CoDeS ist ein multilaterales Comenius Netzwerk, das auf Schul- und Gemeine-Kooperationen in Bezug auf Nachhaltigkeit fokussiert ist. Ziel ist es, Lernprozesse, Modelle, Werte und Instrumente erfolgreicher Zusammenarbeit aus einer europäischen Sichtweise zu liefern. Basierend auf der langjährigen Erfahrung der PartnerInnen und deren Hintergrundwissen in Bildung für Nachhaltige Entwicklung (BNE), will das Netzwerk eine Reihe von Produkten für Schulen, Gemeinden und Stakeholder erstellen, veröffentlichen und verbreiten (Fallstudien Berichte, Tool Box, "Reiseführer", verschiedene Workshops), um eine erfolgreiche Umsetzung zu fördern.
Our network will focus on school-community collaboration addressing sustainability. These activities provide a fresh perspective for inquiry based science learning and improve students’ motivation, deepen knowledge in science and develop civic competencies. Successful implementation is challenging: it requires special skills from teachers and sophisticated communication techniques on all sides.
Based on partners’ wide range of experience, we aim to conduct a survey on exemplar cases of such collaborative efforts revealing features relevant for successful implementation. This narrative description will be the basis for elaborating a framework and models for collaboration from a European perspective. Based on models, indicators and conditions for conducting collaborative processes will be collected and published together in a book called “Travelling Guide”. In order to assist solving actual problems of working together we plan to compile a booklet, which will serve as a toolbox containing worksheets and checklists for teachers, hints and tips on specific steps in organising the work and ideas for concrete actions. Based on our experience these teaching aids are especially relevant for starters in the field.
We wish to provide a platform (transformed from an already existing one) modified with an inclusive approach. We aim to investigate various aspects of maintaining collaborative structures and involving with isolated communities. These resources will be available to the public.
Through disseminating and mainstreaming these results we expect that:
- through collaboration development of competencies relevant for science learning and for social and environmental responsibility can be achieved;
- open inquiry will result in motivating students and broadening their scientific knowledge;
- inquiries about models provide basis for designing learning arenas on school-community interface;
- providing a set of indicators, conditions serve process-orientated planning of collaboration and help to develop teachers’ competencies needed for such a work;
- introducing a toolbox is a direct support for teachers;
- meeting inspiring exemplars foster gender mainstreaming but also help recognizing problem areas;
- emphasis on inclusive design and participative planning support balancing inequities in field of science learning and also promote intergenerational discourse;
- indicators for success and survival of partnership structures will assure sustainability;
- through innovative ways of dissemination and trainings will provide teachers gain genuine learning experiences needed for successful implementation;
- fostering and facilitating a dialogue between representatives of different levels and sectors of stakeholder groups guarantee better understanding and opening a European perspective on the area.
We propose that our network structure is a guarantee that our joint effort can succeed in supporting collaborative learning and providing methods for ESD that enrich science learning.