CENTRO STUDI E FORMAZIONE VILLA MONTESCA

PROVINCIA DI PERUGIA

UNIVERSITÀ DEGLI STUDI DI PERUGIA

SSIS PERUGIA (SCUOLA DI SPECIALIZZAZIONE PER
L’INSEGNAMENTO SECONDARIO)

EUCLIDES – Enhancing the Use of Cooperative Learning to Increase Development of Science studies
134246-LLP-1-2007-IT-1-COMENIUS-CMP
Grant Agreement 2007-3434/001-001
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
1. What’s new and what’s good in Europe…

Survey of good practices, experiences of PBL application in studying

and national initiatives to make science studies more attractive

Examples of PBL applied to the Scientific topics study

PROJECT DID@TIC

Brief description
DID@TIC is a joint project between MIUR and Microsoft “Partners in learning”
started in 2006. It is a teacher training project aimed at teaching through
technology. This included video-seminars, multimedia resources and tutorship
experts that involved the participants in a virtual-learning community.
The project was thought for secondary school teachers and was sponsored by
the publisher Giunti.
The objective of Project Did@tic was to give teachers the opportunity to acquire
knowledge necessary to develop PBL activities in schools.
The project is part of the national plan for development of Digital School born out
from the co-operation between MIUR and Microsoft “Partners in learning” within the
framework of a very specific programme: teacher training for the use of technology
in teaching.

Methodology
The project was carried out with the e-learning method and was structured as
follows: use of the PBL materials such as video-seminars, handbooks and
suggestions for implementation, bibliography, PBL files with materials for teachers
and students, materials for in-depth studies, indexes, linkography and resources
chosen by the tutor; attendance to meetings group activities for PBL files
production
Each participant has been part of a virtual class divided in three areas of study:
psychosocial, history, human science and technical/scientific
During the first phase the teachers studied the materials, then they started group
debates under the tutor’s supervision, sharing ideas, proposals, suggestions and
experiences and finally they studied the PBL files, both together and individually.
Strengths
The support research on PBL has highlighted that students are more
proficient if they are dealing with real life problems that require facing
issues in the outside world.
Working on a project motivates students to be active and look for solutions.
Also the teachers’ role is changing, as it is no longer only a dispenser of
knowledge but also and foremost someone who makes learning easier in a joint
effort context.
Technology then becomes the tool for easier work planning, for co-operation and
accomplishment of the project since it is the natural framework for knowledge
sharing.

Criticalities
The following are some of the obstacles to the development of PBL projects:
• Clarity in outlining the problem:
• Originality of the idea and motivation;
• Clarity and significance in identifying the objectives;
• Integration in the syllabus;
• Coherence in integrating technologies in the teaching strategy;
• Clarity and coherence in evaluation procedure.

Opportunities
“Empirical evidence” shows that students with limited speaking and
communication skills achieve significantly better results with PBL.
This would strengthen the hypothesis that the PBL approach is more successful
when trying to bring up to level students who are in some difficulty.

Threats
Another important issue to think over is the fact that teachers still have
problems in passing from identification to a teaching topic and the
approach to the relevant problems.

Experimentation in class connected to Science Studies:

1. “Energy… What future?”
2. “Sustainable growth: the environment and its impact on economy”
3. “Global Warming”
4. “Research on water resources and per capita consumption”
5. “Renewable energy and the Kyoto Protocol”
DID@TIC – 1.“Energy… What future?”
Brief description
In this project students think about pollution related to the type of energy used
nowadays.
The working method entails their active involvement by assessing the impact of
energy consumption and working out feasible saving plans.
Subjects: interdisciplinary project. Technology and computer science, science,
geography.
Target: II degree secondary schools
How the experimentation has been developed:
Details
• The project is divided into 5 steps: the group work will begin from step 3
and the students will share the results.
• The work will have to be completed in chronological order.
• Each group will be of 3 or 4 students.
Requirements
For group and not for single students
• Know how to use a software for word processing, image processing,
multimedia presentation, web research
• Have an internet connected pc at home
Technological Settings
• Hardware: a computer at the Lab and in each of the students’ homes, a
scanner, a printer
• Software: Internet browser, Multimedia program, Image processing program
Abilities (introduced or consolidated)
• create and format documents for the multimedia presentation
• process images
• insert still or moving images, graphs, tables
• revision and edit texts
• extra research of materials such as films, websites, books etc.
EVALUATION RUBRIC

CATEGORY 4(8-10) 3(6-8) 2(4-6) 1(1-4)

Presentation Well described flowing Sufficiently flowing, high Not flowing but capable Not flowing, the
composition, high level of attention in the to keep the audience audience often
level of attention in audience for most f the interested for most of loses attention.
the audience. time. the time.

Sources Information collected In formation collected In formation collected Scant or no

for all diagrams, facts for all diagrams, facts for all diagrams, facts information at all
and quotations. and quotations. Most of and quotations, but not on sources.
Everything is the material is documented in the
documented in the documented in the chosen format.
chosen format. chosen format.

Visual Excellent use of Good use of characters, Use of characters, Use of characters,
attraction characters, colours, colours, graphics, colours, graphics, colours, graphics,
graphics, effects etc. effects etc. to improve effects etc, but effects etc, but
to improve presentation. occasionally diverting often diverting
presentation. attention fromthe attention fromthe
contents of the contents of the
presentation. presentation.

Language No grammar or writing From1 to 3 writing 4 writing and/or More than 4 writing
errors. and/or grammar errors. grammar errors and/or grammar
errors

Contents Covers topic in depth Includes essential Includes essential The content is poor
with detailed knowledge of the topic knowledge of the topic, and there are
examples. Excellent and seems to be good. but there are one or two many serious
knowledge of the serious errors. errors.
subject.

Organisation Well organised Use of titles and lists Most of the content is There is no logic
contents with use of and general logically organised. and clear
titles and lists of the organisation of the work organisation
material. appears to be imperfect. structure but only
randomfacts put
together.

Oral Well described flowing Sufficiently flowing, high Not flowing but capable Not flowing, the
presentation composition, high level of attention in the to keep the audience audience

PROJECT DID@TIC – 2. “Sustainable growth: the environment and its impact

on economy”

Brief description of the initiative

The project deals with pollution: causes and effects on health and on the
ecosystem, pollution etc.
A relevant part of the work deals with its economic impact and is an active
study of a possible idea for sustainable growth.
Objectives: development of the ability to analyse the territory on the issue of
pollution, a critical analysis of the correct behaviour citizens could adopt and a
possible idea for sustainable growth for the area under scrutiny.
Subjects:science.
Target: 1st and 2nd Degree secondary school of the Istituto Tecnico
Commerciale “Vittorio veneto”, Latina.

Brief description of the adopted methodology

Problem:
• What are the causes, characteristics and type of pollution and their effects on
human health?
• What is the economic impact?
• What are the hypothesis for sustainable growth?

Objectives:
• Develop the ability to examine, study and analyse the hygienic and health
care shortcomings in a given territory
• Knowledge of what citizens, institutions and environment associations could
do to prevent solid waste pollution.
• Propose a hypothesis for sustainable growth for the area under scrutiny

Activities, stages and timetable.

Time: 2 months, divided as follows:

• 1st week: basic information on ecology
• 2nd week: drawing up of a questionnaire on hygienic, health care and
economic situation of the area
• 3rd and 4th week: data collection on pollution and lectures on waste disposal
techniques, separate collection of rubbish and sewage system, videos, analysis
of the economic network of the area.
• 5th week: visit of the area and to local businesses. Data collection.
• 6th and 7th week: written report;
• 8th week: meeting with the experts and final discussion.
• 9th week: preparation of a multimedia presentation
Details

The project is divided into 7 stages: group work and result sharing will begin
from stage 3.
• The activities will be carried out in chronological order.
• Each group will be of 3 students

Requirements

Know how to use software for:

Word processing
Image processing
Multimedia presentations
Internet

Have a computer at home with internet. Know the basics about economic and
environmental institutions.
These requirements are for each group as such and not to single students.

Technological settings
• Hardware
A computer at the Lab and in each of the students’ house*
A scanner
A printer
• Software
Internet browser
Multimedia program
Image processing program
*At least one computer for each work group

Abilities (introduced or consolidated)

• Write and format documents to develop a multimedia presentation

• Add still or moving images, graphs and tables
• Edit and proof-read texts
• Assess material and search for new (data sheets, web sites, paper documents
 etc)
• Develop the presentation
• Present the final work

General outline

The single items will be linked together.

1- collection of data on environmental pollution

2- pollution in other European countries
3- presentation of collected data with chats and diagrams
4- environmental impact on economy
5- analysis of cases of industrial pollution
6- debate on results achieved

Log book

• Presentation of the project to the students

• Students’ feasibility study outlining difficulties
• Outline of possible difficulties
• Teaching sessions, if needed, to deal with the difficulties arisen
• Task assignment with the students
• Setting up timetable for single tasks
• Estimate of total tine needed (9 weeks)

Evaluation table

CATEGORY 4 (8-10) 3 (6-8) 2 (4-6) 1 (1-4)

Presentation Well described Sufficiently Not flowing but Not flowing, the
flowing flowing, high capable to keep audience often
composition, level of the audience loses attention.
high level of attention in the interested for
attention in the audience for most of the
audience. most f the time. time.
Sources Information In formation In formation Scant or no
collected for all collected for all collected for all information at
 diagrams, facts diagrams, facts diagrams, facts all on sources.
and quotations. and quotations. and quotations,
Everything is Most of the but not
documented in material is documented in
the chosen documented in the chosen
format. the chosen format.
format.
Visual Excellent use of Good use of Use of Use of
attraction characters, characters, characters, characters,
colours, colours, colours, colours,
graphics, effects graphics, effects graphics, effects graphics, effects
etc. to improve etc. to improve etc, but etc, but often
presentation. presentation. occasionally diverting
diverting attention from
attention from the contents of
the contents of the
the presentation.
presentation.
Language No grammar or From 1 to 3 4 writing and/or More than 4
writing errors. writing and/or grammar errors writing and/or
grammar errors. grammar errors
Contents Covers topic in Includes Includes The content is
depth with essential essential poor and there
detailed knowledge of knowledge of are many
examples. the topic and the topic, but serious errors.
Excellent seems to be there are one or
knowledge of good. two serious
the subject. errors.
Organisation Well organised Use of titles and Most of the There is no logic
contents with lists and general content is and clear
use of titles and organisation of logically organisation
lists of the the work organised. structure but
material. appears to be only random
imperfect. facts put
together.
Oral Well described Sufficiently Not flowing but Not flowing, the
presentation flowing flowing, high capable to keep audience often
 composition, level of the audience loses attention.
high level of attention in the interested for
attention in the audience for most of the
audience. most f the time. time.
Originality Very original Quite original Uses ideas of Mere use of
work. Supported work. Supported others (although ideas of others
by creative by some new quoting the with no quoting.
ideas. ideas. sources). There
is some original
thought.
Work The work has The work has The work has The work has
been properly been carried out been carried out not been
carried out in in co-operation, in co-operation, carried out in
co-operation. although some but one student co-operation,
have done more has not fulfilled and more than
than others. his duties. one student has
not fulfilled his
duties.
 PROJECT DID@TIC – 3. “Global Warming”

Brief description of the initiative

The project begins with a series of “open questions” on global warming and
environment pollution supported by data, images and theories. It presents a critic
research programme on the causes of global warming, sets up statistics
questionnaires, data interpretation, use of electronic spreadsheets, develops diagrams
and a final presentation summarising all the material collected.
Subject: science.

Brief description of the adopted methodology

Placing the problem into context
What do you feel when looking at this picture?

Imagine you are leaning out of a window looking at this view. The cause of it all is the
scary Greenhouse Effect.
Many areas, even in Europe, risk desertification owing to the reduction in ground
humidity. The increase in concentration of greenhouse gases in the atmosphere is
causing growth in the rate of global warming of our planet. The data collected during
the last 15 years of the XX century show that there have been the hottest 10 years of
the whole period with 1998 the hottest.
It is reckoned that the average surface global temperature could increase by 0.6 °C to
2.5 °C within the next 15 years and by 1.4 °C to 5.8 °C in the course of this century,
with significant regional variations.

Do you think all of this can be avoided?

The increase in temperature due to global warming caused by the increased
concentration in greenhouse gases in the atmosphere can produce direct or in direct
effects on human health.

But what are these greenhouse gases?

They are atmospheric gases that absorb infrared radiations causing the so called
greenhouse effect.
It is reckoned that the climate of our planet is bound to change owing to human
activities that alter the chemical components of the atmosphere. The enormous man-
made greenhouse gas emissions are causing an increase in the Earth’s temperature
causing both global and local climate changes.

Before the Industrial Revolution, man released very few gases in the atmosphere, but
nowadays the increase in population, the use of fossil fuel and deforestation contribute
in changing the atmospheric elements.

What can we do to improve this situation?

All these questions are the starting point of the project.
GLOBAL WARMING is a problem worth to be looked into depth by all scientists.
The majority of them agree that there is a valid scientific foundation to support policies
opposing this process. One must bear in mind that it is unlikely that such changes
might happen gradually; on the contrary, they might happen suddenly and with great
impact.
Within our possibilities we shall try to gather as much data as possible since
information is the first step towards the solution of a problem.

Objectives
• strengthen research ability by using search engines
• teach students to set up statistics questionnaires
• interpret results through electronic spreadsheets preparing diagrams using the data
collected
• explain the benefits of new technologies for data transmission
• explain the advantages of team work for a common goal

Activities, steps and timetable

• data collection on the effects of global warming (3 h)
• statistics study on how much your family and friends know about this problem (5 h)
• organise a debate on the consequence of the increase in global warming (2 h)
• prepare a presentation on the research carried out (8 h)
• present the project to other teachers and students in the school (2 h)

STEP 1
1. research on Internet or multimedia encyclopaedias on the subject.
2. the group should be divided into sub-groups, each one dealing with one specific
part.
3. the topics should be divided as follows:
- a study on global warming
- the mechanism of global warming
- greenhouse gases
- emissions
- climate changes
- effects on humans
- effects on the environment

STEP 2
Develop a questionnaire for family and friends on the following lines:

1. understanding global warming

2. source of information
3. consequences of global warming on the environment
4. consequences of global warming on humans
5. strategies for a solution
6. steps taken by various countries to solve the problem
7. statistics analysis of the research through diagrams showing the results.
STEP 3
Organise a round table where every sub-group will present and comment the results of
its own research. Teachers will in turn act as moderators.

STEP 4
Prepare a Power Point presentation using all the material collected. The computer
science teacher will give the students basic information on the use of the program to
prepare the slides.
The slides can be printed and pasted on posters to be exhibited during the final
presentation.

STEP 5
The teachers who are taking part to the PBL project will organise a meeting with their
colleagues and students of other classes and present their results highlighting both
difficulties and advantages of PBL. This sharing experience will encourage other
teachers and students to try using the PBL method as a better and more complete
approach for students towards the acquisition of new skills and their ability to use
them in an interdisciplinary context.

Details
• the work-group will be divided into sub-group (max 6 students each group)
• there will be 5 steps to the project and will have to be carried out in sequence
• each sub-group will have to take part to all stages
• the work will have to be shared with the other groups

Requirements
• use of internet
• basic knowledge of statistics
• use image processing programs
• use of Word, Excel, PowerPoint
OPTIONAL :have an internet connected computer at home

Technological Setting
Hardware
• a computer for each sub-group in the lab
• a scanner
• a printer
Software
• internet browser
• image processing program
• word processing program
• electronic spreadsheet program
• multimedia program

Abilities, introduced or consolidated

• use of internet for research
• text formatting and composition
• tables and charts using an electronic spreadsheet
• preparation of slide shows
• image processing

Log book
• presentation of the project to the work-group
• discussion of the feasibility study of the project with the students
• outlining difficulties encountered by the students
• division in sub-groups
• task assignment
• analysis of activities, steps and timetable
• estimate of total time required (20 h)

Evaluation table
MARKS
SUBJECT
4 3 2 1
Not complete
Complete
DATA but Concise and Incomplete,
and
RESEARCH acceptable essential poor
exhaustive

Very good Good ability Sufficient

ABILITY TO ability to to analyse. ability to
Poor ability
ANALYSE AND analyse. Processing analyse.
to analyse.
PROCESS DATA Processing almost Partial
complete complete processing
 Acceptable
COMMITTMENT Active level of Occasional Passive
AND participation. participation. participation. participation.
PARTICIPATION Constant Almost Commitment Lack of
TO DEBATE commitment constant not constant commitment
commitment
Dispersive
Interesting Presentation Presentation
presentation
POWER POINT and well too concise vague and
and not
PRESENTATION organised and little not
always
presentation interesting interesting
interesting.
Almost Incomplete.
REPORT ON THE Complete. Incomplete.
complete. Information
WORK CARRIED Exhaustive Scant
Essential not always
OUT information information
information exhaustive

The evaluation of the work-group and single students is expressed in tenths.

The total score is obtained by adding the boxes in the evaluation table and then
dividing the result by two.

Marks

Mark between 2 e 4 ------- very insufficient

Mark between 4,1 e 5 ------- insufficient
Mark between 5,1 e 6 ------- sufficient
Mark between 6,1 e 7 ------- good
Mark between 7,1 e 8 ------- fair
Mark between 8,1 e 10 ------- very good
PROJECT DID@TIC – 4. “Research on water resources and per capita consumption”
Brief description of the initiative
The project’s objective is to make young people aware about water saving and
sustainable growth. The students will collect data about the use of water in their
families, carry out conceptual mapping, diagrams and charts synthesising all the
information they have gathered; at the end of the project they will create a
multimedia presentation.
Subjects included: natural science, maths, computer science, physics/chemistry,
law.
Target: 2 year course in a II degree Secondary Schools.
Brief description of the adopted methodology
Outline of the problem
Human life and other forms of life all depend on water.
Resources are limited
Use/consumption is increasing daily.
Can Man/Water relationship be rationalised/modified?
Is our behaviour within the family environment primary in determining
positive results in the use/consumption of water resources?
Objectives
Set up a research method
Collect and transmit data
Data reprocessing after transmission
Consider water as a resource and outline problems linked with water saving,
pollution and sustainable growth.
Activities, steps and timetable
Presentation of the project (1h)
Division in groups (3 students -1/2h)
Handing out of material for web research (1/2h)
Handing out of material to measure and collect data on a family’s water
consumption (1/2 h)
Web research in class and /or at home (4h)
Research at home (1/2h for 7 days)
Presentation, analysis and processing of collected data (4h)
Outline and processing of data and drawing up of charts (2h)
Power Point presentation with students’ conclusions (5h)
Details
The projects will be divided into 9 steps. Starting from the 5th step (guided
research on suggested websites) the students, after having collected the relevant
data, will skim the most important information, critically elaborate it and draw up a
conceptual map which will be included in the presentation. At the same time each
student, through the use of the material they’ve received, will start collecting
information on their family’s water consumption and will jointly draw up the
relevant charts and diagrams (using Excel) They will also analyse the data, discuss
and elaborate the concepts that will be included in the final report and in the
multimedia presentation
Requirements
Knowledge of the state of matter and physical change
Components of the atom and chemical bonds
Knowledge of the words: law/legal rules, environmental offences,
sustainable growth
Use of software programs (Word, excel, power Point) and computer graphic
programs (Microsoft Photo editor)
Knowledge and use of physic quantity and units.
Know how to carry out spreadsheet calculations
Technological Setting
Computer room equipped with internet and workstations for each student or
more.
Programs: Word, Excel, Powerpoint, Microsoft Photo editor/Adobe photoshop
Conceptual maps ( a free CMap program to develop and visualise via
internet conceptual maps created by the Institute for Human and Machine
Cognition, University of West Florida, downloadable from
http://cmap.ihmc.us/download/)
Abilities, introduced or consolidated
Research, analyse and process information .
Measure and find data.
Show, set up and format documentation for multimedia presentation.
Graphic preparation of texts.
Insert still or moving images (diagrams, charts)
Editing and proofreading.
Plan the presentation.
Create a multimedia presentation.
PROJECT DID@TIC – 5. “Renewable energy and the Kyoto Protocol”
Brief description of the initiative
Using the Kyoto Protocol as a starting point, the project looks into the concept of
renewable energy, the use of energy throughout history and the relationship between
renewable and non-renewable energy.
The aim is to acquire competences in analysis and synthesis by asking the students -
also through the use of the English language – the link between energy consumption,
renewable sources and the quality of life.
Subjects: Electronics and Telecommunication, calculation, English, maths, history.
Brief description of the adopted methodology Outline of the problem
• What is renewable energy?
• How has Man used energy during the centuries?
• What is the Kyoto Protocol?
• What is the advantage in using renewable energy?
• Where can renewable energy replace non renewable energy?
Objectives
• Knowledge of today’s energy sources and their impact on our planet.
• Its historical background.
• Acquire basic technical competences and learn how to express them in English.
• Learn how to use the data collected.
• Carry out cost analysis of the project.
• Plan, create and present a multimedia work defining the link between energy
consumption, renewable sources and quality of life.

Material and complementary resources.

• Renewable energy statistics.
• Calculation model of solar panel cost benefits.
• List of web resources.

Activities, steps and timetable

1. Visit to an Enel sub-station in the area. (2 h)
2. Round table with ARPA officials, Mayor and environment experts. (3 h)
3. On-line language practice using technical documentation in English. (2 h)
4. On-line research and analysis of material to be used for the multimedia work. (6 h)
5. Power Point presentation on the link between renewable energy and the Kyoto
Protocol. (4 h)
6. Presentation of the work. (3 h)

Details
• The project is divided into 6 stages: in stage 4 begins the result-sharing group
activity.
• The activities in the different stages must all be completed in the set sequence.
• Each work-group will be of 3 students.

Requirements
• Use of a software for:
word processing
image processing
developing a multimedia presentation
the use of Internet, search engines and email.
have internet at home
(the above requirements refer to the group as such and not to single students)

Technological Setting
Hardware:
• Pc available in Electronics and Maths Labs and at home*
• Digital camera
• Scanner
• Printer
Software:
• Internet Browser
• Program for multimedia presentations
• Program for image processing

Abilities, introduced or consolidated

• Write and format documents to develop a multimedia presentation
• Add graphics to texts
• Add still or moving images, graphs and tables
• Edit and proof-read texts
• Assess material and search for new (data sheets, web sites, paper documents etc)
• Develop part of the presentation in English
• Develop the presentation
• Present the final work

Log book
• Presentation of project to the students
• Project feasibility study carried out by students outlining difficult points
• Determine possible difficult points
• Setting up of a lesson plan to overcome difficulties
• Task assignment with the students
• Task planning
• Setting up timetable for each task
• Estimate of total time needed (20 h)

Evaluation table

CATEGORY 4 (8-10) 3 (6-8) 2 (4-6) 1 (1-4)

Presentation Well described Sufficiently Not flowing but Not flowing,
flowing flowing, high capable to the audience
composition, level of keep the often loses
high level of attention in the audience attention.
attention in the audience for interested for
audience. most f the most of the
time. time.
Sources Information In formation In formation Scant or no
collected for all collected for all collected for all information at
diagrams, facts diagrams, facts diagrams, facts all on sources.
and quotations. and quotations. and quotations,
Everything is Most of the but not
documented in material is documented in
the chosen documented in the chosen
format. the chosen format.
format.
Visual Excellent use Good use of Use of Use of
attraction of characters, characters, characters, characters,
colours, colours, colours, colours,
graphics, graphics, graphics, graphics,
effects etc. to effects etc. to effects etc, but effects etc, but
 improve improve occasionally often diverting
presentation. presentation. diverting attention from
attention from the contents of
the contents of the
the presentation.
presentation.
Language No grammar or From 1 to 3 4 writing More than 4
writing errors. writing and/or and/or writing and/or
grammar grammar grammar
errors. errors errors
Contents Covers topic in Includes Includes The content is
depth with essential essential poor and there
detailed knowledge of knowledge of are many
examples. the topic and the topic, but serious errors.
Excellent seems to be there are one
knowledge of good. or two serious
the subject. errors.
Organisation Well organised Use of titles Most of the There is no
contents with and lists and content is logic and clear
use of titles general logically organisation
and lists of the organisation of organised. structure but
material. the work only random
appears to be facts put
imperfect. together.

Evaluation
1 = Not satisfactory
2 = Satisfactory in part
3 = Satisfactory for the majority of parts
4 = Entirely satisfactory

PROJECT Chemicals, the environment and us: a joint action between

schools and research institutes
Brief description
The project "Chemicals, the environment and us: a joint action
between schools and research institutes" addressed to middle and high school
students and teachers, has been promoted by the Italian National Institute of
Health, supported by the Italian Ministry of University and Research.
The project has been developed thanks to the grant obtained through law 6/2000
for the development of scientific culture and since 2001 is has been addressed to
both students and teachers of the secondary school.
130 First and Second grade secondary school teachers form Lazio, Campania,
Tuscany, Umbria, Sicily, Puglia, Liguria and Emilia-Romagna have taken part to the
training courses. These courses have supplied essential and in depth information
on the effect of chemicals
The lessons have given essential and specific information on chemicals as resulted
in the students researches and have also given the opportunity to ascertain the
transferability to school programmes of the complex contents and methods.

Experimentation in class:
The Liceo Classico "Virgilio“ in Rome Experience
During the school year 2005-2006 they have dealt with the project on chemicals
from a biology/geography point of view (1 hour weekly) in the two classes of the
experimental two-year course (classic and scientific).
The work began with a presentation to the students of the results of previous
projects and they were asked to express their opinion.
One student proposed to begin the new project with the following problem:
“One student has lost a friend in the tsunami and asks if human behavior is
contributing to natural disasters”
Work groups were then organized and the starting point was the Kyoto Protocol:
how it was accepted or rejected by various countries”. The students were asked to
collect information about this. One student from each group went to form a specific
group where information was swapped in order to prepare a presentation to the
ISS – Istituto Superiore di Sanità.

Strengths
Students’ opinion
The project has encouraged:
• a new way of working;
• a higher level of interest and commitment by the students;
• a higher level of co-operation and exchange of ideas among the students;
• the ability to recognize what is useful to the project and what is not;
• individual work;
• development of analysis and processing skills;
• gain a method that can be used both at school and outside.

Criticalities
Negative aspects pointed out by the students
• difficulty in organizing work;
• risk to loose sight of the real problem;
• difficulty in processing the information collected.

Threads
Negative aspects pointed out by the students
• difficulty in finding information;
• little time

The Liceo Classico “Ruggero Settimo” in Caltanissetta Experience

Opportunities
Students’ point of view
This has been a positive experience since the methods has allowed us to select
from a vast quantity of information what we consider useful; the splitting into
groups had brought a higher level of co-operation and exchange of ideas. Form a
teaching point of view we have increased our competences both in scientific and in
computer fields.
Teachers’ point of view
From the final results we can no doubt affirm that there has been an improvement
in teaching proposals by the school, but notwithstanding the great quantity of work
carried out, our sensitiveness, attention and availability towards the students and
the fact that the issues were dealt with rigorously with a vast quantity of
information, only in the future we will be able to assess the effective advantages
received by the students who have constantly shown great enthusiasm.
The students have taken a friendly attitude and during their work have also
 strengthened their “esprit de corp”, attention and interest.
Their participation to a meeting of results presentation in Rome has been the
occasion to get to know each other and to exchange views with their colleagues
from other schools who were also attending.

Table 1 – Teacher’s opinion on PBL

Positive Negative
Allows to face the problem without specific Difficulty in applying the method to all subjects
knowledge and in autonomy
Stronger involvement The risk of giving wrong or unspecific information
because of helping
Use of various sources of information Little time available
Work group Lack of suitable tools
Greater motivation to study compared to the Difficulty in organising
traditional method
Greater flexibility in debates Difficulty in collecting and selecting information
from different sources
Increasing analysis and processing
abilities
Gain a method that can be used both at school
and in other situations

Positive Negative
Opportunity to experiment and use new Difficulty in the first steps of the project caused by
research method and widen one’s own limited knowledge
knowledge
It stimulates work group
It allows freedom in organising the work
It gives a better ability to re-elaborate and
present
It gives the ability to work in new social
contexts.
Ministry plan: “Teaching experimental science”

Brief description
MIUR has been implementing for some years now a project to develop scientific
and technological education. The organizations that participate to the project are:
3 teachers’ associations of experimental science studies - AIF (Physics), ANISN
(Natural science), DD - SCI (Chemistry); the Museum of Science and Technology of
Milan and the City of Science of Naples; the last two have been promoting teaching
experimentation involving hundreds of thousands students and teachers offering a
vast range of lab activities as well as shared work in new practices within national
and international projects on formal and informal education.
The trainer/teacher use hypertexts and multimedia tools as follows:
- contents, lab tables and on-the-field activities, identification keys, glossaries all
supporting the cultural experience previously acquired. They could also be
disciplinary and transversal studies linked to the students’ experiences and with
other literary subjects.
- teaching contents to overcome obstacles to learning, structural concepts of
teaching, conceptual experience network; theory of knowledge.
- contents focusing on teaching media. The teacher will define the necessary
conditions for experience acquisition, the methods to hold a conversation with
children and young people in class in order to understand their learning difficulties
and find ways to overcome these problems.

STRENGHTS
The cultural and teaching foundation of the plan is based on a continuous
communication and cooperation process between subjects with a common vision:
the improvement of science education in schools.
The development of a science education curriculum outlined by:
- a strong vertical set up of the programme in all primary and secondary
schools:
- continuity/integration with other fields of study;
- cultural and social relevance in scientific learning;
- importance of learning experiences for students;
- historical view of the development of science studies
- integration with Maths and ITC.

OPPORTUNITIES
The objectives of the first step are the following:
- experimentation and validation of a non-stop training method for teachers based
on the cohesive action of the territorial structures, as permanent resource centers,
with integrated training and self-teaching, also through the use of internet;
- experimentation and validation of teaching material for teachers and students;
- development of low-cost innovative labs;
- firsthand assistance to experimentation;
- develop tools to assess the validity of new learning itineraries in science (lab
activities, visits to science centres and structures of environmental interest, etc).
PROJECT: ENISCUOLA

Brief description

Eniscuola is a joint project between Eni and Fondazione Eni Enrico Mattei which
began in the year 2000 to give young people the information needed to familiarize
with the world of energy and the environment, and to prompt eco-sustainable
behavior through multimedia tools, interaction and the use of internet.
Eni Scuola has become a reference point at national level thanks to its joint action
with regional school authorities and the direct contact with primary and secondary
schools and is well known for its past history in the fields of energy and the
environment.
Furthermore, Eni Scuola participates to the most important Italian scientific and
cultural venues and is supported by many international organisations such as
UNESCO and EU.
Its activities are shown in the website www.eniscuola.net (in Italian and English):
documents, diagrams, tables and didactic quizzes, video-interviews with Italian and
international experts, games designed to discover the world of energy and the
environment – about 1000 pages with texts and images, 3 million diagrams and
140.000 reports.
During 2007 almost 4 million pages were spread over more than 100 countries;
15000 students logged on the website for an insight of topics regarding energy and
the environment through the e-learning platform.
The portal www.eniscuola.net (in Italian and in English)
 Strengths
The e-learning platform was developed by the Fondazione Eni Enrico Mattei for
the project "Energy and the Environment in Schools", based on the fact that non-stop
development in communication technology has brought new education models. The
platform is easily accessible, well organised, clear, composed of solid scientific
documentation, flexible and well supported.
The courses deal with energy and environment problems through the use of
multimedia material and texts as teaching tools and means of scientific dissemination.
The courses now available are 6 and will be implemented during the year and
divided into different levels of difficulty.
 Opportunities
In 2007 the project promoted sustainable growth in schools supplying them with
teaching tools based on ICT.
Under the teacher’s supervision the students improved their knowledge of
problems regarding the environment and acquired a deeper insight of those affecting
our planet as well as those involving more specific local situations.

Swedish Software HAVE PHUN

An example of software for simulations

Brief description

Free multiplatform (Windows, Linux, OSX), in Italian, a simulating physics

playground explaining the laws of Physics with a selection of tools to draw and animate
realistic or fantastic machines.
Phun, in which the word “fun” is combined with Physics was developed in a
Swedish university as a thesis for a master course and is an application for creating 2D
simulations of physics. It has a cartoony feel to it and is simple and fun to use. You
can design anything, from a brick falling from above to a kite conveyor belt.
Main Objectives:
• To make physics fun.
• To promote interest in science and technology among kids, youth, students and
most likely adults too.
• A high level of interactivity and a simple and efficient interface that encourages
creativity and exploration (this is why 2D was chosen over 3D) rather than efficiency
and usage patterns influenced by the tool
• To enable learning using a constructionist approach
• To use fast and stable cutting-edge methods for multi-physics simulation and
solvers
Umbrian Good practices

1. PROJECT LIMTE K/T ( Bottacione’s GORGE)

Brief description
From macroscpic to miscroscopic. Interessed subjects: Sedimentology and
Micropaleonthology.
Two depositional unit confronted in space and in time
Adopted methodology
An example of a study about a deposition unit: from macro to micro. An example
of recostruction starting from information extracted from the analysis.
Clast’s origin, types, mode, time of forces that have influenced it. Visit to the place
and to the University of Perugia, science department. Questions: What kind of
environment was this? why? How could you date a sedimentary rock? What is a
fossil? What does KT means? How could be a mass extinction?
SWOT ANALYSIS

Strenghts
Carry out a cooperative research, collect and analyze scientific information to
confirm a theory, visit important geological places, know better the territory, keep
in touch with university teachers and researchers, understand actual problems
about research.

Criticalities
Geleocical sites visit’s cost,time request, lack of a mineralogy microscope. Involve
other subject’s teachers

Opportunities
Keep in touch with university teachers, understand important actual problems,
know better the territory and also understand the connection between macroscopic
and microscopic.

Threats
Find proper spaces to the work’s presentation
2. PROJECT ECOSCIENCE

Brief description
To make students and teachers aware of environmental saving, suggest changing
in the school to increase ecological actions, make a presentation which collect all
the results of them researches and experiments, and show it in public.
Adopted methodology
The students will be organized in groups to understand some opposite aspects
about:
a) Greenhouse effect causes
b) Possibility of using alternative energies
Research and use scientific information and graphs, go on step by step and answer
to the following questions:
Greenhouse effect: Is it a friend or a enemy? Does exist clean energies?
Use of chemistry and physics laboratory

SWOT ANALYSIS
STRENGHTS
Solve a research in a cooperative way, organize two groups to collect and analize
scientific information useful to confirm a specific theory; perform a professional
role in a simulated scientific discussion. How could we save the ambient?
CRITICALITIES
Students could have prejudices, it is a political problem, long time required.
OPPORTUNITIES
Interdisciplinary work, Italian, biology, physics, use of multimedia technologies, use
of TIC, creation of a multimedia product.
3. Project WHO IS THE MURDERER?

Brief description
Learn chemistry ability and competences showing how this subject is in everyday
life, in particular chemistry applied in forensic science and criminology, encourage
the student’s curiosity beginning from their interests
Adopted methodology
Teaching in laboratory, seminars and conferences, a visit to university and\or RIS
in Rome. One group should create a simulation of a murder with a story board and
a short film added, the other group should solve the problem. Both groups should
use the information, learned before, to create proof and understand it answering to
the following questions: Who is the murderer? Whose finger prints are this? Are
they recent or old? Has the murderer used some poison or drugs?

SWOT ANALYSIS
STRENGHTS
Chemistry as a comprehension tool of reality.
Use the student’s preferred films or serials. Encourage the teamwork and an ideas
exchange, use concept like redox-base and acid- chemical equilibrium, color and
structure of a precipitation reaction applied to reality. Involve the ability to
formulate hypothesis. Solve scientifically a criminal problem
CRITICALITIES
Equip the school laboratory for making chemical experiments, trips cost, time
necessary to realize a short film, use afternoon after the school’s timetable
OPPORTUNITIES
Interdisciplinary work, Italian, biology, physics, use of multimedia technologies,
creation of a short film or of a performance.

4. Project MINERAL WATER IS BETTER THAN TAP WATER

Brief description
The activity aim comes from the water emergency that all the planet must face and
that it places everybody we in front of the necessity of seeing our behaviours and
habits again. The class has divided the a supportive of water in bottle and one the
other one into two groups in favor of the tap water consumption.
The two groups, at home, have collected information on the subject and trained a
process. At school, in the chemistry lab analyses were conducted on water.
Subsequently, in the classroom, in three sessions, each group, through its
spokesman, has given evidence in favour of their choice: at this stage the teacher
played the role of judge. The judgement in favour of consumption of water from
the tap, was accepted by all as a natural consequence of evidence concluding that
the iperconsumo of mineral water is based on an almost total lack of information
and good dose of prejudices.

SWOT ANALYSIS
STRENGHTS
Exercise analysis: port to break the complex problems and to address issues that
are considered crucial and resolvable with the resources available.
Exercise design: is the synthesis which brings together information provided by the
analysis, logical division of labour between the components of the group,
reconnaissance of resources, scanning phases and tasks, compared to times and
dates, use of information technology.
OPPORTUNITIES
• Progressive autonomy of student
• Ability to work as a team
• Observance of roles
• Able to speak in public
THREATS
Need to organise programmes curriculum in less time.

5. Project ADVANCED BIOTECHNOLOGIES AND BIOETHICS COURSE

Brief description
“Bioethics and advanced biotechnologies” were introduced as new disciplines into
the curricular programs since the 1998-1999 scholastic year, coherently with the
rules about scholastic autonomy.
Three modules were carried out:
1. Embryonic development, cloning, artificial reproduction – from ethics to
bioethics
2. Advanced biotechnologies and medicine – confronting bioethics: open issues and
problems
3. Advanced biotechnologies, nutrition, environment – ethics, nature and future
generations
These modules were performed during the 3th, 4th, 5th years of curricula, each
period lasting 30 hours (science: 20 hours; philosophy/religion. 10 hours) by
curricular and extracurricular activities.
Adopted methodology
Brain storming, traditional lectures, PBL (Problem Based Learning as: What is
evolution? What about Homo species evolution? What is a chimera? What is
biodiversity? How molecular markers can be used to investigate biodiversity, Which
fruit do you prefer? And what about its origin?.....), debate/discussion lessons,
group works, textbooks, review, print publications, instructional video, print
publications, workshops, conferences, seminars, and study tours, molecular
experiments, online searching and learning. These activities were carried out with
the help of external experts, thus increasing territorial contacts.

SWOT ANALYSIS
STRENGHTS
didactical autonomy (modularity/flexibility)
autonomy about research, experimentation and development
widening the formative supply (implementation of actions and activities taking into
account the needs of the cultural, social and economic context of local situations)
multidisciplinarity / interdisciplinarity
students active participation and motivation in learning processes
opportunities for students' success
CRITICALITIES
limited budget / some difficulties to perform the activities according to curricular
programs
OPPORTUNITIES
to carry out activities with external collaborations (research, institutional, other
formative agencies, professional categories, environmental association, school
networks...) thus increasing territorial contacts.
THREATS
limited and unsuitable technique resources (tools, laboratories, experimental
instruments, technicians).
6. Experimental Sciences Laboratory in Foligno

A Central Experimental Sciences Laboratory was opened in Foligno in the early

1960s. Initially it was intended to be a place providing refresher courses for lab
technicians working in high school laboratories, and it later became the location for
refresher courses provided for teachers of scientific subjects at national level. Over
time it acquired significant amounts and types of laboratories, equipment and
materials for chemistry, biology, general physics, optics, acoustics, geography and
geology; there is also a botanical garden and a meeting room with a
videoconferencing system.

In recent years, the Laboratory has been used by Foligno Municipality schools and
only thanks to the enthusiasm and volunteer dedication of several teachers.

The Laboratory’s chief activities are:

- Support and experimentation in chemistry, biology, physics, mathematics,
botany;
- Astronomy workshops;
- Training of teachers and scholastic operators.
The Experimental Sciences Laboratory has also drawn up in particular the following
project, experimenting simulations and games:
"The Meteorology Workshop"
"Technologies of information and communication for teaching science subjects“
"Science in Schools"
7. POST Science Centre
Science and Technology Centre in Perugia
Playing, observing and understanding Science together

Inaugurated in December 2003, POST Science Centre - Science and Technology

Centre in Perugia represents the permanent point of reference in Umbria where
you can explore the universe of scientific culture in an interactive way.
Thanks to the fun animations, the scientific exhibitions and the numerous didactic
activities organized, the POST has become a hinge and base for activities that
promote Science.

These activities are not only carried out in schools, but also in libraries and other
public spaces. The Centre was set up with the University of Perugia.
Inside the Science Center, young people who have a strong passion for science and
experiments can find the ideal atmosphere to develop their own interests and their
own abilities by participating as animators in various activities or planning the
themes of didactic applications.
The Centre is made up of an interactive exhibition space in which the public can be
in contact and familiarize themselves with the themes and techniques of Science
and Technology in a fun way.

The three sections that make up the exhibition area are:

EXHIBITION ZONE
How is sound transmitted? How does the brain process the information that
surrounds us? What has making soap bubbles have to do with architecture and
engineering? To help visitors answer these questions, there are interactive exhibits
and installations that allow visitors to experience some natural phenomenon
personally.
GALLERY OF IMAGES
An area in which there are temporary exhibitions.
DIDACTIC CLASSROOM
In this room experiments are conducted to find innovative didactic solutions.

3. Let’s give the experts leave to speak…

Interviews of specialists and professionals involved in some of the

identified good practices, to single out innovative experimented methods