Concept and Methodology

USE OF DIGITAL METHODOLOGY

As the BG/BRG Judenburg is a nationally STEM certified and eEducation+ expert school, the implementation of digital methods in the scope of this project will be intensified in STEM classes. Students on the ISCED 3 level and teachers are all equipped with personal laptops and digital devices. However this project will focus on enlarging their knowledge about digital devices, intensifying and professionalizing the use of artificial intelligence (AI), digital devices, programmes, social media and virtual platforms on a daily basis. This project will foster the use of AI, digital and virtual approaches like:

exploring, using and implementing AI in STEM classes
creating videos, podcasts, explanatory videos, interviews, etc
use of digital EU platforms to gather authentic information
use of virtual and social platforms: Gathertown, Padlet, Instagram, Facebook, MS-TEAMS, Flipgrid, Mentimeter, Google applications, Zoom, TedED talks, learning apps, etc.
use of interactive whiteboards, projectors, cameras, mobile devices, tablets in an interactive way,
using technical devices like 3D-printer, laser cutter, digital microscopes,
implementing innovative approaches to robotics in STEM
creating memes, mindmaps, flowcharts, Kahoot and other quizzes,
using computer and online programs to present, cut, edit, register and save data, video/audio/photo material
use of interactive platforms to communicate, exchange information and save data and files

TEACHING AND LEARNING METHODS

The project will also implement innovative and new teaching and learning methodologies in order to make the European Union subjects more attractive and tailored to the needs of pupils and students. The number of teacher-centred learning scenarios will be reduced to a minimum. The following methods will be implemented

immersive activities like project days/weeks,
study visits at universities, in companies and EU institutions
group lectures and seminars,
use of tutorials and distance learning with EU experts in the field of the EU Green Deal
Inquiry-Based-Learning and project-based-learning
Expert rounds and peer teaching
Problem solving techniques and simulation games
Discussions with experts and presentations
Individual and group work
Game based learning using EU material
Interaction and interviews with EU experts and local politicians
Roleplays
Sessions where students carry our individual research
Methods of how to assess and give feedback
Interview and discussions with EU experts and representatives

The concept and methodology of this project is based on the contents of European Green Deal. All STEM subjects and project activities will correlate to at least one of the following 7 topics of the European Green Deal:

Transforming our economy and societies
Making transport sustainable for all
Leading the green industrial revolution
Cleaning our energy system
Renovating buildings for greener lifestyles
Working with nature to protect our planet and health
Boosting global climate action

Explanation: The Green Deal and these 7 topics were selected for this project because all dimensions of the Green Deal can be related to at least one of the selected STEM subjects for this project. Furthermore, the Green Deal offers the opportunity to implement up-to-date topics and EU values and policies also in STEM classes. Thus, not only STEM related topics will be discussed in class but also other EU topics like democracy, freedom, equality, human rights etc. will be discussed as the Green Deal also effects such topics.

Explanation: The objective of the Jean Monnet call to increase the number of classes in schools teaching EU subjects and to increase the number of extra-curricular activities where EU is being taught in school will also is addressed with this project.

The methodological concept of this project comprises 5 main pillars:

STEM subjects (science, technology, engineering and mathematics)
European dimensions
Teaching Methods
Cooperations

1.) Students

In general all students at the BG/BRG Judenburg on level ISCED 3 (ages 15-18) will have the opportunity to participate in this project. All students have an inclusive access to these subjects, of course gender equality will be guaranteed. In grade 5 students aged 14/15 specialise their studies in different fields of study at school. This project is intended for students who opt for the field of study “Sci-Tech” which is based on STEM subjects.

Explanation: Along with the Jean Monnet call this project aims to increase the number of classes and students involved in learning experiences on European Union subjects combined with STEM.

2.) STEM subjects

Since autumn 2023 students of the BG/BRG Judenburg already have the opportunity to specialise their studies on STEM subjects, but the European dimension has not yet been included in the curriculum.

In grade 5 (age 15) students can opt to specialise in the field of STEM. Each subject will last one semester, with a number of 30 hours for each subject (= total of 60 hours a year). All subjects will be led by STEM teachers having an academic degree in their subject area.

In grade 6 this project will be started in the subjects: information technology (IT) and biology (BIO).

In the following year (grade 7) the project will be realised in the regular subjects scientific work (EPA), chemistry (CH) and physics (PH).

In grade 8 (final grade) the project will be realised in a STEM subject (Sci-Tec), where students will have the opportunity to carry out a small-scale scientific cross-curricular project based on one Geen Deal topic combined with a written paper.

Explanation: The Jean Monnet call aims to provide specific content on EU based subjects for schools and students on a ISCED 1-4 level.

Explanation: This project also respects the prerequisite of the Jean Monnet call to teach EU matters officially in the curricular in one or more existing subjects. In this project a total number of 7 subject will be used to implement the European dimension and the Green Deal.

Explanation: This project also increases the number of teachers to engage with the improvement of EU literacy as they implement EU topics voluntarily in their already existing subjects.

3.) European dimensions

At the beginning of each semester STEM teachers will select appropriate topics from the European Green Deal that will be related to the contents of the curriculum STEM subjects from the 6th – 8th grade. The teachers will adapt the contents of each subject to the topics selected from the Green Deal. After selecting the Green Deal topics the teacher will give an introduction to the students explaining the European dimensions and the connections between the STEM subject and the Green Deal. The focus of EU dimension are always 4 questions:

a.) Which goals does the EU have in the Green Deal and how are EU citizens and EU students affected by them?

b.) Which relations can be drawn between the STEM subject and the Green Deal?

c.) What can EU citizens and students do to support the European Green Deal?

d.) Which benefits and/or challenges do EU citizens have from the Green Deal?

The focus of this part of the project is to equip students with a combination of European skills and specific scientific skills and abilities in the field of STEM. This part of the project will also promote shared EU values (especially in the field of STEM) and will point out that STEM is also related to freedom, democracy, equality, the rule of law, respect for human rights and the fight against discrimination.

At the end of each semester students and teachers will reflect on their outcomings and results always keeping in mind the relationship between STEM, EU and Green Deal.

Explanation: The combination of STEM subjects and the Green Deal topics will lead to another objective of this Jean Monnet initiative which is to gain improved learning results about the EU of students who are better equipped with knowledge about the understanding of the EU, its history, values objectives asl well as the institutions, decision making processes and thus enhancing active citizenship among students and teachers.

4.) Teaching and learning methods:

This project seeks to implement a wide range of different and innovative teaching and learning methods in order to make the European Union subjects more attractive and tailored to the needs of pupils and students. The teaching methods comprise formal, non-formal and in-formal learning methods.

a.) Formal learning methods: Formal learning is learning that is delivered “in a systematic intentional way”. This part of the project is placed in class where students work in a systematic and planned way with the teacher. In this project teacher centred teaching and individual teacher will be avoided. Instead a wide range of student centred and cooperative teaching and learning methods (see list below) will be applied in this project.

b.) Non-formal learning methods: Non-formal learning takes place outside formal learning environments but within some kind of organisational framework. It arises from the learner’s conscious decision to master a particular activity, skill or area of knowledge and is thus the result of intentional effort. This learning method will be used in this project whenever students carry out activities outside of the class room. They will get clear instructions what to do in order to carry out special task without the help of the teacher.

c.) Informal learning methods: Informal learning takes place outside schools and colleges and arises from the learner’s involvement in activities that are not undertaken with a learning purpose in mind. and happens involuntary. This learning methods will be implemented when applying immersive activities e.g. company visits, discussions with experts or visits/cooperations of/with EU-institutions.

In order to make EU issues and learning experience more attractive to the students a wide range of innovative and immersive learning methods will be used in this project and in class in STEM classes. Teachers will select the most innovative and appropriate learning approaches according to the topic they selected from the following list:

immersive activities like project days/weeks, study visits at universities, in companies and EU institutions
group lectures and seminars, and experiments in laboratories
use of tutorials and distance learning with EU experts in the field of the EU Green Deal
inquiry-based-learning and project based learning
expert rounds and peer teaching and problem solving techniques
simulation games and discussions with experts and politicians
presentations and roleplays, individual and group work
game based learning using EU material
sessions where students carry our individual research
methods of how to assess and give feedback
interview and discussions with EU experts and representatives

Explanation: The use of a wide range of teaching and learning methods follow another priority of this Jean Monnet initiative. This project will lead to a change and improvement of learning scenarios in school and will lead to better learning results about EU among students. STEM subjects will also be more attractive to students if innovative learning scenarios are used.

5.) Cooperations with companies/institutions/organizations

The 5th pillar of this project is the cooperation with higher education institutions or other relevant organisations (NGOs, Associations, etc.), regional companies and EU related institutions and EU-institutions.

Teachers will implement in the learning process cooperations with universities, companies, EU related organisations and EU-institutions in order to carry out discussions, simulation games, seminars, virtual visits, roleplays etc. This pillar will offer students an immersive approach to STEM topics and topics of the Green Deal. Students will have the opportunity to apply and enlarge their knowledge gained at school in STEM classes in projects, workshops and activities carried out within these cooperations.

Explanation: This action also prioritizes extra-curricular seminars, study visits and other expierences involving higher educational institutions and EU related organisations.