Lifelong Learning Programme

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Title of the Experience
Communication is essential
Name of the teacher
Country where it took place
School typology
High Secondary School
Thematic Area
Experience typology
Teaching in class, Laboratory
Type of contact
Description of the Experience
Communication is essential when it comes to teaching science. As teachers we have to find and use a language our students understand. If it is too abstract we will lose them from the very beginning; that is why we should always start with things they know and build from there. Doing experiments and involving them into doing them is a certain way towards success. Experiments are memorable and they give students the satisfaction they need while learning. Take the following experiment for instance: Oil and Water. I do it when students start this subject in the 7th grade. It is very simple but very engaging. Students need the following materials: water; vegetable oil; a small glass and food coloring. I ask them to pour the water into the glass, then add a couple of drops of food coloring and mix, next add the oil. Here comes the most important part when students are supposed to make observations and put down everything they see: several layers of materials. Ask them which layer is on top and why. You can introduce the new concept: density to explain why the oil is on top. Then cover the glass with your hand and shake it so that the two liquids are mixed. Set the glass down and ask students to watch what happens. They do not mix. The experiment can be done with several materials of different density (it is spectacular).

Comments on this Teachers Experience

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Date: 2015.03.01

Posted by Melinte Anamaria (Romania)

Comunicarea, cred ca este importanta in predarea oricarei discipline!

Date: 2014.11.06

Posted by Josep Bernardo i Vera (Spain)

For chemistry teachers it's really important to find the way for communicate with the students. I think that lavoratory experiences are the best way for introducing new concepts and motivating them.
The experiments that the teacher from Romania is describing are basic chemical actions with basic equipment that even the student can find at home.
The results achieved with the experience are really good.

Date: 2014.10.28

Posted by Katarína Javorová (Slovakia)

Similarly, I have to agree. If the teacher communicates with students in a correct way, it is the most significant for their learning. If the teacher links the theory with the experiment it is even better, because students can directly observe what is happening. Experiments belong to the Chemistry, as well as to the Physics, students really like them. Similarly, the Slovak schools also have problem with the equipment of chemical laboratories and very often teacher has to improvise. Teacher is able to demonstrate the basic chemical actions with simple equipment, devices and chemicals which can every student find at home. And if he/she is able to present it appropriately, it can have great effect. I do the similar activity with my students. Students put objects of various materials (wood, plastic, metal) to the prepared mixture and they compare the density of the object with the density of oil or water. Alternatively, we can add something to the mixture – oil, salt, coloured water, etc.

Date: 2014.10.16

Posted by Silviana Ivanova (Bulgaria)

I also think that the most important part of teaching chemistry is communication and laboratory exercises. Regrettably in many schools, as in my high school, the conditions are not very good to have quality laboratory experiments. The example shown here is very good, because with simple means a very good result is achieved.


Dissemination Seminar in Florence

31 October 2015 The seminar has been held in ITIS “A. Meucci” one of the schools involved within Goerudio project activities. Its main aim was to promote the results of the project toward a broad sample of stakeholders even overcrossing the number of people directly involved in the production of project outcomes. This purpose has been totally achieved especially thanks to the participation of students and teachers coming from different schools or from other classes instead of those ones directly involved within the project activities.