Conference Program
Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
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Daily Overview |
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B.05. Democratic Education and Critical Thinking: Innovative Practices in School (1/4) Location: Scienze Politiche (CU002): Aula D Convenor(s): Tatiana Arrigoni (Iprase, Italy); Chiara Tamanini (Iprase, Italy) | |
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Sabir: a Codesign Process To Foster Inquiry Based-Learning In The Mediterranean 1: INAF, Italy; 2: IAU Office of Astronomy for Education Center Italy; 3: University of Ljubljana, Slovenia; 4: School of Science and Engineering, Al Akhawayn University in Ifrane,Morocco; 5: Istanbul Kultur University, Turkey; 6: Instituto de Astrofísica de Canarias, Spain; 7: UniversCiel Liban, Lebanon; 8: HPS Foundation, Morocco Introduction Sabir is a project aimed at fostering critical learning in the Mediterranean by producing new IBL activities for high school students [1]. Sabir is addressed to the Mediterranean IAU NAEC community [2], and it involves six countries: Italy, Lebanon, Morocco, Slovenia, Spain and Turkey. The project is conducted through a co-design method in all its phases, based on past experiences [3]. In Sabir, the basic idea is to select some non-IBL activities and to transform them into IBL ones, through a collaborative process among peers [4]. In the scientific literature, there is an agreement about the essence of inquiry as “learning science as science is done” [5, 6]. Moreover, even if the efficacy of the IBL methods is largely accepted [7], there are major effects influencing its adoption in classrooms, such as the social environment, teachers’ training, and the cultural heritage [8]. We mainly wished to identify: a) the main challenges influencing the co-design of IBL activities (Q1); b) the extent of the efficacy of IBL activities in different contexts (Q2); c) the main factors influencing the efficacy of IBL in different contexts (Q3). Method Sabir was designed to be held both online and in-person. During the online meetings, we discussed the general meaning of IBL according to different situations and we rebuilt our own scheme of an IBL activity. The NAECs proposed some existing and tested activities to be developed as IBL co-designed activities, then we started to transform them into IBL ones: we discussed all together about the main idea, the link to the national curricula, how to engage the students in the scientific challenge, what inquiries the students could choose to conduct, what would be the necessary materials/software/real data to foster an interdisciplinary approach and so on. We repeated the process of presenting, discussing and proposing further developments. During the in-person phase, a 1-week long residency, the NAECs discussed the activities in pairs, with the help of a facilitator. The presenting NAEC collected the suggestions and implemented the activity before the following bi-lateral meeting. At the end of the week, all the NAECs were requested to write down the final version of the activity. Conclusion Our goal was to evaluate how efficient the process of transformation of an activity into an IBL one was and if it had an impact on the Mediterranean community involved. We wished to understand how effective the inquiry is when the activities are proposed in different countries and which are the major challenges. A co-design process is not straightforward. It can be very slow, especially when happening online. On the other hand, the discussion in pairs that followed during the in-person residency was much more efficient, also facilitated by the fact that NAECs knew each other from collaborating together in past projects. This confirms that working on the community (and as a community) has a strong impact on the outcome of such a project. As a final product, we published the IBL transformed activities on the IAU education platform astroEDU [9]. | |