Track 12. Educational innovation Authors: Ana Pérez Antón, M.Jesús Santos, M.Dolores Merchán and Cristina Prieto https://youtu.be/FFCzl9At9dQ

1. ANA PÉREZ ANTÓN - MARÍA JESÚS SANTOS
MARÍA DOLORES MERCHÁN – CRISTINA PRIETO
Faculty of Sciences – University of Salamanca
Betting on
innovation and
experiments

2. Index
Introduction
Objectives
Description of the activities
Evaluation
Conclusions

3. Experiments in Science Subjects
 Physics and Chemistry 4 º E.S.O.  OBJECTIVE:
Literacy students (15-16 years old) in the ideas of the Scientific
method
 EXPERIMENTATION should be very much present in these
Subjects
 Memorization and passive learning  active and meaningful
10 %
Reading
20 %
Listening
70 %
Talking
90 %
Doing
Introduction

4. Educational innovation
 This work bets on methodological innovation:
 ACTIVE LEARNING
 AUTONOMY  the teacher acts as a guide and makes students
protagonists for their own learning
 THE LEARNING PROCESS IS SHARED
Introduction

5. Objectives
 Combine experiments with innovative teaching-learning
approaches for the acquisition of knowledge (Physics and
Chemistry in the 4th course of Secondary Education)
 Encourage active learning, student's initiative and
autonomy and the use of technological tools
 Foster cooperation, collaboration and peer support thus
enriching the teaching-learning process
 Propose a tool of evaluation of the usefulness and
potentialities of these activities

6. Description of experiences
 Contents
 Timing
 Methodology
 Objectives
 Development

7. Proposal 1:
VECTORIAL MAGNITUDES
Description of
experiences
 Contents
• Vectorial magnitudes and composition of motions
 Timing
• Developmental activity (Block 1 “The scientific activity ”)
 Methodology
"Problem-based learning (PBL)”
• Oriented towards a practical learning
• Problems must be real (cognitive conflict)
• Small groups and teacher supervision

8. Proposal 1: VECTORIAL MAGNITUDES
Description of
experiences
 Objectives
 Analyze and deal with problems in the same way that they would
do in their daily lives: posing hypotheses and confirming or refuting
them through the practice
 Interpret and observe the movement of an object as a composition
of two uniform motions
 Be able to intuit, understand and experience the speed with the
vectorial character that it has.
 Development
Problem
1) Types of magnitudes and elements
of a vector  explanation
2) Distribution of the materials and the
paper sheet with the problem
3) Students by pairs will build the
problem scenario to try to solve it

9.  Contents
• The frictional force and the review of other forces (weight and
normal force)
 Timing
• Developmental activity (Block 2 “Movement and forces ”)
 Methodology
Flipped Classroom
Proposal 2:
FORCES AND FRICTION
Description of
experiences
Thinking skills

10. Proposal 2: FORCES AND FRICTION
Description of
experiences
 Objectives
• Be autonomous and able to self-organize time and tasks outside the
classroom
• Review the concepts of weight and normal force
• Understand frictional force
 Development
1) Watch a video before the class with
explanations of the theory of the
frictional force and answer a series
of questions (Edpuzzle)
2) Quick review of the questions
(Socrative®
)
3) Experimental activities
1
2
3

11.  Contents
• Atmospheric pressure and weight of the air
 Timing
• Introductory and motivational activity. Developmental activity
(Block 2 “Movement and forces ”)
 Methodology
"Peer learning”
Proposal 3:
ATMOSPHERIC PRESSURE
Description of
experiences
Conceptual
questions
Aims at engaging students in
their own learning:
-Discover
-Correct misconceptions
-Reformulate

12. Proposal 3: ATMOSPHERIC PRESSURE
Description of
experiences
 Objectives
• Recognize in the classmates legitimate partners from whom to
learn through joint working and reflection
• Verify the force due to the "atmospheric pressure"
• Reconstruct wrong conceptual schemes about the weight of
air or verify valid ones
 Development
1) Face cognitive conflicts
2) Build alternative schemes
3) Verify them with the help of
the teacher
4) Consolidation
I know
We know
Does the air
weigh?

13.  Contents
• Heat, temperature, thermal equilibrium and dilatation
 Timing
• Consolidation and reinforcement activity. Deepening activity
(Block 3 “Energy ”)
 Methodology
Cooperative learning
Description of
experiences
• The teacher acts as a supervisor
• Mixed and heterogeneous groups
• Common objectives
• Individual responsibility
• Interpersonal skills as well as joint reflection
Proposal 4:
THERMOMETER, HEAT AND TEMPERATURE

14. Proposal 4: THERMOMETER, HEAT AND TEMPERATURE
Description of
experiences
 Objectives
• Recognize "Cooperative learning" as advantageous and useful
• Differentiate the concepts of heat and temperature
• Observe thermal expansion of a gas, a liquid and a solid
• Build a sensitive temperature measurement device
 Development

15.  Contents
• Chemical Reactions
 Timing
• Consolidation and reinforcement activity. Deepening activity.
Evaluation activity (Block 5 “The changes ”)
 Methodology
Rubric
Proposal 5:
CHEMICAL REACTIONS
Description of
experiences
Evaluative
criteria
Rating scale
Criteria Description
Criteria
(Different levels of quality )
COEVALUATION

16. Proposal 5: CHEMICAL REACTIONS
Description of
experiences
 Objectives
• Engage students in explanation and evaluation tasks
• Recognize chemical processes in everyday life
 Development
Candy
KMnO4 + NaOH
NaOH
Redox Reaction
Data
Remember
Precaution
Available
materials
Ingredients ?
Can we, through these candy, observe the different Mn
oxidation states?

17. Evaluation
 Proposed activities
• A % of the total grade of the Subject is obtained from
these activities
• Useful in the assessment of the competency-based
learning
• Questions ¡in the written exams
 Subject
• OBJECTIVES OF THIS WORK
• Study of the possibilities and usefulness of innovative
activities
• Experience of the teacher and students results
• A satisfaction questionnaire Did you find advantageous …?
What would you improve?
Write any suggestions …

18. Conclusions
 This work contains a series of experiences that
combine practical experiments with innovative
teaching-learning methodologies for the acquisition of
knowledge pertaining to the subject of Physics and
Chemistry in the 4th
course of Secondary Education
 These experiences are based on an ACTIVE teaching-
learning process that fosters AUTONOMY and
COOPERATION among students
 Introduction: gradual and balanced
 The best conclusion that could be given to this work
would be the possibility of implement it in order to
assess its potentialities, the students' acceptance, their
involvement in the process and even their critical
evaluation

19. Betting on
innovation and
experiments
ANA PÉREZ ANTÓN - MARÍA JESÚS SANTOS
MARÍA DOLORES MERCHÁN – CRISTINA PRIETO
Faculty of Sciences – University of Salamanca