<< Objectives >>The project uses 21st century skills such as computational thinking to foster the educational development and improvement of digital skills of children age 6-12 and their teachers. The project aims to build their engagement with science, improve their 21st century skills and address their low science capital by explicitly focusing on the marginalised areas of the countries involved. The project emerges from the increasing science competence gap and the need for better equipped people.<< Implementation >>Within this project the following activities are implemented- Roadmap on Computational Thinking - training for developers of educational acitivities - 6 activities (partly unplugged) to be used within the classroom and/or as extra curricular activities. The activities will be available in English and in Spanish or Dutch or Papiamentu- Teacher training on Computational thinking in English, Dutch, Spanisch and Papiamentu<< Results >>Downloadable roadmap on computational thinking in English.Learning event (in English) on Computational thinking for developers of educational materialsLonglist of possible activities that can be used as inspiration by teachers and developers Guidelines for the implementation of 6 activitiesTeacher training available in English and local languagesA serie of workshops for childrenTrained educatorsToolkit for teachers and educators

European Union faces a shortage of specialists who have completed STEM (science, technology, engineering, mathematics) studies. CEDEFOP’s (European Center for the Development of Vocational Training) official statistics show that by 2025 the demand on highly qualified workforce will increase by 12% compared to the current state, the employment structure will also change: about 80% of new established jobs will require high qualifications. Long-term forecasts clearly indicate that the demand for qualified employees will be increasing constantly due to changes in the sectoral employment structure and changes in knowledge-based technologies.The FUTURE SPACE project provides a significant change in learning and teaching STEM subjects in upper secondary schools in Poland, Greece and the Netherlands. The implementation of the project will allow to reduce the number of low achievers in natural science subjects, increase the number of candidates for STEM studies and introduce young people to career opportunities in the space sector and other innovative industries. Modern tools and innovative didactic forms combined with an attractive subject matter of classes, should also result in a better understanding of STEM issues.The two main deliverables of the project are the Space Schools Programme and the Space Programme for science centres and other non-formal education organisations. Thematic modules are devoted to the XXI century’s global challenges and practical solutions offered by research and exploration of the near space. Both Programmes indicate economic and social benefits of space exploration, as well as career paths in industry, available not only to STEM specialists, but also to lawyers or graduates in social sciences. The Programmes will use a variety of didactic materials, such as short videos, ICT tools, and even an astronomical show for mobile planetariums. The aim of the Space Schools Programme is not to replace the existing curricula of individual STEM subjects, but to extend their content, present real-life applications to theoretical school knowledge and indicate the interdisciplinary nature of all STEM subjects. The Programme will also contain practical information for schools on how to organize classes and teaching process.The Space Programme for science centres and other non-formal learning and teaching institutions and organisations is a significant modification of the Space School Programme. The Space Programme is based on a wide range of training experience as well as expertise of the project foreign partners: NEMO Science Museum, Amsterdam and NOESIS Science Centre, Thessaloniki. Both Programmes offer workshops to develop youth's skills and competencies: from basic scientific and technical ones, through cross-section to soft skills. We also have foreseen a pilotage for Space Schools Programme to guarantee it fits the upper secondary school needs. The target group of the project are teachers of science subject in upper secondary schools in Poland, Greece and the Netherlands, but also students to whom some of the materials will be directly addressed. Moreover, the Space Programme increases the target group by lower secondary school students. The Project will train a large number of science teachers and educators. The multiplier events allow to reach 10 000 persons it total (directly and indirectly) in Poland, Greece and the Netherlands and the next few thousands from all over Europe due to ECSITE conferences. Workshops and conferences for the teachers will be conducted by specialists of the teachers’ training centres and science centres. Schools which decide to implement the Programme should see positive results already in the second year of its application. Individual elements of the Space Schools Programme can be used separately in upper secondary schools, shaping the STEM science interests and showing interesting career paths for young people all over Europe.The implementation of the project will result in long-term benefits not only by improving the quality of natural science subjects teaching and introducing the latest didactic methodology to schools. It will also increase the number of candidates for STEM studies, and present attractive career paths in the space sector and other industry sectors related to new technologies. Both Programmes enrich the educational offer for schools and non-formal teaching and learning organisations and improve the competences of teachers and educators.

Our priority is that through this project all project partners will be collaborating with the youth workers and with the youth to engage them in informal education in relation to STEAM and science communication. Moreover, sharing the knowledge and experiences would enhance the projects' outputs; namely the interactive resource including a high quality video of a science show, and public speaking/ debate skills sets. Youth participation strengthens personal and social development, provides expertise for youth programmes and services, and promotes a more democratic society. In the context of complex inter-generational challenges such as climate change and sustainable development, it is increasingly important for scientists and policy-makers to actively engage with and support the meaningful participation of youth in policy and decision-making.Art, theatre and storytelling will be used as media for youth upskilling and engagement. The first phase of the project will involve a triangulation research with youth and the surrounding communities and a training programme by a well established cultural organisation in which together with the youth entity will provide a comprehensive upskilling programme for science communicators on collaborating with youth. Using the research and the training through several matchmaking sessions youth workers, science communicators, artists and the youth will work together to produce the interactive resource. Transnational meetings will be used for the science centres, youth agency and the artistic organisation to monitor progress and plan ahead. Upon its completion the interactive resource will be presented during the three non formal multiplier events named Youth Science Cafes. During these multiplier events youth will be actively involved in their organisation and will also actively participate in the science show and science cafe. These multiplier events will be targeting more youths through the participation from the surrounding communities. Through these cafes, youths are presented with the opportunity to speak about their involvement in informal education; in connection to science communication and STEAM subjects. Furthermore, the interactive resource would be freely available to the public on the Websites of science centres. The innovative aspect of this project is that the science show would be developed on the basis of research conducted as part of this project in collaboration with the Youth Agency, involving the youths. Further more, a concluding conference would be held in Malta bringing together representatives from stakeholders in non formal education, science communication, youth work, youths and the art sectors. The conference will enable sharing of best practices and experiences, dissemination of the project outputs through the active involvement of the youths and specific workshops.

<< Objectives >>At the most general level, the objectives of the project are to meet the needs of educators to support learners towards cultivating sustainable behaviours and values. At a more specific level, the objectives are to promote tinkering as a method in education in the field of sustainability. At a concrete level, the objectives are to train a group of educators, in formal and informal settings, to use tinkering to engage learners in projects dealing with issues of sustainability.<< Implementation >>The main activity in the project is the implementation of tinkering in various educational settings, in each participating country. The implementation stretches over 8 months and builds on previous activities which concern both knowledge gathering and training of participants. The implementation will be guided by the Tinkering Toolkit which helps focus the work on sustainability with a clear STEAM relevance.<< Results >>Outcomes take a tangible form as knowledge reports and a Tinkering Toolkit, and an intangible form as training of educators and implementation of tinkering. Concerning the former, results will be national reports mapping the field of potential use and methods and guidelines developed into a Tinkering Toolkit. Concerning the latter, results consist of training for the participants in the project, national training activities for educators and sustained implementation activities in each country.

Varios informes y estudios nos advierten sobre el declive de las vocaciones científicas en la última década. La educación en ciencias actual no es capaz de cambiar las actitudes negativas y la falta de interés de los estudiantes. La situación es alarmante desde una perspectiva de género, si tenemos en cuenta que las mujeres han pasado de una presencia del 35% en el sector tecnológico en 1980 a un exiguo 15% en la actualidad.Al mismo tiempo, un análisis más detallado de los procesos de aprendizaje de los estudiantes reveló que los estudiantes que reciben instrucción basada en la indagación (IBL-inquiry-based learning) participan, en gran medida, en procesos de elaboración relacionados con el razonamiento sobre las expectativas y la integración del conocimiento. Las actividades de aprendizaje cuidadosamente diseñadas fomentan actividades efectivas de construcción colaborativa de conocimiento.Por lo tanto, el objetivo principal de MissToHit es crear recursos educativos que entidades de educación formal, no-formal e informal puedan utilizar, relacionadas con STEM y basadas en objetos físicos siguiendo una metodología de aprendizaje basado en la indagación (IBL). Para lograrlo, se deben abordar varios objetivos:1) Analizar la actitud y habilidad STEM de educadores y estudiantes de nivel secundario.2) Diseñar y desarrollar experimentos basados en objetos físicos -lúdicos- siguiendo una metodología de aprendizaje basada en la indagación.3) Desarrollar un sitio web para compartir los recursos generados: unidades didácticas y modelos de objetos físicos en 3D para llevar a cabo los experimentos, listos para imprimir en una impresora 3D de bajo costo o similar.4) Diseñar y promover una metodología innovadora para contribuir al repositorio existente de actividades de aprendizaje, experimentos u objetos físicos por parte de la comunidad educativa.5) Evaluar la calidad y el impacto del proyecto, tanto en términos de actitudes y habilidades STEM, como la calidad de la metodología y los materiales desarrollados.Los principales destinatarios de los resultados del proyecto son Educadores y Estudiantes, en escenarios de aprendizaje formales (escuelas) e informales (por ejemplo, museos de ciencias). Dentro de la comunidad MissToHit, los estudiantes y educadores pueden adoptar varias funciones: a) consumidores de recursos de aprendizaje creados previamente; o b) proveedores de conocimientos de aprendizaje: conceptos erróneos, ideas de experimentos, sugerencias o nuevos enfoques. Los investigadores/as y otras partes interesadas (industria, organismos públicos, etc.) también están invitados a contribuir a la creación de materiales de aprendizaje que coincidan con la práctica diaria en museos y aulas.El consorcio está integrado por siete socios de tres países (España, Holanda, Italia). Hay tres entidades de I+D: Universidad de Deusto, ES (coordinador del proyecto); la Universidad de Twente, NL, e IBIMET-CNR, IT; dos museos de ciencia: NEMO, NL y Fundación La Caixa, ES; una empresa especializada en impresión 3D, Interzonas, ES; y una escuela secundaria con un fuerte énfasis en innovación tecnológica y de aprendizaje, Sensale, IT.Como resultado, se han desarrollado 10 unidades didácticas que abordan errores de conceptos en áreas STEM del currículum de educación secundaria (p.e. luz, efecto invernadero, conductividad, fuerzas, etc.). Las 27 actividades siguen un enfoque de aprendizaje basado en la indagación y utiliza objetos cotidianos para responder a las preguntas de investigación planteadas a los estudiantes. En algunos casos también se proporcionan modelos 3D para construir el set de objetos de experimentación, que se pueden imprimir en impresoras 3D del centro o entidades cercanas. Además, la innovadora metodología propuesta es la base para continuar desarrollando actividades STEM siguiendo este enfoque.Para obtener estos resultados, se han realizado las siguientes acciones:- Puesta en común de los currículum STEM de secundaria de los tres países participantes (España, Italia, Holanda).- Identificación y selección de los errores de concepto que se van a abordar, dentro de las áreas comunes del currículum STEM. Se ha consultado a más de 60 docentes para realizar la selección final de errores de concepto.- Diseño, desarrollo y revisión interna de cada unidad didáctica. En ciclos iterativos entre los diferentes socios se han ido refinando y mejorando las actividades planteadas, para ajustarlas al enfoque MisstoHit y para poder ser útiles a la comunidad educativa.- Pruebas externas, pilotaje con estudiantes y docentes fuera del consorcio. Esto ha permitido tener una visión más objetiva de los resultados, y mejorarlos con sus aportaciones.- Gestión y coordinación del proyecto: gestión administrativa y financiera, difusión, coordinación de los socios, etc.Todos los recursos generados, así como la web del proyecto, están en inglés, castellano, euskera, catalán, holandés e italiano. Son abiertos y gratuitos.