Bioeconomy in the classroom

Five innovative learning scenarios in the BLOOM School Box and relevant pedagogical methods

Bloom your school with your biofuel and soap lab

Project-based learning (PBL) involves shifting the focus from traditional education, where students are passive receivers of information and the teacher is the (only) source of knowledge. Project-based learning simply means learning through projects. It involves learner-centred decision-making: students are able to plan their own project, instead of following a set of instructions. PBL can and should be based on student inquiry. Note, that PBL can be implemented with many different pedagogical methods, such as inquiry-based learning (IBL). Ideally, it also includes peer and self-assessment, rather than only relying on teacher assessment. Finally, the ownership of the project ultimately belongs to the student, as opposed to the teacher, whose role is that of a moderator.
The Buck Institute for Education identifies the following seven steps of PBL:
Challenging problem or question. The project has to start with something that is considered truly engaging for students.
Sustained inquiry. Students are continuously involved in asking questions, finding answers and researching.
Authenticity. It’s advisable to choose a topic that students feel close to, but also to take their chosen project seriously. For example, having an exhibition for the school’s community at the end of the project, as something to work towards.
Student voice and choice. Students need to be able to guide their own project.
Reflection. Apart from the final assessment, it is advisable to have reflection activities along the way.
Critique and revision. Students have to receive and give peer critique and revise constantly.
Public product. At the end of the project, students should have an end-product they can exhibit.

Examining the thermal properties of bio-based building materials

Knowledge Café or World Café is a method often used in education that involves participants discussing a topic in smaller circles, with one participant periodically rotating to the next circle, where they are introduced to the previous discussion, by the “table host”.
When using this method with students, it is important to encourage each of them to speak by creating a physical and mental space where they feel comfortable to share opinions. You can starts the lesson by sharing pre-defined questions to guide the discussion or just let the discussion enfold. Note that solutions and outcomes should not be predefined.

Building a new environmental Future

Inquiry-based learning (IBL) is an educational strategy through which students follow methods and practices similar to those of professional scientists in order to construct knowledge (Keselman, 2003). One of the benefits of using IBL is that the students are an active part of their own learning process: they must suggest an experimental activity to peers and design it. IBL is organised into different steps, in which teachers guide the students to think about an experimental idea, design the experiment and present the results to their peers.
Banchi and Bell (2008) defined the four levels of inquiry-based learning:
Confirmation inquiry: At this level, the teacher uses inquiry as confirmation for already acquired knowledge. For example, the teacher gives a lesson about a topic, then prepares an activity by posing questions, and guides students through it to an answer that is already known by them.
Structured inquiry: The teacher provides the scientific question and guidelines, or structure to the investigation. Students are required to explain their findings.
Guided inquiry: The teacher only provides the research question. Students are responsible for designing their own experiments and validating data at the end of the process.
Open or true inquiry: Students formulate their own research questions, design the experiment and present their findings

Growing plastic and new life for plastic

Interdisciplinary education allows students “to learn by making connections between ideas and concepts across different disciplinary boundaries” (Open Edu, 2015).
One of the main benefits of interdisciplinary learning is that students tend to have a better understanding of the connection between what they are learning and the real world. It can also enhance confidence in subjects that are deemed more difficult by students, especially because they are taught not as separate, but in tandem, therefore, different skills of students are made use of. These are just the first benefits, interdisciplinary classes also improve collaboration skills in students and carry a lot of professional development value for teachers and staff. What is more, it encourages students to learn in a playful manner.
Interdisciplinary learning therefore:
Helps students to think critically,
Develops their lifelong learning and problem-solving skills
Increases passion for learning and develops communication skills and creativity.

How poop will change the world