Lifelong Learning Programme

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Title of the Experience
What is known and what should be learned during science lessons
Name of the teacher
Cristina Farzi
Country where it took place
School typology
Lower Secondary School
Thematic Area
Chemistry, Physics
Experience typology
Teaching in class, Laboratory
Type of contact
Description of the Experience
I have noticed that my students do not have any problems in understanding science lessons if I start my lessons with an observation stage, that is, I elicit from them what they know about the new topic and ask them to share their everyday experiences where the new phenomenon is present. These are very concrete things which students are familiar with and which make them comfortable with the new concepts I am going to introduce, even if the new concepts are abstract. My students’ experiences create a sort of bridge between what is known and what should be learned during science lessons. They made the lessons more accessible and easier to understand because they rely on concrete visible things. I can give lots of examples when abstract concepts such as electricity or frictional or gravitational force were first introduced and then explained in this way. The most common experience is the one with the ruler which pupils rub and which can attract scraps of paper or light objects. It is a fantastic and simple experience which highlights and explains the presence of phenomenon pupils have not been aware of.

Comments on this Teachers Experience

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Date: 2014.10.27

Posted by Irina Rotaru (Romania)

That's right. We should invite them to observe the phenomenon and pool all these details together. We should always built on what they already know. We should elicit from them what they know about the topic we're going to teach them and start from there. Such activities bring abstract things close to their world and stir their innate interest to search for more.


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.