The I SEE project produced five intellectual outputs. (1) A start-up module: It consists of a set of materials and a manual on climate change for teachers and students in upper secondary school (ages 16-19) for implementing an innovative teaching-learning sequence in the classroom and in out-of-school contexts. The teaching module was developed in […]
The I SEE partnership develops modules for teaching and learning in the upper secondary school (ages 16-19). The modules represent the shift in perspective on STEM education towards inclusive, future-oriented pedagogy that addresses the pressing needs of science and society.
The first I SEE module addresses climate change, and will be implemented in the summer school in Bologna, Italy, with Italian, Icelandic and Finnish teachers and students. During the academic year 2017-2018, three more modules will be developed. Their topics cover a variety of societally significant and cross-cutting fields of science and technology which are likely to be important in students’ future, both at the personal, vocational and societal level. All module materials will be posted on this page.
The pedagogical approach in the modules is based on notions of action competence and exposure. The action competence approach is characterised by democratic processes in the classroom that support taking intentional decisions and actions for learning that in turn further develop students’ consciousness as participants in society. Exposure is the notion that an individual’s life course is heavily influenced by surroundings and to be able to choose an alternative future, one has to be exposed to it.
The I SEE partnership will also organize teacher professional development events in Finland, Iceland, Italy and the United Kingdom. To promote the diffusion of the future-scaffolding skills in science classrooms, I SEE will also produce a guide for developing further modules on other topics.
This module includes all the materials that have been implemented during the I SEE summer school, occurred in Bologna, June 5-9, 2017. The following table report the timetable of the school and shows the articulation in three “blocks”, respectively aimed to develop: a) conceptual & epistemological knowledge and skills; b) future-scaffolding skills; c) action competence […]
CLICK HERE TO DOWNLOAD THE GUIDE In this guide we describe the design principles that characterize the I SEE modules, advice to implement them or to design new modules, tools to monitor the implementations and a list of references to deepen aspects of the approach. The guide is designed to give a concrete overview of […]
How many futures are possible? What do you think is possible for your future? Young people are crying out for solutions and actions to give them their future back. We wondered how science learning can help us face uncertainty and create possibilities for a better future for young people and the planet. The I SEE […]
Climate change poses one of the greatest challenges to the future of the planet. In this module, students learn about possibilities for carbon sequestration as a means of combatting climate change. Students gain understanding of the scientific processes of carbon sequestration through reforestation and through mineralisation, including how to calculate amounts of carbon sequestered and […]
This module aims to develop upper secondary school students’ future-thinking skills, imagination and agency on societal issues in the context of artificial intelligence (AI). The topic has been chosen for its increasing impact on society, for the epistemological change that AI underwent through its development over the 19th century up to the ‘Big Data’ sciences, […]