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Relevant aspects of vision for STEM
Authors: Sandra Franco, Universidade of Minho, Centre of Physics, Email: sfranco@fisica.uminho.pt ; António Baptista, Universidade of Minho, Centre of Physics, Email: abaptista@fisica.uminho.pt
Some vision experts state that up to 80% of classwork involves vision; thus, vision is one of the most important Human senses used in the learning process. In this talk, first, we review the main structures of the eye, and second the visual functions such as visual acuity, field of vision, contrast sensitivity and colour vision. Also, how the first can impair the second. The criteria used by the World Health Organization to classify the visual impairment and blindness will be visited, and the optical aids to support (when possible) these persons will be shown in a hands-on approach. Finally, this thematic will be approached considering the relevant aspects for STEM.
Brief bio note:
Sandra Franco teaches and performs research at Minho University. She is specialized in optometry and has a strong pedagogic experience especially in teaching and training of basic school teachers and students in elementary optics and visual system and vision health. Delivered a number of lectures, training courses and hands-on workshops for preschool and primary school students in these areas
António Baptista CV: https://www.cienciavitae.pt/4715-7460-DEAB
How does UDL contribute to learning for people with functional diversity?
Author: Jaime Ribeiro, Assistive Technology and Occupational Performance Laboratory (aTOPlab) - Center for Innovative Care and Health Technology (ciTechCare) & School of Health Sciences, Polytechnic of Leiria.
Making people's lives simpler inspired a group of architects in the 1970s to create a concept called Universal Design, Design For All. The concept is also simple, when you design with the most challenged people in mind, everyone benefits. Is based on the view that the design of environments and products can be thought of in advance to allow their use by as many people as possible, without the need for subsequent adaptation. As simple is the word, one more simple example: the lowered curb is designed for wheelchairs, but who benefits? Everyone, cyclists, skaters, people with heavy luggage when they go to trains or airports, the elderly when they go to the market with wheeled bags.
In teaching and learning the same thing happens. Teachers prompted by the challenge of teaching increasingly heterogeneous classes with students with diverse functionality and in an environment marked by high learning expectations. How to ensure access to curriculum content for students who differed in terms of motor, intellectual and sensory abilities? How could new technologies contribute to addressing this challenge?
UDL is practical model that aims to expand the development opportunities of each student through continuous pedagogical planning, added to the use of digital media. Is grounded in basic principles and underpinned by neurological principles to promote real participation for all in their academic journey.
In this session we will learn basic principles for designing learning for all.
CV: https://orcid.org/0000-0002-1548-5579
Active learning of STEM. The Hands-on Science Approach.
Author: Manuel F. M. Costa, Universidade do Minho, Departamento de Física, Tel. +351 253604070, Fax. +351 253678981, Email: mfcosta@fisica.uminho.pt , 4710-057 Braga, Portugal
In the Society of our days there is a major increasing need of an in depth quality education in Science and Technology. STEM education at all school levels should be generalized aiming not only the sound establishment of a “Science” culture in our societies but also to guarantee a steady basis for the improvement of Science and its technological applications.
In order to ensure a continuous sustainable development of our societies we must guarantee the effective implementation of a sound widespread scientific literacy but also to lead our students and fellow citizens to actively learn and use the experimental method, that is behind and the basis of the search for scientific knowledge and to find the thrill of discovering and understanding the World we live in.
Aiming the promotion of hands-on experimental learning of Science and Technology, and STEM in general, as a way of improving in-school scientific education and Science literacy in our society, the Hands-on Science Network was established in October 2003 in the frames of the action Comenius 3 of EC' program Socrates, by twenty-eight institutions from ten European countries (BE, CY, DE, ES, GR, MT, PT, RO, SL, UK) and a transnational consortium (CoLoS). In an openminded and friendly approach we enrolled an involved in our activities along the years thousands of teachers, researchers and educators, hundreds of schools, several universities, national and international associations, governmental bodies, science centres and museums, NGO’s and companies of practically all countries of the European Union and from all over the world.
The Hands-on Science Network has a broad remit, aiming to promote and diffuse among schoolteachers, schools, and national and transnational educational boards, well established and newly investigated practices of hands-on experimental teaching of Science in all its disciplines. We will do this by fostering the development and use of hands-on experiments in the classroom so that students "do" science rather than merely being "exposed" to it.
Brief bio note:
Manuel F. M. Costa hold a PhD degree in Science (Physics) from the University of Minho (Portugal) where he works since 1985 at its Physics Department teaching and performing applied research in optical metrology, image processing, thin films nanostructures and applications, instrumentation, and, science education and literacy. He is the president of the Ibero-American Optics Network, RIAO, for the term 2019-2022. He also acts as: president of the Hands-on Science Network, HSCI; deputy chair of the Scientific Advisory Board of the European Optical Society, EOS; Executive Committee member and Europe Regional Representative of the International Council of Associations for Science Education, ICASE; and, president of the Portuguese Society for Optics and Photonics, SPOF. He is Fellow of the European Optical Society.
IBSE and Project Based Learning
Author: Manuel F. M. Costa, Universidade do Minho, Departamento de Física, Tel. +351 253604070, Fax. +351 253678981, Email: mfcosta@fisica.uminho.pt, 4710-057 Braga, Portugal
The learning of Science and the effective implementation of a sound widespread scientific literacy is fundamental to modern Societies. A number of approaches to Science education at school level exist and have merits. In this communication we will briefly present the IBSE, Inquiry Based Science Education, method presenting also some examples of STEM project-based learning, PBL, developed around educational robotics activities in basic and secondary schools.
Brief bio note:
Manuel F. M. Costa hold a PhD degree in Science (Physics) from the University of Minho (Portugal) where he works since 1985 at its Physics Department teaching and performing applied research in optical metrology, image processing, thin films nanostructures and applications, instrumentation, and, science education and literacy. He is the president of the Ibero-American Optics Network, RIAO, for the term 2019-2022. He also acts as: president of the Hands-on Science Network, HSCI; deputy chair of the Scientific Advisory Board of the European Optical Society, EOS; Executive Committee member and Europe Regional Representative of the International Council of Associations for Science Education, ICASE; and, president of the Portuguese Society for Optics and Photonics, SPOF. He is Fellow of the European Optical Society.
Informal and non-formal STEM education. Science Fairs
Authors: Zita Esteves and Manuel F. M. Costa - Universidade of Minho
Science fairs are events currently organized to increase students’ interest and curiosity about science. While improving their science awareness students develop fundamental skills while building their science fair projects. Therefore, Science fairs can be used as STEM tools, inside and outside the classroom.
The purpose of this session is precisely to explore the most relevant aspects in the organization of these activities and explore ways to engage and support students on the project’s development.
Brief bio note:
Zita Esteves, did her PhD in Physics, in 2016. Her thesis was on the use of science fairs for non-formal and informal learning. She is a teacher trainer for more than 10 years on that topic. She has been a middle school and high school teacher for more than 15 years and has collaborated in the organization of the international science fair hands on science for the last 10 years.
ABC of Gamification
Authors: Victor Neto, Department of Mechanical Engineering of the University of Aveiro and researcher at the Center for Mechanical Technology and Automation.
Gamification is an emerging phenomenon that stems directly from the growing popularity of games and is defined by the use of playable elements in non-playable contexts. Gamification can be thought as simply making use of game mechanics to make learning more fun. This is the essence of games, the ability to make something as an experience that gives us satisfaction and is fun. However, games have several desirable attributes for teaching and learning processes. In games, the tasks, although repetitive, are attractive. The feedback is constant, the goals are clear. The rules are clear and transparent. Information is in the right amount and at the right time. Failure is expected, encouraged, spectacular, and a cause for conversation. Gamification is thus a method that can be used to achieve training objectives by using playful elements to arouse interest, increase participation, develop creativity and autonomy, promote dialogue, and get learners to solve problem situations.
In the development of a game, points, levels, missions, and design techniques are used to make it engaging and fun in non-game contexts, and where the goal is not just fun for the pleasure of playing, but a change of action, a learning, a theoretical training action of the players. Gamification is using game mechanics, aesthetics, and thinking to engage people, motivate actions, and promote learning, i.e., basing the thinking, aesthetics, and mechanics of games as a way to engage, motivate, and promote learning and problem solving.
The development of training elements through gamification, can be diverse, but in the context of this training, it will involve 6 key steps:
1. Goal: Definition of the objective to be achieved or the problem to be solved.
2. Behavior: How to achieve the goal? What is the guide of behaviors to achieve the goal? What is its sequence?
3. Players: Who are the players? Personality of the players, and their roles? What do they like or want?
4. Dynamics: Why will the players want to participate? What is the motivation of the players? What will they gain? What creates fun?
5. Mechanics: What will capture attention? Constituents or instruments? Apps, website, physical objects, flyers, events, recommendations?
6. Success: How do we measure success? What are the indicators? How are they measured? Who is accountable?
In this workshop, this framework will be explored and participants will be invited to develop, in small groups, an exploratory case study of the methodology.
Code learning with astronomical ideas
Author: Vitor Martins, Casa da Ciência Braga
Micro:bit - how to use it for STEM
Author: Vitor Martins, Casa da Ciência Braga
Astronomy is a science that has great appeal among young students, contributing to their motivation and promoting interest in science in general. Exploring the relationship between programming and astronomy can convey to them how science and research can be challenging and attractive.
The central idea of Project CODELASTRO is the creation of an educational programme based on micro:bits and astronomical topics.
A mission to Mars will be broken down into its different phases (observation of the planet, timing, training of the astronauts, testing of the rocket, launch, travel, landing, moving the robot, scientific experiments on Mars, etc.) with programming projects that use the scientific knowledge associated with each stage.
In this way, the objectives of the project CODELASTRO project include:
- Increase the knowledge in astronomy of the participating students.
- Developing programming, electronics and robotics skills.
- Transmitting knowledge of the technologies behind the micro:bit, including its sensors.
- To develop creative and organisational skills.
- To encourage group work and the sharing of knowledge between students.
Brief bio note:
Vítor Moreira Martins; teacher of the Pedagogical Zone Board in Mathematics and Sciences, currently seconded to Ciência Viva Braga. Besides his duties at Casa da Ciência de Braga, he is involved in the coordination of Erasmus projects and keeps the post of coordinator of Eco-school and Young Reporters for the Environment at EB2,3 André Soares de Braga, also a teachers trainer. Postgraduate degree in Specialization in Experimental Teaching of Sciences and Specialization in Information and Communication Technology.
Science and technology projects for STEM Education
Author: Fernando Ribeiro - DEI, Universidade do Minho
Tech Tools for STEM secondary education
Author: Fernando Ribeiro + SAR
The Laboratory of Automation and Robotics was created in 1997 and since then several projects were developed and researched on topics like mobile and autonomous robotics, namely a team of robot soccer players participating on RoboCup since 1999, a robot for picking up golf balls, an omnidirectional wheelchair, autonomous cars at scale 1/5, CHARMIE @home robot, drones, etc. Some of these projects will be described and explained.
One of the robots developed was the Arduino-based botnroll which is used in many educational/competing robotic events, and it will be explained how to program it. This robot also has some parts which were designed in a CAD system and built using 3D printers, and that process (drawing/building) will also be described and explained.
About RoboCup: https://www.youtube.com/watch?v=0gdCw-vlY2U&t=1s
CV: http://www.dei.uminho.pt/~fernando/
Virtual Learning Environment
Author: Francisco Sousa, Faculdade de Ciências Sociais e Humanas da Universidade dos Açores
A Virtual Learning environment allows for:
. stability and easy access to the same educational resources year after year, although the construction of its first version is time-consuming;
. Transparent and diverse assessment tools;
. Flexible management and adaptability to multiple settings (e-learning; b-learning; m-learning; synchrony; asynchrony...);
. Usability
In this presentation I intend to discuss these topics by relating them to educational experience and some research.
Brief bio note:
. Professor Associado na área de Educação, subárea de Currículo, Supervisão e Tecnologia Educacional - Faculdade de Ciências Sociais e Humanas da Universidade dos Açores;
. Vice-Presidente da Faculdade de Ciências Sociais e Humanas da Universidade dos Açores;
. Investigador do Centro Interdisciplinar de Ciências Sociais (CICS.NOVA);
. "Co-convenor" da rede 3 (Curriculum) da European Educational Research Association;
. Coordenador Regional da Sociedade Portuguesa de Ciências da Educação nos Açores.
Erasmus+ Portuguese National Agency
Author: Ana Paula Alves, Erasmus+ Portuguese National Agency representative, E+PTNA inclusion officer, HE teacher, teacher trainer
The communication presented, in the activity of staff training within the Project: INSIDE: Social Inclusion of the visually impaired students through STEM projects wanted to highlight some of the key aspects of the Erasmus+ programme and draw attention to the responsibility of organisations that have EC funded projects.
The importance of listening to the voice of the target audience of projects, involving learning communities, and underpinning the impacts of participation through the publication of research articles was underlined.
In this presentation, three dimensions were focused:
1. The Erasmus+ programme (2021-2027) and its potential (objectives; key actions; public and possibilities for organisations)[1]
2. The Inclusion & Diversity Strategy proposed by the EC as a strengthening of one of the horizontal priorities (Inclusion and Diversity)[2].
3. Research, by presenting the results of studies commissioned by the EC on the impact of erasmus+ (2014-2020) on inclusion and sustainability[3].
[1] https://www.eacea.ec.europa.eu/grants/how-get-grant_en; https://webgate.ec.europa.eu/erasmus-esc/index/
[2] https://erasmus-plus.ec.europa.eu/pt-pt/node/2596
[3] https://op.europa.eu/en/publication-detail/-/publication/0e6606fb-824e-11ec-8c40-01aa75ed71a1/language-en
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