Lifelong Learning Programme

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Relevant initiatives

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Title of Initiative / Project
Name of Organiser
University of Torino
Start and ending date of the Initiative
Was the initiative carried out in the framework of a funded project?
Type of deliverables
Video, On-line Game, Didactical resource
Thematic area
Language of the deliverable
Target Group
Teachers, Students
Description of the initiative
The “Playing” project arises from the idea to carry out an in-service training for primary school teachers of science using the web in an uncommon way. The aim of the project is to talk about the teaching of the science in the Primary schools through games, toys e real-life objects. The methodology foresees that each participant shares with the group his own experiences, discovering, difficulties, doubts, successes…
The reason to use a weblog rather than a “forum” (as often in similar cases) lies on the fact that a weblog is lighter than a forum and more user-friendly than a thread list. Moreover a weblog allows an easier archiving and a more simple access to the documents.
More Information
“With playing games” you learn physics for real. Also because of the University of Turin proposes these “giochi” (plays) that actually are laboratory experiments or experiences from everyday life that are dominated by physics laws. The playful approach does not invalidate the accuracy of didactical suggestions, also when these are been calling “giochi” (plays).
In fact this type of approach could prove to be more interesting for the students less disposed to the subject. From these suggestions the teachers could deduce many exercises and applications linking to everyday life experiences.

Comments on this Relevant initiatives

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Date: 2015.03.13

Posted by Dimitar Rangelov (Bulgaria)

I think a lot of students are bored when the lesson is explained without experiments.I like this initiative because it aims helping the community through educational games and plays.
In games you can learn physics in a much easier and more exciting way. Also, since the University of Turin offers plays that are actually laboratory experiments or experiences, showing examples of everyday life, which are controlled by physical laws. The playful approach does not change the teaching material just presents it more proactively.
In fact, this type of approach could be more interesting for students. It's good to have many more initiatives that help not only students but also teachers in this way.

Date: 2015.03.12

Posted by Silvia Gyurassova (Slovakia)

Games, set out in this project are actually physical experiments that playfully teach students particular regularities/laws of physics, using everyday experiences and their connection with physics. By playful way it motivates students to study science - especially physics. The pupils will certainly like to try it, because it allows them to "play during the lesson".
• What do you think are the possibilities of the selected project to be successful in increasing students' interest in studying science subjects?

Student - Klaudia Horváthová
I think it is a very good idea to use games and playing during learning. It also helps the teacher and makes it easier for him, because it gets the attention of students. Pupils can connect physics to everyday life, thus it motivates them to study. Visually, the website hasn’t been very attractive, but I really liked the project.

Date: 2015.03.11

Posted by Milena Gosheva (Bulgaria)

Learning by playing is the best way to learn. Thus younger students touch gradually big science issues, without fuss and tension, without undue influence. The experiment following the theory is a way to arouse students' interest in physics.


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.