The School Meets Its Environment. Discovering the Venice Lagoon

Cazzador, Nicoletta; Maso, Stefano Dal; Belli̇o, Marta; Piva, Elisabetta; Schumann, Sophia; Irato, Paola; Santovito, Gianfranco

doi:10.21125/edulearn.2022.0546

Cited by 2 publications

(2 citation statements)

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“…By it, students can find out for themselves the regularities, the rules and the constants of the considered problems and learn by discovery, building knowledge networks in social interaction with peers, anchoring all the phenomena observed and studied to their experiences and their everyday lives. The student is now the protagonist of the learning process, while the teacher acts as an indirect expert guide (Zanata & Santovito, 2020;Furlan et al, 2021;Cazzador et al, 2022;De Rossi et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

The Structure of the Flower and the Inflorescences Phenomenon in Primary School

Toninato¹,

Schumann²,

Piva³

et al. 2023

Proceedings of INTCESS 2023- 10th International Conference on Education &Amp; Education of Social Sciences

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With a view to active learning, that makes the students protagonist, responsible and aware of the learning process, the present study presents an experimental work designed to demonstrate the usefulness and validity of the scientific method as the basic element of teaching Life Sciences. The experimental research was implemented in two second-grade classes at a Primary School in San Donà di Piave (Italy). Its purpose was to test the potency of a teaching approach based on the scientific method, particularly the observationalcomparative method, in the teaching of Life Sciences, focused on the structure of the flower and the inflorescences. For this reason, it was decided that one of the two classes used the experimental method instead of a traditional teaching-learning method based on the oral transmission of contents. During the action, students were invited to use scientific tools in each lesson as magnifiers, stereoscopes, and specimens of flowers. Active teaching and direct observation of flower structures reinforced the concepts theoretically exposed. This way, the high teaching potential of integrating macroscopic and microscopic observations was also confirmed. The observational-comparative method is a key component of the study of Biology. For this reason, all the topics linked to the study of plants can be addressed through the use of this active methodology. This kind of approach can motivate students, making them active participants in their learning. The obtained results showed that using the scientific method and laboratory tools such as the optical microscope or the magnifiers, conceptualizations planned for fifth grade, can be met with success also in second grade, helping to reach the programmed goals optimally and often excellently, facilitating the achievement of competences such as the use of a correct scientific nomenclature. With this approach, the young students were motivated, stimulated, intrigued, and this potentially provides meaningful, authentic and transferable Lifelong Learning and the development of a scientific culture together with an early interest in the Sciences.

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Section: Discussionmentioning

confidence: 99%

The Structure of the Flower and the Inflorescences Phenomenon in Primary School

Toninato¹,

Schumann²,

Piva³

et al. 2023

Proceedings of INTCESS 2023- 10th International Conference on Education &Amp; Education of Social Sciences

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“…Evolution is a subject of great interest, because it allows teachers to deal with naturalistic facts in an active and modern way and to highlight the different logical approaches of contemporary scientific research (Tura et al, 2018;Bortolami et al, 2020;Tonon et al, 2020, Furlanetto et al, 2021Cazzador et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Teaching Evolution With the Laboratory Approach

Trevisan¹,

Piva²,

Schumann³

et al. 2023

Proceedings of INTCESS 2023- 10th International Conference on Education &Amp; Education of Social Sciences

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The present research compares the results obtained by using two different methods of instruction in teaching Darwin's evolution theory: laboratory activities and traditional lessons based on textbooks. We built up a teaching path on evolution using laboratory activities, to highlight how the main concepts of this theory (selection, adaptation, variability, inheritance, case, time) can be handled also by doing, interacting, and cooperating, in other words by "putting students' thinking into action". This path does not refer to a real scientific laboratory (meaning a physical space with materials and instruments) but to an educational laboratory, "poor" and characterised by limited time activities. Widening the definition of laboratory allows teachers to create active and informal learning contexts, exploiting educational resources supplied by those centres which promote both culture and knowledge, as well as by specific events organized in the scientific network. Every activity has been planned to explain one or more of the main themes, using the following methods: economy of ideas, logical consistency, introductory value, and scientific accuracy. The experimental groups were third-year students attending secondary school. A questionnaire was used before and after the course, to assess students' acceptance and understanding of evolution. With both methods results highlighted relevant differences in understanding concepts, in religious-based questions and scientific facts regarding evolution. Moreover, the comparison of answers obtained using either the traditional or the laboratory method shows several differences. In particular, the percentage of students accepting and understanding the evolution theory is much higher in those who participated in laboratory lessons. In conclusion, it can be assumed that, in teaching evolution, lessons proposing scientific experiments through active and practical activities are much more effective than lessons based on school books and frontal methods. Thus, a teaching path based on interaction and cooperation of students in a scientific laboratory is to be considered more successful.

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The School Meets Its Environment. Discovering the Venice Lagoon

Cited by 2 publications

References 0 publications

The Structure of the Flower and the Inflorescences Phenomenon in Primary School

The Structure of the Flower and the Inflorescences Phenomenon in Primary School

Teaching Evolution With the Laboratory Approach

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