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Science Created by You (SCY)

Science Created by You (SCY)

Objective

The SCY system for constructive and productive learning of science and technology will be based on a flexible and adaptive pedagogical approach to learning and on learning objects created by learners.

SCY's basic philosophy is that the learning of science is a process of creating knowledge by learners. The overall objective of the project is to construct and evaluate an environment that can foster such creation processes and provide learners with authentic scientific and technological missions that engage them in true investigative and constructive activities.

Two concepts are central in the SCY approach. One is the representation of learners' knowledge creation processes in the form of emerging learning objects (ELOs). During activities related to science and technology, learners create elements of knowledge, for instance collections of data, models of phenomena, conjectures, visualisations, and more. The evolving collection of these objects forms a representation of the learners' growing knowledge, both individually and collectively. SCY will develop an extensive ontology of these ELOs that can be used to model the learners' developing knowledge as well as the tasks and tools that enable further growth of this knowledge.

The second central concept in SCY is the development of advanced pedagogical scenarios. In SCY-Lab (the SCY learning system) students work individually and collaboratively on 'missions' which are guided by a general socio-scientific question (for example 'how can we produce healthier milk?') and require a combination of knowledge from different domains (e.g. physics and mathematics, or biology and engineering). On a SCY-mission, students perform several types of productive learning actions (experiment, game, share, explain, design, etc.). They encounter multiple resources, collaborate with varying coalitions of peers, and use changing constellations of tools and scaffolds (e.g. to design a plan, to state a hypothesis etc.).

The configuration of SCY-Lab is adaptive to the actual learning situation, advising students on appropriate learning actions, resources and tools, or peer learners that can support them. Scaffolding will assist learners in all aspects of the inquiry and design processes. Scaffolds will include tools for data collection in the lab and in the field (using mobile equipment), means to create intuitive mathematical models of phenomena, visualisations of data and processes of inquiry and collaboration, and templates for reports and designs.

The central unit in the SCY architecture is a broker that configures SCY-Lab to unfolding learning processes and activities. For this it uses information from pedagogical agents that exploit techniques of educational data mining to monitor information in the SCY repository that stores the ELOs as well as domain information, the log-files of student behaviour, and the recorded chats between students.

A part from SCY-Lab and its missions, the SCY project will provide tools for new kinds of assessment, based on portfolios, using learners' collections of ELOs as their main ingredient and playful peer assessment in which learners evaluate their experience with each other in collaborative networks. Further, SCY will deliver a set of authoring tools that will allow teachers to configure SCY-missions for their students and support educational designers in the construction of new SCY-missions.

SCY aims to be a centre of innovation of science education in Europe. Part of this ambition is the foundation of SCYCOM, an open-content community for science education in which stakeholders, publishers, teachers and learners can share and find scientific content material that can be part of existing and new missions based on the SCY approach.

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Coordinator

UNIVERSITEIT TWENTE

Address

Drienerlolaan 5
7522 Nb Enschede

Netherlands

Activity type

Higher or Secondary Education Establishments

EU Contribution

€ 1 392 527

Administrative Contact

Renate Masselink-Veldscholten (Mrs)

Participants (16)

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THE GOVERNING COUNCIL OF THE UNIVERSITY OF TORONTO

Canada

UNIVERSITY OF CYPRUS

Cyprus

EU Contribution

€ 340 128

UNIVERSITAET DUISBURG-ESSEN

Germany

EU Contribution

€ 741 944

FRAUNHOFER GESELLSCHAFT ZUR FOERDERUNG DER ANGEWANDTEN FORSCHUNG E.V.

Germany

EU Contribution

€ 438 162

TARTU ULIKOOL

Estonia

EU Contribution

€ 366 536

UNIVERSITE JOSEPH FOURIER GRENOBLE 1

France

EU Contribution

€ 404 558

DE PRAKTIJK, NATUURWETENSCHAPPELIJK ONDERWIJS V.O.F.

Netherlands

EU Contribution

€ 322 296

STICHTING TECHNASIUM

Netherlands

EU Contribution

€ 242 192

UNIVERSITETET I OSLO

Norway

EU Contribution

€ 675 166

UNIVERSITETET I BERGEN

Norway

EU Contribution

€ 775 520

ENOVATE AS

Norway

EU Contribution

€ 300 044

CENTRE NATIONAL DE LA RECHERCHE SCIENTIFIQUE CNRS

France

INSTITUT NATIONAL DE RECHERCHE ENINFORMATIQUE ET AUTOMATIQUE

France

INSTITUT POLYTECHNIQUE DE GRENOBLE

France

UNIVERSITE PIERRE MENDES FRANCE

France

UNI RESEARCH AS

Norway

Project information

Grant agreement ID: 212814

Status

Closed project

  • Start date

    1 March 2008

  • End date

    29 February 2012

Funded under:

FP7-ICT

  • Overall budget:

    € 8 146 812

  • EU contribution

    € 5 999 073

Coordinated by:

UNIVERSITEIT TWENTE

Netherlands