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Description
This learning scenario aims to make students aware of the benefits of teamwork required in different learning contexts and in the process of acquiring knowledge, competences, skills, and experiences that are commonly applied in order to solve a real-life question. Through this learning scenario, students will examine the multiple applications and uses of light, scrutinizing specific technical aspects of the topic in all the involved subjects. Then, they will apply the acquired knowledge and demonstrate their ability to solve problems. The interdisciplinary content will be the way through which teachers will set up their teaching activities, using the Project-Based approach (PBL) while problem-posing and problem-solving, Inquiry Based Science Education (IBSE), Content and Language Integrated Learning (CLIL), and blended-learning methodologies, in order to make students acquire some of the key citizenship skills of the 21st century. Initially, the Physics teacher will introduce students to the light pollution question using PBL and applying the CLIL methodology through a jigsaw activity, additionally addressing the problematic (Problem-posing): How can we have more light with less lighting? Secondly, the three teachers involved will implement various activities (IBSE, CLIL, blended-learning) aiming at having students gradually acquiring specific knowledge and abilities, related to their teaching subjects. Thirdly, students will be asked to solve the problem initially posed: they will need to use all the specific knowledge and competences acquired; they will work in groups to produce videos and posters in order to disseminate their job and show their 21st century skills. This L.S. has been tested by the Italian Team during the sanitary emergency caused by COVID-19, when all the Italian schools were closed; all activities have been implemented through online lessons and with the support of the Moodle platform of the school.
Sena ŞİMŞEK How can we have more light with less light? this was a title that caught my attention. I also wonder how they used the Project-Based approach (PBL), Inquiry Based Science Education (IBSE), Content and Language Integrated Learning (CLIL) in the course. Since it is an activity where students are active and prepare videos and posters, it is appropriate to translate them into other languages.