Lifelong Learning Programme

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Title of the Experience
Name of the teacher
Uldis Heidingers
Country where it took place
School typology
High Secondary School
Thematic Area
Experience typology
Teaching in class
Type of contact
Description of the Experience
In teaching physics the main difficulty is the understanding of processes. Student can learn formulas, concept but don’t understand the process. Thus I try to explain these processes by using comprehension models. Results are good. Students make models by themselves and analyse models made by other students. Making comprehension models has become very important part of studying process creating comprehension of processes, concepts and regularities.
My experience shows that it increase students’ interest and improve success. The study process was quite uniform before using this method. Question – answer, explanation. There was no comprehension of process.

Comments on this Teachers Experience

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Date: 2014.09.30

Posted by Paola Falsini (Italy)

I experienced many times that students learn by heart formulas and names, remaining very far from understanding the concept.
In addition, memorising names can give the illusion of the knowledge and, on turn, it can obstacle the learning of the real meaning.
I try to explain me through an example: the students reach the full understanding of the concept of acceleration through the observation and the reflection on real-life situation, above all, as Galileo did, the free fall. So, not a theoretical definition, but a concept built on a process starting from the analysis of the motion, the check of the increasing speed, the hypothesis about how the velocity increases during the free fall, etc. The students, leaded by the observation and the common sense and language, tend to associate the acceleration to the “increase of the velocity”, that was also initial Galileo’s thought. We have to demonstrate that this is incorrect.
It should be interesting to know something more on the “comprehension models”: are they concrete models? Graphical schemes? Thematic maps?
However it is fundamental students to compare their ideas: this method contributes to create a fixed concept starting from initial undefined ideas.


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.