Greek Scenarios
#1: Confronting challenges on IBL from implementation and assessment perspectives
This scenario deals with challenges on implementing and assessing inquiry based learning (IBL) methodology in STEM classrooms. Good practices on IBL are shared and discussed and hands-on activities on DojoIBL platform- that facilitates inquiry based learning -are proposed. The scenario aims to enhance: teachers' pedagogical knowledge on IBL and on new technologies that facilitate learning; reflective and metacognitive skills on teaching practices and positive dispositions on adopting innovative methodologies by digital means.
Outline of Scenario #1 (in Greek)
Access to the digital scenario:
DojoIBL URL: https://dojo-ibl.appspot.com/#/inquiry/5723974822526976
CODE: TMRRC
(in Greek)
#2: Reflective practice for tackling inclusion and diversity issues-opportunities and challenges in STEM classrooms
This scenario aims to facilitate STEM teachers' reflective practice for tackling diversity issues in their classrooms and for addressing the challenge of inclusive education. Opportunities and challenges for dealing with inclusion specifically in STEM teaching and learning are negotiated. Effective school practices and teaching approaches are presented as examples of good practice and as a ground for reflection and inspiration for own practice.
Outline of Scenario #2 (in Greek)
Access to the digital scenario:
DojoIBL URL: https://dojo-ibl.appspot.com/#/project/5138852419207168
CODE: 20LJV
(in Greek)
#3: Teaching tools for dealing with controversial socio-scientific issues in STEM classrooms
This scenario aims to help STEM teachers develop pedagogical know-how, teaching skills and positive attitudes for equipping students to discuss socio-scientific issues. Resources on teaching tools developed in the frame of the ENGAGE project are shared and discussed as inspiration for own practice.
Outline of Scenario #3 (in Greek)
Access to the digital scenario:
DojoIBL URL: https://dojo-ibl.appspot.com/#/project/6001413922488320
CODE: UEY7Z
(in Greek)
#4: Promoting students' achievement in STEM: Changing perspectives from knowledge acquisition to skills development
Recent and current Greek educational reforms are oriented towards students’ skills acquisition. This is highly challenging for STEM teachers as it requires a shift from teaching scientific facts to equipping students with skills related to STEM subjects. The aim of this activity is tο facilitate STEM teachers’ reflective practice towards the promotion of students’ skills. What are 21st century skills need to be promoted? How can STEM teaching and learning facilitates the acquisition of 21st century skills? What are the challenges in Greek curricula & classrooms for teaching for skills acquisitions and how can be confronted?
Outline of Scenario #4 (in Greek)
Access to the digital scenario:
DojoIBL URL: https://dojo-ibl.appspot.com/#/project/5076816851107840
CODE: ZI2WM
(in Greek)
#5: Opening-up science education: Taking advantage of the potential of informal science education
Learning in informal contexts is far from a new phenomenon. However, the way that it is happening has considerably changed during the last decades as a result of the potential of greater use of digital means in learning and teaching process – for example the increased availability of educational resources in the web. In this activity participants will share experiences on the ways in which they utilize informal learning resources and reflect on the criteria under which they chose the form of informal learning that in their classroom practices.
Outline of Scenario #5 (in Greek)
Access to the digital scenario:
DojoIBL URL: https://dojo-ibl.appspot.com/#/project/4826348182831104
CODE: 0S30N
(in Greek)
#6: Design and delivery of an interdisciplinary STEM project
Interdisciplinary projects are part of current reform in secondary Greek education (both at lower and higher secondary levels). In this activity STEM teachers co-develop a project and will be facilitated in planning, managing and accessing project work, reviewing and reflecting resources developed in the frame of the ENGAGE project.
Access to the digital scenario:
DojoIBL: https://dojo-ibl.appspot.com/#/project/5096557594542080
CODE: E12OV
(in Greek)
#7: Supporting gender-neutral approaches to STEM at home
Secondary teachers’ training should include elements that help parents in avoiding gender bias with their younger children as well as trying to balance previously established bias for the ones in secondary school. For this there is a need to raise awareness of teachers and parents of bias and to offer methodology to find solutions for balancing in their daily practice in a way that is based on true parental engagement.
Access to the digital scenario:
DojoIBL: https://dojo-ibl.appspot.com/#/inquiry/5695918821081088
CODE: B8KSB
#8: Overcoming personal bad experiences of parents for STEM success of their children
Traditionally STEM subjects are considered difficult and in public discourse it is considered natural that a student struggles with STEM subject, while arts subjects are considered differently. This is based on anecdotal, experiential parental approaches, mostly based on their own schooling experiences. The use of innovative teaching methodology and technology can help counterbalance this on two preliminary conditions: teachers’ awareness of this phenomenon and tools to change parental mindsets and attitudes.
Access to the digital scenario:
DojoIBL: https://dojo-ibl.appspot.com/#/inquiry/6205799084851200
CODE: THYQF