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Description
Project “Explore and grow with STEM” is planned to improve knowledge and skills of targeted groups of teachers and pupils who will successfully follow trends of complex and technologically advanced society. Project is focused on developing STEM skills of 7 teachers, principal and 98 pupils in Elementary School Josipa Kozarca Lipovljani, which includes 63 pupils with special educational needs. By modernizing school areas, purchasing STEM equipment and achieving bilateral cooperation with partner organization GeoCamp from Iceland and domestic partner, non-profit organization The Open Computer Workshop Association "We are all against" applicant will carry out activities of developing teachers’ skills in STEM education and strengthening pupils’ STEM skills.
Summary of project results
During the implementation of the project, certain problems and challenges were encountered, and it was necessary to make two major and 4 minor changes to the contract. The first major change in the contract related to the diameter of the foreign partner, and the second major change related to the change of the project team member, the change in the duration of activity 3 and the redistribution of funds between activities 1, 3 and IC activities. In minor changes to the contract, 4 of them in total, funds were redistributed between activities 1, 2, 3 and IC and Project management activities. All problems and challenges were resolved without major disruptions.
As part of activities to develop the abilities of teachers and other educational experts in STEM teaching, field classes were held for 7 teachers and the headmistress, as part of which 13 trainings were held, 1 teacher was trained to work with Soroban, 1 interactive book was created, 82 hours of training were held on new teaching methods and the use of new STEM equipment for 7 teachers and principals by educational experts and equipment suppliers, 3 teachers completed the 3D academy program, 5 teachers were trained to use solar tables and benches, a study trip to Iceland was held and 7 teachers were trained and director for teaching students in STEM by Partners through 8 hours of theory and 5 thematic workshops. As part of the activities to strengthen the STEM skills of students, 3 sub-activities were implemented to strengthen the STEM skills of 114 students, 65 of whom had learning difficulties caused by economic and social factors, with a bilateral partnership and a partnership with CSOs, and a communication plan implemented. As part of the modernization of the space and procurement of STEM equipment for the school, 3 classrooms with cabinets and the school Arboretum were adapted/renovated and equipped, and STEM equipment was acquired for the implementation of education. As part of the development of learning models, practical work in classes and other educational activities in STEM, ICT, entrepreneurship and active citizenship, new knowledge and new STEM skills were adopted, as well as the improvement of existing ones, and new teaching methods were adopted: research learning, collaborative learning, project teaching, gamification, flipped classroom method, use of ICT, etc. Also, interactive scripts were created. In addition, elements of visibility were provided and conferences were held where the project was presented.
5 sub-activities of strengthening STEM skills were carried out for 7 teachers and the headmistress, with the realized bilateral partnership and partnership with the CSO, and the STEM skills of teachers and other educational workers were improved. 3 sub-activities of strengthening the STEM skills of 114 students were carried out, of which 65 were students with learning difficulties caused by economic and social factors, in addition to the realized bilateral partnership and partnership with the CSO, and implemented a communication plan. 3 classrooms with cabinets and the school Arboretum were adapted/renovated and equipped, and STEM equipment was acquired for the implementation of education. As part of the development of learning models, practical work in classes and other educational activities in STEM, ICT, entrepreneurship and active citizenship, new knowledge and new STEM skills were adopted, as well as the improvement of existing ones, and new teaching methods were adopted: research learning, collaborative learning, project teaching, gamification, flipped classroom method, use of ICT, etc. Also, interactive scripts were created. All of the above contributed to the exceptional development of skills in the STEM field among both teachers and students.
Summary of bilateral results
1.By including an international partner who has significant experience in providing support and education in the field of STEM, that is, the field on which our project is based, the implementation of the entire project was at a high professional level. The exchange of experiences made it possible to compare the educational policies of the two countries. During the project, new approaches, methods and forms of work were implemented in teaching with an emphasis on the STEM field in accordance with the needs and possibilities of our educational system.2. o Acquaintance with new or improvement of existing methods and forms of work in the implementation of the teaching process with regard to different economic, social, educational and cultural conditions.o Upgraded knowledge and skills in the STEM field.o Exchange of experiences of students and teacherso Collaborative work of students from two countries with different educational systems and material possibilities on a joint project assignmento Getting to know new cultures, education systems, improving the English language.3. Based on the positive experiences gained during the project, preconditions were created for continued cooperation through other projects, programs or as an upgrade to the implemented project. Through informal discussions, various possibilities of continuing cooperation through Erasmus projects in the form of teacher education and student mobility were agreed upon aimed not only at education in the STEM field but also beyond. Partners can help us and enable the creation of new contacts and connections with schools and other institutions that can provide us with appropriate education and mutual exchange of experiences.