1. PROJECT PHASES
Students prepare a table KWL (KNOW WANT LEARN): do I know?, What do I want
to know? What have I learned? The journey begins as a serious game of science.
Analyzing data, students formulate responses so they can go to the next step click
on an object (bottle, box, turtle, drop).
Each step is divided into phases based on the 5E:
ENGAGE : is on the initial question that must arise from a discussion and issues
close to the students.
EXPLORE : students explore through different experiments the possible answers.
ELABORATE: they elaborate a process through what they have just learned in new
situations.
EXPLAIN : they explain the observed phenomena.
EVALUATE: this phase allows the students to be self assessed and evaluated in
order to proceed with the path across the island.
The ISLAND created specifically for that location, is a Open Sim
(http://opensimulator.org/wiki/Main_Page) of INDIRE within the project on teaching
in Virtual Worlds called Edmondo (http://www.secondlearning.it/), that is an
experimental project of Indire (Italian Education and Research Institute), an
IMMERSIVE 3D ENVIRONMENT entirely dedicated to the innovation of teaching.
The access to Edmondo is reserved to teachers of all levels and to their students.
Edmondo is already active within a community of teachers who are experiencing
the potential of teaching in the classroom.
This path is for students aged between 13 and 15, so it can be useful from the
second year of junior high school to high school.
FUTURE DEVELOPMENTS
We planned to develop a similar path with similar cross-cutting issues in biology, earth
science, chemistry and physics.
Start of gameStart of game
FontainFontain
CofferCofferMap of the islandMap of the island
WellWell
METHODOLOGY
The project rises from the
application of the methodology
Inquiry Based Science Education
starting from a serius game in a
3D virtual environment. A 3D
VIRTUAL ISLAND dedicated to
science was created and called
Science Island. Students in a
role-playing game (serious game)
must pass 10 ability and expertise
steps/tests, solving various
questions placed on their path.
The theme chosen for the task is
"Water and Life", observed from a
physical-chemical, biological and
geological point of view. The level
of inquiry chosen is the
structured level in which students
put themselves in the scientists’
shoes and so students acquire
scientific skills such as:
1.Characterize scientific matters
2.Give a scientific explanation of
the phenomena.
3.Using evidence based on
scientific data
House on beachHouse on beach
Submerged HouseSubmerged House
MovieMovie
GlacierGlacier
ExperimentsExperiments
annalisaboniello@libero.it
marina.gallitelli@gmail.com
CoveCove
Why do puddles appear after rain,Why do puddles appear after rain,
but why they don’t if oil or gasoline are onbut why they don’t if oil or gasoline are on
the road? Why are raindrops rounded?the road? Why are raindrops rounded?
Does water always take a round shape?Does water always take a round shape?
Do other liquids form drops too?Do other liquids form drops too?
What do you observe when liquids passWhat do you observe when liquids pass
through small tubes?through small tubes?
Inquiry in Virtual WorldInquiry in Virtual World
ISS Pitagora Naples – ITALYISS Pitagora Naples – ITALY
Annalisa Boniello, Marina GallitelliAnnalisa Boniello, Marina Gallitelli
AnswersAnswers
Does water also affectDoes water also affect
the shape of Earth,the shape of Earth,
mountains and caves?mountains and caves?
What phenomena isWhat phenomena is
this propertythis property
connected toconnected to??
How can fish swim? Why doHow can fish swim? Why do
the bodies float? What arethe bodies float? What are
the differences between the seathe differences between the sea
and a lake? Why do someand a lake? Why do some
objects float and others don’t?objects float and others don’t?
Inquiry Based ScienceInquiry Based Science
methodologymethodology