1





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Edited by: Maria Manuela Catana, Mariana Vilas Boas

Published by: ESTEAM team (by each partner organisation):

Idrija Heritage Centre (Slovenia): Nina Erjavec, Mojca Gorjup Kavčič

Naturtejo Empresa de Turismo (Portugal): Mariana Vilas Boas, Maria, Manuela Catana, Carlos Neto de Carvalho

Magma Geopark (Norway): Pål Thjømøe, Åse Hestnes, Heta Inoma, Sara Gentilini

Črni Vrh Elementary school (Slovenia): Lilijana Homovec, Maja Sever, Karmen Simonič Mervic, Martina Habe

Agrupamento de Escolas de Jose Sivestro Ribeiro: André Azeiteiro, Elsa Cantinhas

University of Ljubljana, Faculty for Natural Science – geology department (Slovenia): Andrej Šmuc, Tomislav Popit Texts and photos by: ESTEAM team

Proof-reading by: Maria Cardoso

Cover page and ebook design: OblikovANJA računalniško oblikovanje ANJA GOLOB s.p.

©2017 ESTEAM Project



Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani

COBISS.SI-ID=290420224

ISBN 978-961-94242-1-6 (pdf, Idrija Heritage Centre)



ERASMUS+: KA2 – Cooperation for innovation and the Exchange of Good Practices/Strategic Partnerships for School Education

The content of this e-book does not reflect the official opinion of the European Union. Responsibility for the information and views expressed in e-book lies entirely with the author(s).



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WELCOME!



This E-book will present the findings about learning objectives, current skills and competencies of educational methods in the science teaching, the opinions of pupils on the methods of science teaching and suggestions for improvement. On the basis of the analysis the basing guidelines will be present that will form the foundation for the creation of teaching material and mobile platform (for the ESTEAM project –

Enhancement of School TEAching Methods by linking between schools, experts and geoparks in the combination with outdoor activities and ICT Technologies). We tend to help teachers to learn about designing lessons in science based on last innovative practices.



ESTEAM team





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CONTENTS

3.1. Slovenia .............................................................................................. 30



3.2. Portugal ............................................................................................. 31

1. Introduction ........................................................................................ 5

3.3. Norway .............................................................................................. 34

1.1. Idrija Heritage Centre (Idrija UNESCO Global Geopark) ...................... 8



1.2. Elementary school Črni Vrh ................................................................ 9

4. Research of national curricula and needs ........................................... 37

1.3. Naturtejo Empresa de Turismo (Naturtejo UNESCO Global

4.1. Methodology ................................................................................ 38

Geopark)..............................................................................................10

4.2. Desk research of national curricula .............................................. 39

1.4. Agrupamento de Escolas José Silvestre Ribeiro – Idanha-a-Nova ..... 11

4.2.1. Results of desk research in Slovenia ................................ 39

1.5. Magma UNESCO Global Geopark .......................................................12

4.2.2. Results of desk research in Portugal ................................. 48

1.6. Helvik school and Lagard school ....................................................... 13

4.2.3. Results of desk research in Norway .................................. 56

1.7. University of Ljubljana – Faculty for Natural Sciences ....................... 14

4.3. On-line research ............................................................................ 63

1.8. Locatify ehf ........................................................................................ 15

4.3.1. On-line research for pupils ................................................ 63



4.3.2. On-line research for teachers ........................................... 77

2. Description of the UNESCO Global Geoparks ...................................... 16

4.3.3. On-line research for future Natural Sciences Teachers

2.1. Idrija UNESCO Global Geopark .......................................................... 17

(NST) ..................................................................................91

2.1.1.

Educational Activities at the Idrija UNESCO Global

4.3.4. Summary of Personal interviews for NST .......................... 97

Geopark ........................................................................... 18

4.3.5. General conclusions based on comparison of all

2.2. Naturtejo UNESCO Global Geopark ................................................... 20

questionnaires: students, teachers, future teachers and

2.2.1.

Educational Activities at the Naturtejo UNESCO Global

personal interviews with teachers ………………………………… 101

Geopark ............................................................................ 22



2.3. Magma UNESCO Global Geopark ...................................................... 25

5. New trends and good practices in Natural Sciences teaching in

2.3.1.

Educational Activities at the Magma UNESCO Global

elementary schools ............................................................................. 102



Geopark ........................................................................... 27

6. Conclusion ........................................................................................... 111





3. Current Methodology in Natural Sciences teaching in elementary

ANNEXES ..................................................................................................... 114

schools ................................................................................................... 29





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1. CHAPTER





INTRODUCTION





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The ESTEAM project is co-financed by the ERASMUS+ programme of the

The ESTEAM project comes out from the personal experience and needs of

European Union, it started on September 2016 and will run in 36 months. The

science teachers. We know that learning programs and the learning process are

coordination of the project will be done by the Idrija Heritage Centre, which is

getting more and more comprehensive, fast and demanding.

the coordinator of the Idrija Geopark activities.

The traditional way of teaching is slowly losing its force. Modern, contemporary

and fun ways of teaching with modern technologies included in the learning

The association of the seven partners comprises three UNESCO Global Geoparks

process are looked for. They should be fun and adapted to ICT technologies.

(Idrija Geopark, Magma Geopark and Naturtejo Geopark), two schools within the

Internationalization is promoted and the use of digital learning is also increasing,

Geopark areas, the University of Ljubljana-Faculty of Natural Sciences and the

especially when combined with field teaching.

Engineering-Department for Geology and a company specialised in ICT called

The ESTEAM project aims to improve the quality of teaching/learning in the

Locatify.

school system through an innovative method (teaching methodology, toolkit &

users experience space (virtual & nature)) that links National curriculum goals in

The schools will be the focus of this association and their selection was based on

natural science education with the development of mobile teaching/users

the teachers' experience & expertise in natural sciences and other subjects as

experience platform (ICT) in combination with outdoor activities. Additionally,

well as their connection with the Geopark goals in sustainable education.

developments and findings will result in a guide for Teachers of Natural Sciences

The Geoparks’ partners are part of the official UNESCO programme called IGGP.

– ESTEAM Methodology Step by Step Guide.

All the Geoparks have strong skills in the field of education and they have been

The general objective is to improve the teaching process combined with ICT

cooperating with the selected schools in developing teaching programmes for

technologies and outdoor activities.

pupils, didactic programmes outdoors and even some ICT technologies.



The specific objectives of the ESTEAM project are the:

The University of Ljubljana was chosen as a partner on the basis of previous

-research of the National Curricula of the project countries with the list of

common work on the popularisation of natural sciences (with a main focus on

suggested programmes and tools for designing lessons;

geology) in schools. They were invited as experts and as an educational support

-creation of effective content & methodology for science teaching designed in

on geology and also other contents on the school programmes in order to share

collaboration with teachers, experts in the field of science, interpretation of the

best practices on methods & practical exercises, games and possible ways of

natural heritage & experts in the ICT field;

interpreting difficult geological contents for elementary school pupils.

-development of a mobile teaching/users experience platform;

-design of a guide for teachers in science education based on outputs, knowledge

ICT enterprise Locatify was chosen due to its vast experience in order to develop

and experiences;

solutions requirements in the project and previous work done in this field, as

- Increase the frequency and effectiveness of the use of ICT technologies in the

well as for the company staff and their ideas and preparation to cooperate

teaching of science;

through the whole project.

- Increase the level of digital competence for both teachers & pupils;

- Increase foreign languages skills for both teachers & pupils.



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The following activities will be carried out in the project:



1) Project management

2) Quality assurance



3) Information disclosure



4) Research of National Curricula with guidelines

5) Development of teaching methodology: mobile teaching/users experience



platform

6) Preparation of a guide for teachers in natural sciences education – ESTEAM



Methodology Step by Step Guide



7) Project meetings

8) Presentations of ESTEAM Outputs and their use in the teaching/learning



process

9) Short-term joint staff training event



The implementation of the project on a transnational basis is necessary due to a



higher results level and to achieve the initial goals of the project. Partners from



three countries (Slovenia, Norway and Portugal) with diversified natural & social

features participate in the project. Such diversification will have a significant



impact on recognising best practices in teaching Science in all partner countries

and then help apply them in the partners’ environment. At the same time all



partners are linked by the unique natural heritage of the three Geoparks. The



implementation of the project on a transnational basis will, thus, emphasise the

visibility of the Geoparks’ territories, their relevance in preserving natural



heritage within the EU & the importance of interpreting the heritage to the

general public. The transnationality involved in the project will contribute to a



wider scope of results disclosure. Due to the transnationality, foreign language

knowledge will improve & the common European identity of all participants will



increase during the project.



The target groups of the project are: Science teachers, Future Science teachers,



Professors of didactics at Faculties, Pupils aged 12-15, Geoparks staff and

employees in educational institutions.





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1.1.

IDRIJA HERITAGE CENTRE (IDRIJA UNESCO GLOBAL GEOPARK) -



Slovenia



Idrija Heritage Centre (IHC) is a public institute, which coordinates the system of

management, conservation and promotion of the heritage in Idrija region and the

conditions for interpretation and sustainable tourism development. IHC operates

and coordinates the Idrija UNESCO Global Geopark activities, under the UNESCO

IGGP Programme. This public institute is the major tourism organisation in the

Municipality of Idrija, responsible for designing and marketing tourism

attractions, informing about tourism supply and its promotion, co-designing

Slovenian tourism offer and promoting the development of tourism activities. IHC

had eleven employees in 2016. Idrija Geopark, which covers the whole Idrija

Municipality with 294 Km2 and around 12,000 inhabitants, is coordinated by the



IHC. The three main fields of activities of Idrija Geopark are geoconservation,



education and sustainable development of rural areas (through geotourism). In

the field of education the Network of Schools in Idrija Geopark was established in

2012, which includes four primary schools in the area (namely Idrija Primary

School, Spodnja Idrija Primary School, Črni Vrh Primary School and Cerkno

Primary School). All Schools have a 9th grade programme according to the

Curriculum of the Republic of Slovenia.



Idrija Geopark has created twenty-two theme trails (hiking or cycling), which

connect natural and cultural heritage as well as tourist offer in different areas of

the Geopark (accommodations, guest houses, sports activities, museums in rural

areas, etc.). Some of these trails are especially appropriate for school groups,

because of their length and contents (natural and cultural heritage). Some

programmes have already been carried out and tested.





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1.2.

ČRNI VRH ELEMENTARY SCHOOL - Slovenia

didactic tool and it emerged from the needs of modern teaching practice and the



necessity of field teaching.

Črni Vrh Primary School is a small public school in a rural area, which has a

significant importance for the local community since it is geographically

separated from any major economic centres.



Life on the Črni Vrh plateau has been evolving under the influence of its

geographical isolation from bigger economic centres, its poor public transport

structure and other geographical features (undulating terrain at the altitude

between 650 and 1100 metres, karst surface, water shortage, high altitude and

harsh climate conditions). All these features have left a hallmark in cultural

heritage, which is also preserved by the Črni Vrh Primary School.

This school is professionally connected to The National Education Institute of the

Republic of Slovenia through different development projects. Through this

connection they enrich the professional skills of their employees who seek for



modern paths in education.





In spite of the school’s small size or maybe because of it, it is very active when it

comes to public education programmes and other extracurricular activities,

which broaden our syllabus and connect the school with parents, villagers,

society and other active public institutions in the Municipality of Idrija. The

activities and sources that it has collected so far are a very good basis for

developing teaching modules, which are structured upon the knowledge of the

local characteristics placed in a global space. Črni Vrh Primary School can and

knows how to connect all social groups within the local community.



This school has also created a forest educational trail, which is now a working

part of Idrija Geopark. In a very small space it appealingly presents a tight

connection between nature and Man and it is an excellent example of a good

educational practice. The educational trail is a model of our work quality and



gives visitors an opportunity to learn from it. The trail has been developed as a





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1.3. NATURTEJO EMPRESA DE TURISMO EIM (NATURTEJO UNESCO GLOBAL



GEOPARK) - Portugal

Naturtejo is a non-profit, public intermunicipal organisation responsible for the

management of the UNESCO Naturtejo Global Geopark, under the UNESCO

Programme. The organisation was established in 2004 with the aim of organising

the regional tourism sector and to foster tourism development of partner

municipalities and local enterprises for the social and economic sustainable

diversification of the area, based on natural (geological), cultural and historical

heritage. This is managed through heritage research and conservation planned

with municipalities, educational activities for local schools and from abroad,

consulting and support to private entrepreneurs. Currently, the partners

represent seven municipalities that administrate the total area of Naturtejo

Geopark (5,050 km2, more than 5% of the national territory), involving 93,000

inhabitants, and 24 private enterprises as associate partners. The daily

intervention of Naturtejo in land management and planning with local authorities





is related with the protection, raising awareness and valuing of geological

heritage. This is achieved in strict connection with other related natural and

historical-cultural heritage, through the educational programmes and the

organization of local tourism under a Nature Tourism strategy for the region.

Naturtejo Geopark Educational Programmes are developed by the Educational

Office and provide a strong social output, in direct collaboration with local

schools throughout the school year and moving thousands of pupils towards

natural landscapes every year. The Routes of the Geopark are already being

promoted in several countries of Europe through international tourism operators,

and examples of the best sustainable tourism practices have already been

awarded by international organisations several times, such as the Skal

International Ecotourism Award.



Naturtejo Educational Office runs educational activities that involve about 3,000

students and teachers every year, from local schools to other regions and foreign



schools, from nursery schools to senior universities.





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1.4.

AGRUPAMENTO DE ESCOLAS JOSÉ SILVESTRE RIBEIRO - Portugal

that is of great interest for the project. The teachers engaged in the project are



from the Sciences and Technology Departments, with several years of experience

The municipality of Idanha-a-Nova is one of eleven municipalities belonging to

planning classes in Natural Sciences (Biology and Geology).

the district of Castelo Branco, located in the Portuguese countryside. It has an



area of 1,412 km2 and is bordered with Spain. It is one of the least populated

The application of new technologies in the classroom is fundamental for a region

districts of the country, due to the exodus to coastal towns and to different

that still has some difficulties in accessing internet and where many young people

countries in Central Europe. With a low population density, it has a high rate of

are still not really aware of the opportunities they can get in their homeland if

elderly population.

they use new technologies of communication to increase their knowledge about



the world and to get the right benefits.

The Grouping of Schools named after an important Portuguese politician and

historian, is an educational territory of priority intervention and aggregates all

establishments of pre-school education and basic and secondary education of

the public network. It comprises seven nursery schools, five primary schools and

the José Silvestre Ribeiro Basic and Secondary School, the headquarters of the

Grouping, where the 2nd and 3rd cycles of basic education and secondary

education are offered, including professional courses. The school population is

composed of 840 students.



In its strategic vision, this grouping of schools seeks the involvement of the

community and the establishment of partnerships for joint actions and projects,



aiming at improving the public service it provides to the community. Therefore, it

contemplates the development of projects, actions and activities that contribute

to the promotion of the school results, the integral formation of students and

equal opportunities, the improvement of the students’ permanence rates in the

system and the will to deepen the relations with the community and with other

institutions whose contributions are an added value to their mission.



The school is the right place to test through practice any educational project. It is

the bond between the experts developing the pedagogical strategies under the

current Erasmus+ project and their implementation in the classroom, adapting to

local circumstances and many problems that are typical of Portuguese rural

areas. This also concerns the large geographic dispersion of students and schools





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1.5. MAGMA UNESCO GLOBAL GEOPARK - Norway

Magma Geopark is a company owned mainly by public institutions including

municipalities, counties, museums, outdoor organizations and some private

companies working in the field of tourism. Magma was established in 2006 as a

regional development project. The area of Magma (2,329 km2) covers the

territory of 5 municipalities in South West Norway. Magma is located southeast

of Stavanger about one hour by car or train. Magma aims to promote its unique

geological and cultural heritage to help develop and sustain the Region. In 2009 a

non-profit public/private share company with the name Magma Geopark AS was

established and in 2010 Magma became the second Scandinavian member of the

European and Global Geoparks Network which are supported by UNESCO. The

new strategic business development plan (2010-2021) for the Dalane region

(comprising four of the five municipalities covered by Magma) envisions Magma



as a major regional initiative in the field of tourism. Magma is one of the tourism

lighthouses in the Rogaland County and in its strategic tourism plan for 2016-

2020, and has got a tourism prize for its work with theme tourism in 2015. The

main areas of Magma activity are: developing and promoting the 46 Geopark

sites for tourism and educational purposes, developing new tour packages for

tourists and school classes, supporting educational work with local and nursery

schools and organising events.



Since the beginning Magma has been strongly cooperating with the University of

Stavanger and its International Hotel and Tourism Leadership members and other

stakeholders in order to improve the strategy in the tourism field and strengthen

the partnership in several project applications.





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1.6.

HELVIK SCHOOL AND LAGÅRD SCHOOL - Norway

changes with whale backs, crescent-shaped mark, glacial striations, drumlins and



moraines.

Magma Geopark has 7 secondary schools in its area. Two of these schools have

been chosen to be pilot schools.



Hellvik school is a small public school in rural area, which is of significant

importance for the local community since it is geographically separated from any

major economic centres. The school teaches grades 1 to 10 and the kids’ age goes

from 6 to 15 years. There are about 10 kids in each grade which means a number

of about 30 students from 12 to 15 years old. The school is near the coastline and

in the the area of a very poor fertile moonrock Anorthosite, thus providing a very

characteristic landscape around the school. The school is also situated close to a

2 km-long esker named St. Olav Serpentine and a large stone quarry. The school

is the centre of many activities in the small community of Hellvik with 800

inhabitants in the Eigersund municipality. The school is very active when it comes



to public education programmes and other extracurricular activities and is using



the outdoor landscape in some of its activities. In the past Hellvik was a fishing

community but today the only industry of some size is a house element factory.



Lagård school is a school in the town of Egersund and closer to the economic

centre of Eigersund municipality. Egersund is a small town with 10,000

inhabitants. Lagård school teaches grades 8 to 10 with about 30 students in each

class. Some of its outdoors activities are visiting the areas around but it’s also

active in visiting neighbour municipalities. The school is situated in the

anorthosite moon rock area and is also close to a large basaltic dyke and a

jotunittic dyke. In a biking distance it is also possible to visit Magma abounding

Titanium mines and the coastline sites named Eigerøy Lighthouse, Ytstebrød and

Auglend. These coastal locations tell us about the magmatic history of the area

with magma chamber activities with inclusions, magmatic breccia’s and dyke

features like chilled margins, bridges etc. The area also tells the story of climate





14



1.7.

UNIVERSITY OF LJUBLJANA – Faculty for Natural Sciences – Geology

department – Slovenia



University of Ljubljana (UL) is a public autonomous educational, scientific

research and artistic institution of Higher Education with a very rich tradition. It is

the oldest and the biggest university in Slovenia. It was established in 1919 and it

encompasses 26 full members (3 art academies and 23 faculties) and 3 associated

members (National University Library, University of Ljubljana Central Technical

Library, University of Ljubljana Innovation-Development Institute).



UL is very active in international education and research. It has 286 research

groups with over 3,000 registered researchers (548 ESR). UL has 175 research

programs, 228 basic and 88 applied research projects, 27 post doc projects and



39 targeted research projects (CRP) and 7 technological platforms. In the period



2007-2013 it was involved as a partner or coordinator institution in 160 FP7. In

2013 UL cooperated in 421 running international projects, including 108 running

FP7 projects and more than 310 other educational and research projects financed

by EU Community programs (TEMPUS, ERASMUS; Leonardo da Vinci, DAPHNE,

SafeInternet, eLearning, eTEN, Lifelong Learning Programme and many more).



University of Ljubljana is already involved in the majority of foreseen activities of

the ESTEAM project. Based upon previous research and expertise (national and

EU, research and applicative projects) UL is providing an important knowledge

framework necessary to develop the ESTEAM project.





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1.8.

LOCATIFY EHF - Iceland





Locatify Ltd. is a privately held Icelandic SME company established in 2009.

Locatify specialises in innovative technologies for delivering location based

content to smartphones and tablets utilizing the technologies available on the

device and making them available and easy to use for the customers.



Locatify’ s customers are in the fields of tourism, education and entertainment.

They use the Locatify Creator CMS (Content Management System) for managing

the content and publish apps branded for the customer. Locatify continuously

maintains and extends the Creator CMS platform with new technical innovations

for delivering location-based content.



With this system users can easily create tours and games for indoor or outdoor

use, such as guides, walking trails and treasure hunts. With the treasure hunt



game elements, players get challenges on their smartphone at the right location.



Locatify’s team consists of five employees; a web-designer, programmers and a



marketing manager, all committed to deliver the solutions for publishing

interactive content and games for mobile devices.



The Company is the main leader for the developing of the ICT instruments:

Database, Web Page, E-learning platform and educational games apps.





16





2. CHAPTER





DESCRIPTION OF





THE UNESCO GLOBAL GEOPARKS





17



2.1. IDRIJA UNESCO GLOBAL GEOPARK

to the history of Idrija Town. Antony’s Main Road, the oldest part of the mine, is

opened to visitors. The main purpose of this show-mine is to preserve the

With its natural and cultural heritage, Idrija UNESCO Global Geopark represents

phenomena of the Idrija mercury ore deposit “in situ” and especially the drops

one of the most valuable and interesting areas in Slovenia. Idrija Geopark is

of native mercury trickling, tear-like, from the black shale in amounts that are

located at the junction between two gigantic mountain ranges: the Dinarides

not found anywhere else in the world. Antony's Main Road uncovers the

and the Alps. It includes the entire Municipality of Idrija with an area of 294 km2.

geological diversity, enhances opportunities for research, study activities and

The territory is characterized by exceptionally diverse land forms with deep

education. It also provides opportunities for the development of environmental-

gorges, high karst tablelands and mountain tops.

friendly tourism, as well as revealing the value of the mineralogical and natural



wealth and geological heritage to various target groups. In addition, a rich

The Idrija mercury ore deposit is the most valuable and unique geosite in the

geological collection of minerals and fossils and the story of the origins of the

Idrija UNESCO Global Geopark. It has also gained international repute and

mercury ore deposits in the mine's geological collection is available in the

professional significance. That is primarily due to the conditions in which it was

Municipal Museum exhibits and geological collection close to Francis's Shaft.

formed, its exceptionally rich and unusual ores, geochemical and mineralogical

In addition, there are numerous historical and technical monuments devoted to

compositions, and the extraordinary transformations into its extremely complex

mining in the town, retelling the story of the region’s 500-year-long history of

present day state.

mining and development.





Water has always been an important factor in shaping the land. It contributes to

In the vicinity of Idrija, Zgornja Idrijca Landscape Park boasts countless geological

the diversity of this terrain with numerous springs, rivers and karst features. In a

and botanical attractions. One of the important natural features, also located in

relatively small area, visitors have the opportunity to observe different rocks –

the Landscape Park, is Wild Lake, an extremely complex natural phenomenon,

from the oldest Carboniferous shales, formed almost 300 million years ago, to

which features a lake, a spring and an underground cave all in one place. Their

the youngest 35 million-year-old Eocene flysch. The area is characterized by

formation was strongly influenced by tectonic forces and karst processes.

thrust faults, a consequence of Tertiary tectonic activity which began at the end

In Idrija, the production of lace is a century-old tradition. Through such work, the

of the Eocene Era. The consequences of thrusting and present day erosion

women and girls of the mining families provided a modest but important

conditions also provide large tectonic windows situated within deeply cut

additional income. Today, Idrija lace is an integral part of the Slovenian cultural

gorges. Of the numerous faults striking NW-SE, in the so-called Dinaric direction,

heritage. The women of Idrija are also experts in culinary delicacies, the best

the most important structure is the Idrija fault, which crosses the whole Idrija

known being the Idrija žlikrofi.

region.





The uniqueness of its mercury heritage has also been recognised by UNESCO

The Idrija Mercury Mine was responsible for the development of the region

with an inscription on the UNESCO World Heritage List.

through the centuries. Today, the mine is closed but it has left an outstanding



cultural and industrial heritage which is the main theme of the Geopark. It is one

of the oldest and largest mercury mines in the world and is the main contributor





18



2.1.1. EDUCATIONAL ACTIVITIES IN IDRIJA UNESCO GLOBAL GEOPARK



Idrija, with its mercury heritage, the Anthony's Main Road and the Idrija

Municipal Museum, has always been a place for schools to visit. Unfortunately,

the rural areas were often not included in the schools field trips, because of the

lack of school programmes, incoherence and lack of promotion.

Since the establishment of Idrija UNESCO Global Geopark much attention is paid

to cooperation with local schools and creating programmes also in rural areas

and natural and cultural heritage of the area, that are specially adapted to the



national curriculum for three school year periods (1st three years period - 1st to

3rd grade; 2nd three years period - 4th to 6th grade and 3rd three years period –

7th to 9th grade).

At the moment, Idrija Geopark systematically devises and carries out the

following teaching / educational programmes:



a)

»Počitnikarija« summer workshops for children, who spend their

holidays at home. We started this initiative in 2012 and since then we offer each

year 5 - 6 workshops to children. Educational workshops are always carried out

in the field on the geopark trails and they include geology, nature, culture,

science, etc. and are included into the “Počitnikarija” summer programme for

kids of a Friends of Youth Association, which is offered to all local elementary



schools. In the past years we have carried out treasure hunts, volcano

workshops, sports games, orientation in nature, arts & crafts workshops, etc.



b)

Network of Schools in the Idrija Geopark is a network of four local

primary schools (Idrija, Spodnja Idrija, Črni Vrh nad Idrijo and Cerkno). The

successful co-operation with schools started in 2013 and has been preserved.

The idea behind the network is that each year one school organizes a theme day

for the 7th grade pupils together with the help and co-operation of the Idrija

Geopark and external staff. Each year 10 workshops have been prepared for



pupils together with the teachers of the organising school. Each child attends





19



two workshops in a day. In the past years workshops such as bird-watching,

discovered little details, which are usually unnoticed. The activity was very well

drawing patterns for lace making, treasure hunt with the Turf Hunt App,

welcomed by the pupils as well as by the teachers of local schools.

observing rocks and other natural and cultural heritage, knowing about ecology

and eco-houses, visiting honeycombs and drawing a beehive panel, making

products with flax and getting in touch with flax production, making products

with wool felt and many others have been carried out.



c)

Pedagogical programmes for elementary schools go hand in hand with

school subject’s curriculum for primary school triads in the Republic of Slovenia.

They are mostly composed of the previously carried out and tested programmes,

some of them are prepared especially for some schools according to their needs.

The programmes are annually promoted in the leaflet »Geo-experience for Small

and Big Explorers«, distributed to all Slovenian primary schools. A detailed

description of primary school programmes is additionally available on the Idrija

Geopark’s website (http://www.geopark-idrija.si/si/geopark/22/izobrazevanje/).

With the purpose of interpreting and making difficult contents understandable

to children, we designed toy characters, a girl called Živa (means “live” like a

mercury – only liquid metal at the room temperature) and a boy - Tonček (Tony)

- named after Anthony of Padua – protector against accidents in the mine, which

are already included in some programmes, activities and educational

products/articles as well. Those two characters will be developed in the future,



specially adapted to particular age groups of children (especially pre-schoolers

and 1st three years period of elementary school).



On special occasions, e.g. EGN Week, DEKD (Days of European Cultural Heritage)



or Children’s Week, a selection of programmes is offered to local schools free of



charge.





Previous experience of teaching throught modern ICT technologies



In the year 2016 we carried out the “educational” treasure hunt with the

application Turf Hunt, which has included different cultural sites in the town of

Idrija. On the way, pupils read about the history and culture of the sites and



20



2.2.

NATURTEJO UNESCO GLOBAL GEOPARK

architecture, traditions and customs of their people that enriches the immaterial

heritage widely shown in language, art and music. More than 170 geosites that

Naturtejo UNESCO Global Geopark is located in central Portugal near the eastern

characterize the Geopark as well as the biodiversity and historical and cultural

Portuguese-Spanish border. The Naturtejo’s territory comprises 5,050 km2 and

heritage, are values to be preserved through local people's action and the union

includes 7 municipalities: Idanha-a-Nova, Castelo Branco, Proença-a-Nova,

of public and private actors, in order to nurture and preserve what we have of

Oleiros, Penamacor, Vila Velha de Ródão and Nisa. The management structure of

more genuine and authentic. Goals such as sustainable development, training,

the Naturtejo Geopark – “Naturtejo – Empresa de Turismo” (Tourism Company) -

conservation and scientific development, education, exploring methods and

is an intermunicipal major stateowned company with 7 public institutions and 24

organising activities to each and everyone, communicating knowledge and the

private enterprises, established in 2004. Since 2006, the Naturtejo Geopark

practice of environmental and cultural concepts, are all so fundamental when

belongs to the European Geoparks Network and to the Global Geoparks Network

defining the groundwork of Naturtejo Geopark.

under the auspices of UNESCO.





Geology brings to many the explanation of the natural phenomena that enrich

Naturtejo UNESCO Global Geopark offers a vast and rich Natural, Historical and

municipalities, neglected until the creation of the Geopark (such as the granite

Cultural Heritage, natural destinations, more than 17 geomonuments that put in

morphologies or the ancient mining areas) or admired only by specialists (like

context 600 million years of Earth’s dynamics, protected areas due to their

the ichnofossils of Penha Garcia and the Portas de Ródão epigenic valley),

biological diversity, Schist Villages, Historical Villages and 70 classified

allowing economically profitable preservation and usufruct measures. On the

monuments, reporting an ancient unity between Man and Nature.

other hand, regional geology interacts with several other cultural aspects:



constructions and their implementation were conditioned since Pre-history by

In this area ruled by a cultural heterogeneity based on historical and ecological

basic needs intimately related to the geological substrate; tending the flock and

criteria, Geology appears as a levelling element, since the geological evolution of

agriculture – traditional activities – are conditioned by the morphology of the

this region was ruled, in general, by the same fundamental stages which,

ground, soil types and water availability; the millenary mining activity settled

through millions of years have shaped the landscape. The elements that have

and left traces in a manly agro-pastoral culture; the abundance of etiological

built it are over a major Proterozoic basement (Beiras Group); numerous residual

legends and reference to the “cult of Stones” and the “cult of Waters” in popular

relieves, being the most renown the Ordovician quartzitic crests and the late-

Christian Church, still so much present among the population.

Variscan granite inselberg; intramountain basins with alluvial to fluvial coarse



sediments deposited during the Alpine Orogeny; hydrographical nets deeply

The main task of the Geopark is to assess and conserve the sites that provide

carved during the climate crisis of the Pleistocene and induced by important

key-testimonies of the Earth’s history, to induce geosciences, promote geo-

neotectonics in the fragile domain, which framed the landscape in a block

education, geo-tourism and regional sustainable economic development. The

succession and provides the thermal richness of the region.

wonderful geomorphological, geological, palaeontological and mining heritages



are monuments with both regional and international geological relevance.

A territorial unit as large and diverse in terms of geological and

Examples of that are the wonderful exposures of trilobite trace fossils in the

geomorphological evolution of the landscapes, their biodiversity, history, its

Penha Garcia Ichnological Park, and the impressive quartzite gorges of Penha





21



Garcia, Malhada Velha, Portas do Ródão and Almourão. Further attractions

the Earth might be peacefully enjoyed in the magnificent thermal spas of

include the huge roman gold mine of Conhal do Arneiro, the gigantic meanders

Monfortinho and Fadagosa de Nisa.

of the Zêzere river and the strange granite morphologies of Serra da Gardunha

and Monsanto. In addition to the geomonuments, Naturtejo Geopark also

includes environmentally and ecologically significant areas. The Biosphere

Reserve of Tejo/Tajo International, the Tagus International Natural Park, Portas

do Ródão Natural Monument, some areas in municipalities (sites in Gardunha,

Nisa and S. Mamede) and important bird sanctuaries (Penha Garcia-Toulões and

the quartzite range of Ródão) are in the scope of the Natura 2000 Network. The

rich cultural history of this region is revealed by hundreds of archaeological sites,

the highest concentration of Templar castles in Portugal, dozens of churches and

manor houses and a total of 70 protected monuments. There are also the

historical villages of Monsanto and Idanha-a-Velha, the latter being the most

precious testimony of a powerful Roman-Visigoth Civitas. The old ways of living

are a witness of the unique variation within a borderland culture and are deeply

rooted in the ancient landscape. The prize for the “the most Portuguese village”





awarded to Monsanto and the Slate Villages are symbols of this well preserved

ethnographic richness. The municipality of Idanha-a-Nova, one of the seven

Municipalities of the Naturtejo Geopark is included in the Creative Cities

Network of UNESCO, in the field of Music. Geopark Naturtejo Meseta Meridional

offers one of the thickest trekking networks in Portugal. Amongst the geological

wonders there are Fossils, Mines, Boulders and the Cobbles trails, as well as the

Gardunha and the Secrets of the Almourão Valley footpaths. Along the Fossils

trail and in Portas do Ródão Natural Monument there are Climbing schools

which provide activities such as climbing, abseiling on the quartzites, horse riding

along old smuggling routes that cross the Penha Garcia Syncline, all guaranteed

to raise adrenaline levels. Visitors of the Tagus International Natural Park are

amazed by the immensity of one of the most important wildlife sanctuaries in

Europe. The quiet waters of Tagus river offer beautiful boat trips departing from

Vila Velha do Ródão to explore the gorge of Portas do Ródão, the nesting areas

of gryphon vultures and the Tagus rock art. Water which has travelled deep in





22



2.2.1. EDUCATIONAL ACTIVITIES IN THE NATURTEJO UNESCO GLOBAL

Geoparks’ territory, to the rest of the national territory and from abroad.

GEOPARK

Therefore, there is an urge for an adjustment and adaptation of language and



scientific content to the school level.

In 2006 the Naturtejo Geopark became part of the European and Global

The monitors of the Educational Programmes are qualified technicians with a

Geoparks Network under the auspices of the UNESCO. To achieve one of the

superior scientific and pedagogic formation in Geosciences, Biology and/or

most important missions of a geopark – promoting geo and environmental

Geological Heritage. Despite the focus on geosciences, the programmes

education for sustainability – the educational programmes of the Naturtejo

approach is a multidisciplinary one, once Biology, Wildlife Preservation, History,

Geopark were created in the school year of 2007/2008. In order to preserve

Geography, Physical Education, Nature Tourism and Culture, among others, are

geological heritage we must educate and raise the scholar public’s awareness for

also mentioned subjects.

the preservation and respect of nature/wildlife within a holistic perspective.



Thus, with the goal of approximating schools and calling the educational

The educational programme “Geopark Goes to School” include a workshop to

community’s attention for the natural and cultural treasures from Naturtejo

make replicas of fossils, another seven different workshops and the field trip

UNESCO Global Geopark, a set of Educational Programmes were created. To

“Geodiversity around our school”. Currently, the Educational Programme

conceive the mentioned programmes, one has regarded the curricula from the

“School Meets the Geopark” comprises 13 interdisciplinary field trips: A – “In the

Portuguese Ministry of Education with the aim of complementing them and

fossils trail of Penha Garcia searching for the trilobites trace fossils”; B- “In the

providing teachers and pupils with useful tools.

granitic inselberg of Monsanto”; C- “The Penha Garcia fossils and the residual



blocks”; D- “The Natural Monument of Portas do Ródão and the Tagus valley” ;

Three types of educational programmes were created: “Geopark Goes to

E- “Forest in the Life Science Centre, the Secrets of the Mourão Valley and the

School”, “The School Meets the Geopark” and “Anim’A Rocha”. In the first

fossil trunks on the Tagus House of Arts and Culture”; F- “Meeting the singular

programme, the Geopark’s team goes to a school and operates activities inside

granitic forms of Castelo Velho at Serra da Gardunha (Gardunha’s Mountain

the classroom or in an outdoor area near the school building. In the second one,

Ridge)”; G- “Exploring the trails that lead to the roman gold mine of Conhal do

the teachers and their pupils go to specific places of the Geopark and take part

Arneiro”; H- “Searching for the Waters”; I- “Searching for the Rocks”; J- “Nature

in field trips organized by the Geopark trained staff. In the third one, the

Conservation on Tagus International Natural Park”; K- “Mining territories of the

activities are free and organized only for the pupils and students from the

municipality of Idanha-a-Nova”; L- “Bio and geodiversity of the Erges canyon at

territory of the Geopark and the aim is to motivate the Geopark schools for the

Segura”; M- “Geodiversity at the Linx Lands”. The field trips can last half a day,

finding of geodiversity and biodiversity around the schools through field and

one or two or even more days, if they are combined. The field trips include 13

classroom activities.

geomonuments, 8 pedestrian trails, 1 boat trip at river Tagus and 10



museums/interpretative centres. The Anim’A Rocha educational programme is

The programmes are addressed to teachers and pupils from the Nursery School

addressed to schools from the Naturtejo territory. Those schools are able to

level, the 1st, 2nd and 3rd levels of Primary School; the Secondary level, the

develop their annual Educational Projects, are invited to participate actively in

Professional Teaching and also from the University. Those schools belong to the



23



contests, in celebrations of environmental theme days and in the activities of the

Between 2010 and 2013 Naturtejo Geopark was one of the 7 organizations

European Geoparks Week.

partners on the “Geoschools Project – Teaching Geosciences in Secondary



Schools”, a European Union project supported by Lifelong Learning Programme

The Naturtejo Geopark also organises activities addressed to teachers such as

which brings together geoscientists from universities, museums, geoparks,

field trips, seminars, workshops and training courses.

teaching training institutions and educators which can best “translate”



geosciences into a language and learning opportunities that can be easily

Different Educational resources are available: puzzles of the geomonuments and

understood by school students. The key results at the end of the project were: a

of the geological map; collections of rocks, fossils and minerals of the geopark;

curriculum comparison research; an interest research; a school geosciences

worksheets for pupils to fill in during field trips and in exhibitions; Teacher's

dictionary (lexicon); teaching modules on specific subjects; an interactive

guides for the field trips and exhibitions; silicone fossils casts, 3D models of

website and an e-Newsletter. The module produced by Naturtejo Geopark

Trilobites and Cruziana fossils, storybooks for kids, virtual resources about

“Teaching Geosciences in the field: “Geoparks and Geosites” was tested by

mining heritage, pedagogical games, songs and educational books for teachers.

teachers and students and was a success. All the key results of this project are

The Naturtejo Geopark Educational Service counts on 25 partners to implement

available on http://geoschools.geol.uoa.gr/.

the activities such as protected areas, Organizations for environmental



protection, Interpretative centres/Museums and private companies.

In the year 2012, as a final project of the course some students from the Higher



Education School of Technology of the Polytechnic Institute of Castelo Branco

A preliminary analysis of the statistic data collected since the school year of

have cooperated with Naturtejo Geopark in the creation of two virtual visits to

2007/2008 shows that 28,771 students and teachers coming from Portugal and

old mining areas of the Geopark: “Virtual Visit to Segura Mines” and “Virtual visit

from other countries such as Spain, Germany, Brazil, the United States, England,

to Monforte da Beira in the Iron Age”. These visits can be done by accessing the

Italy, Chile, Mexico, and Japan have participated in these programmes. In

link: http://www.naturtejo.com/geopark-virtual.php.

2010/2011 a “new vision of school” named Geonatureschool included the

educational programmes as well as the new ones. The physical space of this

school is the 5,050 km2 of the Geopark territory. In February 2011 a website

dedicated

exclusively

to

the

Geonatureschool

was

created

–

http://www.geonaturescola.com - also accessible through the homepage of the

Naturtejo Geopark. The website has already had 164,128 visitors. In 2008, the

Naturtejo Geopark Educational Programmess were awarded the 2008

Ecotourism Prize, within the Educational-Media Programmes, by SKAL

International, one of the biggest Travelling and Tourism Professional

Associations.



Previous experience of teaching by using modern ICT technologies





24





25



2.3.

MAGMA UNESCO GLOBAL GEOPARK

including suntan lotion and makeup, as well as in medicine and even as an

additive ingredient in some food – where it is known as E171. A railway was

Magma Geopark is the second designated UNESCO Geopark in Norway. The

built between Blåfjell and Rekefjord to transport the ore to the coast for

geopark area is situated in southwest Norway and extends over 2,329 km2. The

shipping. This old railroad is now a walking and cycle path with impressive

story began as early as 1.5 billion years ago when red-hot magma and sky-high

scenery.

mountains characterized the region. Through millions of years, glaciers helped



to form the characteristic landscape that we have today.



Although the magma has cooled down and solidified and the mountains have

been worn away, the area offers a glimpse into the roots of an ancient

mountain chain. Here is a rock type called anorthosite that is more common on

the moon than on Earth. This unique area provides high-value heritage in local,

national and international contexts.



Magma Geopark has a strong tradition in mines, some of them were the only

source of income for the local inhabitants and are now highlights in Magma

Geopark. The Gursli mine molybdenum mining took place from 1915 to 1919.

Molybdenum is a metallic element whose most important use is to strengthen

and harden steel. The mine at Gursli was active to supply molybdenum for steel

production during World War I. In 1917 there were about 100 employees at



Gursli; at peak times there were up to 160 men processing the ore. After the

war the price of molybdenum crashed and the mine closed in 1919. Visitors can

Magma Geopark is working towards 46 Geopark sites, divided into geological,

still find remains of the many buildings constructed at lake Gullvannet during

historical and cultural, and geological/cultural. Those 46 sites are planned to

the active period at an outdoor museum of mining culture.

open to the public by 2020. Some other examples of our sites are; St. Olav’s



serpent, a fantastic glacial ridge (esker) that meanders through the landscape;

Another important mine is located at Blåfjell, the Blue Mountain, where up to

the Gloppedal scree that represents one of the largest landslides in Europe;

eight mines were active during the 19th century. Here you will see the old

Eigerøy lighthouse with a walk through part of a huge magma chamber in a

mines surrounded by picturesque nature. Mining of ilmenite took place at

coastal landscape; Hellersheia anorthosite landscape with huge blocks and

Blåfjell from 1863 to 1876, and a total of 90,000 tons of ore were exported

caves; Storeknuten where you can see where magma entered Europe’s largest

during those years. The mineral ilmenite is an important raw material for the

layered intrusion huge coastal caves cut out of solid rock at Brufjell; and

production of titanium dioxide. Titanium dioxide is used as a white pigment in

Flekkefjord old railroad.

paint, plastic and paper, but also as an ingredient in cosmetic products,





26



that point out specific hot spots (geosites, cultural items, etc.) provided with

tailored educational contents. GeoVR combines virtual technology with an

educational purpose and a creative approach. (see www.geoVR.no). Magma

Geopark will open the visitor centre in October 2017.





Magma Geopark is promoting both geological and educational tourism offers for

visitors and schools and providing many outdoor activities: climbing, kayaking,

canoeing, cycling and hiking.



Magma Geopark is working on sustainable development of the local

communities within many projects both national and international aimed to

increase the visibility and the economy of the area.





The main two projects we are working on are: GEOfood and geoVR. GEOfood is a



brand that is used by many European UNESCO Geoparks as a quality brand. The

GEOfood project aims to create a tourism possibility that links together local

food and the geological heritage, creating packages for tourists who can taste

and buy local products labelled as GEOfood. (see www.GEOfood.no).



The geoVR project is setting up an innovative virtual reality concept that offers



the user an incredible experience of being part of the wide cultural – geological



phenomena. GeoVR is much more than simple virtual reality: geoVR gives the

possibility to visit places around the Globe with animations, videos and pictures





27



2.3.1. EDUCATIONAL ACTIVITIES IN MAGMA UNESCO GLOBAL GEOPARK

promoting itineraries in the Geopark connected with interactive educational

tours to discover the geological and cultural items. The App gathers together

Magma Geopark has been working in education since 2010. Magma Geopark is

Geoparks and potential Geoparks in order to value the geological/cultural

not running a fix based educational programme. We offer activities on the web

history.

page that schools and teachers can book directly.

https://play.google.com/store/apps/details?id=com.locatify.guide.geoparks



https://itunes.apple.com/bb/app/global-georoutes/id905305741?mt=8

a) Magma Geopark excursion guides

Play treasure hunt games in Magma Geopark using your mobile device with GPS

• Magma Geopark developed an excursion guide available for teachers,

and maps. Discover treasure locations, solve challenges and earn a score. Play

students and visitors that gives detailed information about the geological

solo or compete in a multiplayer game with your colleagues.

processes of the area. This is a professional guide developed for high school

How to play Treasure Hunt? Download the game before starting the tour. The

students/ bachelor students.

game will show treasure locations around the area. The idea is to follow the

Free Download at:

application map to find the treasures, solve challenges, and then move on to the

https://issuu.com/magmageopark/docs/excursion-guide

next treasure. In the end the game gives you a score but if you are part of a

• Magma Geopark has developed a simple story line that connects the main

multiplayer game, it gives you the overall result of the game.

plate tectonic events in the World within the European project Drifting Apart.

Are you working for educational institutions? It is possible to create your own

Free Download at:

treasure hunts to match your student groups curriculum and learn about natural

https://issuu.com/saragentilini/docs/drifting_apart_storyline_mgp_copia

sciences, history and culture out in the nature using mobile devices.

• Magma has developed many free leaflet available online and in the Magma

Treasure Hunt is possible to download from Google Play and App Store. If you

Geopark office, an info centre that allows students and teachers to get

are interested to purchase a license for educational institutes, contact us.

information on the main facts of the locations/sites.

Free Download at:

https://issuu.com/home/publications



b) Treasure Hunt for Schools

MGP has developed two apps: Magma Geopark and Global Georoutes, both

available for free in the Apple and Android market. Both Apps provide tourists

with educational games and audio guides based on GPS points. Through the

Apps kids learn about the local heritage having fun and the audio guide is very

useful to get information about the sites. The MGP apps also provide



information concerning the geological and cultural heritage, accommodation,

camping, info points, museums and cultural points of interest, restaurants and

cafés, shopping and transportation facilities. The Global Georoutes App aims at





28



archaeologist tools: buckets, trowels, sieves, etc. The findings, replicas from the

Stavanger Archaeological Museum will be documented accordingly in the

excavationś form. Kids will also document the findings through pictures and

drawings.



After this, classes will be divided into three workshops entitled “Ancient

writers”, “Tell me a story” and “Pottery Store”. One workshop lasts 40 minutes

and all the groups rotate in turns to attend all the workshops. In the end of the

laboratory each young archaeologist has completed all the activities. During the

first workshop, “Ancient writers”, kids learn how to write Hieroglyphs,

Cuneiform writing, Greek alphabet and Latin. Kids are provided with papyrus

sheets, clay and wax tablets to experience the real writing process. Within “Tell

me a story” kids need to write their own archaeological adventure, taking

inspiration from some clues provided by the teachers. The best story can be

published, for example, in the schoolś newspaper. The “Pottery Store” teaches

kids to create small scale vases and bins with the use of clay and fibres from

nature reproducing ancient techniques.





c) Archaeological Laboratory

With this educational package for school groups, kids can be archaeologists for

one day! The Archaeological laboratory is suitable for Primary School groups,

children from 8 to 12. Kids work in groups and experience different practical

activities linked with the archaeologist tasks.



A presentation in the beginning of the workshop will describe archaeology as a

science, the main tasks of archaeologists, duties and goals. The class will

experience exciting archaeological excavations outdoors, using the real





29





3. CHAPTER





CURRENT METHODOLOGY IN

TEACHING NATURAL SCIENCES IN

ELEMENTARY SCHOOLS





30



3.1. SLOVENIA

All natural sciences derive from nature, and therefore nature is the best

classroom. If possible, nature itself is used for this purpose, or we bring it into

Natural sciences curriculum of primary school in Slovenia deals with the nature of

the classroom in various ways. This can mean collecting material, which is used

substance, life, and the universe as a whole. Its content provides students with

for observation, measurement, editing or research. We use a collection of

knowledge of different scientific subjects and improves observation skills. The

rocks, herbarium, samples of water for different analysis or microscopy,

lesson structure and the teaching methods should not be limited to an isolated

vivariums with pets or specimens of wild animals which we return to the wild

list of facts only, but it must offer dynamic engagement leading to knowledge,

after observing them. Furthermore, we can make various substances with the

involving observation, experimentation and theory. That way students can

hand-made atoms or molecules. Drawing the observed material is also an

develop an indepth insight of scientific processes as well as a critical perception

important way of understanding the structure of matter or living beings as well

of conclusions and interpretations.

as the ecosystem as a whole. We can make a videoclip of an event or object of

The selection of various teaching methods, such as direct explanation of the

our cognition. We can make one ourselves, or even more important is the

contents, laboratory work and field trips make students familiar with scientific

availability of Internet resources and the use of modern technologies. In

research and skilled in data observation, analysis and interpretation.

teaching we use the method of working with textbooks or other written

Teachers use several didactic methodologies in Natural sciences teaching, such

resources.

as:



-

Laboratory work

To understand the characteristics and to be familiar with the laws of substance

-

Research in nature including solving worksheets or not

conduct it is important to have more experience with the material. Therefore,

-

Project work

laboratory work is also necessary to develop the skills to handle the material.

-

Investigation tasks

We also use the method of demonstration. This is associated with observation

-

Debate

and simultaneous interpretation. Constant mental interaction between the

-

Explanation and demonstration

teacher who is a mentor and a guide and students as active learners is

-

Mindmaps

necessary, even in the case of interpretation of the demonstration.

-

Use of graphs



-

Practical workshops (chemical structure of matter, particles in different

Since the teaching and learning of science is more interesting and more lasting, it

aggregate states, construction of organs to simulate their operation…)

is important to select and change teaching methods depending on the content

-

Presentations

and depending on the characteristics of the group of students in front of us. In

-

Working with texts from classbooks and other written sources

order to acquire experience as well as to expand your knowledge of the methods

-

Studying internet sources

and approaches in natural sciences, it’s important to apply different thesis and

-

Using ICT (information and communications technology)

research questions in both field and laboratory practical and theoretical work.

-

Multimedia

This contributes to the development of creativity, critical thinking, interest in



and active participation whenever natural sciences knowledge and skills are

applied. It’s important to offer a variety of learning environments, e.g.,





31



fieldwork, lab experiments and visits to museums, as they considerably add

3.2.

PORTUGAL

value to the teaching of natural sciences and convey a sense of wonder,

curiosity, eagerness and enchantment. The ability and expertise in

The Portuguese Educational System is organized in levels of education, training

comprehending different kinds of natural sciences texts, methods and

and learning: pre-school education and school education. Pre-school education

technological solutions is an excellent basis for any additional studies and

is optional and is intended for children aged between 3 and 6 years old, the age

lifelong learning, at work or in your spare time.

of compulsory enrollment. School education is divided into three levels:



 Basic education (or Middle School), which comprises three sequential

To sum up, active teaching methods are essential in natural sciences teaching.

cycles in a total of nine years, the first cycle with four years, the second

Based on experience we can clearly state that these methods are more effective

cycle with two years and the third cycle that lasts three years;

than others. Just as nature and its fatcs are diverse, so should be our teaching.

 Secondary education (or High School) comprising a cycle of three years;



 Higher education, which includes university education and polytechnic

education.

The 1st cycle of basic education is given by one teacher and aims at the

development of basic skills in Portuguese Language, Mathematics, Environment

Study and Enrichment Activities. Natural Sciences are treated in the scope of the

Environment Study, together with contents of History and Geography.



The 2nd cycle is organized by disciplinary areas and the 3rd cycle is divided into

several subjects. Natural Sciences is a formal subject in both cycles to ensure a





general formation common to all students, providing the acquisition of basic



knowledge that allows studies continuity. The instruction is identical for all

pupils up to the 3rd cycle of basic education, except for those with learning

difficulties who need special education such and have specific guidelines.



In the Secondary Level of Education pupils have to choose an area of education

to continue their studies, leaving this way the previous uniformity. The types of

subjects comprise four different groups of scientific and humanistic courses:

Sciences and Technologies; Visual Arts; Socio-economic Sciences and Social and

Human Sciences.



The national curriculum of basic education, which includes the 1st, 2nd and 3rd



cycles, is organized in a perspective of scientific literacy, aiming at the



32



progressive development of skills in the areas of knowledge, reasoning,

schemes, graphs and images on a white board with the following debate, video

communication and attitudes. Thus, the curriculum is organized into four general

observation and general debate on the issues raised, small presentations to be

themes that are repeated in each of the cycles, which foresees an organization

shown by pupils in class to their peers, the use of different multimedia aids such

of the basic education curriculum in a spiral form. These themes are addressed

as the interactive whiteboard and other computer material to search for online

in an integrated way in all cycles, which allows the development of skills in a

contents in order to reinforce contents.

progressive way throughout basic education.





Laboratory experimental and investigation type activities are also common

The curricular guidelines propose the organization of Natural Sciences teaching

practices. Occasionally, field trips are carried out to natural sites or scientific

in the 3rd cycle of Basic Education in three themes: Earth in Transformation,

institutions, which facilitate pupils’ interaction with real situations and allows

Earth’s Sustainability and Better Living on Earth. Each theme retrieves scientific

them to explore the environment through a multidisciplinary approach, expand

content from other themes in an interdisciplinary approach, in which Science,

the knowledge acquired in the classroom context, and not only being restricted

Technology, Society and Environment are the integrating and globalizing axis of

to the sequence of contents of the school curricula.

knowledge acquisition, as recommended in the curricular guidelines. These



themes are developed over the course of each year in Natural Sciences classes

Lessons with about 24-28 pupils are taught in regular classrooms or in specific

which has a workload of 135 minutes per week, separated in two days.

laboratory rooms, linked to the Natural Sciences department. Laboratories are



maintained by Natural Sciences teachers concerning its organization and

In most situations, the teaching of science is characterized by the transmission of

acquisition of materials. They generally have collections of biological and

knowledge where the teacher stimulates the debate in the classroom and the

geological samples, diverse equipment, glassware, instruments, apparatus,

pupil assumes, above all, a more passive role, being called to participate through

chemical reagents, safety material, etc. Laboratory practices are carried out with

questions and observations throughout different tasks. The tutorial role of the

the help of the teacher and according to a defined protocol with the

teacher, who exercises his authority through his scientific knowledge overlaps

participation of pupils, properly equipped with a white smock and other safety

the pupil's role in this methodology of presentation of themes and subjects.

equipment.





In order to make classes more dynamic and learning more attractive, the Natural

There are several teaching materials available on online educational platforms,

Sciences teacher uses diverse didactic methodologies that, in addition to

such as documents, presentations, protocols, worksheets, etc. Schools have

conveying the scientific knowledge defined by the national curriculum

internet in all classrooms, in the school library and in other school facilities.

objectives, provides pupils with the related and progressive construction of

Classrooms have a white board that allows writing and many others are provided

knowledge, as well as the increase of creative ability and autonomy.

with an interactive whiteboard. They have a computer with internet connection



and a link to the school online platform where pupils and teachers can have

This way, the teacher uses several teaching tools such as the analysis of texts

debate blogs and make available different documents and information.

and other documents in the coursebook, the accomplishment of worksheets in



group or individually, the use of audiovisual means, such as the projection of





33



In recent years there has been a difficult and gradual introduction of new

Experience has shown that carrying out practical activities and outdoors

technologies in the classroom, such as the use of devices with online connection

activities such as field trips to places of scientific interest, and the use of

(smartphone and tablet), namely in practical and laboratorial activities, content

different technologies contributes to raise interest, enhances working dynamics

research, image sharing, information supply, etc.

and academic results.





The evaluation of knowledge and skills is carried out throughout the year in

three moments. This assessment is carried out after periods of about two/three

months. Classes start in September and the first evaluation is in December. The

second term runs from January to March and the third and last term from April

to June. There is a school break of about two weeks between terms. This

assessment is, therefore, continuous and the pupil’s work during the course

activities is considered. The evaluation criteria take into account the knowledge

and skills acquired and the set of attitudes and values shown by pupils; the

relative importance of each parameter varies in each level of education. In



Natural Sciences there are parameters directly related to the practical ability to

develop tasks in the laboratory, in research and during the accomplishment of

experimental work.



End of term grading varies between 1 (Poor) and 5 (Very Good or Excellent) in

the 2nd and 3rd cycle of education. In secondary education a 20-point grading

scale is used. At the end of each cycle there are national exams that may be

relevant to the continuity of each pupil's studies. In Basic education, the exams

evaluate knowledge in Portuguese Language and Mathematics and there are still



benchmark tests in other areas, such as Physics and Chemistry and Natural

Sciences. In secondary education exams take place in most subjects.



Natural Sciences is considered a very interesting subject by most pupils. At the

lower levels, pupils demonstrate involvement and dynamics in dealing with

scientific contents and achieve a relative intellectual success. In Secondary

education Natural Sciences are separated into Biology and Geology contents and

this subject is important for pupils who intend to continue their studies in

universities, especially in similar areas or in courses related to Medicine.





34



3.3. NORWAY

argue and present scientific knowledge through wondering, curiosity and

creativity. It is integrated into the other main areas of each subject and aims at

In Norway, the school system is organized in pre-school, primary, lower

developing the pupils' core skills.

secondary, upper secondary school and higher education. Pre-school starts in



kindergarten, and both pre-school and higher education is optional.

In primary and lower secondary school, the curriculum for all subjects is

organised in themes that is repeated each year, allowing a repetitive learning

 Primary school is part of the basic education and comprises two

spiral with the aim of activating already gained knowledge and developing

sequential cycles, the first cycle being four years and the second being

competences in a progressive way. This is also valid for some subjects in the

three years.

upper secondary school.

 Lower secondary school comprises a cycle of three years.



 Upper secondary school, also called high school, has a duration of three

Primary school curriculum is based on developing pupils' basic skills in language,

years.

mathematics and natural sciences, social sciences and religion, gymnastics, and

arts and music. They will be provided with knowledge about Earth, geology and

The national curriculum is developed by the Ministry of Education and Research,

geography through natural sciences (NAT1-03) and social sciences (SAF1-03), the

and for Primary and Secondary school it comprises a core curriculum, a quality

latter being subdivided into three parts, namely history, geography (physical and

framework, subject curricula, and the distribution of teaching hours per subject.

human) and civic life. In the first years, natural sciences focus on the pupils to

Furthermore, the subject curriculum lists objectives both in a working and social

wonder on their local areas, while in the last year of Primary School pupils

context, main subject areas, teaching hours, core skills, attainment targets and

should already have basic knowledge of the main topics of the budding

assessment.

researcher, such as diversity in nature, body and health, phenomena and



substances and technology and design. In Primary School, natural sciences are

There is a framework for all pupils in Norway of five core skills for basic learning

given a total amount of 328 teaching hours (60 minutes units). Similarly, for

at school, work and social life developed by The Norwegian Board for Education

social sciences, during the first years, pupils focus on using their curiosity and

and Training. These five skills are speaking, reading, writing, numeracy and

creativity to find questions to local issues, while by the end of Primary School

digital skills and are integrated in each subject's curriculum. The core skills are

pupils are supposed to have gained basic knowledge about local and Norwegian

expressed differently in each subject.

history, local geography (both physical and human geography), and local civic



life. The researcher is supposed to be included in all parts of the social sciences

The attainment targets are set as a competence pupils should have acquired

subject. This is given a total amount of 385 teaching hours.

after the second, fourth and seventh year of Primary school, Lower Secondary



school, and Upper Secondary School.

In Lower Secondary School, the curriculum has the same basic subjects as in



Primary School. In natural sciences (NAT1-03), the focus areas are still on the

“The researcher” (social sciences) and “the budding researcher” (natural

budding researcher, diversity in nature, body and health, phenomena and

sciences) is a part of the curriculum in all cycles. This provides a platform for

substances and technology and design. The total amount of teaching hours for

pupils to ask critical questions, develop their own theories, discuss, observe,



35



the three years is 249, which is the same amount of teaching hours also set for

and 2 amounts to 140 hours each year. The main topics of geosciences is a

the social sciences. Social sciences (SAF1-03) curriculum has the same

changing Earth, natural disasters, geosciences tools, geosciences research,

subdivision: researcher, history, physical and human geography and civic life, but

climate change and geoscientific resources.

the focus has changed from a local perspective to a national and international



perspective.

Natural sciences in both primary and secondary schools focus on



experimentation and laboratory work. Many schools, mainly Lower and Upper

In Upper Secondary School, pupils choose between different educational

Secondary schools, have a designated room for natural sciences with the needed

programmes, being the education programme (general studies) area for natural

equipment and educational models for laboratory work.

sciences and mathematics, or languages, social sciences and economy, or the



vocational program for music, dance and drama, sports and physical education,

In both natural sciences (mainly Primary and Lower Secondary school) and geo

or arts, crafts and design studies. Compulsory subjects vary within the different

sciences (Upper Secondary school) there is an increasing focus on bringing the

educational programmess, but all pupils, no matter what educational

pupils out of the classroom and getting their hands on experiments. It is also

programme they choose, need to be through basic courses of languages

described as part of the curriculum for different age groups, where the focus is

(Norwegian, English and a second foreign language), mathematics, natural

observing, gathering, explaining, examining, describing and later presenting data

sciences, social sciences, history, geography and gymnastics. Geography (GEO1-

from field/geotopes.

01) has the aim of developing awareness on the relationship between nature



and the human impact with the main topics of geographical sources and tools,

In the last years, several Norwegian counties and municipalities have focused on

landscape and climate, resources and industry, and demographics and

making schools more technological. With digital skills as one of the core skills,

development. The subject is set to 56 teaching hours (60-minute units) taken

the goal is to keep both schools and pupils updated on technology. Therefore,

over one year. Natural sciences subject (NAT1-03) is different in general studies

many schools have installed interactive boards in classrooms and all students

and vocational education programmes, where the first has 140 teaching hours

must have access to the use of computers in Primary and Lower Secondary

over a course of a year, and the latter a total of 56 teaching hours. The number

schools as a complement to coursebooks. In Upper Secondary schools, all pupils

of hours is reflected in the curriculum, where the general studies programmes

have their own or school-owned PCs to use in their everyday school. This is both

focus on the budding researcher, sustainable development, nutrition and health,

to make communication between teacher-student and student-student easier,

radiation and radioactivity, energy sources for the future and biotechnology,

but also to make better use of digital teaching platforms, develop core skills, and

while the vocational education programmes focus on the budding researcher,

digital assessment technology.

diversity in nature, body and health, and energy sources for the future. The



general studies pupils have to choose some elective subjects after the first year.

Pupils are mainly assessed at the Lower and Upper Secondary school. By the end

One of the subjects offered at an increasing amount of schools in Norway is

of the Lower Secondary school, pupils shall get an overall achievement

geosciences (GFG1-01), which can be studied in the second year (geosciences x

assessment in all subjects. It is also possible for them to be selected for an oral

or geosciences 1) or in both second (geosciences 1) and third year (geosciences

examination at this point as part of the assessment. Further, in Upper Secondary

2). Geosciences x amounts to 84 teaching hours a year, while both geosciences 1

school, pupils will get an overall achievement assessment after either the first or





36



third year, depending on the educational programme. Pupils will also be selected

for an oral examination in one subject. The grading scale in Norway is based on

the numbering from 1-6, i.e., grade 1 is a very low degree of competence in the

subject (Poor) and 6 is an exceptional high degree of competence in the subject.

Both naturals science and social sciences are important subjects in the

Norwegian school, from Primary to Upper Secondary school. Those subjects

provide pupils with a basic understanding of the world we live in on a local,

national, and international level. Pupils have the possibility to develop their

interests through school, and in Upper Secondary school they choose among

elective courses that will give them an even greater understanding. With an

increasing focus on digital skills, research and the use of outdoor teaching, pupils

learn about skills to use in their social and later work life, and they are given

tools to acquire even more knowledge and understanding.





All the information is available on the webpage of The Norwegian Board for



Education and Training (www.udir.no).





37





4. CHAPTER





NATIONAL CURRICULA RESEARCH



AND NEEDS





38



4.1. METHODOLOGY

currently attend the University of Ljubljana. A questionnaire was also created in

the form of a personal interview to be answered face-to-face by some Natural

This chapter results, on the one hand, from the desk research, analysis and

Sciences teachers from the three countries. The three questionnaires were put

comparison of the national curricula on Natural Sciences Teaching, mainly in the

online by the University of Ljubljana and answered by accessing a link that was

three countries of the three UNESCO Global Geoparks partners of the project

sent by email to possible respondents, but also made available on the project

and, on the other hand, from the analysis, comparison and the presentation of

website (http://esteamproject.wixsite.com/mysite) as well as in the facebook

results of an on-line research addressed to pupils, teachers and future Natural

page. The interviews were conducted in person and were addressed to a small

Sciences Teachers, as well as personal interviews for Natural Sciences Teachers

number of Natural Sciences teachers from each of the three countries. The three

to understand the improvement necessities of the Natural Sciences

questionnaires as well as the personal interview are attached to this ebook. The

learning/teaching process.

main topics of the questionnaires and interview are: National Curriculum goals;



Methodology in Natural Sciences Teaching/Learning process; Skills and

Initially, a generic and superficial analysis of the national curricula was carried

competences (in outdoor activities); Learning methodologies (in outdoor

out in the three participating countries in the project. The goal was to select the

activities); Use of ICT Technologies; Cooperation with the geopark; Satisfaction

three topics / themes covered in Natural Sciences common to the national

and suggestions to improve Natural Sciences Teaching.

curriculum of the three countries, in order to use the contents of these topics /



themes in the mobile application (App) that will be created during the project.



The three topics / themes selected were: 1 – Impact of the Human on Earth; 2 –

Ecosystems; 3 – Geology.





Afterwards, an in-depth research of the national curricula of the three countries

involved in the project was carried out to identify the subjects whose Natural



Sciences content is taught. The relevant data obtained during the research of the



curricula were gathered in tables, one for each country. The three tables will be



presented in subchapters 4.2.1, 4.2.2 and 4.2.3 and include the following items:

subjects; students’ age; themes and sub-themes; operational objectives; number



of teaching hours; theme of the mobile application (App) to which the content



corresponds.





Three questionnaires were jointly prepared by the project partners to be



answered online. These were addressed to pupils and teachers of Natural

Sciences of the Elementary schools belonging to the three countries involved in



the project (and others) and to future teachers of Natural Sciences, who





39



4.2. DESK RESEARCH OF NATIONAL CURRICULA

not "superficial" because it does not originate only in the acquisition of isolated

data, but it is rather useful and it can be applied in a number of new situations.

4.2.1. RESULTS OF DESK RESEARCH IN SLOVENIA



Being educated on and involved in nature helps one bolster the drive for the

Today’s Natural Sciences has taken time and effort to shape, through

conservation of natural resources, protection of biological diversity and support

examination, study and the management of ideas, all in the pursuit of

sustainable development. Through Natural Sciences pupils and other students

understanding the natural world around us. Throughout history people from

gain knowledge and build an approach that helps them acknowledge and

different cultures wanted to learn about and comprehend the phenomena of the

examine how nature, individuals, technology, society and research are

physical world they live in and the need of clarification.

intertwined.





Natural Sciences contents in the curriculum of Primary School enable

At this point it is also important to emphasise the role of the teacher as a leader

understanding of life as a whole and also develop a positive attitude towards the

and moderator of the learning process in terms of being familiar with the whole

environment. They provide students with some useful skills that are required for

primary curriculum vertically and horizontally. Cross curricular links between

a normal life of an individual as well as the knowledge that is of wider importance

school subjects are necessary for the understanding of life as a whole as

for the community in which the individual lives and works, and the knowledge

mentioned initially. There is still a plethora of unanswered questions, due to the

that is necessary for his intellectual growth.

fact that science also delves into the unknown. Nature is one and only, constantly



asking us questions and we keep on seeking for answers. The ways to the

In Slovenian elementary schools, according to the curriculum, pupils up to the 6th

answers are different and therefore pupils should be skilled as well as

form require 90 minutes of Natural Sciences per week. Afterwards, in the 7th, 8th

encouraged to use different strategies and abilities to find those answers.

and 9th form, Natural Sciences contents split into more specific branches of



science, such as Biology, Geography, Chemistry and Physics. Despite being

taught as separate subjects the goal is to combine them both theoretically and

practically.





Their contents are the basis for understanding the world and the laws of the



processes taking place in nature and in the human community. They enable an

understanding of the diversity of living nature based on the diversity of geology.



Pupils, by acquiring knowledge of natural sciences from various sources, reveal



the essence of the issues discussed, compare, critically accept and evaluate data



and information, learn to analyse, relate and generalise. This provides them with

a deeper understanding of the learning contents and an understanding of the

codependence of Natural Sciences and sociological skills. This way, knowledge is



40



NO. OF

PEDAG.

SUBJECT

AGE THEME

(OPERATIONAL) OBJECTIVES

HOURS

APP THEME

Living and non-living

11

2 - Ecosystems

nature

Realise that water, ground, air, heat and light are parts of inanimate

nature





Make the distinction between animate and inanimate nature

2 - Ecosystems

3





Learn about the plants, animals and humans as representatives of animate

2 - Ecosystems

nature





Understand the role of microorganisms in nature

2 - Ecosystems





11

Substance

Understand the difference between rocks and minerals

3 - Geology



3 - Geology



Understand the processes that create rocks and explain the rock cycle



Recognise different types of rock in the formation, properties and

3 - Geology



possibilities of use

NATURAL



Understand the processes of the formation of soil (physical, chemical and

2 - Ecosystems

SCIENCES



biological weathering)



Learn about soil properties and ingredients in the soil, which are essential

2 - Ecosystems



for the growth of plants and development

Recognise that besides economical criteria, also environmental criteria

12

(e.g. air pollution, thermal pollution of water due to nuclear power plants,

1 – Man's impact on



consequences of damming) should be taken into account when evaluating

Earth

the effectiveness and consequences of the exploitation of natural



resources

1 – Man's impact on



Understand that the extraction and processing of energy and other natural

Earth



resources affect the environment (e.g. mines and quarries)

Learn how to conduct themselves with the appropriate contribution to

1 – Man's impact on



protect the environment, while being aware of the significant impact of

Earth



each individual on the environment





41



Recognise that due to natural causes (e.g. floods, volcanoes) and human

1 – Man's impact on

12

Ecology

activities the concentration of substances (contaminants) in the water, air

Earth

and ground increases, which adversely affects the organisms and thereby

disrupts natural balance

Know about the main causes of pollution (surface water, groundwater, air

1 – Man's impact on



and soil), the key pollutants, the effects of their actions on living organisms

and the environment and ways and measures to reduce and prevent

Earth



pollution

10

Understand the impact of different means of transport and

1 – Man's impact on



communication on the environment (air, water and soil pollution) and

Earth



organisms (e.g. noise)

Know about the reasons for the increase of gas emissions (carbon dioxide,

1 – Man's impact on



methane, nitrous oxide) and the associated excessive warming (increased

Earth

greenhouse effect), which reflects in the changing of climate and



terrestrial and aquatic ecosystems





Structure and

12

function of

Upgrade the knowledge of the structure and function of the forest as an

2 - Ecosystems

ecosystems

ecosystem (for example: mixed, deciduous, coniferous forest)

Learn about the adaptations of typical representatives of animals and



plants in the forest on living and non-living environmental factors (for

2 - Ecosystems

example: prey - predator, defense of plants against herbivores, seasonal

3

variations of light - spring undergrowth in deciduous forest, adaptations to



life in the soil) and some interspecies relationships

Know that the producers (plants and photosynthesis microorganisms as



the base of the food web) produce energy that enters the ecosystem as

2 - Ecosystems

solar energy, transform it during photosynthesis into chemically bound

energy, and this energy is then transferred from organism to organism



through the food web (consumers - eating other organisms)



42





Know that the food web can be represented by an energy pyramid and

2 - Ecosystems

that on each hierarchical level of the pyramid part of energy is lost



through transfer on the non-living environment

Know that the substances are transferred from organism to organism in



the food web and from organisms to non-living environment; substances

2 - Ecosystems



constantly circulate

Recognize that part of the carbon returns into the inanimate environment



as carbon dioxide, which is produced during cellular respiration of

2 - Ecosystems



organisms



Recognize that biomass produced in a forest, which a man does not

2 - Ecosystems

interfere with (a stable ecosystem), is also decomposed in this forest and



that this forest consumes about as much oxygen as it produces





Comparison of the

12

structure and

and

2 - Ecosystems

functions of different

14

ecosystems

Compare the structure and function of natural ecosystems (e.g. forests,

natural meadows, sea, inland waters, marshlands, cave ecosystem)



Recognize that plant biodiversity in the ecosystem also depends on non-

2 - Ecosystems

living environmental factors, such as the amount of light and water,

6



temperature area and composition of the soil

Understand that biodiversity of plants as producers has the impact on



biodiversity and the number of organisms that can live in the ecosystem;

2 - Ecosystems

the number of herbivores in the ecosystem is directly dependent on the

amount of edible plants, the number of predators depends on the number



of organisms that represent their food





Man changes

12

3

2 - Ecosystems

ecosystems

Learn about the importance of biodiversity for ecosystem stability



43





Learn about examples of anthropogenic ecosystems (e.g. fields, orchards,

2 - Ecosystems

meadows, vineyards, etc.) and study biodiversity in surrounding natural



and anthropogenic ecosystems



Learn from the comparison of functioning of natural and anthropogenic

2 - Ecosystems

ecosystems, why Man must constantly maintain anthropogenic



ecosystems (e.g. fertilising, weeding and pest control)

Understand that there aren't any beneficial or harmful species in nature,



but in anthropogenic ecosystems only in terms of humans individual

2 - Ecosystems

animal and plant species are considered harmful (e.g. pests of crops and



fruit trees, weeds) or useful (bees, predators of pests)

Learn about the effects and consequences of fertilization in agriculture

1 – Man's impact on



and the use of pesticides (e.g. herbicides, insecticides) in groundwater

Earth



pollution

1 – Man's impact on



Learn about the possible consequences of removing trees from the forest

Earth



(e.g. a comparison of selective cutting and clear cutting)

1 – Man's impact on



Understand that biodiversity is maintained by the direct protection of all

Earth

nature and the biosphere in general, with sustainable use of landscape

2 - Ecosystems



and sustainable development, especially in protected areas





Realise that even very slow geological processes have large effects

14

Evolution

through long periods of time (e.g. change of the position of continents,

3 - Geology

fossil evidence for the existence of the Pangaea) and can lead to the

BIOLOGY

development of broad groups of organisms (e.g. marsupials in Australia)

6



Know that the species in their evolutionary history changed (evidenced by

3 - Geology

fossils, also embryology, organs atrophy, etc.) and that with evolution new



species are created and some become extinct



44



Recognise that the evolution of life on Earth was strongly influenced by



global catastrophes (large volcanic eruptions, collisions of asteroids, global

3 - Geology



climate changes)

Recognize that biodiversity is the result of millions of years of evolution of



the living world and the basis for the functioning of ecosystems and the

2 - Ecosystems

biosphere, and thus also the basis for human survival (e.g. food, natural



resources)

Understand that the organisms (including humans) have had and still have

1 – Man's impact on



an important role in the changing of our planet (the impact on the

Earth

structure of the atmosphere, participation in the formation of certain



types of rocks and the weathering of rocks and the formation of soil)





13





14

Learn the basic features and the use of alkali metals, alkaline earth metals,

the selected transition metals, halogens and noble gases

CHEMISTRY

10





Use the experimental reasearch approach or laboratory skills





13

About Forces

List some forces that alter the body's shape





Numerate some of the contact forces originating from the visible body





Distinguish between the contact and non-contact forces





Select contact and non-contact forces





Distinguish between flexible and rigid bodies



PHYSICS

7



Recognise the bigger force between two forces when given a concrete





example





Ability to find equal force in the opposite direction to the given force





Determine whether the body is balanced or not





Distinguish between forces distributed point-wise, surface-wise and





spatially





45



Density and Specific

13



Weight

Learn about and list the volume units



Know about prefixes and according to prefixes determine converters and





derive decimal units of measurement



Define mass of substance, its units of measurement and measurement





devices





Define density and its units of measurement





Classify homogeneous bodies of the same volumes by density





Classify homogeneous bodies of the same masses by density



5





Know about units of measurement for density





Distinguish between homogeneous and non-homogenous bodies





Calculate density of substance from mass and volume





Name unit of measurement for specific weight





Calculate specific weight from given weight and volume





Derive specific weight from given density





13

Air pressure

Explain that air causes pressure





Learn the physical properties of air (air temperature, air humidity, air





movement, clouds and precipitation)

3





Explain what normal air pressure is like





13

Buoyancy

Explain the buoyant force as a resultant of forces of a fluid, acting on the



sunken object





Know that buoyancy is a force of a liquid acting on the sunken object



Learn that buoyant force is equal to the weight of the displaced fluid and

5





know about its direction

Distinguish between the circumstances in which the body swims, floats or





sinks and explain how an object's density influences its buoyancy





Calculate simple examples of the buoyant force





46





Earthquake and

12



3 - Geology

volcano zone

Explain tectonic causes of earthquakes and explain volcanic actions



Describe the consequences of volcanic eruptions and seismic activity on

2

3 - Geology



people's lives





3 - Geology



Using the map to determine the direction of the stretching of the Alps



Describe the transformation of the Alps, with emphasis on the action of



2

3 - Geology



glaciers and their effects on the transformation of river valleys

1 – Man's impact on



Draw up conclusions about the possibilities for life and management with





an emphasis on tourism and grazing

Earth

Describe the characteristics of the climate and landforms in Northern



Europe and compare them with each other in terms of the possibility of

1

3 - Geology



settlement



Explain the glacial transformation in Northern Europe and the people's



3 - Geology

GEOGRAPHY



dependency from it

Using the map and imagery to describe the surface morphology of



Australia and make conclusions about the impact of the Great Dividing

2

3 - Geology

13

Range on the climate and waters



Understand the formation of the Great Barrier Reef and evaluate its



3 - Geology



importance





Natural geographical

14

1



units of Slovenia

Define five natural geographical units of Slovenia and compare them with

each other based on geographical location, climate and relief features



Explain the main stages of the current relief formation of Slovenia and

1

3 - Geology



factors that formed it



Based on fieldwork results pupils evaluate the significance of soil and rock 1

3 - Geology



structure for human





47



Dinaric Karst area:



Dinaric Karst



plateaus and hills:



14

3- Geology

Dinaric karst



lowlands and levelled Pupils present the efforts and measures for conservation of natural and



surfaces

cultural heritage using the example of the Postojna Cave

2





48



4.2.2. RESULTS OF DESK RESEARCH IN PORTUGAL



Natural Sciences teaching in Portugal occurs from Primary education to



Secondary education. In the first cycle it is integrated in the subject of

Environmental Studies, in the second and third cycle in the subject of Natural



Sciences, Physics and Chemistry and Geography; In Secondary education it is split

into subjects such as Biology, Physics, Chemistry, Geology and Geography.





The content is diversified and its achievement is defined by curricular goals.

Pupils must meet these goals by the end of each of the four teaching cycles that



culminate when they are ten, twelve, fifteen and eighteen years old, successively.



From the different scientific areas treated by the various subjects, we can



highlight the Man's Impact on the Planet, the Dynamics of Ecosystems and

Principles of Geology. The first set of themes addresses the way Man and his



actions influence terrestrial subsystems. The second batch of subjects discusses



the functioning of the planet's ecosystems and the third group presents

phenomena and processes occurring in the geosphere. These fields of scientific



knowledge are dealt in depth and balanced throughout the various levels of



teaching in the different subjects.





49



No. of pedagogical

SUBJECT

AGE

THEME (subthemes)

OPERATIONAL OBJECTIVES (goals)

hours (minutes per APP THEME

week)

EARTH TELLS ITS STORY



Fossils and their importance for the

Understand the importance of fossils for the reconstruction of

reconstruction of Earth's History

Earth's history.

Major stages of Earth's History

Understand the great stages of Earth's history.

Understand the foundation of the structure and dynamics of

EARTHŚ INTERNAL DYNAMICS

Earth.

Drift of continents and tectonics plate

Apply concepts related to the deformation of rocks.

Understand volcanic activity as a manifestation of Earth's internal

Occurrence of faults and folds

dynamics.

CONSEQUENCES OF EARTH`S INTERNAL

DYNAMICS

Interpret the formation of magmatic rocks.

Volcanic activity: risks and benefits of

Understand metamorphism as a consequence of Earth's internal

volcanic activity

dynamics.

Seismic activity: risks and protection of

populations

Recognise the cycle of rocks.

90+45 = 135

NATURAL SCIENCES

12

3. Geology

minutes

Biology and Geology

Understand that lithological formations (in Portugal) should be



explored in a sustainable way.

Understand seismic activity as a consequence of Earth's internal



dynamics.

INTERNAL EARTHŚ STRUCTURE



Contribution of Science and Technology

to the study of the internal structure of

the Earth

Understand Earth's internal structure.

Models of the internal structure of the

Earth

Understand the diversity of geological landscapes.

EARTHŚ EXTERNAL DYNAMICS

Understand minerals as basic units of rocks.

Magmatic, sedimentary and

metamorphic rocks: testimonies of the

Analyse the concepts and processes related to the formation of

Earth's activity

sedimentary rocks.

Geological landscape and rock

applications



13

ECOSYSTEMS



90+45 = 135

2. Ecosystems



50



Interactions between living beings and

minutes

the environment

Understanding the levels of biological organization of ecosystems

Environmental factors: Abiotic factors

Analyse the interaction dynamics between living beings and the

and Biotic factors

environment

Energy flow and Cycle of matter

Explore the dynamics of interaction between living beings

Understanding the importance of energy flows in the dynamics of

Food chains and Food webs

ecosystems

Ecological succession

Synthesising the role of major cycles of matter in ecosystems

Linking the dynamic balance of ecosystems with the sustainability

Ecosystem dynamics

of planet Earth

Analyse how ecosystem management contributes to achieving

Balance disturbances in ecosystems

the goals of sustainable development

Understanding the influence of disasters on the balance of

Natural disasters: Storms and floods

ecosystems

Natural disasters: Droughts

Synthesising measures to protect ecosystems

Natural disasters: Earthquakes and

volcanoes



Natural disasters: Fires



DISTURBANCES IN THE BALANCE OF

ECOSYSTEMS



Catastrophes directly caused by Man:

Understanding the influence of natural disasters on the balance of

Wars, Terrorism, Pollution, Deforestation ecosystems

SUSTAINABLE RESOURCE MANAGEMENT Summarise protective measures of the ecosystems

Natural resources: use and consequences Understanding the classification of natural resources

Natural resources: Mineral resources,

90+45 = 135

1. Man's impact

Biological resources, Water resources,

minutes

on earth

Energy resources

Understand how natural resources are exploited and transformed

Protection and conservation of nature:

Relate the role of territorial management tools and plan the

Waste and Storage of waste

protection and conservation of nature

Preservation and Conservation of Nature

and Biodiversity

Integrate knowledge of territorial management

Risks of scientific and technological

innovations for the individual, society and Understand the link between waste and water management with

the environment

sustainable development



51



Relate the scientific and technological development with the



improvement of life quality of the human population

MATERIALS



Recognise the enormous variety of materials with different

properties and uses, as well as the role of chemistry in the

Constitution of the material world

identification and transformation of these materials.

90+45 = 135

1. Man's impact



Identify several materials and some criteria for their classification.

minutes

on Earth

Conclude that materials are limited resources and that you need



to use them well by reusing and recycling them.

Identify, in everyday examples, manufactured materials that do



not exist in Nature.

MATERIALS



Recognise physical and chemical transformations and conclude

that the transformations of substances may involve absorption or

Physical and chemical transformations

release of energy.

Associate physical transformations with changes in substances

12



without others being originated.

90+45 = 135

2. Ecosystems

Explain the water cycle referring to the changes of physical state

NATURAL SCIENCES

minutes



that occur in it.

Physics and

Associate chemical transformations to the formation of new

Chemistry



substances, identifying evidence of this formation.

To justify, from selected information, the importance of chemical

synthesis in the production of new and better materials, in a more



economical and ecological way.

ENERGY



Recognise that energy is associated with systems, that it transfers

globally, that energy sources are relevant in society and that there

90+45 = 135

1. Man's impact

Energy sources and energy transfers

are different processes of energy transfer.

minutes

on Earth

Identify renewable and non-renewable energy sources, assessing

the advantages and disadvantages of their use in today's society

and their consequences for the sustainability of Earth by



interpreting data on their use in graphs or tables.

CLASSIFICATION OF MATERIALS



90+45 = 135

1. Man's impact

13

Understand that diversity of substances results from the

minutes

on Earth

combination of atoms of chemical elements through different

Chemical bonding

bonding models: covalent, ionic and metallic.



52



Give examples of covalent substances and covalent networks of

elementary substances with different structures and properties



(diamond, graphite and graphene).

Associate metal bonding to the bond that is established in the

networks of metal atoms in which there is shared off-center



valence electrons.

Identify carbon as a chemical element that enters the

composition of living beings which have a large variety of

substances where there are covalent bonds between carbon and



elements such as hydrogen, oxygen and nitrogen.

Define what hydrocarbons are and distinguish saturated



hydrocarbons from unsaturated ones.

Identify, from selected information, the main sources of

hydrocarbons, evidencing their use in the production of fuels and



plastics.

THE NATURAL ENVIRONMENT



Understand the relationships between climate types and different

90+45 = 135

2. Ecosystems

The climate

plant formations in hot, temperate and cold regions

minutes

Understand the climate of Portugal and the main vegetable



formations

THE NATURAL ENVIRONMENT



Understand the external agents responsible for forming different

The relief

forms of relief.

NATURAL SCIENCES

The dynamics of the coast

Characterise the main erosive agents (water and wind).

12

Geography

Distinguish the three stages of the erosive process: wear,



transport and accumulation.

Characterise forms resulting from erosion and sediment

90+45 = 135

3. Geology



accumulation by water and wind.

minutes



Understand the coastline evolution.



Explain the action of the sea on a cliff.



Define abrasion platform.



Distinguish types of cliffs: living and fossil.



Relate the layout of the coastline with the lithological structure



53



and the erosive and depositional action of the sea.

ECONOMIC ACTIVITIES



Natural Resources

Understand the unequal distribution of resources.

Distinguish renewable resources from non-renewable resources,



using examples.

Understand the relationships between distribution and



consumption of different types of resources

Interpret the relationship between the evolution of population



and the consumption of resources (sustainable development).



Explain the causes of increased consumption of resources.



Explain the impacts of natural resources exploration.

Understand the differences between traditional agriculture and

ECONOMIC ACTIVITIES

modern agriculture.

Distinguish: monoculture, polyculture, production yield, extensive

Agriculture

agriculture and intensive agriculture.

Distinguish traditional agriculture / subsistence from modern



agriculture / market, exemplifying with different types.

Explain the main consequences of traditional agriculture and



modern agriculture.

90+45 = 135

1. Man's impact

13

minutes

on Earth

Understand the existence of sustainable forms of agricultural



production.

Characterise organic farming and identifyadvantages and



disadvantages of its use.

Identify other forms of agricultural production environmentally



sustainable (biodynamic, natural, permaculture, etc.).

Understand the importance of the ocean as a source of resources

ECONOMIC ACTIVITIES

and natural heritage.

Fishing

Explain the importance of the ocean as a source of resources.

Problematise the importance of environmental preservation of



the oceans.

Characterise the marine relief: continental shelf, slope, abyssal



zone.



Discuss the impacts of industrial fishing activity.

Distinguish each stage of industrial development: the energy

sources used, the main industrial powers, the main innovations in

ECONOMIC ACTIVITIES

production.

Industry

Explain the economic, social and environmental consequences of



54



industrial activity worldwide.

Mention solutions to the economic, social and environmental



problems of industrial activity.

Relate the economic, social and environmental impacts of land,

ECONOMIC ACTIVITIES

air and water transport.

Means of Transport and

Explain the importance of pipelines in energy transportation,

Telecommunication

highlighting the main areas of provenance.

RISK, ENVIRONMENT AND SOCIETY



Natural hazards (Geohazards)

Distinguish risk from catastrophe.



Identify different risks and their causes: natural and mixed.

Understand droughts as a climatic risk with influence in the



environment and in society.

90+45 = 135

Understand the heat and cold waves as climatic risks with

2. Ecosystems

minutes



influence in the environment and in society.

Understand floods as hydrological risks with influence in the



environment and society.

Understand the slope movements and the avalanches as

geomorphological risks with influence in the environment and



society.

RISK, ENVIRONMENT AND SOCIETY



Understand the influence of atmospheric pollution on the

14

Mixed risks

formation of smog and acid rain.



Analyse the main consequences of acid rain.

Know about the influence of atmospheric pollution on the



greenhouse effect and the ozone layer.

Identify the gases that contribute to the increase of the



greenhouse effect.

Identify the consequences of increasing greenhouse gases on

90+45 = 135

1. Man's impact



global and local climate change.

minutes

on earth

Know about the influence of hydrosphere pollution on the



environment and society.

Understand the influence of soil degradation and desertification



on the environment and society.



Define lithosphere and biosphere.

Understand the importance of the forest on a planetary scale and



in Portugal.



Explain the main causes of deforestation on a planetary scale and



55



in Portugal.

Inferring the consequences of deforestation on a planetary scale



and in Portugal.



Identify forest preservation measures.

Understand the influence of forest fires in the environment and in



society.

Identify the natural and human causes responsible for the



occurrence of forest fires.



Infer the impacts of forest fires on the territory.

RISK, ENVIRONMENT AND SOCIETY



Environmental protection, control and

management for sustainable

Understand the need to preserve natural heritage and promote

development

sustainable development.

Explain the importance of adopting environmental protection,



control and management policies.

Explain the need to apply the principles of protection, control and

90+45 = 135

1. Man's impact

environmental management in the construction of sustainable

minutes

on Earth



and resilient territories.

Understand the role of international cooperation in preserving



natural heritage and promoting sustainable development.



Define ecological footprint.

Justify the adoption of habits in order to reduce the collective and



individual ecological footprint.





Notes





12 years old - 7th Form





13 years old - 8th Form





14 years old - 9th Form





7th, 8th & 9th Forms are elementary school





(3rd cycle)





7th, 8th & 9th Forms are followed by



secondary school (10th, 11th & 12th year of



mandatory school)





56



4.2.3. RESULTS OF DESK RESEARCH IN NORWAY

The arenas for practical work used in school are fieldwork in the local areas,

experiments performed in school laboratories and excursions to local museums,

Natural Sciences as a subject has had a major role in the educational system in

science centres and companies. In the Upper Secondary School, some pupils

Norway for years and still has. The Norwegian Board for Education and Training

have the chance to participate in fieldworks abroad. This practical work is

emphasises that Natural Sciences has grown out of mankind's curiosity and will

expressed in the national curriculum, especially through “the budding

continue to do so since it is an important knowledge to understand our own

researcher”, and the goal is to prepare pupils for vocational education and

existence and the world around us.

further studies.





Pupils start with natural sciences learning as soon as they start Primary School,



and it remains a mandatory subject until Upper Secondary School. The teaching



of natural sciences is split into different topics that shall cover both biological,



chemical, physical and geological aspects of the subject, i.e., sustainable

development, body and health, energy sources for the future, technology and

design, phenomena and materials, and the budding researcher. In Lower

Secondary School, geological aspects are also covered in Social Studies as part of

the Geography topic. Furthermore, in the Upper Secondary school pupils can

select chemistry, physics, biology, geography and geoscience to take specific

courses.



Deeply rooted in Natural Sciences, as in all subjects in the Norwegian school

system, the national curriculum provides five basic skills for pupils and teachers

to work with: oral skills, reading, writing, numeracy and digital skills. These are

basic skills for learning, and teachers are supposed to facilitate the development

of these skills through the teaching of Natural Sciences.



As part of the national curriculum, it is pointed out the importance of learning

Natural Sciences both through theory and practical work. The reason for this is

that pupils should have the possibility to experience and develop knowledge

about ways of thinking and the methods used. The aim is to help the pupils

develop creativity, a critical way of thinking and openmindness and to become

active participants in common debates related to Natural Sciences.





57



NO. OF

PEDAG.

SUBJECT

AGE

THEME

(OPERATIONAL) OBJECTIVES

HOURS

APP THEME

Diversity in nature

Ex:

*



Formulate testable hypothesis, plan and undertake hypothesis testing and



discuss observations and results from trials in a report



2 - Ecosystems

Gather and process Natural Sciences data, perform calculations and



present the results in a graph





Write explanatory and argumentative texts with references to relevant

sources, evaluate the quality of one’s own texts and those of others



making appropriate revisions





Explain the importance of looking for relationships between cause and

effect and explain why argumentation, disagreement and publication are



important in natural sciences





from

NATURAL SCIENCES

12 to

Identify Natural Sciences arguments, facts and assertions in texts and

15

visual information from newspapers, brochures and other media and



evaluate their content in a critical manner





Comply with safety measures as described in environment, health and



safety (EHS) routines and risk assessments





Explain the main features of the theory of evolution and give an account of



observations that support this theory



3 - Geology

Describe the structure of animal and plant cells and explain the main



characteristics of photosynthesis and cellular respiration





Elaborate a Natural Sciences curriculum on cell division and genetic



variation and heritage





Explain the main characteristics of theories on how Earth is changing and



has changed over the years and the support of these theories



3 - Geology

Investigate and register biotic and abiotic factors in a local ecosystem and



explain the relationship between these factors



2 - Ecosystems



58



Observe and provide examples of how human actions have affected a

natural area, investigate the points of view of different interest groups on

these effects and suggest measures that might preserve nature for future

1 – Man's impact on



generations



Earth

1 – Man's impact on



Give examples of how Sami people exploit natural resources



Earth





Describe the nervous system and the endocrine system and explain how

1 – Man's impact on

Body and health

these control body processes



Earth

Provide a short description of fetal development and how birth occurs

Formulate assertions and discuss and elaborate on problems related to

sexuality, sexual orientation, gender identity, setting limits and respect,



sexually transmitted diseases, prevention and abortion





Explain how one’s own lifestyle can influence health, including dieting and

eating disorders, compare information from different sources and discuss



how one can prevent health risks





Provide examples of traditional medicine, including Sami traditional

medicine, and discuss the difference between alternative medicine and



conventional medicine





Phenomena and

substances

Describe the universe and different theories of how it has developed





Investigate a theme from exploring the outer space; compare and present



information from different sources



3-Geology





Assess characteristics of elements and compounds using the periodic table



Examine the properties of some substances used in everyday life and



make simple calculations related to diluting solutions





59



Examine and classify pure substances and compounds based on solubility



in water, combustion, acidity and basicity





Plan and carry out experiments with detection reactions, separation of



substances in a mixture and analysis of an unknown substance





Examine hydrocarbons, alcohols, carboxylic acids and carbohydrates,

describe the substances and give examples of their fabrication and areas



of use





Explain how crude oil and natural gas have come about





Use terms such as current, voltage, resistance, output and induction to



explain results from experiments with electrical circuits





Explain how we can produce electrical energy from renewable and non-

renewable energy sources and discuss the environmental effects that arise



from different ways of producing energy





Elaborate on the concepts of velocity and acceleration, measure

magnitudes using simple aids and give examples of how power is



connected to acceleration





Carry out experiments and simple calculations with work, energy and



output





Elaborate on how traffic safety equipment prevents and reduces injuries in



accidents





Carry out experiments with light, vision and colour;describe and explain



results





Develop products based on specifications that use electronics, evaluate

Technology and

the design process and assess product functionality, user friendliness and

design

sustainable development





Test and describe the characteristics of materials used in a production

process and evaluate the use of materials from an environmental



standpoint





60



Describe an electronic communication system, explain how information is

transferred from sender to recipient and give an account of the positive



and negative consequences related to this system





Numbers and

algebra in practice





Compare and convert whole numbers, decimal numbers, fractions,

percentages, per thousands and express such figures in various ways, and



evaluate situations where the different representations are suitable





Calculate with fractions, carry out division of fractions and simplify



fractions





Use factors, powers, square roots and prime numbers in calculations





Develop, use and elaborate on methods for counting in one’s head, make

estimation calculations and written calculations with the four arithmetic



operations





Process, factor and simplify algebraic expressions, tie expressions to

practical situations, calculate by using formulas, brackets and fraction



expressions and use square expressions





Solve equations and inequalities of the first order and simple equation

systems with two unknowns and use this to solve practical and theoretical



problems





Do calculations on consumption, use of credit cards, income, loans and

savings, set up budgets and accounts using a spreadsheet, explain the



calculations and present the results





61



Analyse complex problems, identify fixed and variable quantities, connect

complex problems to known solution methods, carry out calculations and



present the results in a suitable manner





Use numbers and variables in exploration, experimentation, practical and



theoretical problem solving and technology and design projects





Investigate and describe the characteristics of two- and three-dimensional

Geometry

figures and use them for constructions and calculations





Perform, describe and provide rationale for geometric constructions using



a compass and ruler and dynamic geometry programs





Use congruence and the Pythagorean theorem to calculate unknown



lengths and angles and provide rationale for one’s choices





Interpret and make working drawings and perspective drawings with



several vanishing points, with and without digital tools





Use coordinates to represent figures and find characteristics of geometric



forms with and without the use of digital tools





Explore, experiment with and formulate logical reasoning by means of

geometric ideas, and elaborate on geometric relations that are particularly



important in technology, art and architecture





Measurement





Make estimates of and calculate length, circumference, angle, area,



surface, volume and time, and use and change scales





Choose appropriate measurement units, explain relationships and convert

between different measurement units, use and assess measuring

instruments and measuring methods for practical measuring, and discuss



and elaborate on precision and measuring uncertainty





62



Elaborate on the number π and use it for calculating circumference, area



and volume





Statistics,

probability and

combinatorics





Carry out investigations and use databases to search for and analyse



statistical data and critically assess sources





Order and group data, find and discuss and elaborate on the median,

mode,average and spread, and present data with and without digital tools,

and discuss and elaborate on different ways of presenting data and what



impressions these can give





Find and discuss probability by experimenting, simulating and calculating



in day-today contexts and games





Describe sample space and represent probability as fraction, percentage



and decimal number





Discuss and elaborate on and solve simple combinatorics problems





Prepare functions that describe numerical relationships and practical

situations, on paper and digitally, describe and interpret them and convert

between various representations of functions, such as graphs, tables,

Functions

formulas and text





Identify and explore characteristics of proportional, inversely proportional,

linear and simple square functions, and provide examples of situations



that may be described using these functions





Note: * In Norway there is no specific number of pedagogical hours for each subject.





63



4.3. ON-LINE RESEARCH



NATIONAL CURRICULUM GOALS





4.3.1. ON-LINE RESEARCH FOR PUPILS

What do you prefer learning at school?

The surprising revealing answer to this question is that the majority of pupils

ANALISIS OF THE ESTEAM QUESTIONNAIRE FOR PUPILS

favours Maths, Geology, followed by Social studies and Physics. On the negative



side is that the by far least favourite subject is Sports, followed in long distance



by Arts, Music and Languages.

443 pupils have answered the questionnaire. The exact number of pupils per



country is listed in the table below.





Albania

1

Andorra

1

Brazil

1



Hong Kong

1

Hungary

27

Norway

36

Portugal

161

Slovenia

215





64





To what extent do you agree with the statements?

How much do you know about geological history of your region?

Although pupils appreciate the knowledge of Natural Sciences in ordinary life

All answers to the question related to geology are quite similar. Pupils do not

and in connection with other sciences, they do not want their future job to be

feel confident in their geological knowledge as the majority answers (usually

connected to Natural Sciences.

more than 300 students) to all of the questions in this part are ‘’partly agree and



disagree’’.





65



CURRENT METHODOLOGY IN NATURAL SCIENCES TEACHING



How often do you use these methods in Natural Sciences classes?

More than 180 of 442 pupils never play educational games, role play or learn by

using a computer, tablet or mobile phone in Natural Sciences classes. More than

160 pupils never do fieldwork or other outdoor activities. They often have

expositive lessons with the teacher's explanation of contents. More than 160 out

of 442 pupils always use this method in Natural Sciences classes.





66



Which working methods in Natural Sciences classes do you prefer the most and

which ones the least?

Pupils strongly like laboratory work and experiments and learning by using a

computer, tablet or mobile phone. They also like fieldwork, outdoor activities,

demonstration and observation. They dislike (91 out of 442) self-learning, solving

worksheets (75 out of 442) and case studies (73 out of 442).





How often do you use working methods in Natural Sciences classes?

Pupils always (210 out of 420) or often (156 out of 420) use the frontal method

in Natural Science classes. They also do always (143 out of 420) or often (195 out

of 420) individual work in Natural Sciences classes. They prefer pair work (165



out of 420) and group work (156 out of 420) and dislike individual work in

Natural Sciences classes.





67



How often do you use new technologies in Natural Sciences classes?

333 out of 427 pupils never use tablets in Natural Sciences classes. 313 out of

431 pupils also never use mobile phone in Natural Sciences classes. But 323

pupils out of 436 often (105 out of 436) and always (227 out of 436) use mobile

phones at home.





68



How often do you use new technologies at home?





What is your main purpose of using new technologies when learning Natural



Sciences?



The main purpose for using new technologies when learning Natural Sciences for



pupils is searching for data on the internet (223 out of 467) instead of playing



educational and geo-located games (119 out of 467). 36 pupils don’t use new



technologies when learning Natural Sciences.





69



SKILLS AND COMPETENCES IN OUTDOOR ACTIVITIES

How many times per school year do you have outdoor classes?



26 % of pupils do not have outdoor classes and 39 % of them have one or two

Have you had any experience in using educational apps in outdoor activities?

days of outdoor classes per school year. 29 % of pupils have three or five

87 % of pupils have had no experience in using educational apps in outdoor

outdoor classes per school year and only 6 % of students have more than 5

activities and only 13% did.

outdoor classes per school year.





70



Which location is more suitable according to the arguments?

Learning Natural Sciences is more fun outdoors (352 out of 433) and they feel

better and have more stamina when learning activities are outdoors (362 out of

429).





What additional knowledge do you gain with outdoor activities?

275 pupils refer teamwork as an additional knowledge of outdoor activities.





What do you like about the outdoor classes in Natural Sciences?

257 pupils out of 424 strongly like activities in nature and fresh air in Natural

Sciences outdoor classes. They also like communication with classmates and

teachers, different methods of working instead of the classroom and

independent work on concrete examples from their local environment.





71



OUTDOOR LEARNING METHODOLOGIES

Is your school in the area of a UNESCO Global Geopark?





Do you understand the main goals and purpose of a global UNESCO Geopark?

53 % of pupils don’t understand the main goals and purpose of a global UNESCO

Geopark and 26 % of schools are in the area of a Unesco Global Geopark. 60 % of

pupils don’t know their school is in the area of a Unesco Global Geopark.





Which methods do you use when you have outdoor classes?

293 pupils out of 417 always or often listen to the teacher or a guide. They also

always or often solve worksheets and observe. They never or rarely use apps

(305 out of 419 pupils), play educational games or role play (294 out of 421)

when they have outdoor classes.





72



Which methods would you like to use when you have outdoor classes?

Pupils partly like and dislike solving worksheets, self-learning and listening to the

teacher or a guide, but they do like or strongly like to experiment, take pictures,

observe, investigate and use apps.





73



Which theme did you learn about?

They learned especially about fossils (85 out of 379), rocks (74 out of 379) and

plants (70 out of 379). Pupils also learned about animals (52 out of 379) and

cultural heritage (43 out of 379).





Have you had an outdoor class in a geosite in the area of your Global UNESCO

Geopark?

65 % of pupils have not had an outdoor class in a geosite in the area of their

Global UNESCO Geopark, only 35 % did.





74



SATISFACTION LEVEL AND PROPOSALS FOR IMPROVEMENTS



How satisfied are you with Natural Sciences learning at your school?

24 % of pupils are very satisfied with Natural Sciences learning at school. 51 %

are quite satisfied, 19 % a little and 6 % are not satisfied at all with Natural

Sciences learning at school.





How important are natural science games to learn the contents?

62 % of pupils think that Natural Sciences games to learn the contents are very

or quite important and only 8 % think that they are not important.





Do you like to use new technologies to learn about Natural Sciences?

38 % of pupils like it very much and 37 % quite like to use new technologies to

learn about Natural Sciences. 20 % of pupils like it a little and only 5 % don’t like

to use new technologies in Natural Sciences.





75



How important are the improvements in Natural Sciences teaching?

What features should an educational app for learning Natural Sciences have?

Pupils think that outdoor activities, the increased use of ICT in the Natural

Pupils strongly like having fun with an educational app when learning Natural

Sciences learning process (mobile phones, tablets, computers), playing

Sciences. They also like problem solving.

educational games, role play and the international cooperation with students



from other schools are very important.





76



MAIN CONCLUSIONS: PUPILS

use it for searching data on the internet and playing educational and geo-located



games. Only 8% of pupils don’t use new technologies for learning Natural

1.

The surprising revelation of this question is that the majority of pupils

Sciences at home.

favours Maths, Geology, followed by Social studies and Physics. The least



favourite subject in school is Sports by far, followed by Arts, Music and

6.

Outdoor activities are also almost non-existing in the current curricula.

Languages.

The great majority of pupils (94%) have less than five days a year of outdoor



activities. And this isn’t again in conformity with what pupils want and like.

2.

Although pupils appreciate the knowledge of Natural Sciences in

Namely, they feel that learning Natural Sciences is more fun outdoors and they

ordinary life and in connection with other sciences, and they want to upgrade it,

feel better and have more stamina when learning activities are outdoors.

they do not want their future job to be connected to natural sciences. Perhaps



this dichotomy is a consequence of Natural Sciences reputation being traditional

7.

When outdoor activities are actually going on, the methods of teaching

and not up to date. We believe that the application of modern (and popular)

are mainly aimed at listening to the teacher or a guide and solving the

technologies is necessary to correct this problem.

worksheets. They never or rarely use apps or play educational games during



outdoor classes. Which is again opposite to pupils’ preferences: they do not like

3.

All answers to the question related to Geology are quite similar. Pupils

to solve worksheets, self-learning and listening to the teacher or a guide, but

do not feel confident in their geological knowledge and they cannot relate their

they would rather do experiments, take pictures, observe, investigate and use

geological knowledge to their local environment. This clearly shows that in

educational apps.

comparison to other Natural Sciences areas Geology is seriously underdone in



national curriculums.



8.

The vast majority of pupils do not really know what Unesco Global

4.

The most common methodology of studying Natural Sciences is

Geoparks aim at. They do not also usually know if their school is in the park.

expositive and the teacher's explanation of contents. Only rarely other methods

There is a strong need for improvement here.

are used, with the use of modern technology being really poorly represented.



This strongly contradicts what pupils actually like doing in Natural Sciences

9.

Despite all this the majority of pupils are quite satisfied with Natural

classes, as they clearly prefer laboratory work, experiments and learning by

Sciences learning. However, they also point out some improvements, which are

using a computer, a tablet or a mobile phone and fieldwork. The same goes for

mainly aimed at the outdoor activities being more fun and the use of modern

teaching methods. The most common ones are the frontal method and

technologies.

individual work. However, pupils prefer working in pairs and groups.





5.

The use of new technologies in Natural Science classes is only minor or



non- existing, while students at home use them almost exclusively. They mainly





77



4.3.2. ON-LINE RESEARCH FOR TEACHERS

NATIONAL CURRICULUM GOALS



ESTEAM QUESTIONNAIRE FOR NATURAL SCIENCES TEACHERS ANALYSIS

In which of the subjects do your pupils feel more difficulties?





286 teachers have answered the questionnaires. The exact number of teachers

171 out of 220 teachers think that their pupils have common and constant

per country is listed in the table below.

problems with Physics. 195 pupils also have common and constant problems in



Chemistry and 212 pupils have common and constant problems in Geology.

COUNTRY

NUMBER OF TEACHERS



France

2



Hungary

4

Norway

7

Portugal

172

Slovenia

101





78



Do you teach your pupils the importance of Earth's natural resources in our

CURRENT METHODOLOGY IN NATURAL SCIENCES TEACHING

daily life?



112 teachers always do and 165 out of 284 teachers teach students the



importance of Earth's natural resources in daily life. 9 % of teachers never do

How often do you use the following methods in Natural Sciences classes?

and 46 % of teachers rarely teach the regional geological history in class. 37 % of

Teachers always or often use demonstration and observation, content

teachers often do and 9 % of teachers always teach the regional geological

exposition, explanation of contents by solving worksheets, laboratory work and

history in class.

experiments and self-learning in Natural Science classes. They never or rarely

play educational games, role play, do fieldwork, outdoor activities, group

discussion or round table debates in Natural Sciences classes.





79



Which learning methods in Natural Sciences classes do you prefer the most and

which ones the least?



Teachers strongly prefer laboratory work and experiments, fieldwork, outdoor

studies and also demonstration and observation. They like group discussion,

round table debates, solving worksheets, self-learning, demonstration and

observation, group discussion, round table debates and case studies. They dislike

and partly like playing educational games and role playing. Only 40 out of 281

teachers strongly like these and 105 out of 281 teachers partly like playing

educational games and role play methods in Natural Sciences classes.





80



How often do you use the following new technologies in Natural Sciences

How often do you use the following new technologies at home?

classes?



189 out of 280 teachers never use tablets in Natural Sciences classes and 64 out

Teachers always use computer at home (233 out of 285 teachers). 132 out of

of 280 teachers occasionally do. 179 out of 280 teachers also never use mobile

280 teachers never use tablets and 83 teachers never use mobile phone at

phone in Natural Sciences classes and 76 out of 280 teachers occasionally do.

home.

127 teachers always use computer in Natural Sciences classes and 121 out of 280



teachers often do.





81



What is your main purpose of using new technologies for teaching Natural

Would you use an educational app if it was not free?

Sciences?





72 % of teachers would not use an educational app if it was not free.

44 % of the teacher’s main purpose of using new technologies for teaching



Natural Sciences is searching for data on the Internet. 28 % use e-lessons and e-

learning, 16 % of teachers play educational and geolocated games.





If the educational app was paid for, what extra features would you expect



from the paid app beyond what is offered in a free app?





If the educational app was paid for, 19 % of teachers expect the paid app to be



easy to use and 18 % of teachers expect interdisciplinary features. 15 % expect



training material for the teacher to use and 13 % expect it to have a result



collection. Only 6 % of teachers expect ability to export the results to integrate in



the school’s platform.





82



SKILLS AND COMPETENCES IN OUTDOOR ACTIVITIES



Have you had any experience using educational apps in outdoor activities?



89 % of teachers have no experience in using educational apps in outdoor

activities.





83



How many times a school year do you have outdoor classes?



8 % of teachers do not have outdoor classes and 47 % of teachers have only one

or two days a school year. 35 % of teachers have these classes three or five times

a school year and only 10 % of teachers have them more than five times a school

year.





Which of the themes below are the most suitable for outdoor activities?



The most suitable themes for outdoor activities are biodiversity (flora, fauna) (22

% of teachers), rock cycle and rock (17 %), ecology (15 %) and geomorphology (8

% of teachers).





84



OUTDOOR LEARNING METHODOLOGIES

According to your opinion, what roles does a Global UNESCO Geopark play in



order to reach educational goals?





Do you know and understand the main goals and purposes of a Global UNESCO



Geopark?



52 % of teachers know and understand the main goals and purposes of a Global

UNESCO Geopark.





85



The achievement of goals could be improved with outdoor activities.



94 % of teachers think that the achievement of goals could be improved with

outdoor activities.





Which of the following methods do you most commonly use when you have

outdoor classes?



21 % of teachers never use apps and 18 % make contests. 18 % of teachers also

never play educational games or role play. 10 % never use maps and navigation

when they have outdoor classes. 29 % of teachers always do observation and 13

% of teachers take pictures when they have outdoor classes. 11 % of teachers

collect samples and analyse them and 10 % of teachers use other methods such

as listening to the teacher or a guide when they have outdoor classes.





86



Which of the following methods would you like to use often when you have



outdoor classes?





Teacher like and strongly like doing observation, experimentation, collecting

samples and analysing, investigative performance and taking pictures when they

have outdoor activities. They also strongly like and like the use of maps and

navigation when they have outdoor activities. 46 out of 245 teachers strongly

dislike and 98 teachers dislike making contests. 30 out of 250 teachers and 83

out of 250 teachers dislike playing educational games and role playing.





87



SATISFACTION AND PROPOSALS FOR IMPROVEMENTS

Do you think having the possibility to choose different languages in an app





when solving projects is important for the teacher and pupil to learn another



language?

Do you think you have the necessary skills to organise outdoor activities and



take students on field trips?

92 % of teachers think that the possibility of choosing different languages in an



app is important for the teacher and pupil to learn another language.

73 % of teachers have the necessary skills to organise outdoor activities and take



students on field trips.





88



Do you consider important for pupils to interact with other pupils in real time,

working on the same subject?



90% of teachers consider important for pupils to interact with their peers, in real

time, working on the same subject (33 % = same school and same classes; 24 % =

another school in the country; 24 % = same school and different classes and 19

% = another school from a different country (speaking a different language).





89



In your opinion, how important are the following suggestions for the

improvement of Natural Sciences Teaching in your school?



43 % of teachers think that playing educational games and role playing is not

important for the improvement of Natural Sciences Teaching in their school.

They think that outdoor activities and cross curriculum cooperation (Natural

Sciences' connection with other subjects) are very important and more

individual work with examples from local environment and the involvement of

scientific institutions in the learning process are important for the improvement

of Natural Sciences Teaching in their school.





90



MAIN CONCLUSIONS – NATIONAL SCIENCES TEACHERS





6.

The great majority of teachers (95%) has less than five days a year of

1.

Teachers believe that pupils usually have problems in understanding

outdoor activities, however they all think that more outdoor activities would

Physics, Chemistry and Geology, while Biology does not share this problem as

really improve learning. They think that the most suitable themes for outdoor

pupils rarely have any problems with this subject. We relate this to the fact that

activities are biodiversity (flora, fauna), rock, ecology and geomorphology.

life, Biology and similar subjects are naturally close to children, while Chemistry,



Physics and also Geology need in depth and abstract thinking that is not so easy

7.

Approximately half of the teachers understand the goals of Unesco

for pupils.

Geoparks. The help that they are seeking for in the parks is mainly in the



preparation of materials, fieldtrips, expert help and organisation of activities.

2.

Despite almost all teachers teach about the importance of natural



resources in our daily life, the connection of this to geology seems to be missing.

8.

Concerning the outdoor activities teachers are quite confident that they

In fact, the majority of teachers do not teach regional geological history and

possess the necessary knowledge for organising and leading an outdoor activity.

relate it to present day issues.

They are currently using maps, navigation and doing observation. However, they



would like to use observing, experimental work, collecting samples and taking

3.

In teaching methodologies the majority of teachers use standard

pictures. The use of maps and navigation is also quite enjoyable.

methods like demonstration and observation, exposition, teacher's explanation



of contents solving worksheets, etc. while never or only rarely use new trends,

9.

Most of the teachers consider important for pupils to interact with

for example, playing educational games, fieldwork, outdoor studies and group

other pupils, in real time, working on the same subject, while quite a lot of

discussion (debate). On the other hand, teachers prefer laboratory work and

teachers (43%) think that playing educational games and role playing is not

experiments, fieldwork, outdoor studies and also group work, solving

important for the improvement of Natural Sciences Teaching. They also think

worksheets, and case studies, for example. The interesting thing is that they

that outdoor activities and cross curriculum cooperation (natural sciences'

usually dislike playing educational games and role playing methods in Natural

connection with other subjects) are very important and more individual work

Sciences classes.

with examples from local environment and the involvement of scientific



institutions in learning process are important.

4.

In Natural Sciences classes, teachers only rarely use tablets and mobile



phones. This relates to the fact that teachers at home also prefer to use

computer to tablets and mobile phones at home. The majority of them also uses



internet to search for data.





5.

The majority of teachers would not use payable apps. However, they



are prepared to pay for the app if it is simple, interdisciplinary and features



training material for the teacher and results collection.





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4.3.3. ON-LINE RESEARCH FOR FUTURE TEACHERS OF NATURAL SCIENCES



ESTEAM QUESTIONNAIRE FOR FUTURE NATURAL SCIENCES TEACHERS

ANALYSIS

63 future teachers have answered the questionnaire and they are all from

Slovenia.





NATIONAL CURRICULUM GOALS





Are Earth sciences covered equally in your teaching curriculum in comparison

to other Natural Sciences (Chemistry, Physics, Biology, Astronomy)?



Only 16 % of future teachers think that Earth sciences are equally covered in

their teaching curriculum in comparison to other Natural Sciences and 60 % of

future teachers think they are less covered.





92



METHODOLOGY



Which learning methods in Natural Science classes do you prefer the most and

which ones the least?



Future teachers strongly like case studies, laboratory work and experiments,

practical workshops, demonstration and observation. They also like self-learning,

expositive classes, teacher's explanation of contents and solving worksheets.





Which working methods in Natural Sciences classes do you prefer the most and

which ones the least?



Future teachers like and strongly like individual work and pair work. They like

and partly like frontal working methods in Natural Sciences classes. Some of

them (12 out of 63) also strongly like frontal working methods.





93



To what extent do you agree with the following statements?



Future teachers strongly agree that teaching should happen outside the

classroom more often. They also agree and some of them strongly agree that the

use of apps in field trips/ outdoor activities and inside the classroom is beneficial

in teaching and also the teacher/ school should be able to select freely approved

software (apps and games) useful in teaching, both for indoor and outdoor

activities.





If the educational app was paid for, what extra features would you expect

from the paid app beyond what is offered in a free app?



In general, future teachers wouldn’t expect to have extra features from the paid

app beyond what is offered in a free app.





Would you use an educational app if it was not free?



73 % of future teachers wouldn’t use an educational app if it was not free and

only 27 % of future teachers would pay for an app.





94



What features do you consider an educational app should have?

What additional knowledge does the pupil gain with outdoor activities?





Future teachers think that an educational app should have competition in the

Future teachers think that pupils develop independent thinking and also

first place, problem solving instead of information and it must be fun.

problem solving with outdoor activities. Half of them think that decision making



and teamwork also are additional knowledge that the pupils gain with outdoor

activities.





SKILLS

Which of the themes below are the most suitable for outdoor activities?

AND COMPETENCES





Have you had any experience using educational apps in outdoor activities?

The most suitable themes for outdoor activities for future teachers are rock



cycle and rocks, geomorphology, hydrogeology, biodiversity (flora, fauna).

94 % of future teachers have no experience in using educational apps in outdoor



activities and only 6 % of them have already used an app named Oruxmaps.





95



LEARNING METHODOLOGIES





Do you know and understand the main goals and purposes of a Global UNESCO

Geopark?



60 % of future teachers don’t know and don’t understand the main goals and

purposes of a Global UNESCO Geopark.





Which of the following methods would you like to use often when you have

outdoor classes?





Future teachers strongly like to often use investigative performance, collecting



samples and analysing, orientation, experimental and observation when having



outdoor classes. They also often like listening to the teacher or a guide, solving

The achievement of goals could be improved with outdoor activities.

worksheets and the use of apps. They partly like and dislike playing educational



games, role playing, making contests and self-learning.

90 % of future teachers think that the achievement of goals could be improved



with outdoor activities.





96



SATISFACTION LEVEL AND SUGGESTIONS FOR IMPROVEMENTS





Do you think you have the necessary skills to organise outdoor activities and

take students on field trips?



58 % of future teachers think they have the necessary skills to organise outdoor

activities and take students on field trips.





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MAIN CONCLUSIONS - FUTURE NATURAL SCIENCES TEACHERS

4.3.4. SUMMARY OF PERSONAL INTERVIEWS FOR NST





1.

The majority of future Natural Sciences teachers think that Earth

A. SLOVENIA

sciences are less covered in comparison to other Natural Sciences and that is

quite a worrying fact.

Analysis of personal interviews with science teachers - Summary





2.

Future teachers would mainly use case studies, laboratory work and

experiments, practical workshops, demonstration and observation. And they will

1. Methodology

do it as individual work or pair work, but group work is not the most desirable

For the research of curricula, experiences, needs and expectations of teachers in

choice. They also only partly like learning by using computer, tablets or mobile

science lessons we have prepared questions for personal interviews with science

phones, fieldwork, and outdoor studies.

teachers. The questions were divided into the following parts:





Part 1: Curricula adequacy for science teaching

3.

Future teachers all agree to a point that teaching should happen outside

Part 2: Teaching methods in science lessons

the class and that ICT technologies are beneficial in teaching.



Part 3: The use of modern technologies in science lessons





Part 4: Science teaching in nature


4.

The great majority of them did not use any educational apps. But if they

Part 5: Collaboration with UNESCO Global Geoparks

would use it, it has to be free. The most desirable feature in educational app is



competition followed by problem solving and informational.

2. Description of the sample



Personal interviews involved four science teachers with different work

5.

By their opinion outdoor activities would definitely improve

experience in science teaching. All participating teachers work in primary schools

achievement goals and develop individual thinking and problem solving but NOT

practical work or skills.

within the area of Idrija UNESCO Global Geopark.





6.

Most suitable for outdoor activities for future teachers are rock cycle

and rocks, geomorphology, hydrogeology, biodiversity (flora, fauna).

3. Analysis of personal interviews with science teachers – Summary



7.

Majority of future teacher don’t know about Unesco Global Geoparks.





Part 1: Curricula adequacy for science teaching

8.

During the outdoor work they would mainly choose investigative

performance, collecting samples and analysing, orientation, experimental and

The first set of questions relates to the curricula adequacy for science teaching.

observing. They do not like playing educational games. And the small majority of

Among the main advantages of the existing curricula the science teachers

them believe that they possess necessary skills to organise outdoor activities.

pointed out the great degree of freedom in designing lessons. The content



strands are available and can be adapted to students' interest and the subject





98



matter can be connected with current examples from everyday life. The

convinced that pupils like to be involved in the learning process. Among the

curriculum includes teaching contents which enable a lot of practical work and

examples of good practice are experimental work (separation of substances in

optional contents which help teachers to reach the learning objectives. Teachers

Chemistry), inquiry-based learning (research papers), work with media sources,

pointed out that the curriculum is fragmented and so the subject matter is

the making of models, posters and flyers (production of molecular models and

repeating itself in different grades. In addition, they pointed out that the current

models of atoms in Chemistry) and practical work in nature.

curriculum is focusing too much on content objectives, while objectives focused

on the strengthening of skills, learning how to implement procedures and other

Part 3: The use of modern technologies in science lessons

practical skills are missing. Such distribution of the subject’s content enables

The third part of the interview includes questions that relate to past experiences

traditional learning, but does not strengthen the pupil’s sensorial perception of

and teachers’ skills in the use of modern technologies in science lessons. Based

nature and the integration of knowledge in everyday life. Among the main

on the answers, we can conclude that teachers most commonly use a computer

suggestions for improving curricula is its updating in terms of simplification

and an overhead projector particularly for an explicit explanation and for the

which would enable teachers to integrate more outdoor lessons and practical

upgrade of an explanation they use media resources. The participant teachers

work in science.

stated that it is necessary to use modern technologies wisely especially when an

Part 2: Teaching methods in science lessons

explanation can be upgraded with concrete examples and practical work in the

home environment. They have no experience with the use of mobile

In the second part the participant teachers gave an opinion on the effectiveness

applications. The participant teachers have basic knowledge on how to use

of teaching methods used in science lessons. The answers given show that

modern technologies and in the future they want to upgrade it (especially with

teachers use several methods. They underlined the implementation of

knowledge on how to use tablets and smartphones in science lessons and how

experiments, the usage of different media (videos, photos, graphs, audio

to use educational apps). One of the main advantages of using modern

recordings) and written sources (current news, newspaper and online articles),

technologies in science lessons is a better demonstration and the ability of

individual work, debate, challenges and inquiry-based learning in higher classes

showing phenomena which cannot be shown in the classroom or in the home

... In lessons, they most often combine different methods concerning the

environment. Another advantage is also the fact that an educational mobile app

teacher's explanation, because it arouses curiosity in pupils and at the same time

can be a support for other educational activities (e.g. an aid for orientation,

it encourages their active involvement in the learning process. One of the

navigation, key for plant identification, thermographic camera, measuring

interviewed teachers pointed out that pupils who are successful in traditional

device,…). Teachers believe that the use of modern technologies needs to be

working methods (teacher’s explanation) achieve better results than with other

logical and that a very frequent use can dissuade students from active thinking

methods (practical work, experiments,...). Pupils with low educational

and concrete perception of nature and the home environment.

attainment don’t achieve higher objectives when using different teaching

methods. On the other hand, they are much more relaxed and unconcerned.



According to the participant teachers, self-learning is the least effective method.



They believe that pupils in primary school need a guided and structured

acquisition of new subject contents, especially in lower classes. They are also



99





Part 4: Science teaching in nature


Part 5: Collaboration with UNESCO Global Geoparks

The fourth part of the interview includes questions that relate to outdoor

The fifth part of the interview includes questions that relate to the

educational activities. Based on the answers we can conclude that the outdoor

experience of science teachers and their previous collaboration with

educational activities are usually carried out within the thematic science days

UNESCO Global Geoparks and their opinion on the role of Geoparks for

and excursions. Otherwise, teachers rarely decide to have outdoor lessons. One

subsequent inclusion in the educational process. Teachers pointed out

of the main reasons is time limitation and the legal constraints, as in the case of

the successful collaboration within the Idrija Geopark School Network.

a larger group of pupils the teacher needs additional escort. When teaching

The idea behind the network is that each year one school organises a

science in nature, the teachers most commonly use teaching methods that allow

theme day for the seventh form pupils and prepares the programme.

an active participation of pupils (independent research - determination of

animals and plants with identification keys, solving worksheets, gathering,

Some suggestions for an upgraded collaboration are: organisation and

inventory, measuring, mapping ...). One of the main advantages of outdoor

cooperation of Idrija UNESCO Global Geopark activity days, conducting

science lessons is the direct contact with nature and natural phenomena and the

science workshops on volcanism, earthquakes, rocks, participation in

possibility for an active involvement of pupils in the educational process. With a

joint European educational projects, integration and cooperation with

direct experience the pupil remembers the subject’s content better and on a

other institutions (Department for Geology at the Faculty of Natural

long-term basis. Among the biggest disadvantages of outdoor lessons are

Sciences and Engineering, Geological Institute of Slovenia ...).

difficulties in controlling and lower work effectiveness of large groups of pupils,

more preliminary preparations and the pupils’ attitude towards learning in



nature.

B. PORTUGAL



Among the best examples of good practice in outdoor science lessons are:

Analysis of personal interviews with science teachers - Summary

harvesting of plants, observation and identification of animals at bird-feeders in



different conditions, ecosystem research, walks through the woods – as a

Four interviews were conducted with Natural Sciences teachers with several

repetition of the subject’s content. One of the participant teachers designed a

years of professional experience in different schools of the Naturtejo UNESCO

forest educational path in the school surroundings where pupils learn with the

Global Geopark. The interviewees’ answers were similar, which might mean a

help of worksheets about several phenomena in nature and the characteristics

similar analysis and interpretation on the issues addressed.

of their home environment. The thematic educational path has proved to be an



excellent example of good practice which also helps many other science

Regarding the analysis of national curricular goals, the variety of contents

teachers.

included and the richness of the topics to be covered are mentioned as a strong



point. The detail to which these topics should be addressed is referred to as a



less positive aspect since the obligation to deepen the themes raises the degree

of difficulty and limits a more favorable acquisition of the issues. The fact that



100



the subjects allow practical classes to be carried out and can be investigated in

geoparks or other protected areas are fundamental elements in an innovative,

laboratory is also considered as an added value of the curriculum. Greater

dynamic and fertile science teaching methodology.

flexibility in curriculum management and the definition of mandatory practical



activities are seen as necessary changes to enable educational success.

C. NORWAY



The most used methodology in science classes continues to be an exposition of

In Norway Natural Sciences content is divided in the subjects of Social Studies

themes supported in distinct visual supports followed by oriented debate. This

curriculum and the Natural Sciences curriculum. These two curricula of

presentation is usually preceded or succeeded by stages of guided research or

secondary school enable understanding of the theory of evolution, how Earth

discussion in smaller groups in order to build an autonomous knowledge.

has changed over the years, how human activities have affected nature,

Practical and laboratory activities tend to be included in the teaching-learning

geographic characteristics of the world and they also enable the comparison of

process. The field trips and the activities in the laboratory allow a closer contact

countries and regions. Other subjects relate to air mass, circulation of water,

with nature as well as the management of variants and the study of phenomena

weather, climate and vegetation and the relation between nature and society.

in a more effective way are pointed as more appropriate methodologies. The use



of technology is advised, with due supervision, and its contributions and

Geological contents in our curriculum are mainly distributed into these two

possibilities are both vast and rich. The dynamics and interest in the proposed

curricula of Social studies and Natural Sciences. Over all, they are the basis for

activities are always higher if it includes the use of these technologies in the

understanding the world and the laws of the processes taking place in nature

process of acquiring knowledge. However, if there is no permanent control over

and in the human community. Pupils are working on testable hypothesis that

how these technologies are brought into play and, for example, access to online

they test and they are also discussing observations and results. It's widely used

content is not oriented and supervised, the risk of confusing notions and

on students works as young scientist testing out hypotheses. They identify

dispersing knowledge may occur. Also, there is the idea that the use of e-books

science arguments, facts and assertions in texts and written sources, digital

may be desirable and aim at massification in the medium / long term.

sources, documentaries, movies etc. and evaluate the content of this in critical



manner. Use of outdoor areas around the schools, geotops, for collecting

Concerning outside activities, teachers choose to give pupils some freedom in

information, counting, measuring, analyzing and working in smaller groups.

searching for and collecting information, allowing the necessary autonomy for

Competition between groups also using Turfhunt app. The dividing between

the development of knowledge. These actions usually follow a preamble that

traditional desk teaching and testing of hypotheses indoor and outdoor is about

serves as an introduction to the themes, allowing pupils to develop an oriented

50/50.

and based work. Contact with nature and independence in the search for



evidence and phenomena allow a better understanding of the notions and,

Cross curricular links between school subjects are necessary for the

consequently, acquisition of knowledge. The high number of pupils per class

understanding of life as a whole. To link between the different curricula and

limits a better performance of these outdoor activities. Therefore, the support of

school subjects require that the teacher team work close together.

the Geoparks’ abled and knowledgeable staff in the promotion, definition and



development of these activities assumes a central role. Visiting natural parks and



101



4.3.5 GENERAL CONCLUSIONS BASED ON COMPARISON OF ALL

5. Pupils would really like to use modern technology in the outdoor activities…

QUESTIONNAIRES: PUPILS, TEACHERS, FEATURE TEACHERS AND PERSONAL

Especially games. Teachers are not so keen on this.

INTERVIEWS WITH TEACHERS





6. The majority of teachers does not consider paying for apps, except if it is a



simple, interdisciplinary one which features training material and a collection of

1. Students enjoy Earth sciences, however they can have some problems in

results.

understanding the basic concepts. We believe that this is a consequence of the



fact that quite a part of natural sciences themes requires advanced abstract

7. The majority of pupils, teachers and future teachers do not know about

thinking (for example, in geology, thinking about a long time of millions or

Unesco Global Geoparks. The ones who do, are seeking for help in the

billions of years, temperatures over 10000C, and so on). An additional problem

preparation of materials, field trips, experts help and organisation of activities.

and in our opinion even more severe is that pupils do not know where to apply

Therefore, there is definitely some place for improvement here.

the knowledge provided and they don't know how to relate this knowledge to



ordinary life problems.





2. Considering the teaching methods, pupils and teachers are on complete

opposite grounds, because teachers in majority use standard methods which



pupils do not appreciate. They prefer new ones (like apps, group work and so on)

but these are not preferred by teachers. So, we clearly have a generation gap in



this matter.





3. The previous problem is also visible in the use of ICT. Only rarely or never do

teachers use tablets or mobile phones during classes (and also at home) while

pupils are already using them all the time.





4. The frequency of outdoor activities is just appalling. 95% of all pupils and



teachers have less than 5 days of outdoor activities per YEAR. But everyone

would love to do them more. From in-depth interviews we have understood that



this problem is mainly related to the almost impossible required organisation

(not enough time to go out) and also lack of motivation (for both pupils and



teachers).





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5. CHAPTER





NEW TRENDS AND GOOD PRACTICES IN



NATURAL SCIENCES TEACHING IN



ELEMENTARY SCHOOLS





103



University of Ljubliana

not mean, that the role of the teacher is diminished. On the contrary, it is more





INTRODUCTION OF NEW METHODOLOGIES


demanding.





FROM LECTURES TO SUPPLYING RELEVANT SOURCES: the use of IC (information

Natural sciences teachers have an exciting opportunity to teach kids about how

communication) technologies in learning.

the world works. Unfortunately, reduced teaching budgets and apathy on the



part of pupils sometimes makes it difficult to raise their interest in topics like

Digital technology has changed the game in education. The devices that pupils

Earth sciences, biology, physics, etc.

carry in their pockets are far more powerful than massive computers that helped



put man on the moon in 1969. Today‘s advanced technology offers many

Traditionally, teachers used the lecture format to teach children about natural

advantages, however it also presents a new set of challenges. It is not

sciences. One of the drawbacks of the lecture format is that it does not engage

questionable if we should go digital, but how to go digital, starting now.

pupils in their learning. This teaching technique encourages rote memorization



and note-taking instead of excitement about the world of natural sciences.

E-learning means that the teacher is no longer the sole keeper of knowledge.



With e-learning time and place of study are irrelevant, it offers individual

Some teachers are now using techniques such as peer learning, role-playing, and

learning, interaction of users and menthor, cooperation of all, problem solving

incorporating current events in natural sciences lesson plans. These techniques

oriented learning, knowledge transfer. Contents, lectures and materials are also

help engage pupils and help them understand the importance of natural

constantly available. WHAT TO USE? Possibilities are almost endless. You can

sciences. They also make it fun to teach natural scientific concepts and help

choose between different multimedia computer softwares, e-learning,

pupils understand common topics in the natural sciences.

videoconferences, blogs, simulations, program tools for teachers (Moodle,



Edynco, Nicenet, WebCT, Hot Potato.....), educational games, social networks,

Modern trends in teaching aim at:

resources and so on.

•

a pupil centred learning



•

supplying relevant sources

ENGAGEMENT TO ACTIVE STUDY

•

engaging to active study

The core of engagement to active study is to pay regard to different pupils’

•

promoting learning

interests, their knowledge level, past experience, their routine and ways to

•

teamwork

‘’upgrade’’ all of the previously mentioned things. Active study is centred onto

•

a formative work assessment

pupil instead of teacher, it focus on the things that the pupil is doing, it gives



them more control over the teaching process and it also makes way to different

PUPIL CENTRED LEARNING

learning needs and styles. There are numerous studies which indicate that this

Basic change of teaching method: from teaching to promoting learning. This

type of learning stimulates higher levels of learning and reasoning. It allows a

produces a further and useful knowledge of higher quality as proven by

connection between prior knowledge with new knowledge and, therefore, a

numerous research on how people learn best (psychology, neurology). This does

deeper understanding. It motivates pupils better and provides them with more



104



pragmatic knowledge. Another important thing is that it takes into better

one spokesperson from each group presents information to the entire class. It’s

account individual needs and differences.

suitable for clear problems and groups must be of 2-6 pupils. This method also



works in large classrooms.



SNOWBALL GROUPS: Knowledge transfer from one to two, from two to four etc..

Teamwork for active study

It combines the individual thinking with the group one.

During the teamwork students are actively involved in the process of knowledge

SOLUTION AND CRITIC GROUPS For solution and critic groups, the teacher

building. This type of learning promotes positive interdependence - each one

assigns one group of pupils to gather information and give a presentation. A

contributes to the success of the group. It can be directed into more complex

second group of pupils acts as the critic group by evaluating the presentation.

tasks with implementation of complex cognitive goals as well as motivation and

COLLECTIVE INTERVIEW Here each pupil is involved and talk one after another.

skill objectives. The team work also offers knowledge transfer, that is the



possibility of connecting a previous knowledge and experience with new

Real-Life Scenarios and Case Studies

knowledge.

A case study is an account of an activity, event or problem that contains a real or

The size of groups and communication depends on the task but in general a

hypothetical situation and includes the complexities you would encounter in the

group of 3-6 works the best, since all participants are active, while in larger

workplace. Case study teaching has gained a strong foothold in science

groups this is not the case.

education. Advances in the field include variations on methodology, from whole

The role of the teacher in the group work aims at organising work, he/she has to

class discussion to the jigsaw approach. There are over a thousand studies that

give precise instructions and interfere in the working process if necessary and

show improved learning when case studies are used and also illustrate that

summarise the results. In a less invasive manner the teacher can walk from

pupils enjoy and benefit from case studies.

group to group, advise, facilitate communication and promote the quitter ones.

These scenarios are ideal for classes of any size, but they work best when each

In any case it is absolutely necessary to be well prepared.

pupil has access to needed specialised equipment. Case studies should be



relevant to pupils, as this will make it easier to engage them in learning. Case

Peer-to-Peer Teaching

studies should also address timely topics, as pupils are likely to become

Peer-to-peer teaching is when the pupils actually get involved in teaching each

disinterested when presented with a case study that is not relevant to today’s

other about science. This is an active learning method that encourages them to

technology.

discuss about scientific topics, develop questions about the material, and work



in teams to learn about new information. All of these techniques help pupils

Current Events Tie-Ins

develop research and presentation skills that will help them in the science

Some pupils do not enjoy science classes because they cannot imagine how they

classroom as well as in other areas of life.

will ever use the information presented. Tying current events into science

There are many possibilities to organize peer-to-peer teaching and here are just

lectures and experiments is a great way to spark interest in the discussion at

a few listed.

hand. Tornadoes, hurricanes, earthquakes, and other natural disasters are also

BUZZ GROUPS. When students work in buzz groups, they spend approximately

ideal to include in this type of discussion. Once pupils get interested in a topic,

20 minutes studying a topic and gathering information. At the end of the session,





105



they are more likely to ask questions about it and take a real interest in learning

Recently, Formative assessment has become strongly recommended and

more.

promoted even by the National Education Board of Slovenia as an effective way



of teaching and assessment in Primary schools. It includes a range of formal and

Hands-On Activities with Follow-Up Work

informal assessment procedures during the learning process in order to engage

Hands-on activities are a great way to introduce pupils to the world of science.

pupils actively into learning activities. It usually involves a constant feedback

All hands-on activities should be followed by follow-up work, whether the

rather than marks that focuses on the details of content and performance.

teacher assigns an essay or asks pupils to complete a group project. Assignment

Practice in classroom focuses on pupils' achievement, which is elicited,

questions should ask pupils to analyse the results of the activity and explain why

interpreted, and used to make decisions about the next steps. The principles of

a certain set of events may have occurred. These assignments reinforce learning

formative assessment have been gradually implemented into teaching of Natural

and help pupils better understand scientific principles.

Sciences.



Elementary School Črni Vrh

NEW TRENDS IN TEACHING



For several years already the Science teachers of Primary school Črni Vrh have

been making efforts to put these new trends into practice. Theoretical and

practical aspects are being implemented in science classes in order to gain

higher standards of knowledge and experience in this field of study. Teacher

leads and directs the learning process of researching events in nature. The



observations has shown that this way of teaching has increased pupils' creativity,



abilities of critical reasoning and curiosity.

European research Project PROFILES (Professional Reflection-Oriented Focus on



Inquiry-based Learning and Education through Science) is a new trend in

teaching science, that aims to promote the teachers' skills in providing creative,

scientific problem-solving and crosscurricular learning environment. Within such

environment pupils are challenged to develop positive attitude and intrinsic

motivation to learn science and gain their individual abilities and skills, such as

proper decision-making and scientific inquiry. This approach moves from a

system that teaches science primarily as memorization and recall of information

to one that emphasises global understanding, meaningful learning and logical

process skills. Instead of the traditional teaching methodology frontally

conveyed information, pupils should be engaged in hands-on activities to





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conduct investigations, discover, practice and apply those principles in a variety

2. Simulation of functioning of lungs

of new, unknown situations. PROFILES Project unites several experienced

teachers of science from all over Europe and offers many hands-on activities

prepared by them.



AN EXAMPLE OF A PROFILES LEARNING ACTIVITY:



Learning content RESPIRATORY SYSTEM begins with an introductory question,

"Do athletes really need an altitude training?" We try to get the answer through

various activities. Some of the activities are prepared in advance, some are made

up by the pupils, in order to explore the topic and find the answer to the initial

motivational question.

The worksheet below shows one of such processes, which helps us to learn



about the structure and functioning of the lungs.

Task 1:



Hold the baloon on the bottom of the bottle and pull it down. Observe what



happens.

Worksheet:



HOW DO YOUR LUNGS WORK?

Answer the questions:



1. Write down all the changes in the plastic bottle which have occurred due

1. Make a model of lungs

to the stretching of the balloon.

You will need: a plastic bottle, a plastic cork with an inserted tube, two balloons,

2. Which muscle in our body involved in respiration is represented by the

scissors, sticky tape.

stretched balloon at the bottom of the bottle.

Instructions:



Cut the plastic bottle in such a way that the balloon, which you have in front of



you will be hung within the bottle from its neck to the bottom. Place one balloon

Task 2:

on the neck inside the bottle. Cut the narrow part of the other balloon and

Clog the tube with play-doh. Pull down the lower balloon and observe the

stretch it onto the cut part so, that you make a new bottom, which can be

changes.

stretched out. Firmly attach the balloon onto the edge. Insert a plastic cork with

Answer the questions:

a tube into the mouth of the bottle. Fix it with a sticky tape.

1. Write down all the changes in the plastic bottle which have occurred due



to stretching of the balloon.

2. Why does the balloon representing the lungs respond differently in the

second case in comparison to the first?





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3. Compare the model of the lungs with the model in the torso. Write

down the comparison. (Which part of the model represents a particular

part of the human body involved in breathing?)





NATURE IS THE BEST LABORATORY – EDUCATIONAL TRAIL KARST FOREST



The educational trail Karst Forest has been created to learn the content in the

field of geology, relief forms, vegetation on the plateau, as well as other topics.

Since it is located in the vicinity of school, the classroom can be replaced by

nature almost anytime. Pupils are willing to work in nature and explore it. A

direct contact to nature makes learning of natural sciences faster, easier and

more efficient. The teacher as the leader and organiser of the process, however,

requires more preparation and his/her own commitment during the teaching

process.





108



INDEPENDENT RESEARCH AND PRESENTATION OF CONTENT

of pupils and push them towards discovering the contents in an autonomous

The work consists of an introductory research work and final presentation.

way.

Through a variety of sources, pupils learn about certain learning content and

accomplish a research task. Accumulated knowledge enables them to prepare

ingenious presentations. It can be a simple powerpoint presentation or a

roleplay of content. It is presented in front of classmates or even another

audience.





Agrupamento de Escolas José Silvestre Ribeiro

NEW TRENDS IN TEACHING



The José Silvestre Ribeiro School Group in Idanha-a-Nova is an educational area

of priority intervention. Schools are located in a socially and economically

disadvantaged region, characterised by poverty and social exclusion. Insecurity,

violence, truancy and failure in school are a reality. Teachers and other

characters deal daily with these problems and aim to reduce early school

dropout, fight pupils’ truancy and promote educational success with a majority



of needy and unmotivated pupils. It is in this context that the need for



innovative pedagogical strategies and diversified teaching methodologies arises.









CHANGING ROLES – THE PUPIL BECOMES THE TEACHER.

Over the last few years there have been many changes in the Portuguese

Traditional lecture classes are increasingly aided by audiovisual media, new

educational system and, in particular, in the teaching of sciences. At present,

technologies and laboratory activities. Pupils develop concentration skills and

pupils’ assessment is based on curricular goals that are more comprehensive

are called upon to argue and discuss the issues together. From time to time,

than those previously existing. This perspective on the goals to be achieved at

pupils from more advanced classes are asked to analyse topics and prepare

the end of each teaching cycle allows schools and teachers to organise their

presentations on these subjects. It is the pupils themselves who, after teacher-

activities taking into account a varied range of situations. Natural sciences

led construction, will be the protagonists in the promotion of these subjects to

teachers have been adapting to reality and science themes continue to be

lower-grade pupils. The dynamics created is extremely productive, since it

considered interesting by most pupils.

promotes the search for knowledge, the development of argumentative skills



and the selection of an adequate language, not only but also scientific, in order

This has contributed to the dynamic posture of teachers, their open-mindedness

to be able to convey the knowledge to younger colleagues. For them, these

to new methodologies and participation in projects that require the involvement





109



classes are always extraordinary and allow teachers to develop the subjects in

 HOMEWORK THAT ARE SURPRISES – TAKING THE SCHOOL HOME.

subsequent classes, according to the doubts shown.

Homework should not be a punishment. From time to time, pupils are suggested



tasks involving the development of simple practical activities outside school, at

home for instance, with subsequent presentation and discussion of results in

class. These actions allow pupils to go through the process of performing the

activity, individually or in groups through experimentation. They motivate them

to enhance reasoning and to choose paths autonomously. Sometimes, a simple

job of collecting information about a particular subject, searching for the news in

the media, conducting street interviews or searching online, can be a starting

point for the analysis of certain themes and the approach of various topics. A

simple photography contest, with pictures usually obtained with their mobile

phone, interesting and easy work sometimes brings to light situations and data

whose relevance proves to be quite high and allows an interesting discussion on

that subject.





 LEAVING THE CLASSROOM IN SEARCH FOR KNOWLEDGE.

Participation in different projects with the coming of different communicators

and specialists to the school or the visit to places of scientific interest, in natural

environment or in museums and institutions, are frequent and allow contact

with nature, the real world or with scientific and cultural value collections.

Lessons outside the classroom, in areas near the school that allow contact with

different aspects from different subjects, such as ecology, chemistry, geography,

biology and geology tend to be popular. In these fleeting field trips, sometimes

teachers of sciences are joined by other teachers from other subjects: history,

physical education, Portuguese language, for example, which allows the sharing

of knowledge and the accomplishment of multidisciplinary activities.





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 USE THE LABORATORY – LEARN TO EXPERIMENT.

Norway

The laboratory class, with students arranged in groups and tasks defined by a

NEW TRENDS IN TEACHING

protocol, promotes the development of autonomy and allows students to try,



experiment, fail and look for solutions. Although it requires greater care and

In 2006, the Norwegian Board for Education and Training introduced a new

requires an organised attitude, which is not always easy to obtain with a larger

reform in schools, from Primary to Upper Secondary school. This reform meant

group of young people, when the results of activities are those expected, the

clear learning goals for each subject, an increase in the number of hours of

analysis of themes and learning are reinforced. When the results fall short of

Natural Sciences in Primary school, and a higher focus on the teachers’

expectations, the discussion of procedures and results leads to conclusions that

competence development.

are equally valid. The materials and equipment available sometimes are



insufficient or even inadequate, but this handicap requires adaptations and

As part of the new Natural Sciences learning goals, the “Budding researcher” was

overcoming of problems, and sometimes it is from the sum of the setbacks that

introduced. The goal of the budding researcher is to teach pupils about the

knowledge is perceived. The use of the mobile phone is controlled but can be a

development of hypothesis, experimentation, systematic observations,

useful tool in performing laboratory activities; images obtained with this

discussions, critical assessment, argumentation, grounds of conclusion and

common tool that serves as a support to reports or presentations on different

presentation, leading the pupil to get the training to implement these processes

themes are frequent.

in all aspects of the Natural Sciences subject. In Lower Secondary school, a



learning goal is that the pupil is supposed to gather and process data, calculate

 NATURE IS THE BEST LABORATORY – DARE TO EXPERIMENT.

and present the result in a graph manner.

Being the school located in the rural countryside and integrated in the area of a



Geopark, the accomplishment of joint activities is a constant. Whether

With new learning goals, a higher amount of fieldwork was introduced as part of

participating in competitions, the development of works, discussions guided by

the curriculum. For a pupil in Primary school this would mean using scientific

the Geopark technicians and field trips are a fundamental activity in the

terms to describe and present own observations, suggest and talk about possible

acquisition of knowledge of scientific nature and in the development of notions

explanations for what was observed as part of the Natural Sciences subject. In

on ecology and protection of the environment through contact with nature.

Upper Secondary school, when a pupil has Geosciences, the learning goal is to

map hydrological conditions and to discuss the access of fresh water in that area.

There is an increasing focus on the implementation of new technologies in the

Norwegian schools, which is also included as part of the national curriculum for

all pupils in Primary and Secondary school. This means that pupils are supposed

to develop digital skills and to learn about the possibilities of new technologies.

Pupils are supposed to learn how to gather critical information, netiquette, to

present digital information and to read, calculate and write with the help of

computers and tablets. At school, there is an increasing access to interactive



boards, computers and tablets, and in Upper Secondary school it is now



111



mandatory for all pupils to use computers daily. There is still a challenge for



teachers to keep updated on the new technological tools and programmes and

to get the necessary training to make to full use of the available technology.





Furthermore, the Norwegian schools has put a higher focus on formative



learning assessments. With the goal of increasing pupils’ motivation for subjects

and results, continuous assessments are performed. The focus during formative



assessment is for pupils to present their goals, and for the teacher, together with

the pupil, to find a way to reach that goal and what needs to be done to reach



the next step. These formative assessments can be time consuming and many

teachers have started to solve the issue by using digital programmes as a tool for

more effective feedback to the pupils.



6. CHAPTER

“Flipped classroom” teaching is used with an increasing frequency, aiming at

releasing time at school by giving the pupils online lessons as homework. This



way, time traditionally spent at school for teaching can be used for activities

with a higher degree of participants. Examples of such activities are experiments,

CONCLUSIONS

role-play, fieldwork, excursions and group projects. There are several

programmes coming to the market with the purpose of making flipped



classroom easier (e.g. Campus increment, Screencast-O-Matic).





112



The ESTEAM project is co-financed by the ERASMUS+ programme of the

activities organised by them and the target audience. The three Geoparks

European Union, it started on September 2016 and will run in 36 months. The

organise educational activities for their territory schools and have previous

coordination of the project will be done by the Idrija Heritage Centre, which is

experience of using modern ICT technologies on the activities. At Naturtejo

the coordinator of the Idrija Geopark activities. The association of the seven

Geopark, the participants are pupils and teachers from the Geopark’s territory,

partners comprises three UNESCO Global Geoparks (Idrija Geopark, Magma

from all over the country and abroad.

Geopark and Naturtejo Geopark), two schools within the Geopark areas, the



University of Ljubljana-Faculty of Natural Sciences and the Engineering-

In Chapter 3 – Current methodology in teaching Natural Sciences in elementary

Department for Geology and a company specialised in ICT called Locatify.

schools - we can refer that the organisation of the schools system is distinct in



the three countries. However, the teachers of those countries use several

The ESTEAM project aims at improving the quality of teaching/learning in the

didactic methodologies (including ICT Technologies, such as computers,

school system through an innovative method (teaching methodology, toolkit &

interactive white board, smartphones and tablets) and they select and change

users experience space (virtual & nature) that links National curriculum goals in

them depending on the content and on the characteristics of the pupils they

Natural Sciences education with the development of mobile teaching/users

have. An active teaching method is essential to develop creativity, critical

experience platform (ICT) combined with outdoor activities. Additionally,

thinking, interest and active participation and it is also important to offer a

developments and findings will result in a guide for Teachers of Natural Sciences

variety of learning environments, class, nature, lab experiments and visits to

– ESTEAM Methodology Step by Step Guide. The general objective is to improve

museums to allow a sense of wonder and interest on caring about nature, mainly

the teaching process combined with ICT technologies and outdoor activities. The

in their local area.

target groups of the Project are Natural Sciences teachers, Future Natural



Sciences teachers, Professors of didactics at Faculties, Pupils aged 12-15,

In Chapter 4 – Research of National curricula and needs - we have the results

Geoparks staff and employees in educational institutions.

from the desk research and an analysis of the national curricula on Natural



Sciences Teaching in the three countries of the project. In general, the subjects

This eBook is the first output of the ESTEAM project (O1) – Research of National

where Natural Sciences are taught are: Natural Sciences, Biology, Geology,

curricula with guidelines and this document will be the basis for the O2 –

Physics, Chemistry and Geography, but it depends on the country. Most of the

Development of teaching methodology: mobile teaching/users experience

themes are different. The amount of contents and number of pedagogical hours

platform and O3 – Guide for teachers in Natural Sciences education: ESTEAM

of Geology is bigger in Portugal than in the other two countries. In Norway, there

methodology Step by Step guide.

is no specific number of pedagogical hours for each subject. The relevant data



obtained during the research of national curricula were gathered in tables, one

In Chapter 1 – Introduction - we described the project, the objectives and we

for each country. This chapter also includes the presentations of results, the

present all the partners in general.

analysis and comparison of the on-line research to understand the improvement



needs of the Natural Sciences learning/teaching process addressed to pupils,

In Chapter 2 – Description of the UNESCO Global Geoparks - we presented the

teachers, future Natural Sciences teachers and of the personal interview for

territory of the three Geoparks partners and we describe the types of educational

teachers. Four questionnaires were previously elaborated to conduct this



113



research. The number of participants per country on the online questionnaire



was different (and we also had some participants from Albania, Andorra, Brazil,

In Chapter 5 – New trends and good practices in Natural Sciences teaching in

Hong Kong, France and Hungary), but the number of participant teachers on the

elementary schools - the University of Ljubliana presents the modern trends in

personal interview was the same, four teachers from each Geopark. In total, 792

teaching purpose: pupil centred learning; supplying relevant sources; engaging

pupils, teachers and future teachers answered the online questionnaires. In the

to active study; promoting learning; teamwork; formative assessment. The

questionnaire for pupils, most of them pointed out they are quite satisfied with

Elementary School Črni Vrh (Slovenia) and the Agrupamento de Escolas José

Natural Sciences learning at school, but when considering the teaching methods

Silvestre Ribeiro (Portugal) presents new trends in teaching in Slovenia and

pupils would rather having new ones (such as apps, group work, etc.), but the

Portugal schools in general, providing some examples of good practices in

teachers use standard methods, in general. Based on the analysis of the data of

Natural Sciences Teaching and showing some activities. The Magma Geopark

the four questionnaires, the majority of pupils, teachers and future teachers do

presents new trends in teaching Natural Sciences in Norway, in general.

not know anything about the Unesco Global Geoparks. The ones that do, are



seeking for help in the preparation of materials, fieldtrips, expert help and

As a general conclusion we can point out this eBook is the basis, the theorethical

organisation of activities. Thus, there is definitely some place for improvement

suport and the justification for the existence of the coming Output of the

here. Concerning the data, we can refer that the teachers only rarely or never

ESTEAM Project - Output 2 – Development of teaching methodology: mobile

use tablets or mobile phones during classes (and also at home) while pupils use

teaching/users experience platform.

them all the time. The frequency of outdoor activities is appalling. 95% of all



pupils and teachers have less than five days of outdoor activities a year. But

everyone would love to do them more. From the personal interviews we have



learned that this is a problem mainly related to the almost impossible

organisation (not enough time to go out), and also lack of motivation (for both



pupils and teachers). Pupils would really like to use modern technology in the

outdoor activities, especially games. Teachers are not so keen on this. The



majority of teachers would not use payable apps. However, they are prepared to

pay for the app if it is simple, interdisciplinary, and if it features training material



and results collection for the teacher. With the ESTEAM Project we hope we can

contribute to improve the awareness and the number of activities in partnership



with local schools, the use of apps and the number of outdoor classes, in the

three Geoparks territory and their countries. In order to create a mobile

application on Output 2 (02) of this project, the common topics selected from



the national curricula of Natural Sciences in the three countries (referred on the

three tables of the desk research) are: 1 – Man’s impact on Earth; 2 -



Ecosystems; 3 – Geology.



114





ANNEXES:



- Questionnaries (3)

- Interviews (1)





115





PROJECT ESTEAM





ESTEAM QUESTIONNAIRE FOR PUPILS

The ESTEAM project, Enhancement of School Teaching Methods, by linking schools, experts and Geoparks with outdoor activities and ICT technologies, aims at improving the quality of teaching/ learning through an innovative methodology that connects national curricula goals in Natural Sciences education with the development of a mobile platform combined with outdoor activities.

This questionnaire is associated with the research of national curricula in Natural Sciences and intends to assess personal experience, difficulties and expectations, advantages and disadvantages of different activities in Natural sciences learning and the use of different methods and pedagogical approaches.

We would greatly appreciate you complete this questionnaire.

 According to your opinion, please answer all questions and do not leave blanks.

 It will take a maximum of 10 minutes.

 The answers will not be analysed individually.

 The questionnaire is anonymous.



Thank you for your contribution.

The ESTEAM team



116





Gender:

 Female

 Male

Age: __________________

Form: ________________

Country: ____________



NATIONAL CURRICULUM GOALS



1. What do you prefer learning in school?



Rank from 1 to 12 (1 – your favourite subject, 12 – your least favourite subject).



Biology



Languages



Social studies



Art and music



Maths



Geology



History



Chemistry



Geography



Physics



Sports



Another. Please, specify: _____________





117





2. To what extent do you agree with the following statements?

(Rank: 1 – disagree, 2- partly agree, 3 – agree, 4 – strongly agree)



1

2

3

4

Learning Natural Sciences is difficult for me.





I spend more time learning Natural Sciences than other subjects.





Knowledge about Natural Sciences is useful in everyday life.





I want to upgrade my knowledge about Natural Sciences.





Because of my knowledge about Natural Sciences, I appreciate and care





more about my local environment.

My future job will be connected to Natural Sciences.





Because of my knowledge about Natural Sciences I can explain the natural





processes in local environment.

The ontent I learn in Natural Sciences seems too extensive.





I achieve better results in Natural Sciences subjects than in other subjects.





Knowledge about Natural Sciences is useful to other subjects.





118





3. Please rank 1 to 4 how much do you know about the geological history of your region. (Rank: 1 – disagree, 2- partly agree, 3 – agree, 4 – strongly agree) 1

2

3

4

I can explain geological processes in my local environment.





I can list the types of rocks in my local environment.





I can compare geological processes in my local environment to similar





processes around the world.

I can explain the influence of geology on daily life in my local environment.





4. Please rank your own environmental awareness.

(Rank: 1 - never, 2 - rarely, 3 - often, 4 - always)



1

2

3

4

I recycle waste.





I walk to school.





I reuse plastic.





I attend environmental actions.





I save water.





I inform others about the importance of human behaviour in preserving





the environment.





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CURRENT METHODOLOGY IN NATURAL SCIENCES TEACHING



1. How often do you use the following methods in Natural Sciences classes?

(Rank: 1 - never, 2 - rarely, 3 - often, 4 - always)





1

2

3

4

Expositive, teacher's explanation of contents





Group discussion, round table debate





Practical workshops





Laboratory work and experiments





Playing educational games, role playing





Self-learning





Learning by using a computer, tablet or mobile phone





Solving worksheets





Demonstration and observation





Case studies





Fieldwork, outdoor studies





120



2. Which learning methods in Natural Science classes do you prefer the most and the least? (Rank: 1 – dislike, 2- partly like, 3 – like, 4 – strongly like) 1

2

3

4

Expositive, teacher's explanation of contents





Group discussion, round table debate





Practical workshops





Laboratory work and experiments





Playing educational games, role playing





Self-learning





Learning by using a computer, tablet or mobile phone





Solving worksheets





Demonstration and observation





Case studies





Fieldwork, outdoor studies





3. How often do you use the following working methods in Natural Sciences classes? (Rank: 1 - never, 2 - rarely, 3 - often, 4 - always) 1

2

3

4

Frontal





Groupwork





Pairwork





Individual work





121



4. Which working methods in Natural Sciences classes do you prefer the most and the least? (Rank: 1 – dislike, 2 – partly like, 3 – like, 4 – strongly like) 1

2

3

4

Frontal





Groupwork





Pairwork





Individual work





5. To what extent do you agree with the following statements?

(Rank: 1 – disagree, 2- partly agree, 3 – agree, 4 – strongly agree)



1

2

3

4

Learning about Natural Sciences is easier for me when I am actively





involved in the learning process (practical work, experiments, fieldwork).

The use of new technologies in learning Natural Sciences seems very





important to me.

Learning about Natural Sciences is easier for me when I do independent





work with concrete examples from my local environment.

Learning about Natural Sciences is easier for me when I have outdoor





classes.

Learning about Natural Sciences is easier for me when I use new





technologies (computer, mobile phone, tablet, interactive smart

whiteboard).





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6. How often do you use the following new technologies in Natural Sciences classes?

(Rank: 1 - never, 2 - rarely, 3 - often, 4 - always)



1

2

3

4

Computer





Mobile phone





Tablets





Interactive whiteboard





7. How often do you use the following new technologies at home?

(Rank: 1 - never, 2 - rarely, 3 - often, 4 - always)



1

2

3

4

Computer





Mobile phone





Tablets





8. What is your main purpose when using new technologies to learn about Natural Sciences? (Select up to 3 purposes)

 Searching for data on the Internet

 Playing educational and geolocated games

 Involving in interest groups on social networks

 Using e-lessons and e-learning

 I do not use new technologies for learning natural sciences

 Another. Please, specify: _______________________________________





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9. Which language do you usually speak when you learn about Natural Sciences using new technologies?

 My national language

 English

 Another. Please, specify: ________________________________________





SKILLS AND COMPETENCES IN OUTDOOR ACTIVITIES



1. Have you had any experience using educational apps in outdoor activities?

 No

 Yes

If you answered Yes, please name the used educational apps: __________________________



2. How many times a school year do you have outdoor classes? (Select 1 option)

 1- 2

 3 -5

 More than 5

 We do not have outdoor classes



3. According to the following statements, tick the location you find more suitable. (Tick the selected box with an X)



IN CLASS

OUTDOORS

Learning Natural Sciences is more fun:





It is easier to remember contents when learning activities are:





It is easier to communicate with classmates and teachers when



learning activities are:

It is easier to concentrate when Natural Sciences learning activities are:





I feel better and have more stamina when learning activities are:





I achieve better results when learning activities are:





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4. What do you like the most about outdoor classes in Natural Sciences?

(Rank: 1 – dislike, 2 – partly like, 3 – like, 4 – strongly like)

____ Communication with classmates and teachers

____ Different learning methods

____ Activities in nature and fresh air

____ Independent work on concrete examples from my local environment



5. What additional knowledge do you gain with outdoor activities? (Choose up to 3 options)

 Teamwork

 Problem solving

 Decision making

 Development of independent thinking

 Another. Please, specify: ________________________________________________



OUTDOOR LEARNING METHODOLOGIES



1. Do you understand the main goals and purposes of a UNESCO Global Geopark?

 Yes

 No



2. Is your school in a UNESCO Global Geopark area?

 Yes

 No

 I don`t know





125



3. Which of the following methods do you most commonly use when you have outdoor classes? (Rank: 1 - never, 2 - rarely, 3 - often, 4 - always) 1

2

3

4

Observation





Listening to the teacher or a guide





Taking pictures





Experimentation





Playing educational games, role playing





Self-learning





Participating in Contests





Solving worksheets





Orientation





Use of apps





Collecting samples and analyzing





Use of maps and navigation





Investigative performance





Another. Please, specify: _______________________________





4. Which of the following methods would you like to use when you have outdoor classes? (Rank: 1 – dislike to use, 2- partly like to use, 3 – like to use, 4 – strongly like to use)



1

2

3

4

Observation





Listening to the teacher or a guide





Taking pictures





Experimentation





Playing educational games, role playing





Self-learning





Participating in Contests





Solving worksheets





Orientation





Use of apps





Collecting samples and analyzing





Use of maps and navigation





Investigative performance





Another. Please, specify: _______________________________





126



5. Have you had an outdoor class in a geosite in the area of your Global UNESCO Geopark?

 Yes

 No



6. If you answered Yes to the above question, select the theme you learned about.

 Rocks

 Fossils

 Plants

 Animals

 Cultural heritage

 Environmental awareness

 Climate change



SATISFACTION LEVEL AND SUGGESTIONS FOR IMPROVEMENTS



1. How satisfied are you with Natural Sciences learning at your school? (Choose 1 option)

 Not satisfied

 A little

 Quite

 Very



2. Would you like to use new technologies to learn about Natural Sciences? (Choose 1 option)

 I don’t like it

 A little

 Quite

 Very





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3. How important are Natural Sciences games to learn about the contents? (Choose 1 option)

 Not important

 A little

 Quite

 Very



4. How important are the following suggestions for the improvement of Natural Sciences learning in your school?

(Rank: 1 – not important, 2 – partly important, 3 - important 4 - very important)



1

2

3

4

Crosscurriculum cooperation (natural sciences' connection to other





subjects)

International cooperation with students from other schools





Increased use of ICT in Natural Sciences learning process (mobile





phones, tablets, computers)

More individual work with examples from local environment





Playing educational games, role playing





Involving scientific institutions in learning process





Outdoor activities





Fewer contents/ topics in the curricula





5. What features should an educational app for learning Natural Sciences have? (Choose 1 option)

 Information

 Problem solving

 Fun

 Competition



6. How do you think the future of Natural Sciences education can be improved?

___________________________________________________________________________________________________________________________________________





128



Your additional suggestions and comments:

___________________________________________________________________________________________________________________________________________



For more information about project activities visit http://esteamproject.wixsite.com/mysite



Would you like to receive further information about the ESTEAM project?

 Yes

 No



If you answered Yes, please leave your e-mail: __________________________________





129





PROJECT ESTEAM



ESTEAM QUESTIONNAIRE FOR NATURAL SCIENCES TEACHERS

The ESTEAM project, Enhancement of School Teaching Methods, by linking schools, experts and Geoparks with outdoor activities and ICT technologies, aims at improving the quality of teaching/ learning through an innovative methodology that connects national curricula goals in Natural Sciences education with the development of a mobile platform combined with outdoor activities.

This questionnaire is associated with the research of national curricula in Natural Sciences and intends to assess personal experience, difficulties and expectations, advantages and disadvantages of different activities in Natural Sciences teaching and the use of different methods and pedagogical approaches.

We would greatly appreciate you complete this questionnaire.

 According to your opinion, please answer all questions and do not leave blanks.

 It will take a maximum of 10 minutes.

 The answers will not be analysed individually.

 The questionnaire is anonymous.



Thank you for your contribution.

ESTEAM team



130



Gender:

 Female

 Male

Age: __________________

Country: ____________

Years of teaching experience: ________________



NATIONAL CURRICULUM GOALS



1. Please, classify your pupils' interest in the study of Natural Sciences themes?



Very Good



Good



Fair



Bad



2. In which of the subjects do your pupils feel more difficulties? (Please, rate: 1 – without problems, 2 – occasional problems, 3 – common problems, 4 – constant problems)

 Biology

 Geology

 Chemistry

 Physics





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3. Do you teach your pupils the relationship between biodiversity and geodiversity?

 Always

 Often

 Rarely

 Never



4. Do you teach your pupils the importance of Earth's natural resources in our daily life?

 Always

 Often

 Rarely

 Never



5. Do you teach the regional geological history in class?

 Always

 Often

 Rarely

 Never





132



CURRENT METHODOLOGY IN NATURAL SCIENCES TEACHING



1. How often do you use the following methods in Natural Sciences classes?

(Rank: 1 - never, 2 - rarely, 3 - often, 4 - always)



1

2

3

4

Expositive, teacher's explanation of contents





Group discussion, round table debate





Practical workshops





Laboratory work and experiments





Playing educational games, role playing





Self-learning





Learning by using a computer, tablet or mobile phone





Solving worksheets





Demonstration and observation





Case studies





Fieldwork, outdoor studies





2. Which learning methods in Natural Sciences classes do you prefer the most and the least? (Rank: 1 – dislike, 2- partly like, 3 – like, 4 – strongly like) 1

2

3

4

Expositive, teacher's explanation of contents





Group discussion, round table debate





Practical workshops





Laboratory work and experiments





Playing educational games, role playing





Self-learning





Learning by using a computer, tablet or mobile phone





Solving worksheets





Demonstration and observation





Case studies





Fieldwork, outdoor studies





133



3. How often do you use the following working methods in Natural Sciences classes?

(Rank: 1 - never, 2 - rarely, 3 - often, 4 - always)



1

2

3

4

Frontal





Groupwork





Pairwork





Individual work





4. Which working methods in Natural Sciences classes do you prefer the most and the least? (Rank: 1 – dislike, 2- partly like, 3 – like, 4 – strongly like) 1

2

3

4

Frontal





Groupwork





Pairwork





Individual work





5. How often do you use the following new technologies in Natural Sciences classes?

(Rank: 1 - never, 2 - occasionally, 3 - often, 4 - always)



1

2

3

4

Computer





Mobile phone





Tablets





Interactive whiteboard





134



6. How often do you use the following new technologies at home?

(Rank: 1 - never, 2 - occasionally, 3 - often, 4 - always)



1

2

3

4

Computer





Mobile phone





Tablets





7. What is your main purpose of using new technologies when teaching Natural Sciences? (Choose up to 3 purposes)

 Searching for data on the Internet

 Playing educational and geolocated games

 Involving in interest groups on social networks

 Using e-lessons and e-learning

 I do not use new technologies to teach Natural Sciences.

 Another. Please, specify: _______________________________________



8. Which language do you usually speak when you teach Natural Sciences using ICT?

 My national language

 English

 Another. Please, specify: ________________________________________



9. Would you use an educational app if it was not free?

 No

 Yes



10. If the educational app was paid for, what extra features would you expect from it beyond what is offered in a free app? (Choose up to 4 options)

 Interdisciplinary features

 Results collection for the teacher

 Ability to download the results to integrate in the school’s platform

 Perform statistical analysis of the results

 Aesthetics

 Simple to use

 Multimedia

 Training material for the teacher

 Support from the provider

 Regular upgrades

 Another. Please, specify: ________________________



135



11. What features do you consider an educational app should have?

(Choose up to 2 options)

 Information

 Problem solving

 Fun

 Competition



12. What do you think would be your most preferred teaching method?

___________________________________________________________________________________________________________________________________________





SKILLS AND COMPETENCES IN OUTDOOR ACTIVITIES





6. Have you had any experience using educational apps in outdoor activities?

 No

 Yes

If you answered Yes, can you name the used educational apps: __________________________



7. How many times a school year do you have outdoor classes?

 1 - 2

 3 -5

 More than 5

 We do not have outdoor classes



8. What additional knowledge do you gain with outdoor activities? (Choose up to 3 options)

 Teamwork

 Problem solving

 Decision making

 Development of independent thinking

 Another. Please, specify: ________________________________________________



136



9. Which of the themes below are the most suitable for outdoor activities?

(Choose up to 4 options)

 mineralogy

 rock cycle and rocks

 paleontology

 historical geology

 tectonics

 pedology

 geomorphology

 seismology

 vulcanology

 hydrogeology

 geohazard

 ecology

 sustainability

 biodiversity (flora, fauna)

 cultural heritage

 another



OUTDOOR LEARNING METHODOLOGIES



1. Do you know and understand the main goals and purposes of a Global UNESCO Geopark?

 Yes

 No



2. Is your school in a Unesco Global Geopark area?

 Yes

 No

 I don`t know





137



3. According to your opinion, select the roles a Global UNESCO Geopark plays to reach the educational goals? (Choose up to 4 options)

 Guidance in field trips

 Expert help

 Organisation and promotion of activities

 Preparation of material

 Financing projects

 Project coordination

 Promotion and preservation of heritage

 Cooperation with other institutions (municipality or other educational institutions)



4. Assistance of experts and technical support would be beneficial in outdoor activities.

 Yes

 No



5. Describe how could a Global UNESCO Geopark support you when organising outdoor activities.



___________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________





6. The achievement of goals could be improved with outdoor activities.

 Yes

 No





138



7. Which of the following methods do you most commonly use when you have outdoor classes? (Rank: 1 - never, 2 - occasionally, 3 - often, 4 - always) 1

2

3

4

Observation





Listening to the teacher or a guide





Taking pictures





Experimentation





Playing educational games, role playing





Self-learning





Making a Contest





Solving worksheets





Orientation





Use of apps





Collecting samples and analyzing





Use of maps and navigation





Investigative performance





Another. Please, specify: _______________________________





8. Which of the following methods would you like to use more often when you have outdoor classes? (Rank: 1 – strongly dislike to use, 2- dislike to use, 3 – like to use 4 – strongly like to use)



1

2

3

4

Observation





Listening to the teacher or guide





Taking pictures





Experimentation





Playing educational games, role playing





Self-learning





Making a Contest





Solving worksheets





Orientation





Use of apps





Collecting samples and analyzing





Use of maps and navigation





Investigative performance





Another. Please, specify: _______________________________





139



9. What are the most important reasons that influence a teacher’s choice of teaching methods? (Choose up to 3 reasons)

 Time execution

 Effective achieving goals

 Teachers’ and pupils’ skills and competences

 Pupils’ safety

 Pupils’ motivation

 Pupils’ needs

 Availability of technical equipment

 Another. Please, specify: __________________________________________________



10. Have you had an outdoor class in a geosite in the area of your Geopark?

 Yes

 No



11. If you answered Yes to the above question - select the theme you learned about.

 Rocks

 Fossils

 Plants

 Animals

 Cultural heritage

 Environmental awareness

 Climate change



SATISFACTION LEVEL AND SUGGESTIONS FOR IMPROVEMENTS



1. Do you think you have the necessary skills to organise outdoor activities and take pupils on field trips?

 Yes

 No





140



2. Do you consider it important for pupils to interact with other peers, in real time, working on the same subject?

 Yes

 No



3. If you answered Yes to the question above, select the origin of the pupils working together. (Check all that apply)

 Same school and same classes

 Same school and different classes

 Another school in the country

 Another school from a different country (speaking a different language)



4. Do you think the possibility of choosing different languages in an app when solving projects is important for the teacher and pupil to learn another language?

 Yes

 No



5. How important are the following suggestions for the improvement of NST in your school? (Rank: 1- not important, 2 – partly important, 3 - important 4 - very important)





1

2

3

4

Crosscurriculum cooperation (Natural Sciences connection with other





subjects)

International cooperation with students from other schools





Increased use of ICT in Natural Sciences learning process (mobile





phones, tablets, computers)

More individual work with examples from local environment





Playing educational games, role playing





Involving scientific institutions in learning process





Outdoor activities





Fewer contents/ topics in the curricula





141





6. How do you think the future of education and the role of the teacher can be improved and evolve?

___________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________

Your additional suggestions and comments:

___________________________________________________________________________________________________________________________________________

For more information about project activities visit http://esteamproject.wixsite.com/mysite

Would you like to receive further information about the ESTEAM project?

 Yes

 No



If you answered Yes, please leave your e-mail: __________________________________





142





PROJECT ESTEAM



ESTEAM QUESTIONNAIRE FOR FUTURE NS TEACHERS

The ESTEAM project, Enhancement of School Teaching Methods, by linking schools, experts and Geoparks in combination with outdoor activities and ICT technologies, aims at improving the quality of teaching/ learning through an innovative methodology that connects national curricula goals in Natural Sciences education with the development of a mobile platform for outdoor activities.

This questionnaire is associated with the research of national curricula in Natural Sciences and intends to assess personal experience, difficulties and expectations, advantages and disadvantages of different activities in Natural Sciences teaching and the use of different methods and pedagogical approaches.

We would greatly appreciate you complete this questionnaire.

 According to your opinion, please answer all questions and do not leave blanks.

 It will take a maximum of 10 minutes.

 The answers will not be analysed individually.

 The questionnaire is anonymous.



Thank you for your contribution.

ESTEAM team





143



Gender:

 Female

 Male

Age: __________________

Study area: ________________



NATIONAL CURRICULUM GOALS

1. Are Earth sciences covered equally in your teaching curriculum in comparison to other Natural Sciences (Chemistry, Physics, Biology, Astronomy)?

 Yes

 They are less covered

 They are more covered



2. Which Earth science topics are covered in your curriculum? (multiple choice)

 pedology

 geomorphology

 geology

 geophysics

 ecology

 hydrology

 atmospheric sciences

 glaciology





144



3. Which geology topics are covered in your curriculum? (multiple choice)

 mineralogy

 rock cycle and rocks

 paleontology

 historical geology

 tectonics

 seismology

 vulcanology

 hydrogeology

 geomorphology

 geohazard



4. From a teaching perspective, select the four most important science topics. (multiple choice)

 mineralogy

 rock cycle and rocks

 paleontology

 historical geology

 tectonics

 pedology

 geomorphology

 seismology

 vulcanology

 hydrogeology

 geohazard

 ecology

 sustainability

 biodiversity (flora, fauna)

 cultural heritage

 another



5. The selected topics (study areas) are covered equally within the university’s curriculum.

 Agree

 Disagree





145



6. The selected topics (study areas) are covered with enough depth for you to interpret them to pupils as a Natural Sciences teacher.

 Agree

 Disagree



7. The balance between theoretical/ didactics and practical/ teaching practice is a correct one in order to fulfill future needs in NS teaching.

 Correct

 More theoretical

 More practical



8. Select the means you would use to assess the goals in the curriculum for the selected subjects.

 Tests

 Projects

 Applying knowledge

 Another. Please, specify: _____________



METHODOLOGY



1. Which learning methods in Natural Sciences classes do you prefer the most and the least? (Rank: 1 – dislike, 2- partly like, 3 – like, 4 – strongly like) 1

2

3

4

Expositive, teacher's explanation of contents





Group discussion, round table debate





Practical workshops





Laboratory work and experiments





Playing educational games, role playing





Self-learning





Learning by using computer, tablet or mobile phone





Solving worksheets





Demonstration and observation





Case studies





Fieldwork, outdoor studies





146



2. Which working methodes in Natural Sciences classes do you prefer the most and the least? (Rank: 1 – dislike, 2- partly like, 3 – like, 4 – strongly like) 1

2

3

4

Frontal





Groupwork





Pairwork





Individual work





3. To what extent do you agree with the following statements?



(Rank: 1 – disagree, 2- partly agree, 3 – agree, 4 – strongly agree)



1

2

3

4

The use of ICT technologies is beneficial in teaching.





The use of smartphones/ tablets in the classroom should be an option.





The use of smartphones/ tablets would distract the pupil from the





subject.

The use of apps in field trips/ outdoor activities and inside the





classroom is beneficial in teaching.

Teaching should happen outside the classroom more often.





The teacher/ school should be able to select freely approved software





(apps and games) useful in teaching, both for indoor and outdoor

activities.



4. Would you use an educational app if it was not free?

 Agree

 Disagree





147



5. If the educational app was paid for, what extra features would you expect from it beyond what is offered in a free app? (Choose up to 4 options)

 Interdisciplinary features

 Results collection for the teacher

 Ability to download results and integrate them in the school’s platform

 Performance of statistical analysis of the results

 Aesthetics

 Simple to use

 Multimedia

 Training material for the teacher

 Support from the provider

 Regular upgrades

 Another. Please, specify: _____________



6. What features do you consider an educational app should have? (Choose up to 2 options)

 Information

 Problem solving

 Fun

 Competition



7. What do you think would be your most preferred teaching method?

___________________________________________________________________________________________________________________________________________



SKILLS AND COMPETENCES



1. Have you had any experience using educational apps in outdoor activities?

 Yes

 No

If you answered Yes, name some of the educational apps used in your teaching experience: __________________________________





148



2. How often should outdoor activities be a part of the teaching methods?

 Every day

 Once a week

 Every other week

 Once a month

 Another: ______________________________



3. What additional knowledge does the pupil gain with outdoor activities?

 Teamwork

 Problem solving

 Decision making

 Development of independent thinking

 Another



4. Which of the themes below are the most suitable for outdoor activities?

 mineralogy

 rock cycle and rocks,

 paleontology

 historical geology

 tectonics

 pedology

 geomorphology

 seismology

 vulcanology

 hydrogeology

 geohazard

 ecology

 sustainability

 biodiversity (flora, fauna)

 cultural heritage

 another





149



LEARNING METHODOLOGIES



1. Do you know and understand the main goals and purposes of a Global UNESCO Geopark?

 Yes

 No



2. In your opinion, select the roles a Global UNESCO Geopark plays to reach the educational goals? (Choose up to 4 options)

 Guidance in field trips

 Expert help

 Organisation and promotion of activities

 Preparation of material

 Financing projects

 Project coordination

 Promotion and preservation of heritage

 Cooperation with other institutions (municipality or other educational institutions)



3. Assistance of experts and technical support would be beneficial in outdoor activities.

 Yes

 No



4. Describe how could a Global UNESCO Geopark support you when organising outdoor activities.

___________________________________________________________________________________________________________________________________________

5. The achievement of goals could be improved with outdoor activities.

 Yes

 No





150



6. Which of the following methods would you like to use more often when you have outdoor classes? (Rank: 1 – dislike, 2- partly like, 3 – like, 4 – strongly like) 1

2

3

4

Observation





Listening to the teacher or a guide





Taking pictures





Experimentation





Playing educational games, role playing





Self-learning





Making a Contest





Solving worksheets





Orientation





Use of apps





Collecting samples and analyzsing





Use of maps and navigation





Investigative performance





Another. Please, specify: _____________________________





7. In your opinion, what are the most important reasons that influence a teacher’s choice of teaching methods? (Choose up to 3 reasons) a) Time execution

b) Effective achievement of goals

c) Teachers’ and pupils’ skills and competences

d) Pupils’ safety

e) Pupils’ motivation

f) Pupils’ needs

g) Availability of technical equipment

h) Another. Please, specify: ___________________________________________________________





151



SATISFACTION LEVEL AND SUGGESTIONS FOR IMPROVEMENTS



1. Do you think you have the necessary skills to organise outdoor activities and take pupils on field trips?

 Yes

 No



2. Do you consider important for pupils to interact with other peers, in real time, working on the same subject?

 Yes

 No



3. If you answered Yes to the question above, select the origin of the pupils working together. (Check all that apply)

 Same school and same classes

 Same school and different classes

 Another school in the country

 Another school from a different country (speaking a different language)



4. Do you think the possibility of choosing different languages in an app when doing projects is important for the pupil to learn another language?

 Yes

 No



5. How do you think the future of education and the role of the teacher can be improved and evolve?

___________________________________________________________________________________________________________________________________________

Your additional suggestions and comments:

___________________________________________________________________________________________________________________________________________

For more information about project activities visit http://esteamproject.wixsite.com/mysite

Would you like to receive further information about the ESTEAM project?

 Yes

 No

If you answered Yes, please leave your e-mail: __________________________________________________________





152





PROJECT ESTEAM



ESTEAM QUESTIONNAIRE FOR PERSONAL INTERVIEWS – NS TEACHERS



National Curricula goals

1. What are, in your opinion, the main strengths and weaknesses of Natural Sciences national curricula?

2. What are your suggestions for the improvement of Natural Sciences national curricula?

Current methodology in Natural Sciences Teaching

1. Which teaching methods are the most frequently used ones in your Natural Sciences lessons? Justify.

2. Show some examples of your best practices (teaching methods) when teaching Natural Sciences.

Use of ICT Technologies

1. For what purposes do you use new technologies during your Natural Sciences lessons?

2. What are, in your opinion, the advantages and disadvantages of using modern technology in your Natural Sciences lessons?

3. What are your suggestions to improve the use of new technologies in Natural Sciences teaching?

Outdoor NS teaching methodology

1. What kind of teaching methods do you most commonly use when you have NS outdoor activities?

2. What are the main advantages and disadvantages of NS outdoor activities?

3. Show some examples of your best practices of teaching methods for NS outdoor activities.



153



Cooperation with a UNESCO Global Geopark

1. Where do you see the opportunities for a cooperation between schools and a UNESCO Global Geopark?

Suggestions for improvement of NS teaching

1. Do you have any suggestions to improve Natural Sciences teaching in class and outdoor?





154