| 1. Curriculum Innovations |
1.1 Education for sustainable development through inquiry (T01),
Natalija Aceska |
| Abstract: The process of globalisation, the emergence of new technologies and the new ways in which we communicate have highlighted the need for the development of natural sciences in the educational processes of all modern countries, including the Republic of Macedonia. The educational system in Macedonia has undergone several changes, to keep up with the new requirements. One of these important changes is represented by the study of natural sciences being adapted to the educational curriculum from the Cambridge International Examination Centre. |
1.2 Living biological systems at school (T33), Claudia Maria Mazzanti |
| | Abstract: A good curriculum in science has to take into account what affects student learning, prompting an urgent need to select which topic to explore and investigate throughout the year, while ensuring the most meaningful learning experiences. A curriculum in science was therefore designed that relies on a new educational methodology which successfully enables students to acquire the concept of natural phenomena with practical activities and inquiry. The aim of this methodology is to highlight students' attitudes in order to best use their knowledge and skills. |
1.3 INSTEM – Innovation Network in STEM (T23),
Michela Insenga |
| | Abstract: INSTEM (Innovation Network in Science Education) links research, practice and policy in a unique way. The main goals of the project are to promote inquiry-based teaching, to gather innovative teaching methods, and to increase students' interest in science, as well as offering them careers information in STEM subjects, in order to respond to global challenges in teaching and gender imbalances in STEM education. |
1.4 Billion Oyster Project: Curricular innovations in STEM (T67),
Lauren Birney |
| Abstract: Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences. They gain skills, interests, knowledge, aspirations and motivation to learn more. But how can we provide these rich opportunities in densely populated urban areas where resources and access to natural areas are limited? This project will develop and test a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle-school students will study New York harbour and the extensive watershed that empties into it, and they will conduct field research in support of restoring native oyster habitats. |