Cultivating Social-Emotional Learning and Deeper Learning skills are some of the central skills of the future, according to the OECD report 'Future of Education and Skills 2030'. These skills should start to be developed by the kindergarten and end up in Secondary Education, even in Higher Education. This presentation refers to the results of a conducted doctoral dissertation with the subject "Creativity and Improvisation in Primary School Science Learning and their contribution to the development of Social -Emotional and Deeper Learning Skills". The research was conducted during the academic year 2019-2020 and the participants were 80 primary school students (grades 4,5 and 6), 3 researchers, and 3 art teachers. During the pandemic, we used the distant learning platform (e-class) from the Hellenic School Network. The methodological framework used was Educational Designed-Based Research. The scope of this research was to create an interconnection of improvisation and creativity through methodological approaches of Art and Science during the teaching in Science Classes. Besides, the purpose of this dissertation was the development of a new pedagogical framework that integrates the dimensions of Improvisation and Creativity in the field of science teaching in Primary School, in such a way as to promote Social-Emotional and Deeper Learning Skills. To achieve the objectives, we designed prototype toolboxes for students, teachers, and researchers where the various activities in the 4 phases of the research were described in detail: a) students' initial ideas, b) scientific knowledge, c) artistic expression, d) evaluation.
In the last years the debate on competences and their role in the development of a more inclusive societies and in promoting innovation processes has become increasingly crucial at European level. The European Commission identified 8 key competences (basic and transversal competences and soft skills) that have to be attained by all citizens during their learning process. Also employers require from their employees more and more these kind of skills, and this is true also in the scientific education and research context. Indeed “Communication, working with others, problem solving and other similar abilities are considered very important requisites for a recently graduated student by a large section of the research laboratories responsible.” Nevertheless, European school curricula bestow little attention to transversal competences and soft skills. In this framework DESCI1 project, funded by Erasmus + Program, aims to develop a methodological pattern for alternating training in secondary school systems, adopting participatory design methodologies based on a Living Lab environment, to improve the connection between school, research, enterprise and territory and to promote the development of soft and transversal skills in students, needed to allow them to foster the innovation process, to increase their employability, express themselves, acting consciously in the system and driving the innovation and social inclusion in their communities. The DESCI approach undergoes to a continuous and participated evaluation process, under RRI principles, meant in order to explore, in a process of co-creation of knowledge, the ongoing results of the project. The evaluation outputs emerged at this stage of the project confirm that, in the learning AT process, the DESCI approach promote the increase of transversal competences and soft skills in the students, mainly referring to those included in the 8 key competences identified by the EU Commission.
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