Context and aim

This module, for secondary school students, is centred on the importance of intercultural dialogue in scientific research and innovation for the progress of humanity in general.
With this module we intend to promote an active, participatory, creative, responsible, conscious, critical and autonomous citizenship, based on human principles, such as care and respect for oneself and others, with tolerance, mutual acceptance, and cooperation.

Goals

With this module we expect that students:
• reflect and develop critical thinking about scientific research
• reflect on the importance of scientific research for the progress of humanity in general, and for the advancement of science and technology
• discuss the role of the intercultural dialogue in scientific research
• critically and axiologically reflect on different cultural realities
• identify behaviours that facilitate or hinder teamwork
• develop the competence of cooperation and teamwork
• develop active and responsible participation
• mobilize or develop the skills of oral and written expression, exposition, and argumentation
• develop research skills, collecting and organization reliable information

Subjects

• Mathematics
• Sciences
• Philosophy
• English

Controversial questions to trigger the work

• The use of the English language in intercultural work prevents everyone from participating. Should it be spoken in several languages?
• Poor countries are always left out of scientific research. How can they benefit from it?
• How to work in a research team where there are cultural differences and/or social inequalities?
• Other…

Suggested working methods

• Raising awareness of the topic through a lecture
• Watching videos with consequent discussion and reflection on the themes of globalization, multiculturalism and interculturality
• Presentation of work proposals (below) and individual choice, followed by the definition of small work groups according to areas of interest:
• Selecting a film about one of the contents under study and organizing its discussion
• Reading and analysing texts on one of the contents with discussion of the most striking ideas
• Producing Didactic Games
• Debating through role-play – students define the content under discussion, prepare a script, think of personalities to be involved in role-play, assume and defend a role, and organize the debate
• Conducting a survey on intercultural experiences, using a technological application: Mentimeter, Kahoot, Google Forms, or other; analysis of results and organized presentation of information using graphics
• Developing a guide for intercultural relationships
• Preparing flyers or posters to raise awareness of intercultural dialogue
• Dissemination/Presentation/Exhibition of activities

Information

Here are some sources of information that may be suggested to support students’ work:
https://www.sciencedirect.com/science/article/pii/S2666776221001988
https://www.nature.com/articles/d41586-021-01570-2
https://www.bmj.com/content/372/bmj.n180
https://academic.oup.com/nsr/article/7/8/1269/5868787
https://onlinelibrary.wiley.com/doi/10.1111/aspp.12643

Assessment

Involves:
• Close monitorization of students’ work with regular feedback
• Self and peer assessment
• Adopting a set of rubrics
Below you will find the rubrics to be used by you and your students at different moments of the modul

Indicate your level of involvement and that of each peer in work, from 3 (High) to 1 (Low).