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Work Package 5: Impact and Dissemination

Specific objectives

The Impact Measurements and Dissemination work package had two main objectives, both contributing to the overall goal of the project: promoting interest and excellence in STEM education through project-based learning, collaborative learning, and inquiry-based STEM learning.

The first objective was to measure the impact of the project activities on participating pre-service teachers, in-service teachers, and their students. Data were collected and analysed using feedback questionnaires, tests, and interviews. The impact measurement focused on several key areas, including the development of students’ skills and knowledge, changes in teachers’ attitudes and teaching practices, and the broader contribution of the project activities to STEM education in school settings.

The second objective was to disseminate the project results and findings to a wider audience. The dissemination activities shared the knowledge, experiences, and best practices gained through the project with relevant stakeholders at local, national, and international levels. These activities included project reports, publications, presentations, and other forms of professional and academic communication.

The dissemination of the project results ensured that the knowledge gained through the project was made available for use in different educational settings. It contributed to promoting interest and excellence in STEM education by inspiring and supporting educators and students in adopting innovative and effective teaching and learning practices. The dissemination activities also provided opportunities to showcase the project’s achievements and contribute to the broader discussion on STEM education, project-based learning, collaborative learning, and inquiry-based STEM learning.

Results

The Impact Measurements and Dissemination Work Package measured the impact of the project and disseminated its results to various stakeholders. The following products and results were achieved within this work package:

  • Impact Measurement Framework: An impact measurement framework was developed to define the key performance indicators and evaluation methods used to assess the impact of the project. This framework supported the evaluation of the project’s effectiveness in achieving its objectives and its contribution to the improvement of STEM education.
  • Impact Reports: Impact reports were prepared to provide an overview of the project’s impact on different stakeholders, including teachers, students, and educational institutions. These reports presented the key findings of the project, its strengths and limitations, and recommendations for future improvement.
  • Dissemination Plan: A dissemination plan was developed to identify the target audiences for sharing the project results, the communication channels, and the timeline for dissemination. This plan supported the wide and effective dissemination of the project outcomes.
  • Dissemination Products: Various dissemination products were developed, including brochures, presentations, videos, and social media posts. These products communicated the project findings clearly and concisely to different stakeholders and supported the visibility and impact of the project.
  • Stakeholder Engagement: Stakeholders such as policymakers, educational institutions, and industry partners were engaged to ensure that the project results were relevant and useful. This engagement included consultations, meetings, and workshops focused on discussing the project findings and collecting feedback from stakeholders.

Activities

A toolkit including the piloted activities in the evaluation tools

  • Toolkit in English

Peer-reviewed papers from the activities (including conference participation)

  • Koperová, D., Matěcha, T., Espinosa, A. A., & Rusek, M. (2025). Assessing experimental activities in chemistry instruction: a systematic review of available tools. Chemistry Teacher International, 7(4), 583-607. https://doi.org/doi:10.1515/cti-2025-0015
  • Bryxová, T., & Rusek, M. (2024). Visual and cognitive aspects of chemistry experiments: Investigating the benefits of video and real demonstrations. In D. Koperová & M. Rusek (Eds.), PBE 2024 (pp. 5–41). Prague.
  • Koperová, D., Matěcha, T., & Rusek, M. (2025). Effectiveness of educational activities: Triangulation of tools in the context of STE(A)M experimental activity assessment. In J. Kmeťová & M. Skoršepa (Eds.), Zborník príspevkov z medzinárodnej vedeckej konferencie DidSci+ 2025 (pp. 45–46). Belianum. https://doi.org/10.24040/2025.9788055722795
  • Matěcha, T., & Rusek, M. (2024). Adaptace a využití českého překladu nástroje MLLI ke zjišťování účinků laboratorního kurzu. In R. Maršálek (Ed.), DidSci+ 2024: 12th International Conference on Research in Didactics of the Sciences. Ostravská univerzita.
  • Rusek, M., & Koperová, D. (2026). When does a candle stop burning? In D. Koperová & M. Rusek (Eds.), Project-Based Education and Other Student-Activation Strategies and Issues in STE(A)M Education: Practical contributions (pp. 46–56). Charles University, Faculty of Education.
  • Armenta-Franco, A., Ulbrich, E., & Lavicza, Z. (2026). Preparing pre-service teachers to facilitate inquiry-based physics: A racetrack experiment workshop. In D. Koperová & M. Rusek (Eds.), Project-Based Education and Other Student-Activation Strategies and Issues in STE(A)M Education: Practical contributions (pp. 57–71). Charles University, Faculty of Education.
  • Ozturk, N., Esfer, S., & Celenk, A. G. (2026). Keeping vaccines cool: How do you keep vaccines cool in warm weather with a limited power supply? In D. Koperová & M. Rusek (Eds.), Project-Based Education and Other Student-Activation Strategies and Issues in STE(A)M Education: Practical contributions (pp. 72–82). Charles University, Faculty of Education.
  • Esfer, S., Ozturk, N., & Celenk, A. G. (2026). From sensors to sense-making: STEM activity to tackle speed–acceleration misconceptions. In D. Koperová & M. Rusek (Eds.), Project-Based Education and Other Student-Activation Strategies and Issues in STE(A)M Education: Practical contributions (pp. 83–96). Charles University, Faculty of Education.
  • Koperová, D., & Rusek, M. (2026). Become a pH detective: Inquiry-based exploration of acids, bases, and dilution. In D. Koperová & M. Rusek (Eds.), Project-Based Education and Other Student-Activation Strategies and Issues in STE(A)M Education: Practical contributions (pp. 97–110). Charles University, Faculty of Education.
  • Matěcha, T., Rusek, M., Ozturk, N., Koperová, D., Ulbrich, E., Ondunc, S. E., Fenivesi, K. (preprint). Preservice Teachers’ Motivational Engagement and Inquiry Processes in Hands-On and Digital STEM Activities: A Design-Oriented Cross-National Comparison. International Journal of STEM Education.

Conference presentations

The project team participated in many conferences where the outcomes of the STExperiMents project were presented to academics, teachers, teacher students or stakeholders in education.

  • Fenyvesi, K. (2026). STExperiments as an example of STEM teacher-training innovation using real and virtual experiment-based learning. From Neuroscience to Maker Pedagogy: Inclusive STEAM Education in the Era of GenAI, Jyväskylä, Finland.
  • Fenyvesi, K. (2026). STExperiments and experiment-based future learning environments. Future Classroom intensive Erasmus+ course, Budapest, Hungary.
  • Fenyvesi, K. (2026). From Molecules to Space Bases – Structures in Nature and Technology. STEAM Workshop, Jyväskylä, Finland.
  • Koperová, D., Matěcha, T., & Rusek, M. (2025). Efektivita výukových aktivit: Triangulace nástrojů v kontextu hodnocení STE(A)M experimentálních aktivit. Donovaly, Slovakia.
  • Koperová, D., Matěcha, T., & Rusek, M. (2025). Measuring the effectiveness of (ST)ExperiMents: Insights from pilot testing. Kraków, Poland.
  • Mašková, K., Matěcha, T., Koperová, D., & Rusek, M. (2025). Projekt STExperiMents: “Kdy přestane svíčka hořet?”. PBE 2025, Prague, Czech Republic.
  • Bautista, G., Armenta Franco, A., Setiyawan, A., Lukmana, D. A., & Lavicza, Z. (2025). Function art: A design-based exploration of mathematical creativity through GeoGebra. PBE 2025, Prague, Czech Republic.
  • Fenyvesi, K. (2025). Future Unlimited? Unlearning for Planetary Responsibility, Technology Augmentability, and Sustainable AI in Education. KNUE Global Education Conference: AI-Based Future Education and Educational Innovation, South Korea.
  • Fenyvesi, K. (2025). STExperiments: Integrating real and virtual STEM experiments into teacher training. 7th International Conference on Teacher Training and Education (ICTTE) 2025, Surakarta, Indonesia.
  • Fenyvesi, K. (2025). STExperiments and STEAM curriculum innovation through experiment-based pedagogy. International Studium Generale: Integration of STEAM in Curriculum Innovation and Learning Technology, Cirebon, Indonesia.
  • Rusek, M., Koperová, D., Kuhnová, M., Matěcha, T., & Espinosa, A. (2024). Measuring success in chemistry practical work: A comprehensive review. In J. A. Parola & I. Ribau (Eds.), 16th European Conference on Research in Chemistry Education (pp. 95–96). Caparica.
  • Bryxová, T., & Rusek, M. (2024). Visual and cognitive aspects of chemistry experiments: Investigating the benefits of video and real demonstrations. PBE 2024, Prague, Czech Republic.
  • Koperová, D., Espinosa, A., Matěcha, T., & Rusek, M. (2024). Identifying and evaluating tools for chemistry lab education: A comprehensive review. PBE 2024, Prague, Czech Republic.
  • Koperová, D., Espinosa, A., Matěcha, T., & Rusek, M. (2024). Measuring success in chemistry practical work: A comprehensive review. ECRICE 2024, Lisbon, Portugal.
  • Matěcha, T., & Rusek, M. (2024). Smysluplné učení v chemické laboratoři. In J. Pivarč & A. Rozkovcová (Eds.), Spolupráce oborů pro podporu kvality vzdělávání (pp. 213–216). Univerzita Karlova, Pedagogická fakulta.
  • Matěcha, T., & Rusek, M. (2024). Smysluplné učení v chemické laboratoři. PBE 2024, Prague, Czech Republic.
  • Matěcha, T., Hamerská, L., & Rusek, M. (2024). Advancing laboratory education in chemistry via mapping students’ expectations and actual experience. ECRICE 2024, Caparica, Portugal.
  • Matěcha, T., & Rusek, M. (2024). Adaptace a využití českého překladu nástroje MLLI ke zjišťování účinků laboratorního kurzu. DidSci+ 2024, Ostrava, Czech Republic.
  • Rusek, M., & Matěcha, T. (2024). Practical (green) chemistry in Czech schools: A myth or reality?. ECRICE 2024, Portugal.
  • Fenyvesi, K. (2024). STExperiments: Experiment-based learning, digital tools and technology-enhanced pedagogy in STEM/STEAM teacher education. ICOLAE 2024 – International Conference on Learning and Advanced Education, Surakarta, Indonesia.
  • Fenyvesi, K. (2024). STExperiments as a contribution to sustainability-oriented STEM/STEAM teacher education. Planetary Wellbeing and Educational Innovation: Insights from Finnish Schools and Estonia’s PISA Excellence, Milan, Italy.
  • Fenyvesi, K. (2024). STExperiments: Virtual and real STEM experiments for personalised digital learning. Adaptive Learning in the Digital Age, Budapest, Hungary.
  • Fenyvesi, K. (2024). STExperiments as an example of international cooperation in STEM/STEAM teacher education. Indo-Finnish Research Seminar on Education: Charting Collaborative Pathways for the Future, Bengaluru, India.
  • Fenyvesi, K. (2024). STExperiments as an example of experiment-based STEM/STEAM teacher education for sustainable development. Provincial Education Seminar 2024, Makhanda, South Africa.
  • Fenyvesi, K. (2024). STExperiments and digitally supported STEM teacher training through virtual experiments. 2024 World Digital Education Conference, Shanghai, China.
  • Fenyvesi, K. (2024). STExperiments as a practical Erasmus+ example of experiment-based STEM learning. STEM Education Seminar, Chile.
  • Fenyvesi, K. (2023). STExperiments as an example of meaningful STEM teaching through real and virtual experiments. ISETH 2023 – International Summit on Science, Technology and Humanity, Surakarta, Indonesia.
  • Fenyvesi, K. (2023). STExperiments as an example of experiment-based STEM teacher training. Conference for Higher Education Research (CHER) 2023: Education for Sustainability, Hong Kong.

Workshops with teachers and teacher students

  • 25. 3. 2025 Workshop with pre-service chemistry teachers (Charles University, Faculty of Education)
  • 18. 6. 2025 Physics Through Your Eyes: Teachers as Students (Johannes Kepler University)
  • 30. 6. 2025 JKU Science Holidays (Johannes Kepler University)
  • 3. 7. 2025 Reflexion, Brechung und Dispersion (Freies Waldorfschule Graz)
  • 23. 7. 2025 JKU Science Holidays (Johannes Kepler University)
  • 25. 7. 2025 JKU Science Holidays (Johannes Kepler University)
  • 31. 7. 2025 JKU Science Holidays (Johannes Kepler University)
  • 25. 9. 2025 Physics Through Your Eyes: Teachers as Students (Johannes Kepler University)
  • 26. 9. 2025 Mathespiele Physiktanzen Farben? (Freies Waldorfschule Graz)
  • 3. 11. 2025 Workshop with pre-service teachers within the Blended Intensive Programme: Czech, Slovenian, Slovak, Austrian and Finnish students (Charles University, Faculty of Education)
  • 5. 11. 2025 Workshop with pre-service teachers within the Blended Intensive Programme: Czech, Slovenian, Slovak, Austrian and Finnish students (Charles University, Faculty of Education)
  • 6. 11. 2025 Workshop for in-service science teachers, PBE 2025 conference (Charles University, Faculty of Education)
  • 7. 11. 2025 Workshop for in-service science teachers, PBE 2025 conference (Charles University, Faculty of Education)
  • 11. 11. 2025 OEAD: STEAM for Tomorrow Conference (Johannes Kepler University) – 26 in-service teachers, researchers, policymakers
  • 12. 3. 2026 STEXPERIMENTS Project Teacher Workshop (Bahçeşehir Üniversity)
  • 13. 5. 2025 STEMcraft workshop (Johannes Kepler University)
  • 22. 1. 2025 Light’s Workshop (Freies Waldorfschule Graz)

Other dissemination activities

During the STExperiMents project period, the project was disseminated through 15 K–12 and higher-education-related international events, reaching more than 2,500 participants across Europe, Asia, Africa in physcial, and online/hybrid events. In each event, STExperiMents was referred to as one of the MrCER group (CUNI), BAU or JKU team members and current JYU Innovative Learning Environments group projects in relation to the event topic, especially STEM/STEAM teacher education, real and virtual experimentation, digital learning, sustainability, AI-supported education and future-oriented pedagogy. The project’s dissemination aligned with the project’s aim to develop learning activities around real and virtual STEM experiments and disseminate them among teachers and teacher-training institutions.

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