The Hub - מגינים קרית חיים (חיפה), קבוצה 10

Local citizens with expertise in the subjects of the students' projects: a marine biologist, a public relations person etc.

Content support

The local zoo - http://www.haifazoo.co.il/

Support the inquiry based learning in the field of zoology

Bird watching center - http://www.birds.org.il/he/bird-center-page.aspx?centerId=120

Support the inquiry based learning in the field of birds

Botanical garden - http://www.oranim.ac.il/sites/heb/community/botanic/pages/default.aspx

Support the inquiry based learning in the field of botanic

Ecological Greenhouse in Kibbutz Ein-Shemer - http://www.greenhouse.org.il/Profile.html

Support the inquiry based learning in the field of agriculture

Excellence project in STEM - http://www.alberto.org.il/Main/

Support the inquiry based learning in STEM education

Policy makers from the Ministry of Education and local government and leading teachers from the school

pedagogical support

Governance

students will seek to create a participatory governance, in which, together with the stakeholders, they can develop the activity and nourish each other's knowledge and experience.

I.e.: This Accelerator raises the support of several stakeholders who are experts in the subject that you want to raise (according to the interests and needs of the School). Students will be responsible, together with them, for setting the objectives of the activity, establishing a communication that, in addition to being transparent and reflective, is useful for improving the results.

Public engagement

Students will use science in this project in an interdisciplinary way and to involve stakeholders in different parts of the project, in order to share responsibility among all.

I.e.: students will be in contact with stakeholders, with whom they will share responsibility and make decisions collaboratively. The objective will be to improve the activity and the results obtained as it is carried out.

Gender equality

Students will establish research groups with gender equality, and will work to break the gender stereotypes that may be found in the issues raised in the project.

I.e.: students will create equal work groups in terms of gender, fostering a work environment without discrimination and in which they share the opinions of all.

Science Education

Students will encourage the participation of different agents of the environment in the activity, including them in the decisions to be taken within the project, in different phases.

I.e.: this Accelerator proposes to use the inquiry based learning methodology to learn, through a practical and innovative model, different questions related to the scientific field.

Ethics

Students will align the research with the social needs that arise in the topic chosen in this Accelerator.

I.e.: students will investigate the social needs of the environment in which the project is carried out, asking the stakeholders involved and proposing possible solutions to these challenges.

Open Access

Students will create an event in which they will teach, in a transparent and responsible way, the milestones achieved during the project, and will share materials with full reuse rights so that they can be used by others.

I.e.: students will organize an event in which they will teach stakeholders about the progress made during the activity. For this event, students will create a series of materials that they will also share online, through a specific website with content reuse licenses.