Abstract
| Lingua originale | English |
|---|---|
| pagine (da-a) | 012015-1-012015-8 |
| Numero di pagine | 8 |
| Rivista | JOURNAL OF PHYSICS. CONFERENCE SERIES |
| Volume | 1076 |
| Stato di pubblicazione | Published - 2018 |
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All Science Journal Classification (ASJC) codes
- Physics and Astronomy(all)
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The first year of the "open discovery of stem laboratories" (ODL) project. / Pizzolato, Nicola; Persano Adorno, Dominique; Battaglia, Onofrio Rosario; Fazio, Claudio; Volungevičiene, Airina; Tsourlidaki, Eleftheria; Lõssenko, Juri; Žviniene, Vida; Dziabenko, Olga.
In: JOURNAL OF PHYSICS. CONFERENCE SERIES, Vol. 1076, 2018, pag. 012015-1-012015-8.Risultato della ricerca: Conference article
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TY - JOUR
T1 - The first year of the "open discovery of stem laboratories" (ODL) project
AU - Pizzolato, Nicola
AU - Persano Adorno, Dominique
AU - Battaglia, Onofrio Rosario
AU - Fazio, Claudio
AU - Volungevičiene, Airina
AU - Tsourlidaki, Eleftheria
AU - Lõssenko, Juri
AU - Žviniene, Vida
AU - Dziabenko, Olga
PY - 2018
Y1 - 2018
N2 - The Open Discovery of STEM Laboratories (ODL) project, co-funded by the European Community Erasmus+KA2 program for 30 months, starting from November 2015, involves five countries: Spain, Italy, Greece,Estonia and Lithuania. It aims to implement teacher collaboration in creating and using μMOOCs (very shortversion of MOOCs-Massive Open Online Courses) for encouraging the use of STEM (Science, Technology,Engineering and Mathematics) remote/virtual laboratories into lessons. The challenge of the project is toimpact on teaching process and inspire pedagogical innovation and modernization by means of open educationresources, teaching/learning tools and best practices provided by European educators via the ODL platform.The ODL project consists of different phases: the setting up of the pedagogical scenarios for the design andcreation of the μMOOCs, their embedding in school environments and their dissemination to a wide EUaudience. The strong points of the project rely on the opportunity for teachers of improving both digital skillsand pedagogical competences, experiencing international collaborative work and having the availability ofattractive open education resources in national languages, helpful to design creative lessons on STEM topics.In this contribution we present the ODL project and the results obtained in the first year of its activity. Inparticular, we discuss the difficulty to identify the pedagogical scenarios to be adopted to create suitableμMOOCs for physics education, able to increase student ability to solve real-life problems. The benefits ofadopting inquiry-based approaches, differentiated by the amount of information and teacher guidance providedto students (confirmation, structured/guided and elicited/open inquiry), will be discussed and compared.
AB - The Open Discovery of STEM Laboratories (ODL) project, co-funded by the European Community Erasmus+KA2 program for 30 months, starting from November 2015, involves five countries: Spain, Italy, Greece,Estonia and Lithuania. It aims to implement teacher collaboration in creating and using μMOOCs (very shortversion of MOOCs-Massive Open Online Courses) for encouraging the use of STEM (Science, Technology,Engineering and Mathematics) remote/virtual laboratories into lessons. The challenge of the project is toimpact on teaching process and inspire pedagogical innovation and modernization by means of open educationresources, teaching/learning tools and best practices provided by European educators via the ODL platform.The ODL project consists of different phases: the setting up of the pedagogical scenarios for the design andcreation of the μMOOCs, their embedding in school environments and their dissemination to a wide EUaudience. The strong points of the project rely on the opportunity for teachers of improving both digital skillsand pedagogical competences, experiencing international collaborative work and having the availability ofattractive open education resources in national languages, helpful to design creative lessons on STEM topics.In this contribution we present the ODL project and the results obtained in the first year of its activity. Inparticular, we discuss the difficulty to identify the pedagogical scenarios to be adopted to create suitableμMOOCs for physics education, able to increase student ability to solve real-life problems. The benefits ofadopting inquiry-based approaches, differentiated by the amount of information and teacher guidance providedto students (confirmation, structured/guided and elicited/open inquiry), will be discussed and compared.
UR - http://hdl.handle.net/10447/291229
M3 - Conference article
VL - 1076
SP - 012015-1-012015-8
JO - JOURNAL OF PHYSICS. CONFERENCE SERIES
JF - JOURNAL OF PHYSICS. CONFERENCE SERIES
SN - 1742-6596
ER -