ANA PÉREZ ANTÓN - MARÍA JESÚS SANTOSMARÍA DOLORES MERCHÁN – CRISTINA

PRIETOFaculty of Sciences – University of Salamanca

Betting on innovation and experiments

Index

IntroductionObjectivesDescription of the activitiesEvaluationConclusions

Experiments in Science Subjects Physics and Chemistry 4 º E.S.O. OBJECTIVE:

Literacy students (15-16 years old) in the ideas of the Scientific method

EXPERIMENTATION should be very much present in these Subjects

Memorization and passive learning active and meaningful

10 %

Reading

20 %

Listening

70 %

Talking

90 %

Doing

Introduction

Educational innovation This work bets on methodological innovation:

ACTIVE LEARNING AUTONOMY the teacher acts as a guide and makes students

protagonists for their own learning THE LEARNING PROCESS IS SHARED

Introduction

Objectives Combine experiments with innovative teaching-learning

approaches for the acquisition of knowledge (Physics

and Chemistry in the 4th course of Secondary

Education) Encourage active learning, student's initiative and

autonomy and the use of technological tools Foster cooperation, collaboration and peer support thus

enriching the teaching-learning process Propose a tool of evaluation of the usefulness and

potentialities of these activities

Description of experiences

Contents

Timing

Methodology

Objectives

Development

Proposal 1: VECTORIAL MAGNITUDES

Description of experiences

Contents• Vectorial magnitudes and composition of motions

Timing• Developmental activity (Block 1 “The scientific activity ”)

Methodology"Problem-based learning (PBL)”

• Oriented towards a practical learning • Problems must be real (cognitive conflict)• Small groups and teacher supervision

Proposal 1: VECTORIAL MAGNITUDESDescription of experiences

Objectives Analyze and deal with problems in the same way that they would

do in their daily lives: posing hypotheses and confirming or refuting them through the practice

Interpret and observe the movement of an object as a composition of two uniform motions

Be able to intuit, understand and experience the speed with the vectorial character that it has.

Development

Proble

m

1) Types of magnitudes and elements of a vector explanation

2) Distribution of the materials and the paper sheet with the problem

3) Students by pairs will build the problem scenario to try to solve it

Contents• The frictional force and the review of other forces (weight and

normal force) Timing

• Developmental activity (Block 2 “Movement and forces ”) MethodologyFlipped Classroom

Proposal 2: FORCES AND FRICTION

Description of experiences

Thinking skills

Proposal 2: FORCES AND FRICTIONDescription of experiences

Objectives• Be autonomous and able to self-organize time and tasks outside the

classroom• Review the concepts of weight and normal force• Understand frictional force Development

1) Watch a video before the class with explanations of the theory of the frictional force and answer a series of questions (Edpuzzle)

2) Quick review of the questions (Socrative®)

3) Experimental activities

12

3

Contents• Atmospheric pressure and weight of the air

Timing• Introductory and motivational activity.

Developmental activity (Block 2 “Movement and forces ”) Methodology

"Peer learning”

Proposal 3: ATMOSPHERIC PRESSURE

Description of experiences

Conceptual questions

Aims at engaging students in their own learning:-Discover-Correct misconceptions-Reformulate

Proposal 3: ATMOSPHERIC PRESSURE Description of experiences

Objectives• Recognize in the classmates legitimate partners from whom

to learn through joint working and reflection• Verify the force due to the "atmospheric pressure"• Reconstruct wrong conceptual schemes about the weight of

air or verify valid ones

Development1) Face cognitive conflicts 2) Build alternative schemes 3) Verify them with the help

of the teacher 4) Consolidation

I know

We know

Does the air weigh?

Contents• Heat, temperature, thermal equilibrium and dilatation

Timing• Consolidation and reinforcement activity. Deepening

activity (Block 3 “Energy ”) Methodology

Cooperative learning

Description of experiences

• The teacher acts as a supervisor• Mixed and heterogeneous groups• Common objectives• Individual responsibility • Interpersonal skills as well as joint reflection

Proposal 4: THERMOMETER, HEAT AND TEMPERATURE

Proposal 4: THERMOMETER, HEAT AND TEMPERATUREDescription of experiences

Objectives• Recognize "Cooperative learning" as advantageous and

useful• Differentiate the concepts of heat and temperature• Observe thermal expansion of a gas, a liquid and a solid• Build a sensitive temperature measurement device

Development

Contents• Chemical Reactions

Timing• Consolidation and reinforcement activity. Deepening activity.

Evaluation activity (Block 5 “The changes ”) Methodology

Rubric

Proposal 5: CHEMICAL REACTIONS

Description of experiences

Evaluative criteria Rating scale

Criteria DescriptionCriteria

(Different levels of quality )

COEVALUATION

Proposal 5: CHEMICAL REACTIONS Description of experiences

Objectives• Engage students in explanation and evaluation tasks• Recognize chemical processes in everyday life

Development

Candy

KMnO4 + NaOH

NaOH

Redox Reaction

DataRemember

Precaution

Available materials

Ingredients ?

Can we, through these candy, observe the different Mn oxidation states?

Evaluation Proposed activities

• A % of the total grade of the Subject is obtained from these activities

• Useful in the assessment of the competency-based learning

• Questions ¡in the written exams Subject

• OBJECTIVES OF THIS WORK • Study of the possibilities and usefulness of innovative

activities • Experience of the teacher and students results • A satisfaction questionnaire Did you find advantageous …?

What would you improve?Write any suggestions …

Conclusions This work contains a series of experiences that

combine practical experiments with innovative teaching-learning methodologies for the acquisition of knowledge pertaining to the subject of Physics and Chemistry in the 4th course of Secondary Education

These experiences are based on an ACTIVE teaching-learning process that fosters AUTONOMY and COOPERATION among students

Introduction: gradual and balanced The best conclusion that could be given to this work

would be the possibility of implement it in order to assess its potentialities, the students' acceptance, their involvement in the process and even their critical evaluation

Betting on innovation and experiments

ANA PÉREZ ANTÓN - MARÍA JESÚS SANTOSMARÍA DOLORES MERCHÁN – CRISTINA PRIETOFaculty of Sciences – University of Salamanca