TLS Looking for Clues Test in Italian Schools Final Relation

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TLS Looking for Clues Test in Italian Schools
Final Relation
ISSUE Project

• Partner 4 - Italy

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The integrated sequence ltLooking for Cluesgt
designed by Partner n. 2 (Germany) was tested
also by partner 4 (Italy). It was completely
carried out in 5 classes, involving pupils of the
1st, 2nd and 3rd year of Middle School (11-13
years olds). All the schools are in the province
of Ferrara. Teachers who carried out the
teaching sequence (n. 4) Angela Balestra,
Oriella Cima, Donatella Goldoni, Anna
Minia Classes in which it was carried out and
number of pupils a first year class (n. 22)
(Vigarano Mainarda) a second year
class (n. 23) (Ferrara) three third
year classes (n. 44) (two in Mirabello with
25 pupils
and one in Bondeno with
19) Total 5 classes and 89 pupils
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Duration The experimentation was initiated In
Bondeno (3rd class) at the end of September and
was completed on the 15th of October, and was
carried out in three hours per week for four
weeks, for a total of 12 hours. In the first
class the total duration was of 15 hours In the
other classes the total duration was 11 hours.
The experimentation was developed in different
periods In Ferrara November December 2006 In
Vigarano and Mirabello February March 2007
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Planning of the activities In the month of May,
The TLS ltLooking for Cluesgt was presented to the
teachers who had taken part in the TSL
ltSymmetriesgt. The teachers whose subject was only
mathematics did not take part in the
project. The first meeting was held to discuss
the goals, materials, instruments and, above all,
the methodology ltlearning stationsgt which
immediately aroused interest as it was based on
encouraging the pupils to work independently and
give them a sense of responsibility. At the
beginning of the scholastic year the teachers
presented the project to the teaching body which
approved and confirmed the didactic and formative
content of the project. Mrs Balestra, who had
been the first to carry out the TLS, made contact
with the other teachers. In their exchanges they
clarified any doubts, discussed any foreseeable
difficulties as well as the overall evaluation of
the TSL.
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Another meeting was held following the first
trial in which Mrs Balestra reported any
difficulties encountered. She also provided her
colleagues with some useful material for the
experiments. A final meeting was held to
exchange opinions on individual experiences.
How was the TLS developed The whole TLS was
carried out by all teachers. It was not possible
to use the Bunsen burner as it is prohibited in
all schools for safety reasons. The teachers were
keen on the idea of issuing a ltpermitgt to be
extended to all laboratory equipment (microscope
stereoscope, glassware, chemical compound
cabinet..) The activity on learning how to use
the microscope was carried out only in the first
class. Results of the pre and post-test, and
if possible, of the formative evaluation No
pre-test was carried out An intermediate and
final evaluation (solving the detective story)
was developed
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The first phase the 10 stations 1st Station
Analysis of the different types of ink
Everything went well and no difficulties were
encountered. Very few pupils failed to see the
discrepancy between the amount and the number on
the cheque Possible integration for a middle
school class -chromatography of chlorophyll with
ethyl alcohol as a solvent the phenomenon of
capillarity which may also be linked to physics
and Science of Life
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2nd Station Making fingerprints visible The
pupils touched the microscope slide
(notwithstanding the instructions in the notes on
how to use the microscope) an, therefore, left
their own fingerprints We, therefore, advise
using gloves.
The supplementary material which explained the
importance of fingerprints was very successful as
it aroused the pupils curiosity.
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3rd Station Distinguishing hairs
Those classes which did not have use of a fully
equipped laboratory encountered some difficulties
in distinguishing the various types of hairs.
In order to carry out this experiment the
pupils have to have a bit of experience in using
the microscope, and this was not the case
especially with the pupils of the Vigarano school
(first year class).
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4th Station Evaporating liquids What a good
idea to use the wire cage from a champagne cork
as a tripod! Possible integration for a middle
school class Mathematics the calculation of the
concentration of a solution, consequently a study
of proportions and percentages
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5th Station Heating substances
A small cooking stove was used in the place of a
Bunsen burner which is forbidden in many schools.
There were no problems in the performance of
this experiment.
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6th Station Detecting acids
This experiment, too, aroused great
interest. Identification of acid or basic
substances is usually carried out with litmus
paper, but this method is much better, at least
in the initial phase of the study on Ph.
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7th Station Recovering metals Some homogeneous
and heterogeneous mixtures were prepared in order
to verify what was described in the table in
relation to the various separation processes. One
teacher, instead, asked the pupils to report an
example for each type of mixture. Also in
this experiment some measures of volumes and
weights could be carried out to consolidate
knowledge and improve skills in taking
measurements.
(Suggestion) It is a good idea to link the
various separation experiments with the method
used in the first experiment (chromatography).
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8th Station Recognising crystals Both the
salt and sugar crystals were easily identified
within the time indicated.
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9th Station Deciphering secret messages
This experiment, too, was a great success.
The teachers must remember to translate the
deciphered message the first class that
experimented the TLS ended up with a message
that was impossible to decipher!
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10th Station Determining density
No difficulties encountered Very enjoyable Two
bars of chocolate of different densities were
used one with a caramel filling and the other
with puffed cereal filling This was the activity
that took up most time as it was necessary to
explain the concept of density as a ratio of two
different entities The activity was amplified
with other examples, varying only the volume or
only the mass, or only the liquid used for the
immersion
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The teachers confirmed that through this
experiment the pupils really did understand the
concept of density. Since the topic of buoyancy
is normally taught in the third year of Italian
Middle School, the teachers of these classes took
the opportunity to propose further experiments on
this theme. Some examples At equal volume
some objects sink and others float (analogy with
the previous experiment the test tubes were of
different densities) Liquids with different
densities (honey, water, oil and alcohol )
arrange themselves in layers, verify what happens
when particular objects are immersed with
different densities (polystyrene, plasticine,
wax, plastic).
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The Pupils thoughts in the intermediate phase
This moment was useful to communicate the
results and listen to the pupils impressions of
this experience of a new way of working which
allowed them to organise the work by themselves
for the activities. The replies to the
questionnaires confirm the enthusiasm that this
project aroused and the excellent acquisition of
investigative methods.
Even the pupils with learning difficulties showed
interest and applied themselves to the experiments
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Test results for learning stations
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(No Transcript)
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• Detective story
• Some confusion occurred in the preparatory phase
  the teachers are advised to prepare
• as many clues as there are groups
• A number of photocopies of the suspicious events
  three times the number of the group etc...
• The difficulties which emerged in this phase were
  mainly caused by the over-enthusiasm shown by the
  pupils who saw it as a competition.

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Heve the pupils reached the aims of the teaching
sequence and changed their everyday conceptions?

• a) Concerning the acquisition of skills related
  to processes
• Almost all the pupils (excluding those with
  considerable basic learning difficulties), were
  able to
• describe, in their own words, the scientific
  experiments, observations and phenomena
• report the observations by means of texts,
  drawings and tables
• perform the experiments and investigations
  following the instructions
• use a magnifying glass and microscope to make
  the objects visible

• b) Concerning the evaluation of the acquisition
  of skills in relation to concepts
• Almost all the pupils were able to
• Separate simple mixtures of substances and
  explain the separation process
• describe the effects of the two substances
  (dextrose and chalk) on heating
• identify acid solutions using markers
• use the magnetic properties of a metal in order
  to separate substances

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• However
• This aspect was greatly discussed by the teachers
  and the question still remains open as no
  definitive conclusion was reached on the
  evaluation (no pre-test).
• The teachers did, however, agree that
• the TLS was in line with the pedagogic-methodologi
  cal reference shared by all, namely,
  constructivism, in which the pupil constitutes
  the centre of the constructive process of his/her
  knowledge, and takes an active part at cognitive
  level. The proposal of the detective story for
  group work, favours the construction of positive
  dynamic relations which are known to play an
  important role in the building up of knowledge.
• The role of the teacher, in all the experiments
  proposed, radically changes s/he no longer
  transmits knowledge, but directs the construction
  of knowledge.
• As for the evaluation of the results, in
  particular of the acquisition of skills in
  relation to processes and some concepts, use of
  an observation file for each pupil was proposed
  for the teachers to record any remarks on
  observed behaviour.

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Conclusions The project as a whole received very
positive evaluation There were no substantial
differences between the results obtained from the
various classes as far as acquisition of
knowledge was concerned. It may be said that the
first year pupils probably showed more enthusiasm
and a sense of wonder compared to the third year
classes who, used to a more theoretical approach,
asked the teachers to proceed with the scientific
themes with this type of method. The teachers
were interested in a more in-depth study of
various aspects of the theory on which this
methodology of ltlearning stationsgt was based.
Positive aspects of this experience into a wider
context which involves behavioural problems,
lack of motivation, the difficulties that some
pupils and their families have in assuming
responsibility, and last but not least, the lack
of reference points on the part of the Ministry.
In teachers opinion this project represents a
valid proposal of work which responds to the need
to teach science through experiments that combine
practical laboratory work with theoretical
elaboration, manual and mental skills.
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All the teachers gave a positive evaluation on
the consistency between the aims and the
methods the 10 stations first followed by the
solving of the detective story, really allowed
the pupils to organise the work by themselves and
assume responsible behaviour which lead to the
success of the project. The preparation of the
material necessary to carry out the various
experiments required considerable time and effort
on the part of the teachers, particularly because
schools are not well equipped and the presence of
a laboratory technician is not foreseen. (In the
school in Vigarano the teachers were able to
count on the active support of the janitors).
On the whole the instructions and tasks were
very clear and exhaustive The material was easy
to obtain since it consisted of commonly used
substances and objects, and so familiar to the
pupils The method of work, based on real
experience and aided by the worksheets with extra
activities, was very popular and stimulated
observation. Moreover, the final test,
consistent with the teaching sequence, was found
to be very involving.
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Final questionnaire for pupils Some significant
examples about the learning station
Were the assignment sheets for each station
clear?
Would you like to work in a learning circuit
again?
Which of the experiments was the most difficult
to understand?
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On the Crime Story
Did you succeed in unmasking the thief?
Was the description of the case clear?
Was it easy to fill in the habits of the suspects
in the three investigation records?