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!!!