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ALTERNATIVE STAGES AND TOOLS
FOR SCIENCE
M. J. Arévalo Caballero, V. Gil Álvarez, F. Cañada CañadaUniversidad de Extremadura
SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS: THE WAY FORWARD
Firenze, October 21th 2013
OUTLINE
1. INTRODUCTION.
2. METHODOLOGY.
- PARTICIPANTS.
- EXPERIENCES.
3. RESULTS AND DISCUSSION.
4. CONCLUSIONS.
5. ACKNOWLEDGES
INTRODUCTION
Need to increase society
general interest in sciences
CHILDREN!!!
(their curiosity is a great potential to
develop scientific aptitudes or capabilities)
observation
analysis
argumentation
synthesis
communication
International Journal of Science Education 2003, 25, 1049-1079; Pedagogía Magna 2011, 10, 58-63; ENCIENDE report, 2011; Science Education Now, 2007
INTRODUCTION
Science Education Now, 2007; Innovations in Science and Technology Education Vol VIII, 2002
Decrease in number of students
interested in studying careers in
science
More scientists and engineers
are needed for the economical
competitiviness of countries
Critic and objective daily decisions
related to scientific issues
Development of the scientific
competence
Science teaching at school, is
considered irrelevant to young
people
Great scientific and technological
development within society
INTRODUCTION
SCIENCE TO
SOCIETY
clears up problems
interest
appreciation,
respect
aversion
frightens
dislikes
SCIENTISTSSCIENTISTS
mad people
Google images for general search:
“sabio loco”
INTRODUCTION
CHEMISTRY
odd places where:
-explosives are produced
-hazardous substances are
used.
Laboratorie
s
Chemicals
Peculiar substances
Is science something symbolic or abstract to the society?
INTRODUCTION
Spain ENCIENDE projectENCIENDE projectPromote science
teaching at early ages
scientific community educative community
SOCIAL SOCIAL
INTERACTIINTERACTI
ONON
J. Chem. Ed. 1999, 4, 548-554.
Phelps, 1996:
materials familiar to students
appear to motivate them to learn topics related to their everyday life.
INTRODUCTION
But chemistry is all around us…
Pinto Cañón, 2003:
daily life examples estimulate students motivation.
Paixao, 2004:
daily life chemical applications + active
learning methodologies: understanding
issues that relate science, technology and society.
Cabello Salguero, 2011:Do everyday materials used as chemicals act as the base for the construction of new knowledge?
Anales de la Real Sociedad Española de Química, 2003, 1, 44-52; J. Chem. Ed. 1996, 73, 301-304; Pedagogía Magna 2011, 10, 58-63.
INTRODUCTION
MICRO-LESSONS
(experiments based on everyday products)
primary
school
scientific
breakfast
researcher
night
hospital
*The activities agree the contents and competences established for the subject Knowledge of the Natural Medium in the third cycle of Primary School, according to stablished regulations.
METHODOLOGY
Participants
Classroom 1 Classroom 2
Primary school
experience
CHILDREN + PARENTS(heterogeneous groups)4-15 year-old students
Researcher night
CHILDREN + PARENTS(heterogeneous groups)5-11 year-old children
Science at the
hospital
forth level of Primary School
Scientific
breakfast
METHODOLOGY
Procedure1. Invisible ink
What do we need? How do we work? - A piece of white paper - A swab - Lemon juice - A candle CAUTION!
DO THE EXPERIMENT IN THE
PRESENCE OF AN ADDULT!!
- We soak the swab with the lemon juice and we write the secret message on the paper with it. - We let dry. What should we do to reveal de message?
2. Inflating balloons without blowing
What do we need? How do we work?
- An empty bottle of
water
- A balloon
- A teaspoon
- A glass
- Vinegar
- Sodium bicarbonate
- Pour de vinegar into the bottle. (1)
- Then, very carefully, we put some bicarbonate into a balloon
with the teaspoon.
- After that, we fit the balloon to the bottle with vinegar,
trying to avoid to pour some bicarbonate into the vinegar. (2)
- Finally we pour the bicarbonate in the balloon into the
bottle, and then we mix everything. (3)
What does it happen?
Teachers:
What’s going on?
Why?
METHODOLOGY
Procedure
3. Making a volcano
What do we need? How do we work?
- An empty bottle of water
- Vinegar
- Dishwashing gel
- Sodium bicarbonate
- A spoon
- Red dye
- We fill two thirds of the bottle with dishwashing.
- We add the dye and bicarbonate and we mix.
- We add a spoon of vinegar and we wait to see what happens.
4. Lava lamp
What do we need? How do we work?
- A large glass
- Water
- Liquid dye
- Oil
- Effervescent tablet
- A lantern
- We add wáter to fill one third of the glass
- We add some drops of dye.
-Then we add some oil to fill two thirds of the glass
- After that we turn on the lantern and we put it under the
glass.
- Then we turn of lights.
- Then we add an effervescent tablet.
Teachers:
What’s going on?
Why?
Results and discussion
School
Experiment 1. Invisible ink
- Cautious attitude- Intrigue- Interest
Experiments 2 and 3. Inflating
balloons and making volcanos
- Curiosity- Enthusiasm- Motivation to learn
Experiment 4. Lava lamp
- Curiosity- Enthusiasm- Motivation to learn
Results and discussion
Scientific breakfast and researchers night
Leisure activities
science is not weird, away from the real life, but it is something around us
Results and discussion
Science at the hospital
Results and discussion
Conclusions
Importance of :
-engaging people with experiments outside classrooms or conventional laboratories.
-planning experiments using everyday tools and/or products.
-designing activities that involve entire families.
SCIENCE IS PRESENT IN THE COMMON LIFE!!!
Proposals:
-determining the effect of these activities in the learning.
-designing new experiments related to other chemical topics.
Acknowledges
FINANCIAL SUPPORT
Universidad de Extremadura, Proyecto ACCVII-21 (2011)
Evaluación del uso de las TICs en el proceso cognitivo y emocional
de las Ciencias en el tercer ciclo de Educación Primaria.
Proyectos de Iniciación a la Investigación
y el Desarrollo Tecnológico
Fondo europeo de desarrollo regional (FEDER)
GRAZIE!!!