civil and military.

Photovoltaics: The lesson on photovoltaics provides the physical background of the principle of operation of solar cells as well as advantages and disadvantages of photovoltaic systems as solar energy sources on Earth.

New materials: The lesson focuses on properties and possible applications of new materials.

Atomic nucleus and radioactivity: This module contains a script and supplementary materials for a lesson about nuclear physics and its applications, provides a basic knowledge about the structure of the matter, natural radioactivity, the nature of ionizing radiation and applications of nuclear science in medicine (imaging and cancer treatment) and industry.

REMOTE EXPERIMENTS: https://olcms.stem4youth.pl/WARL  

 

T5.3 Chemistry sub-course development

The innovative products of chemistry lead to cutting edge advancements applied technology in medical devices, aerospace, computing, cars, fuels and more.

There were developed 9 worksheets for the implementation of experiments. Worksheets included some theoretical background of the concrete subtopics, list of materials needed for the experiment, detailed description of the experiment with instructions, and study questions for students to test their knowledge.

 

T5.4 Astronomy sub-course development

Course with 10 Lessons based in Astronomy were created.

1. Our views about the Cosmos. 2. Solar System, the planets, satellites, comets and asteroids. 3. Travel in Space. 4. The Sun, the star that matters for our lives. 5. Greenhouse effect and Climate change. 6. Use of satellites by humans I and Modern space related professions. 7. Use of satellites by humans II and Modern space. 8. The contribution of Astronomy and Astrophysics in Physics and Mathematics. 9. The Cosmos is comprehensible. 9. The Cosmos is comprehensible. 10. Modelling the phenomena in the Cosmos.

 

T5.5 Engineering sub-course development

There were developed seven new engineering challenges based on the Engineer Design Process (EDP) model of inquiry-based learning, producing seven stand-alone units embedded in detailed teacher guides targeting the learning needs and developmental stage of secondary school children.

The following seven (7) engineering challenges have been developed in the following engineering fields:

 - Water Rockets. How high can a model water rocket fly? (Aeronautic and Mechanical Engineering)

- Handheld Vacuum Cleaner. Can dust cleaning be fun? (Electrical Engineering)

- Hydraulic Arms. Jack it up! Lift a load using Hydraulic Arms. (Mechanical Engineering)

- Floating nests raft. Ever Heard Of A Floating Bird Nest? (Marine Engineering)

- Hydrobot. Building an underwater robot. (Ocean (Marine) Engineering)

- Solar powered (B.E.A.M) bots. Make your own solar powered robot to follow the sun! [(Electrical (Electronic) Engineering and Robotics]

- Obstacle avoiding Arduino robot. Build and program a robotic vehicle that avoids obstacles (Robotics)

 

T5.6 Medicine sub-course development

There were developed six medicine modules talking about cutting-edge and new trend topic into Biological and Medical fields.

- GENDER MEDICINE

- EPIGENETIC, DNA AND PREVENTION

 - BIG DATA, MEDICINE AND YOU

- BIOETHICS

- GENOME EDITING

- PRECISION MEDICINE

 

T5.7 Citizen Science Tool kit for teacher

Five Citizen Science (CS) pilots have been performed with three schools of Barcelona Metropolitan Area, one school of Palaio Faliro (Athens, Greece) and one school of Sokołów Podlaski (Poland), with a total of 160 students aged 15-17 involved. More about pilots here.

 

Responsible research and innovation (RRI)

Responsible research and innovation means that societal actors work together during the whole research and innovation process in order to better align both the process and its outcomes, with the values, needs and expectations of European society. RRI is an ambitious challenge for the creation of a research and innovation policy driven by the needs of society and engaging all societal actors via inclusive participatory approaches’(European Commission, 2014).

 

Common concept for teachers

A common lesson framework has been developed for teachers on how to use or develop the STEM4Youth materials into the classroom. The lesson framework may be used for the four science disciplines (Astronomy, Chemistry, Engineering and Physics) as supplementary material in order to keep our educational materials consistent with each other. In addition, this framework may be used as scheme by the material authors in case of the production of new materials.