L. Sebastiani1, A. Francini1, E. Buselli1, A. Minnocci1, F. Cecchi1, F. Ugolini2, L.

Massetti2, M. Lanini2, L. Pellegrino2, G. Rossini2, C. Screti2, G. Tagliaferri2, L.

Palazzeschi3, A. Di Fabio3, A. Raschi2

1Scuola Superiore Sant’Anna, Piazza Martiri della Libertà, 33 - 56127 - Pisa – ITALY 2Institute of Biometeorology-CNR, Via G. Caproni str., 8, 50145 Firenze, Italy 3Department of Education and Psychology - University of Florence, Via di San Salvi 12, Firenze

ACARISS project: a two years experience of

IBL method for Science teaching in

secondary schools

Finanziato dalla Regione Toscana

(PAR -FAS Linea di Azione 1.1.a.3)

Teaching approach based on:

1. direct observation of phenomena;

2. experimentation vs theoretical information;

3. students challenging with the problems:

• asking questions,

• formulating hypotheses,

• testing through experiments.

Promoted by the European Commission as one of the methods to

promote science education in school - Rocard report 2007.

The Inquiry Based Science Education

(IBSE)

Engage: the activity begins with the observation of a scientific problem

and students are invited to reflect and ask questions, express their

opinions and comments.

Explore: once focused on the object of investigation, students are

directed towards the design of experiments that can provide answers to

the problems addressed.

Explain: teachers provide the correct vocabulary allowing students to

explain results, introduce models, laws and theories and encourage

independent research.

Elaborate: students applying the new knowledge to other situations

(transfer of learning) and new questions and hypotheses can be

explored.

Evaluate: students produce a final product, which will be assessed

either by teachers and researchers or by competing and exchanging

with other students.

5E Model guide the students during the

discovering of science issues (Bybee, 1997)

Acariss Project

Accrescere le Conoscenze sull’Ambiente e i Rischi connessi

all’Inquinamento coinvolgendo le Scuole con la Sperimentazione

Partners:

CNR-IBIMET (Institute of Biometeorology-CNR, Florence)

SSSA (Scuola Superiore Sant’Anna, Pisa)

UNIFI (Department of Education and Psychology – Univ. of Florence)

Time:

2 years (1st June 2011 – 31st May 2013) + 6 months (30th November

2013)

Aim:

Make learning sciences more enjoyable applying the 5E Model and

creating a link between schools and researchers.

Finanziato dalla Regione Toscana

(PAR -FAS Linea di Azione 1.1.a.3)

Acariss Project

Targets

1. Teachers of Scientific subjects.

2. Secondary school students

(1st and 2nd degree).

Finanziato dalla Regione Toscana (PAR -FAS Linea di Azione 1.1.a.3)

Team

University professors, researchers, PhD and

technical staff working in collaboration with

school teachers - > more than 30

secondary schools in Tuscany (Italy)

distributed in the provinces of Firenze,

Livorno, Lucca, Pisa, Pistoia, Prato,

Grosseto, Massa Carrara and Siena

Acariss Project

Finanziato dalla Regione Toscana (PAR -FAS Linea di Azione 1.1.a.3)

1. Lessons for the students done by the ACARISS team members;

2.

3.

4. outcomes;

5.

1. Lessons for the students done by the ACARISS team members;

2. training meetings for the school teachers;

3. guided visits at the research Institutes;

4. several questionnaires aimed at evaluating the project outcomes;

5. Scientific competitions.

The main project products

• Practical guides for teachers (didactic modules aimed to reproducing

numerous scientific experiences in classroom – 5E Model).

• Dedicated website (www.acariss.it) acting as a coordination network, source of

materials, blog and connection between schools.

Didactic modules

1. instructions for teachers on

how to introduce the

scientific basis of the issue

in the classroom;

2. operating protocols -

description/implementation

of experiments;

3. tools and other materials

such as photo tutorials,

tables for data acquisition,

...

The modules were designed to include

Objective of the activity: make students aware

of the problem of eutrophication of aquatic

environments and anthropogenic causes that

determine it.

Through the laboratory simulation students will

understand the relationship between the

increase of nutrients (nitrates and phosphates in

particular) in aquatic environments and

production of algal biomass.

The module aims to make students aware of the

adopt good behavior to reduce or prevent the

occurrence of cases of eutrophication.

Algae bloom

Normal Lake Eutrophication

Experiment KH2PO4 (mg L-1) KNO3 (mg L-1) Light

#1 0 0-10-20-40 yes/no

#2 0-1.1 20 yes

#3 0-22 200 yes

#4 0-33 400 yes

Explore

Explore

Evaluate

Students produce a final product, which

will be assessed either by teachers and

researchers or by competing and

exchanging with other students

Didactic modules

Testing in classroom

Discussing with the teachers

Adapting to age and improving

Releasing New

Modules

Module 2.0 Module 1.0

Courses for teachers

1. Present modules and give indications for their use.

2. Experimental activities -> show the levels of complexity.

3. Discuss the modules with the ACARISS Team.

Explain the basic principles of relational autonomy

and empowerment education during the teaching-

learning process:

1. skills of active listening and response;

2. possible answers;

3. observation skills in listening as additional

indicators of verification process;

4. complexity in the comprehensive responses

5. insights on the various types of questions

6. reformulations of content and feeling.

Enhancing teachers communication skills

TEACHER: What is the chemical formula for water?

SARAH

TEACHER

TEACHER: What is the chemical formula for water?

SARAH: "HIJKLMNO"!!

TEACHER: What are you talking about?

SARAH: Yesterday you said it's H to O!

Psychological questionnaires

Specific questionnaires were constructed

and used to assess: students' attitudes

towards science, the school and

professional choices (choice of

secondary school and of academic

faculty).

The objectives was to evaluate project

effectiveness using an experimental

design with pre-, post-intervention and

control groups.

Website

Team - Scientific Competitions

Stimulate teachers and students to produce concrete results

(design, plan and build a real scientific tool) after the

implementation in class of a module.

Fun

Fascinating

Creative

Helpful

Fun

Fascinating

Creative

Helpful

Have you ever thought that science could be so many

things?

Have you ever thought that science could be so many

things?

The Call

The teams (classrooms or group of students)

work independently – a tutor provide

intermediate validations and give some

support and review.

Each team, at the end of experimentation, submitted a

final elaborate that could be a physical experiment, a

photograph or a device that represents the work done

during the project

The best projects were selected and awarded by a jury of

experts assessing the degree of complexity, innovation,

originality and impact on the training of students

We would like to thank all teachers and students that participate to the

ACARISS project and the students’ families for their support

Thank you for your attention Thank you for your attention