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- Martorell, José Antonio Gordillo, et al.
(författare)
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Metabolizing science from the laboratory to the classroom : The Metabolt Educational Experience
- 2019
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Ingår i: Journal of Engineering Science and Technology. - : STEM Publishers. ; 2:7, s. 9-26
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Tidskriftsartikel (refereegranskat)abstract
- The present article summarizes a pilot knowledge co-creation process experience done with a group of 15 eleven and twelve years old students of Porsöskolan, a public school near Luleå Tekniska Universitet from September 2018 to January 2019. The experience is based on a true research project of the Group of Atmospheric Science (GAS) called METABOLT, an instrument to investigate the metabolic activity of microorganisms in soils by measuring the electrochemical and gaseous bio signatures. In this paper, we explain how we have designed, developed, applied and evaluated a complete learning and engagement strategy to bring science from the laboratory to the classroom. The experience adapts the scientific method to the primary classroom level, taking as practical case the METABOLT experiment: identification of a problem, hypothesis design, experiment creation to get results, analysis and confrontation with the hypothesis and provisional conclusions to verify or discard them. After the experience a set of surveys were given to all the stakeholders, students, teachers and researchers to evaluate their perception of the effects of the activity. One unexpected result is the difference in perception between the teachers and students on the learning experience. This project demonstrates that professional researchers with the adequate communication strategy, training and tracking can promote a relevant learning process and achieve a social impact in different audiences
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| 2. |
- Martorell, José Antonio Gordillo, et al.
(författare)
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The Infinite Learning Chain. Flipped Professional Labs for Learning and Knowledge Co-Creation
- 2019
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Ingår i: Open Education Studies. - : Walter de Gruyter. - 2544-7831. ; 1, s. 151-176
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Tidskriftsartikel (refereegranskat)abstract
- Nowadays universities and other classical research institutions are changing their role in knowledge creation. In general terms we can characterize this transition as the path from "Closed Science"to "Open Science"as a part of a deeper and structural phenomenon known as "knowledge democratization", where different stakeholders as students, makers and other tech and science enthusiasts are able to create knowledge learning from the researchers and cooperating with them. In this process, science engagement of these new actors is a key point to stimulate their creativity, get some important research skills learnt directly from the researchers and be able to apply these skills teaching others in a continuous "learning chain". In this article, we introduce some main features and preliminary results of an experiment called "The infinite learning chain"done in cooperation with Arduino, focused on sensing science and based in a real research project of Group of Atmospheric Science (GAS) called Luleå Environmental Monitoring Stations (LEMS). We debate some interesting questions related to the impact of the format in terms of science engagement, STEM skills acquisition and cooperative learning involvement. We used as "learning ecosystem"a professional Lab, the INSPIRE Lab a complete multidisciplinary facility for space and environmental research and exploration.
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