Track 12. Educational Innovation Authors: Laura Sastre Lorenzo, Maria Jesus Santos and M. Martín Mata https://youtu.be/FSrxCMBmYcs

1. Laura Sastre Lorenzo
María Jesús Santos Sánchez
Mercedes Martín Mata
1

2. Introduction.
Objectives.
Didactical methodology.
Pedagogic Techniques: Cooperative Learning.
Activities and Timing.
Evaluation of the students.
Results and discussion.
Acquisition of Objectives.
Project Evaluation.
Project Results.
Improvement Proposals.
Conclusions.
References.
2

3. 3

4. The project is developed during my teaching practices in a class of high school
seniors.
The two previous years students in that class attended “Programs for the
Improvement of the Learning and the Performance (PMAR)”.
These students showed demotivation and little interest for the learning of science.
That's why I decided to use a topic that was attractive and interesting to learn to do
a research project.
So, I proposed to investigate the science behind the powers of the superheroes.
4

5. 5

6. Motivation of students is the main aim of this project.
Another important aim is to teach students how to do a research project.
Active methodology: students learn how to do a research project doing it.
Information and communication technologies (ICT).
To promote the autonomy of these students and their skills we work through
individual work in some phases or cooperative work in others.
6
PROYECT
A paper that exposes the scientific principles that explain the powers of different superheroes.
Posters which shows different superhero with their superpowers and the scientific principles that
explain it.
A graphic that shows the comparison between the scientific reality and the fiction that we find in
movies and comics.
A cover made by the students with the different superheroes involved in the project.

7. Pedagogic Techniques: Cooperative Learning.
Activities and Timing.
Evaluation of the students.
7

8. Cooperative Learning.
Organization of the groups.
Formal cooperative groups.
Student roles.
Heterogeneous groups.
8
IndividualWork. Groups of 2 or 3
students.
All the students
together.
Search Information.
Resume Information.
Oral Presentation.
Posters.
Comparative Graph.
Design a Cover.
Research Project
Planning.
Find Study
Hypothesis.
Write the Paper.
https://blogsaverroes.juntadeandalucia.es/emprendetuvida/tag/trabajo-
cooperativo/

9. Research Project Planning.
Find Study Hypothesis.  "Can science explain superpowers?" and "Can
science recreate superpowers in real life?“
Search Information.
Resume Information.
Write the Paper.
Comparative Graph.
Posters.
Design a Cover.
9
https://experience.sap.com/basics/8-things-to-keep-in-mind-when-setting-up-a-field-
research-project/
Session 1 Session 2 Session 3 Session 4
Research
Project Planning
Research
Project Planning
Find Study
Hypothesis
Search
Information
Session 5 Session 6 Session 7 Session 8
Search
Information
Search
Information
Resume
Information
Resume
Information
Session 9 Session 10 Session 11 Session 12
Write de
Paper
Write de
Paper
Write de
Paper
Design
Posters
Session 13 Session 14 Session 15 Session 16
Design
Posters
Design
Posters
Design
Cover
Oral
Presentation

10.  Evaluation methods
Classroom Observation.
Paper evaluation.
Posters, Graph and Cover Evaluation.
Oral Presentation.
Qualification criteria
(𝑃𝑜𝑠𝑡𝑒𝑟 ∙ 0,1) + (𝐺𝑟𝑎𝑝ℎ ∙ 0,1) + (𝐶𝑜𝑣𝑒𝑟 ∙ 0,1) + (𝑃𝑎𝑝𝑒𝑟 ∙ 0,7)
10
Classroom Observation Project Average Oral
PresentationIndividual Work Cooperative
Work
Individual Work Cooperative Work
10% 10% 20% 50%
20% 70% 10%
https://www.atjoo.nl/onderhoudscontract-
brandblussers-groen

11. Acquisition of Objectives.
Project Evaluation.
Project Results.
Improvement Proposals.
11

12. The level of acquisition of objectives showed by students was great.
The grades obtained by the students at the end of the project was positive.
The students learnt:
How to do a research proyect.
The scientific principles of the power of a Superhero.
The project increased the motivation of the students.
The project increased the autonomy of the students.
The project favored the learning of ITCs.
12
0
2
4
6
8
10
12
0 1 2 3 4 5 6 7 8
Gradeintheproject
ID number of the student
Results from Project "Science of
Superheros"

13. To the affirmation“Project make sessions more
dynamics and active” 93,3% of the students
completely agreed.
To the affirmation“Project motivates interest in
science” 96,6% of the students completely agreed.
To the affirmation “Project make students more
implicated in classroom” 93,3% of the students
completely agreed.
To the affirmation“Project is interesting because it´s
about attractive topics” 96,6% of the students
completely agreed.
13
YES
NO
Project make students more
implicated in classroom
93,30% 0,60%
YES
NO
Project is interesting because
it´s about attactive topics
96,70% 0,30%
YES
NO
Project Motivates Interest in
Science
96,70% 0,30%
YES
NO
Project make sessions more
dynamics and active
93,30% 0,60%

14. A paper who has 12 pages including abstract, justification, key words, materials
and methods, introduction, results and discussion, conclusions and references.
Three posters.
A graph that compared the number of powers of each superhero that can be
explained by the science with which not, or not completely.
A cover for the paper.
14

15. Learning the transversal elements in education through the use of comics.
Enrich the project through collaboration with other departments of the institute.
Compare the results obtained in this project using a control group. 15
http://www.palabrasencadena.com/2017/12/el-comic-aragones-clama-en-contra-de-la.html
http://www.elmundo.es/blogs/elmundo/comicwood/2017/05/02/superheroes-contra-el-acoso-escolar.html

16. 16

17. The theme of Superheroes is very attractive for students.
When students are motivated, their learning is better and they are more implicated
on it.
The use of active methodologies is motivating and encourages learning.
Cooperative work allows students to help each other, to understand the concepts
and to do the activities.
The students learnings’ were more effective and they were more motivated.
We have found a new power of superheroes: motivate students with
difficulties.
17

18. 18

19. • Joan Amer Fernández and Andreu Mir Gual. 2017. Processes of implementation of the programs for
the improvement of the learning and the performance (PMAR). Perspectives of teachers, students
and families. REOP. 28, 3, (3º Cuatrimestre, 2017), 138 – 155 DOI:
https://doi.org/10.5944/reop.vol.28.num.3.2017.21623.
• Aina Tarabini and Alejandro Montes. 2015.The Spanish’ political agenda against early school
leaving: LOMCE against international evidences. Avances en supervisión educativa. 23 (June, 2015),
1-20.
• Solbes, J. Montserrat, R.Y Furió, C. (2007). El desinterés del alumnado hacia el aprendizaje de la
ciencia: implicaciones en su enseñanza. Didáctica de las Ciencias Experimentales y Sociales, 21, 91-
117.
• Kakalios, J., (2005), La Física de los superhéroes, Barcelona, España, Ediciones Robinbook.
• Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning
and teaching contexts. Journal of educational Psychology, 95(4), 667.
• Pugh, K. J., Linnenbrink‐Garcia, L., Koskey, K. L., Stewart,V. C., & Manzey, C. (2010). Motivation,
learning, and transformative experience: A study of deep engagement in science. Science Education,
94(1), 1-28.
19

20. • Johnson, David W.; And Others. 1994. Cooperative Learning in the Classroom. Books; Guides.
Association For Supervision and Curriculum Development,Virginia. ERIC Number: ED379263
• Web page: https://www.canva.com (Consulted en June 2018).
• Blain L. (2018). Real-life Iron Man Richard Browning flies his Gravity jet suit up Europe’s longest zip
line. New Atltas: https://newatlas.com/richard-browning-gravity-jet-suit-zipline/53910/
• Starr M. (2015). Engineer builds ‘working’Thor’s hammer only he can lift. CNET Magazine:
https://www.cnet.com/news/engineer-builds-working-thorshammer-only-he-can-lift/
• Lepore, E. Bosia, F. Bonaccorso, F. Bruna, M.Taioli, S. Garberoglio, G. Ferrari, A. C. Pugno, N. M. (2017).
Spider silk reinforced by 7rapheme or carbon nanotubes. 2D Materials, 4 031013.
• Jobeté, S. et al.“No es No” Asociación Aragonesa de Autores de Cómic AAAC Ed. Gobierno de
Aragón (2017).
• Houser, R., Duggan, Lovweness, Barberi, Ford,Takara and Duarte “Los Vengadores: Acoso nunca
más” Marvel Panini comics (2017) Web page: https://www.is4k.es/de-utilidad/recursos/comic-los-
vengadoresacoso-nunca-mas (Consulted en June 2018).
20

21. 21