S(TEAM)S

Students developed their understanding about scientific concepts and processes in the production of sustainable energy; they developed their overall awareness about alternative sources of energy a...

Students developed their understanding about scientific concepts and processes in the production of sustainable energy; they developed their overall awareness about alternative sources of energy and how their usage can be enhanced; they improved skills and competences through interdisciplinary projects in the STEM field; collaboration, team work and communication skills of students and teachers wew improved; soft skills were developed– critical and analytical thinking, creativity – in order to foster students’ employability; teachers shared school models and practices in the areas of STEM, ICT, coding, robotics that transferred into their schools; students improved self-awareness and intercultural awareness of young European citizens.

Students present alternative sources of energy and statistical data related to their countries. The exchange involved discussions about daily energy usage and how individual use of energy affects the environment. They used tools such as National Geographic’s Personal Energy Calculator. They revealed the energy consumption and policies in countries around the world, EPA’s climate change calculator. During thie exchanges, international teams of students worked together to create posters and simulations to campaign for the use of alternative power. Students visited power plants and wind mills and interviewe experts in the field about the future of energy production. They discussed water symbolism in different cultures. Students observed a model of a working waterwheel to investigate the transformations of energy involved in turning the blades of a hydro-turbine. Students also discuss ed and explored the characteristics of hydropower plants. They carried out STEM projects on the topic. They discussed wind symbolism in arts. They developed an understanding of how wind is used to generate electricity. They built a model anemometer

We aimed to create a space where the 3 partner countries shared practices and cooperate in the domain of renewable energy, renewable resources, sustainable consumption and production. Students developed understanding in scientific processes in the creation and production of sustainable energy. They developed awareness about alternative sources of energy and how can we increase their usage. They improved competences and skills by interdisciplinary projects in STEM field. They improved the collaboration, the team work and the communication skills. They developed soft skills – creativity, critical and analytical thinking . Teachers had the possibility to share practices and school models in the areas of ICT, STEM, robotics, coding, that have been transferred into their schools They improved intercultural awareness and self-awareness of young European citizens, and also promoted European citizenship and EU policies in the domain of renewable energy.