5 CHAPTER 1: OTA METHODOLOGY 1 INTRODUCTION When developing OTA methodology the first step was a thorough research on some educational approaches, which are relevant when teaching science subjects and combining them with art – or as OTA refers – teaching/learning them through art. Next step was implementation of those approaches in OTA methodology to form a solid base on what this project wants to achieve. Research gave a special attention on two pedagogical concepts - three stage model approach and STEAM approach. OTA project is coming out of the situation when a great deal of learning has to be done remotely and for a longer period. Therefore – the activities coming from OTA Methodology are flexible. Basis for their implementation is online, but should be easily adoptable also in live sessions. OTA methodology is coming out of the three stage model, which emphasises the importance of science in society; interdisciplinary STEAM approach; specifics of online teaching and learning; resource-based learning; experiential learning; creative problem solving; small-group working and teacher-led large groups. Using OTA methodology is also implementing elements of informal learning overall staying in line with the curriculum. The objective of OTA methodology is to provide positive learning experience for pupils, increase their intrinsic interest in science, establish their understanding that science is a part of real life and it is important for the society, for the wellbeing of the society, for the environment and preserving it. Using art expressions to achieve these objectives is a benefit not only for pupils but for the whole spectrum of the curriculum, because it will increase not only science education but also pupils' appreciation of art expressions and will enhance their ability to connect science with an environment, which is outside of their (virtual) classrooms. 2 CORE PRINCIPLES OF OTA METHODOLOGY The core principles of OTA Methodology are based on the STEAM method in educational settings. In IO1 the online survey among teachers of science subjects was made and also focus groups in each of the participating countries were conducted. Analysis of the national reports shows that the majority of teachers are not familiar
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