In this video you can watch the theatrical performance of the 1st Primary School of Zakynthos "Karabineio", which participated in the “Learning Science Through Theater” (LSTT) 2017-2018 initiative.
In this video you can watch the theatrical performance of the High School of Agia Triada, which participated in the “Learning Science Through Theater” (LSTT) 2017-2018 initiative.
Create and Act. This topic include the following:
- Creativity in STEM: Art and Science
- Science and Art Events
- Learning Science Through Theater (Case study)
- Warm ups and tips on how to start working together for an art/science event
- Develop your own short Theater Performance
This deliverable, D2.1, The features of inquiry learning: theory, research and practice identifies the essential features firstly of European creativity in education and, secondly of inquiry learning in science education. It is made up of a review of relevant literature, reports and relevant outcomes of EU projects. It also reports on a series of workshops with key stakeholders who ‘exchanged experiences’ to contribute to identifying the essential features.
This deliverable, D2.1, The features of inquiry learning: theory, research and practice identifies the essential features firstly of European creativity in education and, secondly of inquiry learning in science education. It is made up of a review of relevant literature, reports and relevant outcomes of EU projects. It also reports on a series of workshops with key stakeholders who ‘exchanged experiences’ to contribute to identifying the essential features.
This deliverable will present strategies for Creativity-enriched Inquiry as part of Scientific Literacy Section 1 and Section 2 introduce the deliverable and explain how the CREATIONS features are embedded into IBSE practice. This is presented through a honeycomb structure to show how the cycle is connected and that the Arts and creative practice can permeate through at any stage in the cycle. Section 3 presents the CREATIONS toolkit and suggested activities to further demonstrate the CREATIONS features in both an embodied and practical way.
This deliverable will present strategies for Creativity-enriched Inquiry as part of Scientific Literacy Section 1 and Section 2 introduce the deliverable and explain how the CREATIONS features are embedded into IBSE practice. This is presented through a honeycomb structure to show how the cycle is connected and that the Arts and creative practice can permeate through at any stage in the cycle. Section 3 presents the CREATIONS toolkit and suggested activities to further demonstrate the CREATIONS features in both an embodied and practical way.
This deliverable aims to present the characteristics of learning environments that support teaching science by creativity-enriched inquiry. The specific characteristics will be presented in a generic framework (see section 2.2) that will be in alignment with the CREATIONS pedagogical framework.
This deliverable aims to present the characteristics of learning environments that support teaching science by creativity-enriched inquiry. The specific characteristics will be presented in a generic framework (see section 2.2) that will be in alignment with the CREATIONS pedagogical framework.
This deliverable, D2.4 Professional Development of Educators: Considerations and Strategies synthesises a range of previous findings from EU-funded projects and wider literature with an original survey to identify a) the perspectives on effective, creative science pedagogy and practice of a range of stakeholders, and b) good practice in the education and development of teachers in creative and inquiry-led pedagogies. These findings are drawn together using the essential features of creativity in education and inquiry-led learning identified in CREATIONS deliverable D2.1.
This deliverable, D2.4 Professional Development of Educators: Considerations and Strategies synthesises a range of previous findings from EU-funded projects and wider literature with an original survey to identify a) the perspectives on effective, creative science pedagogy and practice of a range of stakeholders, and b) good practice in the education and development of teachers in creative and inquiry-led pedagogies. These findings are drawn together using the essential features of creativity in education and inquiry-led learning identified in CREATIONS deliverable D2.1.
Deliverable D2.5 presents ‘A framework for identifying creative best practices in inquiry-based science education’. This deliverable will present the process and the framework to identify best practices. Bybuilding on the best of current practice, the CREATIONS approach aims to take us beyond the constraints of present structures of schooling toward a shared vision of creativity and excellence.
Deliverable D2.5 presents ‘A framework for identifying creative best practices in inquiry-based science education’. This deliverable will present the process and the framework to identify best practices. Bybuilding on the best of current practice, the CREATIONS approach aims to take us beyond the constraints of present structures of schooling toward a shared vision of creativity and excellence.
In this link you can find filmed theatrical performances from Greek Students from the Learning Science Through Theater (LSTT) 2014-2015. Secondary school students developed and performed theatrical plays where they were dramatise science phenomena.
In this link you can find filmed theatrical performances from Greek Students from the Learning Science Through Theater (LSTT) 2014-2015. Secondary school students developed and performed theatrical plays where they were dramatise science phenomena.
The demonstrator’s main aim is to give the opportunity to high school students to stage a play and dramatize scientific concepts and knowledge from the material being taught in schools. In this way, students learn science in a creative way.
The demonstrator’s main aim is to give the opportunity to high school students to stage a play and dramatize scientific concepts and knowledge from the material being taught in schools. In this way, students learn science in a creative way.
