Augusto chioccariello tool kit


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UniSchooLabs - Spice Summer School

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Augusto chioccariello tool kit

  1. 1. UniSchooLabs Tool-kit Augusto Chioccariello
  2. 2. The UniSchooLabs project UniSchooLabs aims to improve the quality of science education in Europe. The pedagogical approach is based upon inquiry learning, both in real and in virtual settings.Augusto Chioccariello
  3. 3. How do you measure mass? • “HOW much does a kilogram weigh these days?” may sound an odd question. Does a kilogram not weigh just that, a kilogram? • Metrologists will soon try to redefine the scientific world’s unit of mass (Bureau International des Poids et Mesures - BIPM)Augusto Chioccariello
  4. 4. inquiry We define inquiry as the intentional process of diagnosing problems, critiquing experiments, and distinguishing alternatives, planning investigations, researching conjectures, searching for information, constructing models, debating with peers, and forming coherent arguments. In science inquiry projects, students communicate about scientific topics, evaluate scientific texts, conduct investigations, ask questions about science or technology policies, create design, and critique arguments, often using technology resources.Augusto Chioccariello
  5. 5. UniSchooLabs tool-kit The UniSchooLabs tool-kit supports the teacher in selecting a remote or virtual lab and developing a lab activity based on an inquiry model template.Augusto Chioccariello
  6. 6. Predict Observe Explain The simplest template for structuring a lab activity is the Predict-Observe-Explain pattern. Students are first asked to predict what they would expect to happen in a given situation and to write this down, then to carry out some observations, and finally to explain what they have observed (which may or may not be what they predicted).Augusto Chioccariello
  7. 7. Which of the two balls will reach the finish first?Augusto Chioccariello
  8. 8. • At point A, both balls arrive at the same moment and with the same speed. • The slope from A to B accelerates number 2 and it therefore reaches point B before number 1. • The two balls have the same speed at point C. • Number 2 rolls faster than number 1 over the entire stretch from A to C.Augusto Chioccariello
  9. 9. Tool-kit components• Remote/Virtual labs’ catalogue• Good practices• Lab activity editor
  10. 10. Remote/Virtual labs’ catalogue • Since we have a growing number of remote and virtual laboratories being developed, there should be support for the teacher to quickly browse the available labs and select the one that matches the teacher’s course. • Once the lab has been selected, the teacher needs to allocate learning material for its classroom use.
  11. 11. Lab activity editor • The research on the use of laboratories in science education highlights several problems and recommends that the lab should involve both hands-on investigation and minds-on reflection, while providing scaffolding for the making of connections between the domain of objects and that of ideas. • The editor for the lab activity is based on a model for inquiry based science education.
  12. 12. Design inquiry-based science lab-activities
  13. 13. Design inquiry-based science lab-activities• The map represents the activity of a teacher involved in planning a science course.• In addition to school’s lab the teacher selects a remote/virtual, using our catalogue.• Once a lab and the associated learning materials are chosen, the teacher can use the pedagogical editor to design the lab activities.
  14. 14. LabactivitiesAugusto Chioccariello
  15. 15. Lab notebook• The lab activity plan calls for outputs of student activities at each stage of the framework.• These outputs are written records comprising: text, data, graphs, mathematical expressions.• They are stored in the lab notebook, so they might become materials for reflections and class discussion.
  16. 16. Select remote/virtual Lab • Lab selected from the CATALOGUE: Radioactivity • Learning material: Investigating the Safety of Nuclear Energy Using Real Radioactivity Data • Data analysis tool: spreadsheetAugusto Chioccariello
  17. 17. Question prediction/hypothesis What are you trying to find out in this lab? What question are you trying to answer? How the strength of the radiation changes with the distance from the source? What do you predict will happen in this experiment? What do you think you will see in your results? The radiation will decrease with the distanceAugusto Chioccariello
  18. 18. Set-up & dataMeasurement time Distance Trial 1 Trial 2 Trial 3 (s): 3 (mm) (particle (particle (particle counts) counts) counts) 15 308 290 277 30 101 103 106 45 49 61 60 60 28 28 35 75 23 15 25 90 9 20 13 Why did you choose these distances, measurement time, and number of trials? To test if the radiation changes with distance and how.Augusto Chioccariello
  19. 19. Data rapresentation & interpretation What are your initial observations about your results? Indeed the radiation decreases with the distanceAugusto Chioccariello
  20. 20. Tentative conclusions Does the data you collected give you a definite answer to your research question? Why or why not? If not, how would you change your experimental design to better investigate your research question? There is too much difference among the trials. I should repeat the experiment increasing the measurement time for each distance chosen.Augusto Chioccariello