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    Modello Buone Pratiche Euclides Environmental

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    Centro Studi Villa Montesca
    This project involved students from the Liceo Virgilio grammar school in Rome monitoring the local River Tiber using a Problem Based Learning (PBL) method. The students selected topics like water quality, chemical pollution, biological pollution, and microbiology. They conducted water sampling, bacteriological analysis, and chemical analysis. The students presented their findings in a report to researchers. The project strengthened the students' scientific skills and responsibility. It provided teachers with insights on engaging students through hands-on learning centered around a real-world problem.

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    Modello Buone Pratiche Euclides Environmental

    Uploaded by

    Centro Studi Villa Montesca
    39 views11 pages
    This project involved students from the Liceo Virgilio grammar school in Rome monitoring the local River Tiber using a Problem Based Learning (PBL) method. The students selected topics like water quality, chemical pollution, biological pollution, and microbiology. They conducted water sampling, bacteriological analysis, and chemical analysis. The students presented their findings in a report to researchers. The project strengthened the students' scientific skills and responsibility. It provided teachers with insights on engaging students through hands-on learning centered around a real-world problem.

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    This project involved students from the Liceo Virgilio grammar school in Rome monitoring the local River Tiber using a Problem Based Learning (PBL) method. The students selected topics like water quality, chemical pollution, biological pollution, and microbiology. They conducted water sampling, bacteriological analysis, and chemical analysis. The students presented their findings in a report to researchers. The project strengthened the students' scientific skills and responsibility. It provided teachers with insights on engaging students through hands-on learning centered around a real-world problem.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    39 views11 pages

    Modello Buone Pratiche Euclides Environmental

    Uploaded by

    Centro Studi Villa Montesca
    This project involved students from the Liceo Virgilio grammar school in Rome monitoring the local River Tiber using a Problem Based Learning (PBL) method. The students selected topics like water quality, chemical pollution, biological pollution, and microbiology. They conducted water sampling, bacteriological analysis, and chemical analysis. The students presented their findings in a report to researchers. The project strengthened the students' scientific skills and responsibility. It provided teachers with insights on engaging students through hands-on learning centered around a real-world problem.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 11

    Project Details

    Project Name: ENVIRONMENTAL MONITORING

    an interactive experiment between school and research


    institutes. AN APPROACH TO ENVIRONMENTAL MONITORING
    OF THE RIVER TIBER THROUGH THE PBL METHOD BY VB
    GRAMMAR SCHOOL FORM OF LICEO VIRGILIO IN ROME

    Name & Surname:Paolo Tescarollo


    Address/Nation: Rome (ITALY)

    Role in the initiative/project: tutor


    Brief description of the initiative/project

    For the students of the Liceo Virgilio the Tiber is a kind presence that
    silently sees them along day after day in their school years.
    The building in fact stands on its banks and many of its windows
    overlook the water.
    The role of a teacher is to stimulate curiosity, critical sense and the
    desire of knowledge in the students. This is often started from those
    things so near that are often ignored or considered only background in
    their daily life.
    After a meeting with the Department of science, we chose the PBL
    (Problem based Learning) method on the basis of previous experiences
    successfully accomplished by the school in the past years with the co-
    operation of the ISS.
    The philosophy on which PBL is based is the logistic and functional
    management of the project by the students thus reversing the role of
    simple spectators to which traditional teaching relegates them.
    Brief description of the adopted methodology

    In this case the teachers walk out of the scene and act as simple
    “advisors” only if and when needed, after having presented the students
    with a story which would start the discussion.
    In this case the title of the story was “I am not going to swallow it!” (fig 1
    and 2)
    From a very wide theme range to start from the students selected four
    main topics:

    water
    chemical pollution of water
    biological pollution of water
    microbiology
    Brief description of the adopted methodology
    Brief description of the adopted methodology

    For work groups were set up - this was made easy by the small number
    of students in the class. They organised themselves in order to work both
    at school and at home and focused their work on the exchange of
    information and on interaction between groups seen as individual cells of
    a single super organism, thus giving a systemic imprint to the whole
    project.
    The bibliography sources were to begin with books, encyclopaedias,
    science magazines, texts and publications on water, pollution and
    microbiology. They used the school’s library, their own materials and on
    request, those supplied by the teachers.
    This research method was integrated with on-line information that
    enriched (sometimes well over the need) the information collected.
    Brief description of the adopted methodology

    This initiative is trying to improve the difficult situation existing in our


    country where, according to a survey carried out by OCSE-PISA on 15
    year old Italian students, the level of knowledge and evaluation in
    scientific subjects is lower than the average of students in the other
    participating countries.
    These improvements are carried out as follows:
    through good examples of experiments now under way that support
    resources for the Italian education system not yet taken into
    consideration or used.
    results acquired through analysis and research carried out internationally
    in the field of science education.
    Brief description of the adopted methodology
    Each group completed reports which were shared and discussed over in
    class. At this point they moved from theory to practice by dividing the
    project in 4 steps:
    a walk along the riverbanks - the students were stimulated with questions
    such as: what can you see? What colour is the water? What is the state
    of the riverbank? Can you see any animal life in the river? Can you see
    any plants in the river? This started a discussion over the river as an
    ecosystem and the use of animals and plants as indicators. At the end of
    the walk they collected some water samples.
    bacteriological analysis - a meeting with Bruna Auricchio from the ISS
    was organised at the school’s chemistry lab and the students carried out
    some bacteriological tests becoming familiar with the procedures. Some
    of the water samples were used.
    chemical analysis - the students carried out chemical analysis on the
    water they collected from the Tiber.
    Brief description of the adopted methodology

    Lab reports and comments to practical experiments became part of the


    work and were included in the final report prepared by the students. The
    report was presented in Power Point to the ISS researchers at the
    meeting “Voices from the school: an first encounter on the theme of
    microbiology” (Fig. 3)
    Brief description of the adopted methodology
    SWOT ANALYSIS: STRENGHTS

    At the end of the project the overall assessment was positive, both from
    the teachers’ and the students’ point of view.
    Working on the project brought an individual and collective growth in the
    students. The change of attitude to living school in an active way made
    them more responsible - also those who were weaker and less proficient.
    Having interconnected groups that worked towards a common goal (the
    solution and understanding of the problem) was a very good example of
    individual organisation. Furthermore, changing from a notional to an
    experimental/empirical approach brought the students closer to the
    scientific/deductive method of working.
    The final report during the meeting “Voices from the school: an first
    encounter on the theme of microbiology” was very important for two
    reasons: first of all, it was a big challenge to carry out a well done work to
    be presented to the world of research. Secondly, it was a moment of
    knowledge sharing in the meeting with different schools and different
    realities.
    Brief description of the adopted methodology

    SWOT ANALYSIS: CRITICALITIES

    Some points could be improved, such as:


    confusion at the introductive step;
    more time to carry out the work
    confusion and lack of criticism with the on-line research
    students’ continuous need of self-gratification in having their work
    marked that sometimes belittles the cultural significance of the
    work itself.
    Brief description of the adopted methodology

    SWOT ANALYSIS: OPPORTUNITIES

    The role in training of this experience was twofold:


    It made the teachers aware of how the whole project had been a
    meaningful moment for thinking and a high teaching value. They
    had learnt how important and difficult concepts can be made easy.
    It confirmed and consolidated the teaching strategy according to
    which the students’ individual research is a positive experience
    which takes them away from class and from pre-packed
    explanations placing them on a higher step and inviting them to
    exercise their freedom of choice.

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