Experi
Aims:The project aims to enhance pupils’ scientific thinking and problem-solving skills through weekly hands-on experiments. Targeting children aged 9–14, these activities will be compiled into a collaborative e-Experiment Book, enabling students to develop digital competences and creativity. The project also supports peer teaching, allowing pupils to learn from and with one another, while fostering inclusive learning environments by sharing experiments with peers in a disadvantaged school.Through these experiences, participants will strengthen their competences in science, technology, and digital literacy, while also gaining essential skills in social responsibility, personal growth, and collaborative learning.
Th
Expected Results: The main expected result of the project is the collaborative e-Experiment Book, which will include weekly experiments, photos, reflections, and digital materials created by pupils. The TwinSpace will serve as a public resource where all outcomes will be shared with the wider community. Other expected results include the improvement of pupils’ scientific thinking, digital competence, teamwork, and peer learning skills. The project will also contribute to inclusive education by providing science activities in a disadvantaged school. Finally, dissemination activities such as presentations, posters, and digital exhibitions will ensure the visibility and sustainability of the project outcomes.
Experiment, Create,
Share: Our e-Science Adventure is an international STREM eTwinning project for
students aged 9–14 to develop scientific inquiry and problem-solving skills
through hands-on, collaborative experimentation. Students made weekly
experiments engaging in a structured, inquiry-based learning process, which was
documented and compiled into a collective 'e-Experiment Book.' This digital
output serves as a testament to the students' creativity, technical
proficiency, and mastery of modern digital tools, including Web 2.0
applications and AI-integrated technologies.The project ranked inclusive
education and peer-to-peer learning, creating a supportive environment where
students learned with and from one another, including meaningful outreach to
peers in a disadvantaged school setting. Beyond strengthening competences in
science and technology, the project nurtured essential transversal skills:
social responsibility, collaborative teamwork, and personal growth.
Comprehensive dissemination efforts- ranging from digital exhibitions and
posters to presentations- ensured the visibility, impact, and long-term
sustainability of the project outcomes within the wider educational community.
https://padlet.com/gabrielastanproiecteetwinning/introduction-of-partners-zyj4j4aqlxhqv5uz
Collaboration in
'Experiment, Create, Share' was structured around a shared inquiry-based
framework that united all partner schools toward a common goal: the creation of
a collaborative e-Experiment Book. At the teacher level, we maintained a
consistent workflow through regular monthly Zoom meetings to plan timelines and
distribute responsibilities. We coordinated project stages using Google Docs,
Padlet, YouTube and Canva, ensuring pedagogical alignment.Student collaboration
was facilitated through a combination of synchronous interaction and shared
digital ownership. Although our collaboration focused on the co-construction of
an integrated final product, we promoted a culture of collaboration and
belonging. All students were registered on TwinSpace, where they followed a
unified monthly theme. Instead of working independly, they engaged in
cross-school comparisons by observing, commenting on, and learning from the
experiments documented by their international peers.Through webinars and Zoom
meetings, students introduced themselves, exchanged scientific insights, and
engaged in active peer-teaching. These sessions effectively broke down
geographical barriers, oferring a shared sense of accomplishment and
international connection. The 'e-Experiment Book' served as the project's
cornerstone. Every partner school contributed unique experiments, reflections,
and digital content, which were curated into a single, professional resource.
Students played the central role in designing this digital environment using
Canva and Flip. Guided by teachers, they took full ownership of their
contributions- from designing posters and digital content to authoring
scientific reflections- ensuring the final product was a authentic reflection
of collective creativity and teamwork.Through these sustained interactions, our
students moved beyond simple participation to develop essential skills in
digital citizenship and collaborative problem-solving.
https://padlet.com/hdenizliglby/safer-internet-day-activities-6fhuqqz1h95nfdp9
Our project focused on learner autonomy and digital
relevance to drive high engagement. Our primary objectives were to foster
critical scientific thinking, enhance digital literacy, and promote
international communication. The following approaches were employed: Inquiry-Based
Learning- students moved from passive observers to active investigators by
formulating hypotheses, testing variables, and conducting hands-on experiments,
which deepened their scientific curiosity; The
"Creator-as-Learner" Methodology- students synthesized complex
scientific concepts into clear explanations by documenting experiments for a digital audience
(YouTube); Hybrid/Interactive Learning- to bridge physical and digital
learning, we used an "e-Experiment Book" integrated with QR codes and
this turned a static resource into a multimedia gateway, allowing students to
watch, analyze, and replicate experiments independently; Collaborative Peer
Learning- students worked in international teams to troubleshoot
challenges, manage video production, and curate content. This fostered vital
soft skills, including teamwork, project management, and inclusive
problem-solving.
To maintain high engagement among our young
participants, we used:
-Gamification and
Choice- allowing students to choose their experiment roles (Lead
Scientist, Video Editor or Data Analyst) gave them a sense of ownership;
-Visual
Storytelling- using short-form video creation made
science feel current and relevant to their digital-native habits.
-Peer-to-Peer
"Bridge" Activities- ee used brief, fun,
live-chat sessions and interactive digital "walls" where students
could share results with peers in other countries, turning the project into an
exciting social event rather than just a school task.
https://www.youtube.com/@Experiment_create_share/videos
Here you could watch our Canva book: https://www.canva.com/design/DAHG0oivM9Q/HIhEjw7rET367ImWhNQMEQ/edit
e-Book Experiment: https://heyzine.com/flip-book/8139cc1f43.html
