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Elaboration of Models as Didactic Project for
Teaching Knowledge of the Natural
Environment in Primary Education
Guadalupe Martínez-Borreguero & Francisco L. Naranjo-Correa
Department of Didactics of Experimental Sciences, University of Extremadura
Dept. of Physics, Faculty of Sciences, University of Extremadura, Spain
International Workshop
Science Education and Guidance in Schools: The Way Forward
Florence, 2013
Contents • Introduction
• Methodology – Objective
– Design of the experience
• Results • Conclusions
• Future perspectives for teacher intervention
• Acknowledgements
Introduction Purposes of
Education
Purposes of
Education
Understand Understand
Generate
Knowledge
Avoiding
Rote learning
Promoting Promoting
Meaningful
learning Teachers should make an effort to:
to enable
students to
search and integrate
learning of science in
search and integrate
new methods of
teaching and
learning of science in
the school
the assessment of
student learning in
science education based in science
the creation of new
guidance intervention
evidence-based in science
education
Meaninful
Learning
Knowledge Knowledge
Society
should arouse the
interest of students to make learning active,
Teaching methodologies should arouse the
interest of students to make learning active,
participatory, enjoyable and even fun.
Starting Points: Model Building
• To learn science, the need to manipulate, observe and experiment depends on our aim.
• Learning science involves learning to change the
ways of seeing, reasoning, and speaking about
the phenomena.
world around them using their own
Aim:
That students become capable of
explaining the phenomena of the
world around them using their own
models and theories of
contemporary science
The realization of practical works in
What we need:
The realization of practical works in
the teaching of science as those
presented in this experience
Focus
As teachers we want to offer a valid basic scientific
training to interpret daily events around us, from a
critical and participatory point of view.
T science from the earliest stages of education is Teaching science from the earliest stages of education is
a vital task, is a way of seeing the world and thinking
about it.
Our Proposal: the use of models as a method of teaching science that
allows us to "see the world" and to "think about it" learning scientific
Our Proposal: the use of models as a method of teaching science that
allows us to "see the world" and to "think about it" learning scientific
content through inventions, machines and devices from our daily life
Methodology
Overall Objective
educational materials that can be used in Develop educational materials that can be used in
the elementary classroom
allow a better allow a better
understanding of
science
arouse the interest arouse the interest
towards science
development of models and educational projects development of models and educational projects
Methodology
Specific Objectives Specific Objectives
1. Create models of an object, invention, machine or technological device
that helps understanding the scientific basis involved in its operation to
1. Create models of an object, invention, machine or technological device
that helps understanding the scientific basis involved in its operation to
transfer science and technology to the elementary classroom.
2. Generate a contextualized learning through an educational project
that falls within STS activities.
meaningful learning through the stimulation of abilities and 3. Promote meaningful learning through the stimulation of abilities and
skills, the discovery and the construction of knowledge.
Design of the Experience
On this course is taught the scientific and educational content that will enable the elementary teacher to perform their
teaching in relation to the Knowledge of the Natural Environment.
2012 - 2013
Faculty of Education
University of Extremadura
Primary School
253 students
fourth year of the Degree in
Primary School Teaching
Knowledge of the Natural
Environment in Primary
Education
Among its objectives are:
"To train future teachers of primary education to meet the challenges of the education
system and adapt the lessons to the training needs of the stage of 6-12 years of the
education system, performing its functions under the principle of collaboration and
teamwork."
• Innovative educational project: – Conceptual
– Practical
– Educational
– Technological
• Foster meaningful learning of concepts, ideas and principles, placing them in real life, where they acquire their functionality.
• STS approach: – Arouse students' interest and to give value to the
importance of knowledge of the natural environment through science.
How to reach our goal?
Stages of the Methodology
Stage Three: Development
Developed the proposed projects by an autonomous, active and participatory work
Creation and exhibition of the models produced
Stage Two: Planning
To enhance group learning techniques, collaboration and teamwork, students were divided into 2-4 people working
groups
They were provided a guidance script for the development of the model and its subsequent introduction in the context of the teaching project to be carried out
Stage One: Initial session
Introduction on practical work in science education Theoretical basis for learning to teach primary science
through different learning strategies
• Introduction section From a
conceptual standpoint
• Section of justification of the model
From a didactic point
of view
• Section with the contents
From a conceptual
point of view
Planning
• Section with both curricular and instructional objective.
From an educational point
of view
• Section with the complete process for the construction of the model.
From a practical and technological
standpoint
• Section that explains the activities that can be performed in the classroom with the model created.
From an educational point
of view
Planning
Results
115 models representing the physics on inventions, machines and
devices of our daily lives.
Each model has been complemented with an educational project
Description of the contents, prior knowledge, competencies, learning
objectives, the socio historical context of the model, the construction
Description of the contents, prior knowledge, competencies, learning
objectives, the socio-historical context of the model, the construction
process, the theoretical foundation, the working, and classroom
activities to perform based on different teaching strategies.
The models are focused on different
themes
• Alternative Energies
• Energy Transformations
• Simple Machines
• Complex Machines
• Light and Sound
• Optical Instruments
• Electric Circuits
• Electricity and Magnetism
• Forces
• Motion…
Photographs of the some models
developed in this experience
Conclusions
Students who will be future teachers expand their knowledge
and learn, in a very active way, different ways of teaching science
Students who will be future teachers expand their knowledge
and learn, in a very active way, different ways of teaching science
in the elementary classroom.
During the project, students had to research and bring into play During the project, students had to research and bring into play
their prior knowledge.
The students managed to make different models of the same invention or theme
but with different materials and different operating physical principles. This can
enrich the explanation of the concepts in the classroom, as it is possible to draw
analogies and similarities of the mechanisms involved in each model.
The students managed to make different models of the same invention or theme
but with different materials and different operating physical principles. This can
enrich the explanation of the concepts in the classroom, as it is possible to draw
analogies and similarities of the mechanisms involved in each model.
We have sought the views of the students who
participated, who evaluated the usefulness of the
methodologies as teaching and learning strategies in
science.
Qualitative validation of the work
Students indicate that such methodologies achieve to awake in children more
interest in the scientific content, as it is introduced in a novel, playful and
dynamic way.
Students indicate that such methodologies achieve to awake in children more
interest in the scientific content, as it is introduced in a novel, playful and
dynamic way.
Qualitative validation of the work
The creation of the models has made much understandable and interpretable
how the world around us works, and allows the child to explore, manipulate
and discover the cause and effect relationships involved in each of the
inventions produced.
The creation of the models has made much understandable and interpretable
how the world around us works, and allows the child to explore, manipulate
and discover the cause and effect relationships involved in each of the
inventions produced.
The
each of the models developed, which has facilitated the introduction of STS
activities
The project has enabled the work on historical and social aspects related to
each of the models developed, which has facilitated the introduction of STS
activities.
Such projects are an excellent didactic methodology for the teaching and
learning of scientific concepts involved in the operation of the technology that
surrounds us, promoting meaningful learning in which theoretical content
relates to procedural content.
Such projects are an excellent didactic methodology for the teaching and
learning of scientific concepts involved in the operation of the technology that
surrounds us, promoting meaningful learning in which theoretical content
relates to procedural content.
Independent variable ? Independent variable ?
Teaching
Methodology
Teaching
Methodology
Using models
Using traditional learning Using traditional learning
methodologies
Dependent variable ? Dependent variable ?
Amount of learning achieved by Amount of learning achieved by
students related to the methodology
used
Experimental Group
Control Group
21
Future work
Acknowledgements
To all our 4th year students of the subject
Knowledge of the Natural Environment in Primary
Education, for their participation and time, as well
as for the creativity and originality that they have
shown in this project.
Thank you for listening!