24 TH ANNUAL SCIENCE AND MATHEMATICS EDUCATORS ONLINE CONFERENCE

CONFERENCE PROGRAM
MARCH 4–5, 2023 | BEIRUT, LEBANON

CONFERENCE CHAIR
RABIH EL MOUHAYAR

PROGRAM COMMITTEE
TAMER AMIN | SAOUMA BOUJAOUDE
RABIH EL-MOUHAYAR | ENJA OSMAN

SUPPORT STAFF
HANNA HELOU

GRADUATE ADMINISTRATIVE ASSISTANT

RANA BASSAJ
 ACKNOWLEDGEMENTS
The SMEC 24 Online Conference Committee wishes to thank the following persons,
and organizations all of whom contributed significantly to the organization
of this year’s conference, in no particular order:

SAOUMA BOUJAOUDE,
Senior Advisor to the President,
Faculty of Arts and Sciences

RIMA KARAMI AKKARY,

Chair, Department of Education

RAZAN HARB,
FAS IT Manager

BASSEL BAKER,
IT Service Desk Senior Team Lead

IT SUPPORT STAFF

AUB COMMUNICATIONS OFFICE

PROGRAM AT A GLANCE
SATURDAY MARCH 4, 2023

10:00–10:15 AM OPENING CEREMONY

CONCURRENT
INTERACTIVE SESSIONS

TITLE PRESENTER(S) MODERATORS AUDIENCE

Approaches
Alaa Karnib Tamer Amin Math and Science
to Learning

Abdulhalim Ali
Visual
Ghadady and Rabih
Tools Using Math all levels
Mohammad El Mouhayar
Geogebra
Othman
DEVELOPMENTAL
WORKSHOPS

10:30 AM–12:30 PM Enhancing the

Development
of Student’s
Critical Thinking
and Scientific
Reasoning Skills
through the Fawzia
Enja Osman Science all levels
Implementation Mashmoushi
of the ‘5-E
Instructional
Model’ in
the Process
of Learning
Sciences

DEVELOPMENTAL Digital Learning

Muriel Albina,
WORKSHOP and Digital
Haigo Dolmayan, Rana Bassaj Math and Science
Teaching
and Reine Sakr
1:30 PM–3:30 PM Experiences
 TITLE PRESENTER(S) MODERATORS AUDIENCE

Mathematical
Giuseppe
Olympiads Ghina Rahi Math Secondary
Della Sala
in Lebanon
INNOVATIVE IDEA
SESSIONS

10:30 AM–11:45 PM
Comment
intéresser,
en classe, les Saouma
Andrée Chaoui Science all levels
élèves de tous Bou Jaoude
les niveaux
scolaires?

Outdoor and
Experiental
Learning as
a learning
INNOVATIVE IDEA approach. An
SESSION international
Ann Holme
Rabih El
Science
course in Mouhayar
1:30 PM–2:45 PM science and
Friluftsliv
(outdoor
life) teacher
Education

BREAK

MATHEMATICS
MODERATOR: RABIH EL MOUHAYAR
PLENARY
SESSION 1 MAKING MATHEMATICS REAL:
BRINGING STUDENT’S OUT-OF-SCHOOL
4:00 PM–5:00 PM MATHEMATICS INTO THE CLASSROOM
ANITA A. WAGER
PEABODY COLLEGE | VANDERBILT UNIVERSITY
SUNDAY, MARCH 5, 2023

TITLE PRESENTER(S) TIME

Effects of multi age

teaching on the
academic performance Fatima Haidar 9:30–10:00 AM
and motivation of Syrian
refugees in biology

Évaluation des
expositions
environnementale
et humaine liées à la
Fatima Sleiman 10:00–10:30 AM
présence des polluants
organiques classiques
en milieu côtier : la côte
RESEARCH AND de la ville d’El-Mina
PROJECT REPORT
SESSIONS
MODERATOR:
RABIH Procedural or Proceptual
EL MOUHAYAR Thinking of Irrational
Layal Saikaly
Numbers in Lebanese 10:30–11:00 AM
9:30 AM–12:00 PM and Nina Hayfa
Mathematics National
Textbooks

Students’ Resolutions
of some Paradoxes
of Infinity in the Lens Layla Nasr 11:00–11:30 AM
of Grossone
Methodology

The Effect of STEM

Education on the
Mahdi Mansour
Students’ Perception 11:30 AM–12:00 PM
and Sarah Rahhal
of Engineering and
Technology
 CONCURRENT
INTERACTIVE SESSIONS

TITLE PRESENTER(S) MODERATORS AUDIENCE

Teaching
Math and Science
Sciences
Nasser Barakat Rana Bassaj intermediate
Outside the
DEVELOPMENTAL Classroom
and secondary
WORKSHOPS

10:00 AM–12:00 PM
Ikhlas
Hammoud,
‫الرياضیات‬ Math kindergarten
Khadija Ibrahim, Lara Hawash
‫مشوار حیاة‬ and elementary
and Zahraa
Haidar

Immersive Orly Bernaba,

Learning Anna Saab Abu Science
Jana Salameh
Approach in Shakra, Intermediate
Science Classes and Nivine Aziz

INNOVATIVE IDEA
Hind Itani
SESSIONS Solar Car and Raifa Al Ghina Rahi
Science
kindergarten
Hamwi
10:00 AM–11:15 PM

Empowering
Math and Science
Education
Mike Harb Rana Bassaj elementary and
through Video
intermediate
Games

MATHEMATICS AND SCIENCE

MODERATOR: RABIH EL MOUHAYAR
PLENARY
SESSION 2 TEACHING SCIENCE
AND MATHEMATICS OUT OF DOORS
12:00–1:00 PM JUSTIN DILLON
IOE, UCL’S FACULTY OF EDUCATION & SOCIETY
UNIVERSITY COLLEGE LONDON
 ABSTRACTS

PLENARY 1: MATHEMATICS
SATURDAY | 4:00–5:00 PM
MAKING MATHEMATICS REAL:
BRINGING STUDENT’S OUT-OF-SCHOOL MATHEMATICS INTO THE CLASSROOM
ANITA A. WAGER,
VANDERBILT UNIVERSITY

All humans engage in mathematics outside of school settings. For young children, these opportunities
provide a foundation for live long learning, particularly when recognized and built on by classroom teachers.
Based on research findings from three projects with teachers from pre-school through grade five (children
aged 4-11), I will discuss examples of: (a) mathematics children engage with outside of school; (b) how
teachers can learn about what their children do; and (c) how teachers bridge out of school mathematics to
what is happening in their classrooms. Building on the many resources that children bring into the classroom
supports their identity as learners and doers of mathematics and validates their home and cultural practices.

PLENARY 2: MATHEMATICS AND SCIENCE

SUNDAY | 12:00–1:00 PM
TEACHING SCIENCE AND MATHEMATICS OUT OF DOORS
JUSTIN DILLON,
IOE, UCL’S FACULTY OF EDUCATION & SOCIETY | UNIVERSITY COLLEGE LONDON

Mathematics and science are two of the core subjects in many countries’ curricula. Both subjects are
traditionally taught in classrooms and laboratories with differing amounts of practical activities. However, the
outdoors offer enormous potential for learning about science and mathematics whether it be in the school
grounds, the local area or on school visits. In this talk, Justin Dillon will discuss the reasons why teaching
these subjects beyond the classroom should be considered by school leaders and teachers. The talk will be
illustrated with effective practice in schools, museums, science centres, zoos and aquaria.
 DEVELOPMENTAL WORKSHOPS
SATURDAY | 10:30 AM–12:30 PM

IMPACTS OF INFORMAL ACTIVITIES ON FORMAL EDUCATION

1 ALAA KARNIB,
WELLSPRING LEARNING COMMUNITY, LEBANON

The classroom teachers encounter plethora of obstacles, as they are loaded with assessments, standardization
of the exams, and lesson plans. Most importantly, they struggle when it comes to including real life examples
that make the lessons more conceptual and motivate the students at the same time. On the other hand,
students join after school clubs and STEAM activities, watch TV documentaries, visit the museums, explore
the environment to feed their desires and to gain experiential learning. Formal educators need to work
with informal educators because they supplement each other in terms of enriching the classroom content.
Integrating informal learning activities in teaching sciences and mathematics promotes students’ engagement,
peer communication, critical thinking, problem solving and thus tackling the 21st century skills, the utterly
required pre-requisites for university and work life. “Approaches to Learning” is about how to invest in informal
learning and combine it to the formal learning through interactive minds-on activities. The workshop is divided
into three activities that enable the participants to define the informal learning, distinguish the formal learning
from the informal learning, make sense of its impacts on learning in formal settings, and implement informal
experiences in their plans.

VISUAL TOOLS USING GEOGEBRA

2 ABDULHALIM GHADADY AND MOHAMMAD OTHMAN,
HOUSSAM HARIRI HIGH SCHOOL, LEBANON

In our project, we are going to visualize some rules and properties of mathematical concepts by using
Geogebra. We aim to facilitate the way of teaching and introduce new ways and techniques in teaching
and help students to understand the properties in an easy way. By using these models, the geometric and
Algebraic proofs will be easier and students will be able to modify their way of learning these concepts.

ENHANCING THE DEVELOPMENT OF STUDENT’S CRITICAL THINKING

3 AND SCIENTIFIC REASONING SKILLS THROUGH THE IMPLEMENTATION
OF THE ‘5-E INSTRUCTIONAL MODEL’ IN THE PROCESS OF LEARNING SCIENCES
FAWZIA MASHMOUSHI,
AL MAKASSED INSTITUTION, LEBANON

Critical thinking is an essential life skill that prepares learners to deal with challenges they will face in real life.
The aim of this training is to examine the impact of the 5-E Instructional Model in enhancing the development
of critical thinking skills among learners through adopting and implementing the five phases of this model
during the science classes in all grade levels. The training is divided into three phases, the introductory phase
which comprises an ice breaking activity, an introductory activity where participants reflect their previous
knowledge about the topic, and a group work activity where participants in groups will discover the 5 stages
of the 5 E instructional model through watching a short video and filling up a chart template and will use
educational applications that enhance integration of technology and develop students’ higher order thinking
skills. The second phase which represents the delivery phases, it comprises five activities which enable
participants to gain a clear understanding of the topic and master best practices and strategies. The third
phase represents the closure to wrap up all key concepts and make a proper evaluation. To determine the
usefulness of implementing critical thinking skills in science classrooms, researchers conducted investigations
to determine if critical thinking skills result in improving students’ academic achievements in the science
 subject. Teachers on all levels from preschool through grade twelve need to shift their traditional strategies to
new strategies. The 5E Instructional Model (Bybee & Landes, 1990) can be used to design a science lesson,
and is based upon cognitive psychology, constructivist-learning theory, and best practices in science teaching.
The cycle appears consists of cognitive stages of learning that comprise engage, explore, explain, elaborate,
and evaluate. Bybee (1997) declares that “using this approach, students redefine, reorganize, elaborate, and
change their initial concepts through self-reflection and interaction with their peers and their environment.
Learners interpret objects and phenomena, and internalize those interpretations in terms of their current
conceptual understanding” (p. 176). Science teachers and curriculum developers may integrate or apply the
model at several levels. The model can be the organizing pattern of a sequence of daily lessons, individual
units, or yearly plans (Bybee, 1997). In conclusion, the 5-E-Instructional Model is a key for the implementation of
best practices that promote the development of critical thinking skills among the learners. This model is aimed
at developing effective and sustainable strategies to improve the quality of teaching and learning science.

DIGITAL LEARNING AND DIGITAL TEACHING EXPERIENCES | 1:30–3:30 PM

4 MURIEL ALBINA, HAIGO DOLMAYAN, AND REINE SAKR,
LEBANESE ALTERNATIVE LEARNING, LEBANON

The Lebanese Alternative Learning mission is to provide all students in Lebanon with a transformative
digital learning experience that takes into account the student as a whole and responds to their intellectual,
emotional, and creative needs. LAL created a highly interactive digital learning platform, “Tabshoura”,
and a digital resource bank “LALmoudaress” for teachers.

⊲ TABSHOURA PLATFORM offers an autonomous learning environment, allowing learners to be actively

engaged in their learning experience. Tabshoura includes all subjects, from kindergarten to Grade 9, in three
languages (Arabic, French and English), skills-based co-curricular digital projects, and non-formal education
programs for out of school children. Based on the fact that learners are more likely to remember concepts and
knowledge that they have discovered on their own, the Math and Science chapters follow a mode of teaching
deeply inspired by the Discovery-Based learning model.

⊲ LALMOUDARESS PLATFORM is an initiative to support teachers transition to remote and blended learning,
and empower teachers to provide an enhanced distance learning experience. “LALmoudaress” provides
access to a library of blended learning resources, synchronous or asynchronous, open to all educators and
connects them with each other through a discussion forum. Our team will take you on a journey through both
platforms. You will discover some of Tabshoura’s Math, Science and STEM content and get a sneak peek of
their underlying methodology. We will then walk you through LALmoudaress platform.
 INNOVATIVE IDEA SESSIONS
SATURDAY | 10:30–11:45 AM

MATHEMATICAL OLYMPIADS IN LEBANON

1 GIUSEPPE DELLA SALA,
AMERICAN UNIVERSITY OF BEIRUT, LEBANON

The Math Olympiads are a competition aimed at high school students, which has developed a solid tradition
in many countries around the world. The style of the contest puts a strong emphasis on creativity and
inventiveness, with the idea of presenting types of questions which are not normally seen in high school
curricula. Recently, the American University of Beirut has started to stage a competition of this kind in
Lebanon: we will discuss the first and second (still ongoing) editions of the contest, as well as the possible
future developments.

COMMENT INTÉRESSER, EN CLASSE,

2 LES ÉLÈVES DE TOUS LES NIVEAUX SCOLAIRES?
ANDRÉE CHAOUI,
BALAMAND UNIVERSITY, LEBANON

Si certains élèves perçoivent l’intérêt d’apprendre, d’autres sont démotivés. Comment intéresser l’ensemble
de la classe ? Pouvez-vous, les enseignants, présenter des solutions pour un cours qui n’apas fonctionné?
Parfois, les élèves comprennent mieux la consigne présentée par un camarade que par l’ enseignant. Il est
préférable que les élèves partagent le cours avec l’ enseignant. L’ enseignant peut , par sa façon d’ agir,
amener les élèves, à aimer sa matière.
On peut dire qu’il existe un lien étroit entre la motivation de l’élève et la relation professeur/élève. Le
professeur, par sa personnalité et son comportement, a le pouvoir de susciter l’intérêt de ses élèves ou
au contraire de les démotiver. Si le professeur réussit à être dynamique, à faire régner dans sa classe une
atmosphère de confiance , il augmente largement ses chances de se retrouver face à une classe intéressée
et motivée pour apprendre. La réussite du cours, c’ est quand l’ enseignant met en évidence, la créativité
des élèves, leur imagination et leur donne de l’ importance.

OUTDOOR AND EXPERIENTAL LEARNING AS A LEARNING APPROACH.

3 AN INTERNATIONAL COURSE IN SCIENCE AND FRILUFTSLIV (OUTDOOR LIFE)
TEACHER EDUCATION | 1:30–2:45 PM
ANN HOLME,
UNIVERSITY OF SOUTH EASTERN NORWAY, NORWAY

Learning science is a crucial part of any teacher education all over the world. The learning is often done in
traditional courses where curricula-based topics are thought in class, laboratories or on short field courses. In
this talk we present a course that may build on the shoulders of these coursers, offering the teacher-students
learning techniques, as tools, to use while educating children through active learning outdoors.

The outdoor course gives the students a chance to place their learning about nature, into nature itself.
The course focuses on the learning approach, opening the door for teachers to gather experience in how
teaching children both indoors and outdoors in rich and inspiring learning projects. The famous quote
of John Dewey, learning by doing and reflecting about the doing stands strong in the culture of outdoor
schooling in Norway. Combining indoor and outdoor learning arenas has by previous researchers, proved to
be an optimal way of securing in- depth learning among students and children (Jordet, 2011). New demands
to education in the green shift, demands universities and schools to use learning arenas that may give deep
learning as well as student active learning in accordance with the 21st century skills.

The Outdoor and Experiental study program is an optional course in the teacher training program at the USN.
It is also an international course receiving teacher-students from countries around Europe, the USA, Taiwan,
and Lebanon. In the current 45-minute talk, the focus will be how this course is run with a couple of learning
projects as examples.
 RESEARCH SESSIONS
SUNDAY | 9:30 AM–12:00 PM

EFFECTS OF MULTI AGE TEACHING ON THE ACADEMIC PERFORMANCE

1 AND MOTIVATION OF SYRIAN REFUGEES IN BIOLOGY | 9:30–10:00 AM
FATIMA HAIDAR,
GHASSANIEH PUBLIC SCHOOL, LEBANON

As a result of the war in Syria, Lebanon was flooded by millions of refugees. Many of their kids missed school
for a few years and when they went back to school this resulted in an age gap that can reach 5 years in the
same class. This gap created a problem in the public school I taught at where the curriculum was not adapted
for this multi-age setting. The students’ grades were suffering as well as their motivation, as an effort to solve
this problem I decided to use multi-age teaching strategies such as differentiated learning, peer tutoring, role
play and author’s chair to test the effects of these techniques on this class. The previous research shows that
multi-age teaching can have a positive impact on the student’s achievement however the effects on the social
and emotional level seemed inconclusive. The intervention was done in a public school on 20 students who
were separated into two groups; a control group and an intervention group. The intervention was done over
10 sessions, two activities were taught during this period. A pretest and a posttest were done to test their
achievement along with a pre and post motivational scales to test their motivation. The results showed that
their achievement increased and was statistically significant however, the motivation even though it changed
however the change was not statistically significant. This research solved the problem with the academical
performance and was of a great importance for my experience as a teacher.

ÉVALUATION DES EXPOSITIONS ENVIRONNEMENTALE ET HUMAINE LIÉES À LA

2 PRÉSENCE DES POLLUANTS ORGANIQUES CLASSIQUES EN MILIEU CÔTIER:
LA CÔTE DE LA VILLE D’EL-MINA | 10:00–10:30 AM
FATIMA SLEIMAN,
AL MAKASSED INSTITUTION, LEBANON

Les rejets continus des eaux usées brutes et/ou traitées dans l’environnement aquatique nécessitent
l’utilisation des techniques de détection développées pour mettre en évidence la présence des polluants,
même à l’état de trace, dans les différentes matrices environnementales. Ces polluants peuvent être trouvés
dans les produits de consommation humaine (poisson) ce qui engendre des risques écologiques et sanitaires.
Les données disponibles sont encore insuffisantes pour juger d’une façon certaine des risques associés.
Ce contexte représente un large champ d’étude nécessitant des organismes modèles pour des études de
transfert et d’écotoxicologie.
Une fois arrivés dans l’environnement aquatique, les polluants sont dispersés entre matrices biotique et
abiotique, selon un cycle fermé dirigé par des phénomènes de transfert. L’occurrence environnementale des
polluants dans l’eau, les sédiments et les poissons résume le transfert de ces molécules dans les différentes
matrices environnementales.
La zone d’étude de cette occurrence environnementale s’étend le long de la cote de la ville d’El- Mina,
couvrant 4 sites recevant des rejets des eaux usées brutes depuis des décennies.
Les molécules retenues pour cette étude sont des polluants prioritaires historiques classiques : les HAP. Les
organismes sélectionnés sont deux espèces de poissons largement consommés par la population d’El-Mina:
Siganus luridus et Mugil cephalus.
L’analyse a révélé des concentrations très faibles en HAP dans l’eau, ces concentrations varient entre les seuils
de détection (0.1 mg/l) et de quantification (0.33 mg/l) de la méthode d’analyse adoptée en chromatographie
liquide à haute performance (HPLC). Les concentrations en HAP dans les sédiments varient entre 3350 et
6350 ng/g poids sec, ce qui révèle un grand risque écologique. La présence des HAP dans les poissons,
surtout dans l’espèce Siganus, montre qu’il y a un transfert des HAP entre sédiments et poissons lié au mode
de nutrition de ces organismes. L’évaluation de risque écologique (ERE) montre un quotient risque QR>1 dans
les sédiments et dans le Siganus pouvant engendrer des effets néfastes sur la santé humaine
et environnementale.
 PROCEDURAL OR PROCEPTUAL THINKING OF IRRATIONAL NUMBERS IN LEBANESE
3 MATHEMATICS NATIONAL TEXTBOOKS | 10:30–11:00 AM
LAYAL SAIKALY AND NINA HAYFA,
LEBANESE UNIVERSITY, LEBANON

The textbook is a widely used resource in the practice of teaching and, consequently, is a subject of
educational research considered from various theoretical perspectives. This research is to investigate the
language and tasks used when introducing the set of real numbers in the Lebanese mathematics national
textbooks. It aims to explore the structure of the theoretical approach used in these books when constructing
the set of real numbers, and the kind of thinking, procedural or proceptual, that is encouraged. By adopting
the three worlds of mathematics developed by Tall (2004) and the notion of procept introduced by Gray and
Tall (1994), the content of the Lebanese national mathematics textbooks of grades 8, 9 and 10, related to
irrational numbers and the introduction of the set of real numbers, is analyzed in terms of the language used
and tasks proposed. The method implemented, help to obtain the didactical-mathematical knowledge that help
the teacher in making decisions about the textbooks’ possibilities and limitations. The results show that these
books introduce the irrational numbers primarily as procedures to be executed and most of the language used
wrongfully implies that irrational numbers are few. In addition, the approach used to construct the set of real
numbers mostly yields procedural thinking, which is the type of thinking that does not contribute in developing
a longterm ability to resolve non-routine mathematics problems related to real number.

STUDENTS’ RESOLUTIONS OF SOME PARADOXES OF INFINITY IN THE LENS

4 OF GROSSONE METHODOLOGY | 11:00–11:30 AM
LAYLA NASR,
LEBANESE UNIVERSITY, LEBANON

In this article, students’ responses to some classical paradoxes related to infinity were investigated by
considering the traditional methods and later by considering a new methodology for dealing with infinity
(grossone methodology) which was introduced to them briefly. Eleven students of grade 12 participated in this
study. In phase 1, the students (who learn in the traditional methods) provided their intuitive resolutions to three
paradoxes of infinity. In phase 2, the students were introduced to the grossone methodology after which they
were asked to resolve the same paradoxes using this methodology in phase 3. After being presented by the
normative and the grossone-based resolutions, the students reflected on them by writing. Results of this study
showed that students’ intuitive solutions were similar to grossone-based solutions of the three considered
paradoxes. As a consequence, the students accepted those solutions. This study shows the relevance of using
an alternative method, which is the grossone methodology, in order to simplify some paradoxical situations with
infinity for undergraduate students.

THE EFFECT OF STEM EDUCATION ON THE STUDENTS’ PERCEPTION

5 OF ENGINEERING AND TECHNOLOGY | 11:30 AM–12:00 PM
MAHDI MANSOUR AND SARAH RAHHAL,
LE LYCEE NATIONAL, FRANCE

There is a continuous growing call for expanding the role of engineering in the school curriculum along with
the disciplines of science, mathematics, and technology.
The inclusion of engineering in primary school levels serves the need to promote innovation and produce
creative graduates who can excel in STEM fields. Studies have reported that most elementary students
perceive an engineer as a male figure who works alone to fix or build. One of the most popular teaching
methods used in STEM education is the engineering design process. In this research we dealt with the
engineering design process in the implementation of STEM education to explore students’ potential changes
in perceptions of the work of engineers and technology after studying a unit of the Engineering is Elementary
(EiETM) curriculum in a Lebanese School. The Tools used in the study were the “What is Engineering?” and
“What is Technology” tests designed by EiE along with the well-known “Draw-An- Engineer Test (DAET) to
assess students’ perceptions of engineers, engineering, and technology. It was determined that the study
of the EiE unit positively affected the engineering perceptions of elementary students.
 DEVELOPMENTAL WORKSHOPS
SUNDAY | 10:00 AM–12:00 PM

TEACHING SCIENCES OUTSIDE THE CLASSROOM

1 BARAKAT NASSER,
BEIRUT BAPTIST SCHOOL AND BEIRUT ANNUNCIATION COLLEGE, LEBANON

As the 21st century skills become a persistent need in our daily life regarding work or just social routines,
schools need to implement these skills within their classes. As for sciences, these skills have to be taught
inside class and outside class as well and sticking to traditional lecturing methods won’t change a lot.
However, shifting to these approaches is challenging and time consuming, the transitional phase should be
prepared in advance and studied properly. Using some STEM activities, low budget ones, and some PBL
(problem-based learning) activities can help during this phase and can also open new horizons for students
and teachers. These activities do not need to be sophisticated, but well prepared in an engaging way and
autonomous form as learners need to be able to execute them by themselves with minimum intervention
of teachers, whose role would be monitoring and facilitating the process. Outdoor science activities are
usually interdisciplinary and engage different routines as they are performed; for that, preparation in advance
is obligatory and particularly, highlighting focus areas where the educator needs to pause and intervene.
To have a curriculum covered with outdoor activities may take up to 5 or 6 years of planning, trying, and
evaluating. Teachers’ societies are encouraged to produce mini-PLCs to follow up and share activities to
support each other, take the class outside and let the students have fun, the classroom time can wait a little.

‫الرياضیات مشوار حیاة‬

،‫ و زهراء حيدر‬،‫ خديجة إبراهيم‬،‫إخالص حمود‬
2
‫ لبنان‬،‫ثانوية الكوثر‬

‫يتمحور موضوع ھذه الدورة حول تعلیم الرياضیات داخل و خارج المدرسة بطريقة محببة للمتعلمین حول مفاھیم رياضیة‬
‫ مدينة‬،‫ اشیاء من الطبیعة‬،‫ ملعب المدرسة‬:‫ وباستخدام وسائل حسیة متنوعة‬...‫مختلفة كالجمع الطرح الرضب األعداد‬
/‫تنال القمر‬/ ‫ اسرتاتجیة البالونات العرش‬،‫العاب وربطھا بالحیاة الیومیة وسیتم استخدام انشطة وفق اسرتاتجیات متنوعة‬
‫ مع عرض فیديو و صور ألنشطة تظھر كیفیة رشح ھذه المفاھیم مع التالمذة حیث سیتم بعدھا المناقشة‬...‫دوالب األلوان‬
.‫ و في الختام سیتم عرض النقاط المستفادة‬...‫باإلضافة إىل تنفیذ بعضھا مع المتدربین من خالل اسرتاتجیة اخفض يدك‬
 INNOVATIVE IDEA SESSIONS
SUNDAY | 10:00 AM–11:15 PM

TEACHING SCIENCES OUTSIDE THE CLASSROOM

1 ORLY BERNABA, ANNA SAAB ABU SHAKRA AND NIVINE AZIZ,
SAINT MARY’S ORTHODOX COLLEGE, LEBANON

Immersive learning is a digital approach to education that allows learners to immerse themselves in interactive
digital environments. This digital learning technique makes use of simulated or artificial environments to create
unique learning experiences for learners. Immersive learning techniques help learners to experience, explore
and navigate real-world subjects and destinations within the comfort of their classrooms.
This workshop introduces immersive learning approach that focuses on the tools educators need in order to
ensure the best learning outcomes for learners. It provides them with a set of techniques and guided activities
to implement immersive learning strategies for teaching and learning in Science classes. It also supports
learners’ preparation for the future addressing the 21st century skills.

SOLAR CAR
2 HIND ITANI AND RAIFA AL HAMWI,
AL MAKASSED INSTITUTION, LEBANON

Why choosing “Solar Car”? Simply because solar industry is one of the most important projects that we all
nowadays should empower ourselves in. Moreover building a solar- powered car will introduce students to
the alternative energy concepts and at the same time they will be practicing problem-solving, design, and
modeling skills. It a relative meaning for STEAM project which is the new learning path. In addition, this project
will allow kids to experience hand tools as they construct the solar car. The most amazing part is that no
experience needed. It is fun and interesting; we will be sharing with all of you every step so you too- if you
liked our project- can build your own solar car and you can even be creative in designing the body of your car.
It is going to be an amazing experience which through it we will be learning more about solar energy and its
advantages such as how by using solar power we are not using any of the earth’s resources like oil or coal
which in its turn make the solar car a renewable source with a zero pollution effects. We hope that you like our
project and we are very excited to present our work with all of you. Thank you for this experience it will be so
beneficial and we can’t wait to get innovative waiting you to share with us our joy in building our module.

EMPOWERING EDUCATION THROUGH VIDEO GAMES

3 MIKE HARB,
SILA, LEBANON

Despite the negative connotation of video games, they can be used to empower education. We can give
contextual meaning to lessons through this controversial medium. Imagine if learning was as compelling as the
entertainment industry. What are the design requirements for such an innovation, and how can it be integrated
into our rigid system?