This document discusses the Goerudio learning method, which encourages students to explain complex science concepts through simple examples and models. It involves students actively refining concepts in groups online or in the classroom with teacher guidance. Examples provided illustrate students modeling concepts like absorption, atomic orbitals, diamagnetism, and more. Feedback from students is given, with one praising how models aid understanding and memory, while another prefers textbooks. The document concludes noting several countries piloting Goerudio in over 30 schools total.

2. FEW FACTS

3. "... Leadership tomorrow depends on how we educate our students today—
especially in science, technology, engineering and math."
— President Barack Obama, September 16, 2010
http://www.ed.gov/stem
http://www.lsm.lv/lv/raksts/latvija/zinas/iespejams-domas-par-obligatiem-eksakto-
zinatnju-eksameniem.a67169
http://www.ir.lv/2014/1/23/fizikas-kimijas-eksamens-starp-divam-valdibam

4. WHAT IS GOERUDIO?
1. It is a learning method;
2. It is based on users’ direct involvement in
learning process;
3. It encourages user to explain complex
formulas, laws of physics and other
concepts presented by teachers through
simple examples.

5. HOW GOERUDIO DIFFERS FROM OTHER METHODS?
1. It facilitates learning rather than teaching and does not conflict
with traditional teaching methods.
2. Goerudio provides an internet based framework through which
the user pool (students) refine the concepts and models in support
of any given subject.
3. Through active involvement in the process and the use of
familiar examples learners gain a better understanding of the
underlying principles or processes;
4. Interaction and communication among the users help to develop
a common understanding of the concepts and their relationships to
relevant laws of science and mathematics.

6. Objective physical
processes in
nature
Definition,
explanation
Formula, symbol
Units of
measurement
Comprehension
on processes &
notions
Agreement
Agreement
Agreement
goerudio.com
To learn
To learn
To learn

7. Definitions, explanations et al.
Formulas, notions and units of
measurement
Comprehension –
WHERE?
No comprehension =
fears (bad grades, failures
et al.)

8. If we teach nature and its processes through models
we make hard science more understandable.
We create comprehension.
It refers to any processes including technical ones.

9. PRACTICAL WORKSHOP
1.Create individual models, present them;
2. Work in groups; discuss results in classroom;
3. Analyse other students models and discuss them in the
classroom;
4.Teacher acts as consultant as well as give the right direction
throughout the process;

10. APSORPTION
Light passing through an optical system can be attenuated by absorption and
by scattering. Light absorption is a physical process during which the intensity
of the light reduces.
MODEL:
You can compare absorption with gravel which goes through a sieve. A part of
the gravel cannot go through the sieve (it absorbs it), but a part of the gravel
(in this case – sand) gets through.

11. Bohr model
As n increases, the orbital becomes larger and the electron spends more time farther from
the nucleus. As n increases, the electron is also at a higher potential energy and is therefore
less tightly bound to the nucleus(n -principal quantum number )
The floor is the lowest energy level. A step that is more far up equals to higher energy level. The
green ball is an electron. Force is needed to move the ball up the stairs (“push” the electron out
of its original state). If the ball (electron) reaches the end of the stairs, it will roll away. The ball
can only fall back down in certain “portions” = steps (energy levels).

12. DIAMAGNETICS
In some materials, the total field due to the electrons in each atom sums to zero when there is no
external field; such materials have no net atomic current loops. But even in these materials, magnetic
effects are present, because an external field causes slight distortion of the electron current loops. The
additional field caused by this distortion is always opposite in direction to that of the external field. Such
materials are said to be diamagnetic.
MODEL: Diamagnetics are like people who love to argue. Whatever others will say
diamagnetics will have opposite opinion (will magnetize in opposite to induction direction
of magnetic field). Most of the society (magnets) dislike these people, they try to avoid
them, repels diamagnetic.

13. POWER IMPULSE
Definition: Impulse of force describes force effect to object in time
MODEL: The effect is called power impulse. Ant can have the same
power impulse as elephant does if elephant runs slowly but aunt
reaches speed characteristic to space speeds.

14. Izotopi
Definīcija: Atoma kodolus, kuros ir atšķirīgs neitronu skaits, sauc par izotopiem.
Modelis: Izotopi ir kā mārītes, kurām atšķiras punktu skaits uz muguras. Punktu skaits nemaina to, ka abi kukaiņi ir
mārītes.

15. Wrong model show what students
does not understand

16. MASS DEFECT
The total mass of a nucleus is always less than the total mass of its constituent
parts because of the mass equivalent of the internal kinetic energy
and of the (negative) potential energy associated with the attractive forces that
hold the nucleus together. This mass difference is called the mass defect.
MODEL: Woman walks down the road and breaks off the heal. This is mass
defect.

17. GRAVITY
Theory: gravity is equal to the mass and gravitational acceleration power.
MODEL: a parachute jumper will fall slower on Moon if compared to Earth because it
has lesser gravitational acceleration power.

18. All the processes can be met in nature. Nature is
interesting.
Parents are tired of kids eternal questions – WHY? It is a natural interest in environment
surrounding us.
When this interest is destroyed?
Who and in which grade turns this interest into
horror and fear?

19. STUDENT OPINIONS
I really enjoyed creating models. I could dig deeper in notion, search
Internet for sources of theory.
I understood what I wanted to learn, creating models allowed me to look
at the same thing from different perspectives.
I enjoyed creating models; I found it interesting, and of course this type
of approach helps to understand the subject easier and faster.
That is a process that stays in memory. I find it efficient.
(Ketija 11b)
I would not say that models help me because trying to find similarities
with daily issues create more questions than answers. But it is my
personal opinion and most probably models help others to understand the
subject matter better.
I would prefer some kind of easy - type Wikipedia where are available all
the formulas and laws necessary for specific grade and activities.
(Madlena 9 klase)

20. At the moment several countries are involved in creating GOERUDIO project.
1.Italy - 10 schools
2.Bulgaria - 3
3.Latvia - 4
4.Romania - 8
5.Poland - 5
6.Slovak Republic - 6
7.Spain - 5
http://goerudio.pixel-online.org/schools.php
Uldis.heidingers@windowslive.com