Description
POinTS = Progressive Options in Technology and Science is a mutual cooperation project between Gymnázium Teplice from the Czech Republic and Numedal Videregaende skole from Norway, in which teachers and students from both countries will search for connections between current scientific knowledge and its development in historical context. We will use a wide range of ICT tools and an e-learning platform in order to deal with challenging tasks from different fields of science and technology. Our next aim is to point out that scientific knowledge, as we perceive it nowadays, is related to revolutionary findings from the past, and therefore we should understand science and technology as branches continuously in progress. Project goals are focused on both teachers and students through five learning modules related to natural science and history are designed for the target group of 15 - 17 years. The participants will gain knowledge in various science issues based on teamwork activities.
Summary of project results
The project had several challenges that were met and faced successfully: - to encourage continuing professional development by teachers: teachers from the CZ and NO shared ideas on different pedagogical approaches and tools. - to increase students´ interest in natural science subjects, history and English. - to increase students´ interest in natural science in mixed groups: vizualisation of science by using different kinds of ICT was a very positive motivating factor for students of all abilities, even weaker ones. - to integrate the use of ICT in other subjects: students gained a higher motivation for science when they discovered that ICT is a significant part of other subjects such as physics, biology, geography, maths, history, English or IT. - to implement CLIL method into our project. - to build upon already- existing European research and policies: the trend to teach with the help of ICT is clear and well accepted in Europe. The target of the project was to create six learning modules in natural subjects, history and English as a part of lessons for students from the age of 15 to 17. It helped and challenged students to improve their knowledge and prepared them for further studies. Participants from both schools used different ICT tools in solving applied science problems and compared their findings. In English, history, biology, geography, physics and mathematics they cooperated using ICT tools and Google Drive. The participants shared documents and files, created teaching materials, made presentations and a webinar. The exchange of views among the participants also gave rise to the possibility of all participants getting to know other school systems and cultures. The participants gained insight into different science issues, cultures and have developed teamwork skills and fostered a sense of responsibility to others. The participants were provided a historical overview of the biggest scientific discoveries and breakthroughs and put its consequences into historical context.
Summary of bilateral results
All teachers carried out internal evaluations in the course of the project. Teachers – creators of the natural science (biology, physics, geography, maths), history and English modules in each subject verified the correctness and applicability of learning objects on the basis of their own experience and feedback from students. They suggested and implemented necessary modifications of the natural science modules - methodology sheets, worksheets and e-materials. These included continuous discussions amongst teachers involved in the project at meetings and through the use of email, Skype, preparation and writing final report. All students carried out internal evaluations of the project through answering questionnaires after the webinar, continuous discussions, both in their own school and in partner schools. The evaluation also included project presentations done by teachers in front of a larger audience - other teachers, headmasters of the schools, etc.