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MoCRiS: un progetto stratosferico per una didattica innovativa
No full textThis work presents the MoCRiS (Measurement of Cosmic Ray in Stratosphere) project in its pedagogical-training aspect and analyzes the data of its didactic impact and the effectiveness of the methodologies applied as an example of school work and interaction between the world of research and the school.Questo articolo presenta il progetto MoCRiS (Measurement of Cosmic Ray in Stratosphere) nel suo aspetto pedagogico e di formazione e analizza i dati del suo impatto didattico e l'efficacia delle metodologie applicate come esempio di lavoro scolastico e di interazione tra il mondo della ricerca e la scuola
Design science as experimental methodology in innovation and entrepreneurship research: A primer
Get PDFDeveloping students’ transversal skills: A case study of an international product development project
Get PDFOne of the biggest challenges faced by higher education is the development of students’ transversal skills. With the aim of uncovering practices that support the development of students’ transversal skills, this case study investigates the students’ perceptions of transversal skills development in an international product development project organised by inno.space Design Factory Mannheim and HAMK Design Factory. The interviews to survey the students’ expectations early in the course and during the end of the course, point out the importance of physical learning environments, student mobility and interdisciplinary teams for transversal skills development.
Spazio allo Spazio!
Get PDFThe “Place to Space” (“Spazio allo Spazio”, in Italian) project has been designed to be inclusive and multidisciplinary. It aims at developing both the scientific and the soft skills of the pupils (mainly coming from a secondary school but also younger) by involving them in activities ranging from standard scientific lectures to visits to the laboratories as well as practical activities in a variety of contexts. The project relies on the direct collaboration with scientists and scientific institutions and has contributed significantly to the growth of the educational offer of the school, which is located in the heart of a multicultural environment in the North of Italy.Il progetto "Spazio allo Spazio” è stato concepito per essere inclusivo e multidisciplinare. Mira a sviluppare sia le competenze scientifiche che quelle trasversali degli alunni (principalmente provenienti da una scuola secondaria ma anche più giovane) coinvolgendoli in attività che vanno dalle lezioni scientifiche standard alle visite ai laboratori, nonché attività pratiche in una varietà di contesti . Il progetto si basa sulla collaborazione diretta con scienziati e istituzioni scientifiche e ha contribuito in modo significativo alla crescita dell'offerta formativa della scuola, che si trova nel cuore di un ambiente multiculturale nel Nord Italia
Lernendenvorstellungen zu Migration und Flucht im Zyklus 3
Get PDFHintergrund: In den letzten Jahren wurden Konzepte wie Bildung für nachhaltige Entwicklung oder Global Citizenship Education immer wieder kritisch diskutiert. Angesichts der Komplexität, Kontroversität und Dynamik globaler Belange ist es zentral, dass Lehrpersonen bestehende Lernendenvorstellungen zu solchen Belangen kennen.
Ziel: Dieser Beitrag geht der Frage nach, welche Vorstellungen Lernende des Zyklus 3 vom Themenkomplex Migration/Flucht haben und wie Lehrpersonen im Unterricht damit umgehen können. Dadurch wird ein Beitrag zur Umsetzung der im Lehrplan 21 vorgesehenen fächerübergreifenden Themen unter der Leitidee Nachhaltige Entwicklung geleistet.
Stichprobe/Rahmen: Die Datenerhebung erfolgte anhand von acht Gruppendiskussionen in acht verschiedenen Klassen der dritten Sekundarstufe (Zyklus 3) in fünf Deutschschweizer Kantonen. Die Diskussionen waren in zwei Schritte aufgeteilt: Zunächst erstellten die Teilnehmenden Skizzen zum Themenkomplex Migration/Flucht (ca. 20 Minuten) danach stellten sie sich die Skizzen gegenseitig vor und diskutierten diese im Rahmen einer leitfadengestützten, moderierten Diskussion (20-40 Minuten). Das Sampling erfolgte nach vorab festgelegten Kriterien, wobei der Homogenität (gleiches Schuljahr) und der Heterogenität (räumliche Typologie: städtisch, periurban, ländlich; Leistungsniveau: A, B, C; Geschlecht: weiblich (w), männlich (m), divers (d)) Rechnung getragen wurde. Insgesamt nahmen 29 Schüler:innen an den Gruppendiskussionen teil.
Design und Methoden: Die Gruppendiskussionen wurden videografiert und anschliessend transkribiert. Die Transkripte und die Skizzen wurden qualitativ-inhaltsanalytisch ausgewertet. Vorliegend werden die Ergebnisse des ersten Schrittes dieser Analyse, der Fallzusammenfassungen, präsentiert.
Ergebnisse: Es zeigt sich, dass der Themenkomplexes Migration/Flucht für die Jugendlichen eine grosse Relevanz aufweist. Oft sind die Vorstellungen der Lernenden fragmentarisch und teilweise wenig stringent. Persönliche Erfahrungen und ein generelles Gefühl der Empathie und der globalen Solidarität prallen auf mehr oder weniger diffuse Ängste vor «dem Anderen» sowie vor einem Verlust von Sicherheit und Wohlstand. Zudem sind mannigfaltige Konzepte erkennbar, die dem aktuellen Wissensstand widersprechen, beispielsweise die geografische Verteilung von Migrant:innen. Auch bezüglich der politischen Prozesse in der Schweiz sind solche Vorstellungen erkennbar.
Schlussfolgerung: Angesichts der Komplexität, Kontroversität und Dynamik des Themenfelds sowie der sehr heterogenen Lernendenvorstellungen stehen die Lehrpersonen vor der Herausforderung, Migration/Flucht als Lerngegenstand so aufzubereiten, dass sich die Lernenden ihrem individuellen Vorwissen entsprechend mit diesem Themenkomplex auseinandersetzen können. Ein besonderes Augenmerk sollte zudem auf das Spannungsfeld zwischen Bewusstsein für Privilegien und Ethnisierung/«Othering» sowie auf den Umgang mit Lernenden mit Migrationserfahrung gelegt werden.
Schlagwörter: Bildung für nachhaltige Entwicklung; Globales Lernen; Lernendenvorstellungen; Migration; Natur, Mensch, Gesellschaft; Zyklus 3
Student Beliefs about Migration and Flight
Background: Recently, concepts such as Education for Sustainable Development or Global Citizenship Education have been critically debated. Given the complexity, controversy, and dynamics of global issues, it is important that teachers are aware of student beliefs about such issues.
Purpose: This article explores beliefs held by lower-secondary students regarding migration and flight and discusses how teachers can address such beliefs. It thus contributes to implementing the transversal topics under the umbrella term of sustainable development that are an integral part of the Lehrplan 21, the intended curriculum for lower -secondary students in German-speaking Switzerland.
Sample/setting: The data was collected through eight group discussions held across eight different lower-secondary classes in five German-speaking Swiss cantons. The discussions involved two steps: Initially, the participants drafted sketches about the topic migration/flight (20 minutes approximately). Subsequently, they presented their sketches within the group, followed by a semi-structured, moderated discussion (20-40 minutes). The sampling strategy was based on predetermined criteria taking into account homogeneity (same grade) and heterogeneity (spatial typology: urban, periurban, rural; competence level: A, B, C; gender: female (w), male (m), diverse (d)). In total, 29 students participated in the group discussions.
Design and methods: The group discussions were filmed and subsequently transcribed. The transcripts and sketches underwent analysis applying qualitative content analysis. In this article, the results from the first step of the analysis, the case summaries, will be presented.
Results: The data shows that the topic of migration/flight is highly relevant for the students. The students’ beliefs are often fragmented and not conclusively formed. Personal experiences and a general feeling of empathy and global solidarity repeatedly collide with vague fears of «the other» and concerns about the loss of security and prosperity. Furthermore, varied conceptions were identified that contradict current scientific knowledge, such as the geographical distribution of migrants. Other misconceptions were discerned regarding political processes in Switzerland.
Conclusions: Given the complexity, controversy, and dynamics of the topic of migration and flight as well as the heterogeneity of student beliefs, teachers are confronted with the challenge of processing the topic in a way that accommodates students' individual pre-knowledge. Particular attention should be paid to the fine line between the awareness for privileges and ethnisation/othering as well as giving special consideration to students with personal experiences of migration.
Keywords: Education for Sustainable Development; Global Learning; Migration; Natural and Social Science Education; Student Beliefs; Lower-secondary school
Motivating students to attend open innovation initiatives. A motivational structure perspective
Get PDFGiven the widespread diffusion of open innovation (OI) initiatives that rely on students’ contributions, we aim to investigate how students’ motivations for attending OI initiatives connect and interact. To achieve this purpose, we conducted two studies using the laddering technique with a sample of 59 students who participated in two OI programs held in different contexts: ICARO, a business-oriented program carried out before the COVIID-19, and TEN, a social innovation program conducted during the pandemic to assist people in coping with the effects of COVID-19. Our results reveal two motivational maps that illustrate commonalities and differences in motivational orientations and highlight core and context-dependent motivational structures. Our study provides evidence for the value of adopting a structural perspective on motivations and presents a comprehensive and replicable methodology for assessing motivations
The use of generative AI tools in Design Thinking academic makeathon
Get PDFThis paper examines the integration and influence of Generative Artificial Intelligence (GAI) tools in a Double Diamond Design Thinking (DDDT) academic makeathon. It analyzes students' interaction with these tools in problem-solving scenarios, offering insights into their perceptions and manner of use. The study reveals that text-based GAI, such as ChatGPT and visual tools such as Midjourney and Dall-E 2, are perceived to be supportive rather than solution-dictating. However, it appears that there is a significant difference between engineering and design students in their approach and their trust in these tools. Moreover, students often use tools like ChatGPT as search engines without fully exploring their capabilities. This paper aims to explore the potential of GAI in its deeper capacity within the DDDT methodology, and how to maximize its value
‘‘Acids are those dangerous green liquids, and what’s a base?’’: Evaluating upper secondary students’ ‘acceptance’ of a learner-appropriate approach to teaching about acid-base reactions
Get PDFBackground: A central issue in chemistry education is the Johnstone triangle. The complexity of the chemical topic and the learners’ propensity for conflating the levels of the chemical triangle show that using a conceptually coherent model on the submicroscopic level is indispensable for preventing learners from developing inadequate conceptions and helping them connect the macroscopic with submicroscopic properties (Taber, 2013). This is especially true for historically relevant topics such as acid-base chemistry (Häusler, 1987; Krebs & Hofer, 2022; Rychtman, 1979). Nu-merous proposals on how to teach the topic exist (Jiménez-Liso et al., 2020); however, focusing on the compatibility of acid-base reactions to other reaction types in the course of their introduction to learners has received less attention so far.
Purpose: This study aims at evaluating such an approach via a design-based research approach (Gräsel, 2010; Haagen-Schützenhöfer & Hopf, 2020). By delineating key ideas from the Brønsted-Lowry model of acid-base reactions and focussing on the donor-acceptor concept (Barke & Harsch, 2016) and electron transfers (Ghosh & Berg, 2014; Shaffer, 2006; Sieve & Bittorf, 2016), acid-base chemistry can be taught in a conceptually coherent and compatible manner.
Sample/setting: In order to evaluate this approach, 18 learners from several Austrian upper secondary schools (grades 10, 11, and 12) were interviewed using the method of probing acceptance (Jung, 1992) in three separate inter-view rounds. Due to restrictions imposed as a result of the Covid-19 pandemic, these interviews were conducted online using videoconference tools and collaborative word processors.
Design and Methods: In order to design learner-centred teaching materials appropriate for the target group, the learning environment was evaluated cyclically, and after each interview round and data analysis, a re-design followed. As the interview data showed learners’ ‘acceptance’ of the presented learning environment, i.e. their level of agreement with the materials and terms introduced in the interviews, the data was analysed via evaluative text analysis (Kuckartz, 2014), and intercoder agreement assessed in percentual overlap.
Results: The results suggest that the teaching materials and the learning environment developed in the course of the study are received well by the intended target group. In the course of the interview rounds, acceptance increased from satisfactory to mostly successful, thus underlining the potential of the learning environment.
Conclusions: In conclusion, even though this study is very limited due to small sample size (N=18), the continuous effort we made to improve our learning environment according to the participating learners’ offers a basis for larger-scale studies on the matter.
Keywords: design-based research, acid-base chemistry, upper secondary school, method of probing acceptanc
Giochi di energia: implementare una sequenza di apprendimento basata su ISLE per insegnare l'energia nelle scuole tecniche e professionali
No full textTeaching energy is a challenging task. This is particularly true in technical and vocational schools since physics is taught only in 9-10th grades, and the percentage of students with special educational needs is higher than in other secondary schools. To cope with these issues, we developed an ISLE-based learning sequence to introduce the concept of energy, starting from qualitative conceptualisation; then, we implemented the learning sequence in two 9th-grade classes of a technical school in Italy. This research represents the first educational trial in Italy to introduce ISLE in technical and vocational schools.Insegnare l'energia a scuola è un compito impegnativo per qualunque docente. Ciò è particolarmente vero negli istituti tecnici e professionali, poiché la fisica viene insegnata solo al 9°-10° anno e la percentuale di studenti con bisogni educativi speciali è più alta che in altre scuole secondarie. Per far fronte a questi problemi, abbiamo sviluppato una sequenza di apprendimento basata su ISLE per introdurre il concetto di energia, partendo da una concettualizzazione qualitativa. In seguito, abbiamo implementato la sequenza di apprendimento in due classi di 9° grado di un istituto tecnico in Italia.
Questa ricerca rappresenta una prima sperimentazione didattica in Italia per introdurre l'ISLE nelle scuole tecniche e professionali