Intellectual Outputs

There are going to be total of four Intellectual Outputs in Open Science Schooling project.

IO 1 – A Guide to Open Science Schooling in Secondary Schools

Practical useful guidance taking schools and teachers through the different steps in Open Science Schooling, offering practical examples and giving useful advice – presented attractively in open virtual formats and in variety of media forms.

The Guide to Open Science Schooling for secondary schools and science teachers is the flagship outcome of the project and will offer attracitve access to open science schooling in practice.

The Guide will not be a long theoretical document or messy collection of links, known to create less interest among busy and hardworking science teachers.

The Guide will be presented as a user-friendly, attractive and intuitively interesting collection of elements, well-structured and organised in a logic way, following the challenges any science teacher will face when engaging in open science schooling.

It is in particular important to create attractive and directly useful guidance and materials to science teachers, as science teachers in general by leading research are regarded “a part of the resistance to science problem”.

The Guide will be made available in full version directly from the opening interface of the project web – but also in a reduced version as PDF. The PDF will include direct links to for example video material in the Guide that cannot be provided in a PDF document.

The Guide will have the overall structure of the Open Science Schooling agenda.

Summary of IO 1: Guidance taking schools through the different steps in Open Science Schooling, offering practical examples and useful advice – presented attractively in open virtual formats and media forms.

IO 2 – Open Science Schooling – The Movie

The 30 minutes Open Science Schooling video will provide secondary schools, science teachers, local communities, families and students with a totally different experience than the Guide, primality addressing science teachers directly.

The outcome is extremely important, as only dramatized story-telling will be able to describe, capture and create and understand of how open science schooling links to the identity and personality development of the young students.

The video will be a narrative movie describing the 30 months project in dramatized form and including very many personal testimonies and personal points of view. The movie is therefore expected to have a very large audience and will be shared large-scale through social networks.

The movie will be composed from raw material produced along the project, in particular from the 20 months Green period . As the movie is depending on real-time creation of raw material, the project will guide student teams, teachers and practice partners towards ensuring the creation of such raw material in connection with all interesting local activities.

To this end a small movie guide will be available to all participants in the project’s kick-off phase.

A considerable part of the 5 days learning mobility is devoted to the evaluation, editing and elaboration of produced raw video materials, but will also be able to produce additional elements to the final movie.

The movie will precisely as a dramatic presentation include very emotional, personal and spontaneous reactions to pen science schooling from the key players in the science engagement scenarios – from boys and girls, from science professionals, from teachers and from the students’ families.

The combination of the didactic oriented guide and the personal experience oriented Movie is indeed expected to be very powerful resource for science teachers, but also for many wider audiences interested in open science schooling and co-creation.

Summary of IO 2: The narrative and visual presentation of the project’s open science schooling experience – co-created by the young teams.

IO 3 – Young Co-creators

Innovation in education is high, very high, on the Commission’s agenda. This innovation is not expected to be delivered top-down through systemic changes, but is expected to be developed in interaction with key players in education: teachers and students, and at all levels.

Co-creation by teachers and students of educational change is key to such changes, and Open Science Schooling will make a contribution, along with similar initiatives, to the understanding of how such co-creation can take place: what are the challenges, the potentials and possible obstacles to young students as co-creators of educational innovation?

Rationale of IO 3: Young Co-creators:

Secondary students at the age of 14-15 are not at all used to being positioned as co-creators of educational innovation.
Perhaps they are too young? Not at all: the Commission promotes the fostering of entrepreneurial mentality from primary school and even from kindergarten.

The student teams will be engaged in the Open Science Schooling project for more than 20 months, perhaps even longer. They will be challenged with missions they never imagined.

IO 3 Young co-creators is not specifically about science learning, but about how young students experience the change from being objects of the educational system to being the subject of change and innovation.

The outcome will deliver a mosaic of student experience collected from the long, epic and immersive project experience – from participating in European partner meetings via collaboration with local science center to the production of the project Movie.

The final outcome will combine two different narrative forms:

  • real-time raw material produced along the project progression
  • retrospective reflection evaluating the personal and educational development

The students’ co-creation teams will not produce such material automatically: they will need strong guidance. Therefore the project will ask practice partners to appoint a Young co-creators guide from the participating local teacher teams.

This guide will work closely with the knowledge partners and will accompany the local student teams along the project progression and help them create such personal reflections – in real-time a well as retrospectively.

Summary of IO 3: The young students’ personal documentation of their involvement in the project, in the local open science schooling activities and in the co-creation of project results.

IO 4 – Integrating Open Science Schooling in Secondary Schools – Policy Recommendations

Re-thinking science education and re-engaging young students in science learning is very high on the Commissions agenda.

Open schooling is strongly recommended by the Commission and leading research as one of the most efficient ways to make the cultural revolution in science education a reality.

The theoretical framework of open schooling has been available for a long time and, as stated by leading research, we actually know what it takes to re-engage young students in science and help them create a new image of science and science careering.

What we do NOT have is practical evidence on how to do this in practice. Little guidance building on practical experience is available to secondary schools and science teachers. This is the background to the project’s policy paper.

The policy paper addresses policy-makers at all educational levels, but also researchers engaged in designing strategies for the practical implementation of innovative science learning.

The policy paper intends to provide recommendations for policy on how to support secondary schools and science teachers in their efforts to engage in experimenting with open science schooling, but also to give input to research designing strategies to overcome obstacles and to help schools and teachers tackle the many challenges involved in this cultural revolution.

The policy paper is expected to include the following key challenges:

  • How can teacher educations create a new mentality among the generations of science teachers throughout their professional training? How can policy support such innovation in professional and further teacher training?
  • How can local and regional educational authorities help build open science schooling capacity among science teachers in secondary school, for example through blended learning activities integrated in the professional life of the teachers?
  • How can policy-makers promote open science schooling resources such as the resources provided by the project?
  • How can science curricula be adjusted to include dimensions of open science schooling? What innovation in science curricula would be needed?
  • How can educational authorities support and even initiate practical local experimentation with open science schooling, and how can cross-sector support be mobilized for this?
  • How can policy-makers promote open science schooling based on the co-creation of young students?
  • How can local and regional governments promote a positive mentality in the wider community of open science schooling, including among key science, research and innovation resources in the community?

The policy paper will result from the confrontation of the summary of state of the art research and production of knowledge elements depend on the documentation of project practice.

The project’s knowledge partners will be responsible for the planning, preparation and production of the policy paper.

The development process will include local dialogues with the teacher teams and students’ co-creation teams, as well as with the emerging eco-systems of open science schooling collaboration, at certain milestones – and at EU level professionals engage in the “science education innovation agenda” will be invited to comment on the draft version of the policy paper.

Summary of IO 4: Recommendations for policy-makers on how to support the integration of open science schooling, including recommendations for further research, experimentation and testing.