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Lasers & Bubbles

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Submitted by nerantzis on Mon, 07/06/2015 - 21:01
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The good teaching practice at a glance
Subject of practice

scientific

Target groups

Teacher

Educational level

Secondary Education

Short Summary

«Laser & Bubbles» (http://wp.me/p3oRiZ-h9) is an open inquiry teaching plan for typical & SEN students integrating hands-on activities, metamemory question, ICTs, etc. A group of students, after two years, re-perform optical phenomena experiments using “simple materials”. The following project worksheet is our participation to Inspiring Science Education Competition 2015.

Our project combined prior knowledge, visit to a scientific lab, self-motivated team-working students, exploring as researchers, describing as scientists, inquiring and explaining, visiting & interacting with a museum’s apparatuses. The educational outcome is stable knowledge about the core scientific ideas of atom, radiation and the interaction between them, better relationship between teachers and students, positive self-esteem of the students and 8.educational material. The project’s approach is not a typical/common didactic approach to Hellenic Schools. 

 

 

Duration of the implementation

2015-07-06 17:45:00 - 2015-07-06 17:45:00

Keywords

Detailed description
Age of learners

15 - 20

Detailed description

Since 2009 we integrate “hands-on” activities with “low-cost” materials. Activities on exploring light’s behavior passing through different media (air, oils…) was carried out two years ago (2013) in classroom . This year we repeat and …“elevate” those activities, visiting the Laboratory Center of Natural Science of Serres (EKFE Serron) with the same five students, with SEN whom also carried out the experiments two years ago. 

(see activities in the next step)

Learning Activities / Implementation

The project has the following Phases:

Phase.I (pre-activities)

 Remembering_2013.

 Atoms - River Stones analogy or How light …jumps!

 Activities at EKFE (lasers, total reflection, fiber optics, Morse code, bending light with sugar)

Phase.II (main activity)

 Experimentation-playing

 Main activity at EKFE  Notes (Metamemory, Oscillations, Posters)

Phase.III (post-activities)

 EKFE activities (red-cyan 3D, eye doctor)

 Visit to “Heraclitus” science museum.

Phase.IV (discussion/conclusions/extend)

* Extend sub-phase is a very important phase for deep scientific understanding of core ideas and the development of everyday life skills 

Country of originGreece
Language of the practiceEnglish
Website relatedhttps://4myfiles.wordpress.com/2015/04/13/lasers-bubbles/
Status of the practiceFinal
Download full practice desciprion _ise_competition_project_worksheet_nerantzis.pdf
Area of good practice
  • ICT enabled learning - Using digital resources for face-to-face classroom practice & for online learning/blended classroom practice
  • Quality and Assessment - Using digital resources to better assess learning
Copyright related to this practice

Attribution-NonCommercial-ShareAlike 4.0 International

This practice is
Creativity
Useful literature
https://4myfiles.files.wordpress.com/2015/04/pdfgreek.pdf

About the author
Name of contributorNIKOLAOS NERANTZIS
Affiliation of contributor Physicist in Secondary Special Education
Institution where this practice was implementedTEE & EPAL Eidikis Agigis, Serres, Greece
Contact e-mailabc57001@gmail.com