About STEAM Learning Ecologies
Who we are
The Consortium includes 9 partners and four affiliated Entities linked to the Ecsite network. It is coordinated by the European Schoolnet (EUN) and it is a well-balanced mix of international organisations, academia, and research centres, with significant expertise and networks of stakeholders.
What we are doing
By building on the promising results of previous work, the project will propose a framework that generates opportunities for the creation of comprehensive partnerships in the form of interconnected knowledge ecosystems, in local communities able to foster improved science education for all citizens. It will also initiate a concerted effort to make the evidence about the benefits of open schooling a driving force in European and national policymaking. To achieve these, the project is introducing the powerful concept of “learning ecologies” as a vehicle for envisaging and realising impactful local open schooling partnerships as science learning continuums for all.
How we are doing it
The SLEs project is distinctively characterised by a strong bottom-up co-creation approach. The project employs carefully selected study methods, which include:
- thorough analysis of existing research, practices and policies through structured literature reviews
- data analysis of existing datasets and new data collected mainly through questionnaire surveys, interviews or focus group discussions with selected participants
- a critical analysis of existing relevant practices based on criteria reflecting the identified important aspects of the SLEs approach.
- Our study methods are intertwined with a series of events and co-creation and reflection workshops.
The project also strategically chooses to focus on ways to leverage the power of bridging open schooling with open R&I practices. Strengthening this link and developing synergies between these aspects, may exert significant impact for science education as a crucial tool for addressing Europe’s current scientific and societal challenges.
