Online Course Relation

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On-line Course Relation
ISSUE Project

• Partner 4 - Italy

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Participants

• There are 4 Italian participants enrolled in the
  on-line course. Three in course A
• CLAUDIA BASTIANELLI    benclo_at_libero.it
• MICHELA BERTAZZINI       co.media_at_virgilio.it 
• MONICA PENAZZI        monicapenazzi_at_libero.it
• and one in course B
• PAOLA SGARZI          paola.sgarzi_at_libero.it

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• In our opinion, all of them
• have interactived with their tutors and the
  other students within the forum
• have submitted their works fulfilling the
  requirements and achieving the goals of the
  various phases

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final examination

• For final examination they have chosen
• All of Course A
• Examination work 2
• Design a part of a teaching-learning sequence
  with clear recommendations for formative
  assessment
• Paola Sgarzi of Course B has chosen
• Examination work 1
• Selection of an interdisciplinary issue in
  science/mathematics and design of a new TLS
  according to the course literature and to the
  teachers guide.

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more in detail

• Claudia BASTIANELLI
• Construction of an integrated science TLS
  centered on the environment (the sea) which
  includes a teaching unit on chemistry (solutions)
  and one on physics (floating). The following
  aspects will be given particular attention
• Reflection on the pupils general knowledge and
  the difficulties that may arise in everyday life
  when these themes are treated
• Objectives
• Methods
• Laboratory activity
• Examples of work proposals (ppt presentation)
• Monica PENAZZI
• Construction of an integrated science TLS,
  inspired from the theme of the Dune and
  composed of three teaching units, one of science
  of life (plant cycles) one of Earth science (rock
  cycles) and one of chemistry (carbon cycles). The
  following aspects will be given particular
  attention
• Importance of integrated sciences
• Objectives
• Methodology in particular motivating learning
  and emotions
• Laboratory Activity
• Examples of work proposals (ppt presentation)
• Evaluation of interest and motivation (self
  assessment) and evaluation of learning

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Michela BERTAZZINI Integration of the work
ltLooking for cluesgt with a Station which includes
the insertion of a mathematical activity. The
contents of this Station could be Numeration
systems different from base 10. The structure of
the Station would have the same characteristics
motivation, laboratory activity, a more in-depth
study and finally insertion of a ltnewgt clue to
help solve the Mystery. Paola SGARZI Design of
Teaching-Learning Sequences for Integrated
Learning of Science Issues on Light and
Colours Andersson and Bach How does the
student conceive light, and what does this mean
for instruction? How can one get the student to
think actively and with interest about light and
its properties? How can one motivate the student
to discuss and write about light and its
properties? As the authors say, trying to answer
these and similar questions is far from being a
trivial task.. The answers must be sought in
combination with content- specific research
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• The aim is to meet the following key points,
  based upon the article by Venville et al.
• Facilitate pupil engagement, looking at knowledge
  in a connected state to the world beyond the
  classroom
• Focus on few but clear objectives
• Facilitate pupils transfer ability the ability
  of pupils to apply their knowledge, when and
  where it is needed
• Propose meaningful tasks, connected to pupils
  social and personal concerns
• Propose items with local community and/or
  environmental connections
• Select subjects with strong, rigorous
  inter-relationships
• Work in a team structure, adopting flexibility
  for implementation and planning suitable times
  for collaboration (pupils-teachers-local
  community representatives).

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• Syllabus
• To get to know the nature of light
• To carry out simple experiments regarding
  investigation on the nature of light
• To understand the nature of colours and their
  composition
• To perform geometric transformations to
  identify variants and invariants of geometric
  figures
• To formulate (simple) mathematical laws related
  to experimental evidence
• To understand, through a historical approach, the
  difficulties in defining the nature of light
• Reasons why you think is important to teach it
• The sequence stimulates the pupils through
  meaningful experience
• to pose questions on everyday life phenomena
• to realize the close relationship between
  different disciplines and to understand the
  common scientific method
• to understand the correlation between scientific
  evolution and the human condition to use a
  precise and scientific language.

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• What concepts are included?
• Geometric transformation, invariant properties
• Scientific method
• Concept of model, which allows us to classify and
  describe observed facts, and suggest prediction
  of phenomena and unexpected regularities,
  verifiable by experiment.
• Description of pupils everyday conceptions (PI,
  pupils ideas)
• Many phenomena dealt with are familiar to the
  pupils but they have difficulty in describing and
  explaining them.
• Pupils commonly think that colours are properties
  of substances which form the object,
• that light is white.
• (See Andersson, pag 9, Aspect of Concepts of
  Light in Everyday Thinking and in School Science).

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• Teaching goals (learning demands)
• Specific goals
• To understand the nature of light
• To understand similitudes. To identify variants
  and invariants. To construct similar figures
  using ruler and compass
• To know how colours are formed
• To understand that colours play an important role
  in reproduction of animals and vegetables
• To know the meaning of dyes, classification in
  natural and synthetic dyes, and their use in
  everyday life (food, material) and the danger
  they pose for health and the environment
• To observe and describe different minerals, and
  understand the cause of their various colours
• What teaching material exists?
• School texts, videocassettes, microscope, simple
  instruments for optical experiments prism, lens,
  collections of minerals, geometric models of
  solids.