General Meeting cern, 10-12/10/2017 CREATIONS Demonstrators WP 3 CREATIONS Demonstrators Menelaos Sotiriou (NKUA)

Summary of Existing Demonstrators CREATIONS 5th Meeting – CERN October 10-12, 2017

Issues to be solved Up to now, 50% of the target seems that has been achieved BUT Most of the Demonstrators are not developed according to the instructions and the template. So We have to develop ~40 more Demonstrators AND We have to correct / update the already existing drafts CREATIONS 5th Meeting – CERN October 10-12, 2017

General Comments for the Demonstrators (only the sections that have some important issues to cope with) 1.2 Type of Activity   All the demonstrators have to follow the basic principles of the Project (According to the DoW also). The type of activity includes: Educational Activities based on Creativity- enriched Inquiry Based Approaches (school based). Educational Activities that promote school- research center collaboration. Educators Preparation and Professional Development Programs. local, national or international activity. Not all the demonstrators have followed this categorization. CREATIONS 5th Meeting – CERN October 10-12, 2017

General Comments for the Demonstrators (only the sections that have some important issues to cope with) 1.5 Effective Learning Environment Art based is the most important Effective Learning Environment as it is the main objective of the project. It has to be mentioned on all demonstrators. Also the collaboration with research centers or infrastructures In many demonstrators it seems that we have deviated from the main aim of CREATIONS Project. From the DoW: The CREATIONS coordination action aims to demonstrate innovative approaches and activities that involve teachers and students in Scientific Research through creative ways that are based on Art and focus on the development of effective links and synergies between schools and research infrastructures in order to spark young people’s interest in science and in following scientific careers. CREATIONS 5th Meeting – CERN October 10-12, 2017

General Comments for the Demonstrators (only the sections that have some important issues to cope with) 2.1 Challenge   Most of the demonstrators have not described effectively what problems and difficulties the education system faces nowadays. Pedagogical challenge has to do with the difficulties that students face during the learning process. A categorization of different types of challenges is recommended: a. the lack of motivation is the main challenge of the project (it is also connected with the evaluation process), so it has to be described. b. a challenge about modern didactics techniques, such as a difficulty in the negotiation of scientific notions, notions that are not included in the national curricula. c. pedagogical challenges, such as the need of special skills in the 21st century, such as problem solving, experimentation, argumentation etc. d. the need of career opportunities etc. The challenge has not be described in detail for the most demonstrators and to be supported by evidence (reports, references etc.) CREATIONS 5th Meeting – CERN October 10-12, 2017

General Comments for the Demonstrators (only the sections that have some important issues to cope with) 2.2 Added Value Most of the demonstrators do not have Added Value section. This section refers to the skills that students will acquire. Therefore: 1. the added value has to be relevant to the challenge. Most of the demonstrators did not follow that principle. 2. the added value has to be justified according to new pedagogical approaches, new educational approaches and international references. The majority of demonstrators have not described effectively the added value. 3. the added value has to be relevant to IBSE approach. That has not be described effectively. CREATIONS 5th Meeting – CERN October 10-12, 2017

General Comments for the Demonstrators (only the sections that have some important issues to cope with) 3.1 Domain Specific objectives   These domains have to be in accordance to challenge. As main difficulties and problems have been described above, now these aims are going to find solutions to these problems. Aims can be categorized on the following categories: a. cognitive aims of low expectance, such as students will fill something, express something etc. b. cognitive aims of high expectance, such as students will compare, represent, evaluate etc. c. aims related to the IBSE features, such as connect, analyze, make experiments, d. aims related to the communication of scientific results e. aims related to the collaboration between students and other factors etc. f. aims related to RRI aspects Most of the demonstrators focus only on cognitive development or students’ collaboration. CREATIONS 5th Meeting – CERN October 10-12, 2017

General Comments for the Demonstrators (only the sections that have some important issues to cope with) 4.1 Aim of the Demonstrator   The aim of each demonstrator should not be general aim of an educational process, but it has to be focused on each demonstrator’s challenge. The aim has to be in accordance to the main challenge. There are some demonstrators that their aims are not relevant to the challenge described. 5. Learning Activities & Effective Learning Environments 1. The recommended activities are not described analytically on the most demonstrators, step by step. 2. As far students and teachers concerned: a. some demonstrators focused on the teacher’s involvement and not on the students’ participation. , b. some activities were also described on other demonstrators, too (seems to be copy paste, no connection with the challenge and the needs) 3. As far Potential Arts Activity concerned, the main problem is that most of the demonstrators have not focused on the combination of Art and Science and the collaboration between school and science infrastructures, by bringing science to school. These are two of the basics characteristics of CREATIONS project. 4. All the features of CREATIONS project, IBSE approach, Creativity principles and RRI aspects have to be presented in the template. For example, on Phase 5. CONNECT students connect explanations to scientific knowledge using communities, portals etc. and trying to collaborate to other students. There was little adequate facts given from the demonstrators to these directions. CREATIONS 5th Meeting – CERN October 10-12, 2017

General Comments for the Demonstrators (only the sections that have some important issues to cope with) 6. Assessment   The main Assessment bases on the CREATIONS tools in order to assess the activities (Students’ Questionnaires, Teacher Questionnaires). Many demonstrators do not include the CREATIONS methodology or they just refer to WP6 deliverables. Any additional assessment can be used, but it has to be described analytically. Some demonstrators included additional assessment (for examples teachers’ diaries and notes, students’ answers, rubrics) but these additional assessment- tools are not described analytically. Examples of other questionnaires or rubrics were not given. 7. Possible Extension In this section, the demonstrators describe any ideas for further development and elaboration, including more activities, or collaborate with other CREATION Demonstrator or/ and other educational activities. Although some demonstrators have filled this section, only in few of them there is a collaboration with other demonstrators or other educational activities. 8. References References can support the logic of the demonstrators. In some sections, such as Challenge play an important role, because they offer a theoretical framework about the issues/needs that the school community face and provide scientific explanations about the pedagogical framework. The last one is important as the demonstrators suggest solutions according to international, modern changes and finding in the field of Science and Didactics. Not all the demonstrators provided adequate references and they did not support scientifically all the sections. CREATIONS 5th Meeting – CERN October 10-12, 2017