High-Level Project Summary
In Brazil, 89% of students reach the end of high school without learning the desired min of math, occupying the 57th position in the world ranking of math learning by the International Program for Student Assessment, in 2011. Aiming to help students and teachers, the Science Club was proposed, a YT channel for scientific dissemination, whose mission is to promote scientific knowledge in a light, creative and artistic way to elementary school children, through playful tools and interactive techniques that facilitate the understanding and demystify the scientific method. Recently, a video-booklet was created that interactively teaches how the telescope works using the Origami technique.
Link to Project "Demo"
Link to Final Project
Detailed Project Description
We are a science channel that aims to disseminate and promote knowledge in a creative and artistic way to elementary school children (ages 10 to 14). We have as principles: make science teaching accessible and attractive to elementary school students; promote interactive teaching and learning techniques; encourage imagination and collaboration among children and use the "Do it yourself" model together with art and scientific knowledge. Our principles are based on the 3 SDGs (Quality education, gender equality, and reduction of inequalities). To start our science outreach project, we chose to learn physics and mathematics by assembling the James Webb telescope. In the video in question, we prepare its main mirror structure with the art of origami, the ancient Japanese art of paper folding, and thus teach in a playful and didactic way the operation of the telescope, contributing to the dissemination of scientific knowledge, promoting the teaching of science and showing the importance of art in the learning process and the production of knowledge. In five years, we hope to be the largest channel of scientific dissemination and support for primary education in the world. To achieve this, we will partner with the municipal and state education secretariats of Brazil in the first year (starting with the city of Recife, capital of Pernambuco), then we have the goal of being in 100 state schools per year and with 100 thousand views on each youtube video. To monetize our work, we count on the income from our own youtube videos, partnerships for publicity in the videos, and the sale of customized services for private schools.
Space Agency Data
Hackathon Journey
Sharing knowledge with people from different areas is an amazing experience. We learned to work collaboratively as a team, delegating activities and supporting each other. The whole team was motivated to choose a challenge that was artistic, different, and involved a learning process. Throughout the journey, we got to know each other better and shared previous experiences that helped in solving the problem. We had the chance to meet in person because we live close to each other and this added a lot more to the moment. Having the help of people who have already gone through the same process as us, for sure, was great!
Approach used to develop: We were building evidence to base our choices on, and based on dialogue we were making decisions. Collaboration was essential to complete the activities.
Acknowledgement: We would like to thank Ph.D in Mathematics from IMPA ( Institute of Pure and Applied Mathematics) Sally Andria Vieira da Silva for sharing her knowledge of the field of geometry study and her passion for teaching mathematics. And we thank the Hackathon mentors: Osman Rodrigues, Odja Vieira, Osana Vieira and Dani Bezerra for all the support, guidance and contribution in the development of the project.
References
CONTEXTUALIZATION
Science and the arts use processes that are similar (NICHOLS; STEPHENS, 2013), whether the scientific methodology or the artistic process, they use logical reasoning, creativity, development of techniques, and capacity for reflection and abstraction to reach their goals (SILVEIRA, 2018). Several institutions in the world have been developing projects integrating art and science, aiming to bring the two areas together and promote knowledge in a creative way about different issues (SILVEIRA, 2018). Among the arts, the use of origami in teaching has been applied in education, starting with the German Friedrich Froebel, the pioneer in the inclusion of this art in the educational process (KASAHARA, 1998).
Origami is a technique of paper folding, which was passed from generation to generation, reaching the present day (da SILVA et al. 2010). The use of origami in the educational area stimulates creativity, memory, concentration and participation, in the development of self-esteem, socialization and psychomotricity and affectivity, where the work with folding contributes to motor skills, provides the development of organizational, memorization of steps and fine motor coordination of the student (ALMEIDA, 1981; GENOVA 2008; KISHIMOTO et al. 2014).
Kishimoto et al. (2014) evaluated the influence of origami practice on fine motor coordination in kindergarten students and found that the practice can influence significantly positively. Costa (2016) practicing origami with students in mathematics classes concluded that the technique helps to arouse students' interest and attract attention, improving the understanding of mathematical concepts with origami models. In addition to its use in teaching, origami is also used, for example, in the medical field (TEIXEIRA et al. 2020), in mechanical engineering (TURNER et al. 2016) and in space engineering, as a method of organizing luggage for space travel, increasing the flexibility of space structures and improving the accuracy of robotic movement (LANG, 2007; SUPER INTERESTI, 2018).
Recently, the American Space Agency - NASA, as one of the solutions to accommodate and transport the new telescope "James Webb Space Telescope - NASA" in spacecrafts available for its transport to its orbit and also in its displacement on the ground, was the use of the origami technique (NASA, 2021; GALILEO, 2016), where its structure, from the mirror to the solar shield, was thought in the traditional technique of folding to solve the problem of accommodation, since the equipment has approximately 7 meters (NASA, 2021; GALILEO, 2016).
REFERENCE
ALMEIDA, P. N. de.1981. Dinâmica lúdica: técnicas e jogos pedagógicos. São Paulo: Loyola.
DA COSTA, Eliane Moreira. Origami e Educação Matemática (p. 4-8). Boletim do LABEM, v. 3, n. 4, 2016.
GALILEU. Revista Galileu. Tudo sobre James Webb, o maior telescópio espacial já construído. https://revistagalileu.globo.com/Ciencia/noticia/2016/11/tudo-que-voce-precisa-saber-sobre-o-maior-telescopio-espacial-ja-construido.html. Acesso em: 03 de outubro de 2021
HAYASAKA, E. Y.; NISHIDA, S. M. Pequena história sobre ORIGAMI. https://www2.ibb.unesp.br/Museu_Escola/Ensino_Fundamental/Origami/Documentos/indice_origami.htm. Acesso em: 03 de outubro de 2021.
KASAHARA, Kunihiko; TAKAHAMA, Toshie. Origami for the Connoisseur. Japan Publications, 1998.
KISHIMOTO, Simone Thiemi et al. Educação física escolar e a técnica de origami na Educação Infantil. Pensar a Prática, v. 17, n. 2, 2014.
LANG, Robert J. The science of origami. Physics world, v. 20, n. 2, p. 30, 2007.
NASA. James Webb Space Telescope.
https://www.nasa.gov/mission_pages/webb/main/index.html. Acesso em: 03 de outubro de 2021
NICHOLS, Amanda J.; STEPHENS, April H. The Scientific Method and the Creative Process: Implications for the K-6 Classroom. Journal for Learning through the Arts, v. 9, n. 1, p. n1, 2013.
DA SILVA, André Almeida et al. O origami como um estímulo a criatividade das crianças das séries iniciais. X jornada de ensino, pesquisa e extensão – JEPEX (UFRPE) 2010. UFRPE: Recife, 18 a 22 de outubro.
SILVEIRA, João Ricardo Aguiar da. Arte e Ciência: uma reconexão entre as áreas. Cienc. Cult., São Paulo , v. 70, n. 2, p. 23-25, Apr. 2018. http://dx.doi.org/10.21800/2317-66602018000200009
SUPER INTERESSANTE. Como o origami está moldando as tecnologias do futuro. https://super.abril.com.br/comportamento/como-o-origami-esta-moldando-as-tecnologias-do-futuro. Acesso em: 03 de outubro de 2021
TEIXEIRA, Samanta Aline; JUNIOR, Galdenoro Botura; YAMADA, Thaís Regina Ueno. Revisão de pesquisas em design de origami na área médica. Estudos em Design, v. 28, n. 3, 2020.
TURNER, Nicholas; GOODWINE, Bill; SEN, Mihir. A review of origami applications in mechanical engineering. Proceedings of the Institution of Mechanical Engineers, Part C: Journal of Mechanical Engineering Science, v. 230, n. 14, p. 2345-2362, 2016.
CANVA (http://www.canva.com)
YOUTUBE (http://www.canva.com)
GOOGLE (http://www.google.com)
MIRO (https://miro.com/app/dashboard)
DISCORD (http://www.discord.com)
Tags
#art, #TelescopeJamesWebb, #ScienceAndDesigner
Global Judging
This project has been submitted for consideration during the Judging process.