The project arises from the initiative Education resilience in Europe of the STE(A)M Partnerships program of Scientix – the community for science education in Europe – which promotes collaboration between different organizations to develop research and experimentation initiatives for new approaches to creative and innovative teaching of the above disciplines and learning opportunities linked to the existing national practices.
The (S)TEAM building path allows lower secondary school students to immerse themselves in the thematic areas of science, technology, engineering, art and mathematics through 5 laboratory stations in which develop curiosity, firsthand experimenting and learning cooperatively. The project also aims to promote social inclusion within the class group, through the use of the universal language of science and of a strongly experiential and practical approach.
A self-assessment and subsequent reflection support students also in consolidating experiential impulses, in gaining greater awareness of their interests and strengths in the STEAM area and in developing new ideas for career choice.
The (S) TEAM building path was tested in April-May 2023 in two Ligurian institutes for a total of 120 young people.
We provide a box containing materials and instructions for carrying out the exercises proposed and described in the teacher manual.
The overall duration of the course, including the introductory phase and final reflection, is approximately 5 hours. It is possible to complete the course with classes of up to 30 students, divided into small working groups of 6 people.
Ligurian schools will be able to join the project starting from the 2023/2024 school year.
The project make aviable to teachers:
- a teacher manual (downloadable here)
- an online e-learning training (accessible by clicking here)
The aim of evaluating the impact and effectiveness of the activities included in the (S)team building project and the achievement or not of the initially defined goals, gave birth to a questionnaire created to verify the pre- and the post-performance knowledge and self-awareness of the path. Therefore, starting from the project goals, some impact indicators were identified for each stage of the process and two questions were developed to detect them.
The questionnaire must be given to students before and after completing the course and will be provided to teachers together with the school’s participation to the project.
L’apprendimento è basato sull’esperienza: gli studenti partono tutti dallo stesso punto indipendentemente dal curriculum scolastico, il gioco e la sfida permettono di superare la barriera linguistica. La risoluzione di problemi per tentativi ed errori permette di mettere in discussione preconcetti e costruire competenze in modo duraturo, attivando inoltre il processo di rafforzamento delle soft skills (problem solving, comunicazione, flessibilità, pensiero critico) che aiuteranno gli studenti non solo nell’integrazione scolastica ma anche nella vita di tutti i giorni. L’essere soggetti attivi influisce inoltre positivamente sulla loro capacità di attenzione e sulla loro motivazione. Alcune delle attività proposte favoriscono inoltre la conoscenza e la salvaguardia del patrimonio naturale del nostro territorio di appartenenza favorendo l’inserimento sociale e culturale.