GOSTEAM Conceptual Framework

The GOSTEAM conceptual framework will describe the design, implementation, and evaluation of educational hands-on STEAM activities for secondary education students, in the fields of Geographic Information Science and Technology, Cartography, and Environmental Science. The conceptual framework is based on innovative approaches to STEAM, spatial thinking and environmental education, and their integrated cultivation within the curricula.

IO1/A1 Guidelines and best practices for incorporating spatial thinking in STEAM education
IO1/A2 Spatial thinking and STEAM resources and tools for learners

GOSTEAM Methodology

The pedagogical framework outlines the essential strategies for the development of an innovative learning approach, effectively combining STEAM and spatial thinking. This approach presents educational practices for assisting educators in their teaching practice and at the same time, in the design of educational hands-on STEAM activities. Strategies are explored allowing science educators and secondary school teachers to identify activities that use geospatial concepts in order to cultivate students’ spatial and creative thinking, problem solving, and cognitive skills.

• IO2/A1 Methodology for incorporating spatial thinking in STEAM education – Uses requirements
• IO2/A2 Pedagogical Framework

GOSTEAM Training Resources & Piloting Activities

It will introduce and implement innovative ways for spatial thinking educational practices in STEAM disciplines. To accomplish that, new educational modules, in the form of hands-on STEAM activities, are designed and developed. These are implemented in formal and informal educational contexts, to be evaluated in practice.

• Scenarios

• IO3A2 Implementation Plan

• IO3/A3 User’s Manual on the Open Schools for Open Societies portal

• GOSTEAM Template Informal

• GOSTEAM Template Formal

• GOSTEAM Template Inquiry

• Summer School Material (Sessions and Workshops Presentations):
Introducing GOSTEAM Project and Community – The GOSTEAM templates & approach
Resources and tools for enhancing spatial thinking
Spatial thinking development
Learning to teach spatial – How to develop spatial thinking educational scenarios
Workshop I Earth Observation & Satelite images in your classroom
Workshop II Ride like the wind: selecting an offshore Wind Farm site
Workshop III Potential landing sites on the Moon and Mars for my rover
Workshop IV Solar panel placement on Earth, the Moon and Mars

Assessment of the GOSTEAM Approach

It will validate the GOSTEAM approach as educational practice. The project team will develop a detailed evaluation and validation plan that takes into account all the groundwork realized in all the areas of the project; the educational design, the methodology and the formation and implementation of the educational hands-on STEAM activities. For assessing the approach, a set of evaluation and validation tools are developed especially for the project and are deployed throughout GOSTEAM. Last, the results of the evaluation and validation are recorded and communicated through an assessment report.

• IO4/A1 Evaluation & Validation Plan
• IO4/A2 Evaluation and Validation Tools
• Assessment Tools
   Questionnaire for Students
   Questionnaire for Educators
   Questionnaire for Event Participants
• IO4/A4 Assessment Report

GOSTEAM Handbook on Geospatial Education for STEAM

The GOSTEAM Handbook on Geospatial Education for STEAM will collect and disseminate the best practices for enhancing spatial thinking and STEAM skills of secondary education students and integrating these skills into various subjects and grade levels through collaborative learning activities. The aim of this is to influence future policies and practices in Europe.

• Handbook on Geospatial Education for STEAM