Lifelong Learning Programme

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Title of the Experience
First lesson of physics
Name of the teacher
Cristina Farzi
Country where it took place
School typology
Lower Secondary School
Thematic Area
Experience typology
Teaching in class
Type of contact
Description of the Experience
I have always noticed that pupils find it difficult to tune in to a new science, in my case, physics. For me, the most difficult moment is when I first introduce my subject to my pupils. The first lessons are the hardest of all. It takes time for pupils to adjust and see what doors I open to them. I remember when I was a very young teacher I started my first lessons by speaking to them in a very academic way. I didn’t relate what I was teaching them to their world and what they knew. I addressed them as if they didn’t know anything. I used to spend a lot of time on preparing my lessons. I always took their age and experience into consideration and as a result my explanations were simple but I still couldn’t manage to draw my pupils’ attention to what I was saying. I soon realized that I should ask them what they know about my subject and start from there. Commonsense advised me to relate everything I was supposed to convey to my pupils to their own experience. Physics is closely related to the natural phenomena children have always been aware of and very curious about. As a teacher of physics I discovered that I have to elicit what the pupils know about my subject and build on this: I have to relate what is new to what pupils already know. I have to raise their interest and then guide them gently and patiently on their way to find out what is below the surface. My solution proved to be the best one for my pupils. They really like physics: I know this from the questions they bombard me with.

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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.