Parallel sessions I

4. Tools and schools

4.1 Walking in Galileo’s footsteps with digital shoes (T48), Matteo Siccardi

Abstract: An open source GeoGebra applet that makes up for the lack of a fully-fledged physics lab and can be used as an accompanying activity in an (open) online course. The version presented allows for an empirical test of three of the most relevant theorems of Galileo’s Discourses. With three different experimental setups, students can see a ball roll down a slope, take measures and perform data analysis, following Galileo’s footsteps.

4.2 The use of the GLOBE programme in education (T55), Piroska Tóth

Abstract: The Global Learning and Observations to Benefit the Environment Programme is an international environmental education programme which Hungary joined in 1999. High schools and elementary schools participate in the work. Weather, soil, biological and water quality measurements and observations are carried out and the data are shared online with the participants in 14,000 schools in more than 110 countries. These data can be used freely by anyone.

4.3 PLE -supporting personal STEM learning (T69), Elisabeth Hall’en

Abstract: Personal Learning Environment (PLE) has proven to be a significant factor in making school an interesting, engaging and a challenging place. Teachers’ work has become easier and learning processes have become more transparent. Co-design processes have enabled a rapid change in school culture because all stakeholders have been brought into these participatory design processes. In this presentation we will show a short scenario on how PLE has helped one student in primary school and secondary school as well as 10 key elements and recommendations resulting from the project work of the IMAILE consortium.

4.4 Chasing Aurora: Using authentic context for STEM (T21), Richard Hechter

Abstract: A project centred on developing authentic astronomy-themed curriculum and resources, emanating from the wonder and awe of the Aurora Borealis. Punctuated with stunning images of the Northern Lights aligned with excerpts from the new curricular materials developed throughout the project, this session will capture the efforts towards making the science curriculum both geographically and culturally relevant for teachers to teach and students to learn, and the overall learning experience.