Periodic Reporting for period 1 - SENSE. (SENSE. The New European Roadmap to STEAM Education)
Período documentado: 2022-09-01 hasta 2023-08-31
There is a widespread understanding that the future of a prosperous and sustainable Europe depends to a large extent on the quality of science education of its citizens. A science-literate society and a skilled workforce are essential for successfully tackling global environmental challenges, making informed use of digital technologies, counteracting disinformation, and critically debunking fake news campaigns. A future-proof Europe needs more young people to take up careers in science related sectors.
Research shows that interest in STEM subjects declines with increasing age. This effect is particularly pronounced among girls and young women; even those of them who take up science studies gradually forfeit their motivation. But despite all image campaigns and efforts to remove the awe of science only “one in five young people graduates from STEM in tertiary education” and only half as many women as men, according to the European Skills Agenda.
The disinterest in science is striking and evokes the question of its causes. Stereotypes and lack of female role models seem to be only a part of the explanation. Nor is there a lack of career prospects that could explain a reorientation despite initial interest.
SENSE. has identified two major problems in current science education that need to be addressed: a) A distorted teaching logic that progresses from abstract models to procedural applications (“reverse ontology”) and b) The inability to implement a learner-centred pedagogy linking students’ everyday knowledge to science-based knowledge, thus promoting motivation, self-directed and life-long learning.
SENSE. advocates for the development of a high-quality future-making education that is equally accessible to all learners and promotes socially conscious and scientifically literate citizens and professionals. SENSE. aims at radically reshaping science education for a future-making society. By promoting the integration of all human senses into exploring and making sense of the world around us we will challenge conventional ideas of science and science education. Considering the pitfalls of current science education practices and the advantages of artistic and aesthetic activity, this innovative approach also considers social inclusion and spatial design as core components for a new STEAM education paradigm. With ‘SENSE.STEAM’ future science learning will be moving away from the standardised classroom shapes and furniture layout entering new learning landscapes.
Research shows that interest in STEM subjects declines with increasing age. This effect is particularly pronounced among girls and young women; even those of them who take up science studies gradually forfeit their motivation. But despite all image campaigns and efforts to remove the awe of science only “one in five young people graduates from STEM in tertiary education” and only half as many women as men, according to the European Skills Agenda.
The disinterest in science is striking and evokes the question of its causes. Stereotypes and lack of female role models seem to be only a part of the explanation. Nor is there a lack of career prospects that could explain a reorientation despite initial interest.
SENSE. has identified two major problems in current science education that need to be addressed: a) A distorted teaching logic that progresses from abstract models to procedural applications (“reverse ontology”) and b) The inability to implement a learner-centred pedagogy linking students’ everyday knowledge to science-based knowledge, thus promoting motivation, self-directed and life-long learning.
SENSE. advocates for the development of a high-quality future-making education that is equally accessible to all learners and promotes socially conscious and scientifically literate citizens and professionals. SENSE. aims at radically reshaping science education for a future-making society. By promoting the integration of all human senses into exploring and making sense of the world around us we will challenge conventional ideas of science and science education. Considering the pitfalls of current science education practices and the advantages of artistic and aesthetic activity, this innovative approach also considers social inclusion and spatial design as core components for a new STEAM education paradigm. With ‘SENSE.STEAM’ future science learning will be moving away from the standardised classroom shapes and furniture layout entering new learning landscapes.
Our primary goal was to establish the foundation for the SENSE.STEAM Methodology during the beginning phase of the project. To achieve this, we conducted a pivotal event called the "STEAM DNA Workshop" with active participation from all partners. Originally, this workshop should have been hosted in Italy by partner CREDA. Due to logistical challenges, HVL took over and prepared the workshop jointly with CREDA. The workshop acted as a hub for the consortium to explore the tacit and sensory aspects of STEAM education. The exchange of ideas resulted in a wealth of knowledge, providing insightful understandings of the diverse viewpoints within the consortium. Another workshop was hosted by Musée du Louvre with a particular focus was given to citizen science and artistic practices. We were able to deliver the theoretical and practical knowledge base and the SENSE.STEAM methodology in two reports (D3.4 and D3.5). The methodology is informed by reflections from the international advisory board (IAB), associated partners and a Delphi Study.
Progress was made in the first year towards implementing the SENSE.STEAM Educational Methodology across Europe through the launch planning of the STEAM Labs. Thematic focus groups were created to address crucial policy areas necessary for the success of the project. Local workshops and stakeholder engagement led to the establishment of 12 STEAM Labs, demonstrating the ability to adapt to local conditions. Flexible entry points were created for stakeholders to ensure inclusivity.
Significant progress was achieved in integrating social inclusion and spatial design into STEAM education.
Progress was made in the first year towards implementing the SENSE.STEAM Educational Methodology across Europe through the launch planning of the STEAM Labs. Thematic focus groups were created to address crucial policy areas necessary for the success of the project. Local workshops and stakeholder engagement led to the establishment of 12 STEAM Labs, demonstrating the ability to adapt to local conditions. Flexible entry points were created for stakeholders to ensure inclusivity.
Significant progress was achieved in integrating social inclusion and spatial design into STEAM education.
The SENSE. STEAM methodology was published in month 12 and is the culmination of a co-creation process involving all partners, who, over the course of WP3 activities, shared, discussed, elaborated, and deepened various insights, practical knowledge, tacit understanding, and experiences on STEM, STEAM, citizen science and art interventions. The methodology document is not static but serves as an inspiration for subsequent work and encourages reflections while gathering valuable feedback that will be taken into account for the final project outputs.
12 STEAM Labs have been launched or are in the process of being launched across Europe.
SENSE. has also delivered the „Spatial Awareness Kit“, which sets a simple and effective structure for implementation, monitoring and evaluation on how to flexibly analyse and arrange STEAM spaces in the form of 4 Dimensions (Space, Function, Environment, Appearance) underpinned by a set of questions and suggestions.
12 STEAM Labs have been launched or are in the process of being launched across Europe.
SENSE. has also delivered the „Spatial Awareness Kit“, which sets a simple and effective structure for implementation, monitoring and evaluation on how to flexibly analyse and arrange STEAM spaces in the form of 4 Dimensions (Space, Function, Environment, Appearance) underpinned by a set of questions and suggestions.