Laser & Bubbles.
A teaching plan for typical & SEN students.
Ένα σχζδιο μαθήματος για τη Γενική & την Ειδική
Αγωγή & Εκπ/ση.
Nikolaos Nerantzis
Physicist in Secondary Special Education
Sotirios Mandiliotis
Responsible of EKFE Serron
For Inspiring Science Education Competition 2015
Serres/Greece 2015
It’s as easy to make an antibubble in your own kitchen
as it is to open up a crease in language
and reveal what you couldn’t say yesterday.
Just a matter of squirting water onto water
without snapping the surface tension until liquid
surrounds a skin of air, surrounding liquid.
from Jo Shapcott’s poem “DEFT”
Laser & Bubbles
(Click here to go to Project Worksheet)
A teaching plan for typical & SEN students
Ζνα ςχζδιο μακιματοσ για τθ Γενικι & τθν Ειδικι Αγωγι & Εκπαίδευςθ.
ABSTRACT / ΠΕΡΙΛΗΨΗ
«Laser & Bubbles» is an open inquiry teaching
plan for typical & SEN students integrating
hands-on activities, metamemory question,
ICTs, etc, A group of students, after two years,
re-perform optical phenomena experiments
using “simple materials”. The following project
worksheet is our participation to Inspiring
Science Education Competition 2015.
In the present project, we primarily integrate
the following Big Ideas of Science:
1 (All material… is made of very small particles)
and
4 (The total amount of energy is always the
same…)
Πριν δφο χρόνια, ςτο ΤΕΕ Ειδικισ Αγωγισ Α’
Βακμίδασ
&
Ειδικό
ΕΠΑΛ
Σερρϊν
πραγματοποιικθκε μία ςειρά «hands-on»
πειραμάτων με απλά υλικά. Οι δραςτθριότθτεσ
αυτζσ αποτυπϊκθκαν και ςε αφίςα. Φζτοσ,
μεταξφ άλλων διδακτικϊν παρεμβάςεων,
επαναλαμβάνουμε τα πειράματα αυτά με τθ
ςυνεργαςία του Ε.Κ.Φ.Ε. Σερρϊν. Οι μακθτζσ που
λαμβάνουν μζροσ, τϊρα ςτθν Δϋ τάξθ του ΕΠΑ.Λ.,
είναι οι μακθτζσ που ζλαβαν μζροσ και πρίν από
δυό χρόνια, B’ τάξθ ΕΠΑ.Λ. τότε.
Η παροφςα διδακτικι πρόταςθ αποτελεί τθ
ςυμμετοχι ςτο διαγωνιςμό “Inspiring Science
Education Competition 2015”. Οι δραςτθριότθτεσ
απευκφνονται ςε μακθτζσ Γυμναςίου τόςο τθσ
Γενικισ όςο καί τθσ Ειδικισ Αγωγισ &
Εκπαίδευςθσ - Τμιματα Ζνταξθσ, Ειδικά
Γυμνάςια, Τ.Ε.Ε. & ΕΠΑ.Λ. Ειδικισ Αγωγισ (N.
and we argue on…
2 (Objects can affect other objects at a
distance…),
3699/2008 – ΦΕΚ 199, τ. Aϋ, 2-10-2008) και
εντάςςεται ςτο διερευνθτικό μοντζλο μάκθςθσ
(Levy et al. 2011).
3 (Changing the movement of an object…) and
5 (The composition of the … atmosphere…).
The project has the following Phases:
To πρότηεκτ ζχει τισ παρακάτω Φάςεισ:
Φάςθ.I (δραςτθριότθτεσ-πριν)
 Θυμόμαςτε τα πειράματα του 2013.
Phase.I (pre-activities)
 Remembering_2013.
 AtomsRiverStones analogy or How light
…jumps!
 Activities at EKFE (lasers, total reflection, fiber
optics, Morse code, bending light with sugar)
 Αναλογία ΆτομαΠζτρεσ ςτο Ποτάμι ι Πϊσ το
φωσ …πθδά!
 Δραςτθριότθτεσ ςτο ΕΚΦΕ (lasers, ολικι
ανάκλαςθ, οπτικζσ ίνεσ, κϊδικασ Morse,
κάμπτοντασ το φωσ με …ηάχαρθ)
Φάςθ.II (κφρια δραςτθριότθτα)
 Πειραματιςμόσ & Παιχνίδι
Phase.II (main activity)
 Κφρια δραςτθριότθτα ςτο ΕΚΦΕ
 Experimentation-playing
 Main activity at EKFE
 Notes (Metamemory, Oscillations, Posters)
Phase.III (post-activities)
 EKFE activities (red-cyan 3D, eye doctor)
Φάςθ.III (δραςτθριότθτεσ-μετά)
 Δραςτθριότθτεσ ςτο ΕΚΦΕ (red-cyan 3D,
…οφκαλμίατροσ)
 Επίςκεψθ ςτο Μουςείο «Ηράκλειτοσ» ςτο 1ο
Γυμνάςιο Σερρϊν.
 Visit to “Heraclitus” science museum.
Φάςθ.IV (ςυηιτθςθ/ςυμπεράςματα/επζκταςθ)
Phase.IV (discussion/conclusions/extend)
* Extend sub-phase is a very important phase
for deep scientific understanding of core ideas
and the development of everyday life skills
* Η (υπο)φάςθ τθσ Επζκταςθσ είναι πολφ
ςθμαντικι για βακειά κατανόθςθ των
επιςτθμονικϊν εννοιϊν και τθν ανάπτυξθ
ικανοτιτων για τθν κακθμερινι ηωι.
Project Worksheet
Lasers & Bubbles
Teachers' details:
 Nikolaos NERANTZIS (TEE & EPAL Eidikis Agigis, Serres, Greece),
[email protected], +30 6946 08 5555
 Sotirios MANDILIOTIS (Laboratory Center of Natural Science of Serres (EKFE Serron))
[email protected], +30 23210 22864
The project (max. 1000 words)
Here you can see in short the didactic frame of our project. For the further description,
posters bibliography, updates, etc., please do visit http://wp.me/p3oRiZ-h9.
In the present project, we primarily integrate the following Big Ideas of Science {BIS}:
1 (All material… is made of very small particles) and
4 (The total amount of energy is always the same…)
and we argue on…
2 (Objects can affect other objects at a distance…),
3 (Changing the movement of an object…) and
5 (The composition of the … atmosphere…).
Since 2009 we integrate “hands-on” activities with “low-cost” materials. Activities on exploring
light’s behavior passing through different media (air, oils…) was carried out two years ago (2013)
in classroom [Ref.1]. This year we repeat and …“elevate” those activities, visiting the Laboratory
Center of Natural Science of Serres (EKFE Serron) with the same five students, with SEN whom
also carried out the experiments two years ago.
Phase.I (pre-activities)
 Remembering_2013. Using IWB and the poster in Figure_1, we recall the experiments of 2013.
We listed the core scientific concepts [Ref.2] and I emphasized and repeatedly asking my
students to answer “how light travels” and “is the same amount of energy „entering‟ and „exiting‟
?”. {BIS4&3}.
Inspiring Science Education Competition
Figure_1: Poster with experiments of the school year 2012-2013
 How light …jumps! Staying on IWB we explored “how light travels” passing through different
media with the atomriver analogy (Figure_2) [Ref.3]. Students had to draw how light must “jump”
(like crossing a river) over the atoms (stones).
Figure_2: The atomriver analogy
We summed up with one of the following educational objects on diffraction from
photodentro.edu.gr or PhET and …enjoyed the analogy with Takeshi's Castle (at 1:41)
(Figures_3a,b). {BIS1&4&3}.
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Inspiring Science Education Competition
Figure_3: a. educational object from photodrntro.edu.gr, b. video https://youtu.be/ScpJSlUmA9s
 Activities at EKFE. Visiting Laboratory Center of Natural Science of Serres, Sotiris engaged
students to a plethora of activities (Figure_4) on lasers, total reflection, fiber optics, Morse code
and …bending light with sugar! {BIS1&3&4}.
Figure_4: Poster for Phase.I (The activities on the left of this poster can be
“related” to activities in the right “through” the circular pictures in the middle.)
Project Worksheet
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Inspiring Science Education Competition
Phase.II (main activity)
 Experimentation-playing. After Sotiri’s activities we gave the students directions about their main
activity and we let them experiment/play first. Then we prepare our materials (Figure_5): lightbulbs with cooking oil and (a supersaturated) salt solution, the apparatus etc. The objective was
to explore, describe, inquiry and explain light’s behavior (microscopic approach) passing through
different media – under teachers’ very discrete guidance.
 Main activity at EKFE. In the poster at Figure_5, you can see how students manage to bend
light by immersing into water the light-bulbs mentioned above and an empty cylindrical jar
{BIS1&3&4}. This jar must be kept in the water by the use of weights! {BIS2}. Moreover, in the
globe with the salt solution we observe a white, a red and a green …fog. {BIS5}. During the
implementation students had to describe, inquiry and explain what we were observing: “why here
the light is bending left ?” “why this globe is …foggy ?”
Figure_5: Poster for Phase.II
Notes
Metamemory. Prior every task, I was asking my students if the task was seemed difficult (or not)
and why. After the task I was asking if the task indeed was difficult or not. The objective was to
Project Worksheet
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Inspiring Science Education Competition
monitor the learning procedure through Ease of Learning (EOL) judgments [Ref.4].
Oscillations. During the implementation I adjusted two strings with masses and I pulled them
downwards. My students asked me “What about this strings?” but I didn’t answered them until we
left EKFE! Then – when they asked me again – I told them that there are two “kinds” of
oscillations: energy oscillations (like visible light) & matter oscillations (like sound). The
visualization and the capability of returning to the video I took, make that knowledge more stable,
since that knowledge ….. More over we can use the oscillation demonstrating in Figure_6 [Ref.5].
Posters: The importance of the posters [Ref.6] in Special Education is widely accepted. In this
project, posters are not only …but also our visual note/textbook. So we sure took a lot of pictures
using a camera and our smartphones.
Figure_6: Poster on oscillations
Phase.III (post-activities)
 EKFE activities. At the end, Sotiris once more engage students into very interesting activities:
red-cyan 3D vision & videos, eye-testing (Figure_7)
 “Heraclitus” science museum. Finally, we visit the Heraclitus science museum (in the same
building with EKFE) and we saw and touched didactical experimental apparatus nearly 100 years
old!. (Figure_7).
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Inspiring Science Education Competition
Figure_7: Poster for Phase.III
Phase.IV (discussion/conclusions/extend)
At the classroom each student present his conclusions (with his own words) and we discussed
about the final results/outcomes of our project. We summary of the project, we revised and
extend, connecting with everyday life through the ISE resources. Thus the Extend sub-phase
[Ref.7] is a very important phase for deep scientific understanding of core ideas and the
development of everyday life skills (see “The resources”).
Students worked as “one team” and “real” researchers, testing, adjusting, inquiring and exploring
different aspects of a problem. Students through different activities and playing approached the
same scientific concepts and gain spherical knowledge about matter(atoms), radiation(light) and
their interactions: everything around us is made of (very very small) “material particles” – as
protons/electrons – and “pure energy particles or radiation” – as visible light. When a beam of
light finds matter, with respect of these matter’s characteristics, light’s trajectory changes.
[Ref.1] Nerantzis N., “Poster of low-cost materials experiments”, http://wp.me/p3oRiZ-W, 10 Apr.
2014.
[Ref.2] Staver J.R., “Teaching science”. IBE, UNESCO, Practice_17, pg.9, 2007.
[Ref.3] Περδίκης Γ., Οι Αναλογίες ζηη Μάθηζη και ηη Διδαζκαλία ηων Φσζικών Επιζηημών, ISBN
960-631-539-8, Θεζζαλονίκη 2006
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Inspiring Science Education Competition
[Ref.4] Karably K., Zabrucky K.M.,“Children's metamemory: A review of the literature and
implications for the classroom” , International Electronic Journal of Elementary Education, Vol.2,
Issue 1, Oct.2009.
[Ref.5] Nerantzis N., “A didactic proposal to introduce the concepts "energy flow", "wave",
"oscillation" and "disorder"” in Greek, http://wp.me/p3oRiZ-1R, 10 Apr. 2014.
[Ref.6] Nerantzis N., “Posters as educational material for Secondary Special Education (Greece)”,
2nd Scientix Conference, 24–26 Oct. 2014 Brussels. http://wp.me/p3oRiZ-cc, 10 Apr. 2014.
[Ref.7] Levy P., Lameras P., McKinney P., Ford N., PATHWAY, D2.1 The Features of Inquiry
Learning: theory, research and practice, pg.22 http://www.pathwayuk.org.uk/resources.html, 10
Apr. 2014.
The resources (max. 200 words)
The ISE resources are widely used at the Extend sub-phase for deep scientific understanding of
core ideas and the development of everyday life skills. We used…
>> the Energy Poster (http://portal.opendiscoveryspace.eu/node/822367) for the basic concepts,
>> “Information about what ancient philosophers said about the nature of light”
(http://www.grouporigin.com/clients/qatarfoundation/chapter2_4.htm) and “Properties of a
rainbow” (http://portal.opendiscoveryspace.eu/edu-object/properties-rainbow-419701) to connect
with the history of science,
>> GoLab’s remote lab The color of the light for the fog in the bulbs,
>> Eye resource (http://www.inspiring-science-education.net/sites/default/files/1_14_Eye.pdf) and
“Eyes' hidden secrets” (http://portal.opendiscoveryspace.eu/el/edu-object/eyes-hidden-secrets675434) on how dangerous laser is for our eyes,
>> Aurora Borealis (http://portal.opendiscoveryspace.eu/edu-object/aurora-borealis-13547) &
Aurora Australis and their colours. {BIS1&5}
>> http://portal.discoverthecosmos.eu/node/107194 on Light pollution {BIS1,4&5}
>> Newton’s mistake… (http://portal.discoverthecosmos.eu/node/132277) {BIS1,2,3&4}.
Our future work is about creating a new ILS with a new didactical approach in matter & light with
the following “parameters” (for now): connecting & implementing the “The color of the light” ILS &
integrate “Spectrum with Salsa_J” (http://portal.discoverthecosmos.eu/node/194903))
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Inspiring Science Education Competition
The challenge (max. 150 words)
Our project combined 1.prior knowledge, 2.visit to a scientific lab, 3.self-motivated team-working
students, exploring as researchers, describing as scientists, inquiring and explaining, 4.visiting &
interacting with a museum’s apparatuses. The educational outcome is 5.stable knowledge about
the core scientific ideas of atom, radiation and the interaction between them, 6.better relationship
between teachers and students, 7.positive self-esteem of the students and 8.educational material.
The project’s approach is not a typical/common didactic approach to Hellenic Schools. As a
teacher I saw my students acting, asking questions to trying and trying again and being happy. I
succeed to integrate 9.the emotion component in learning [Ref.8], 10.cooperation and
11.
consistency & continuity to teaching. All eleven points (superscripts) are objectives through to
an effort for an inclusive education.
[Ref.8] Hinton C., Miyamoto K., Della–Chiesa B., “Brain Research, Learning and Emotions:
implications for education research, policy and practice”, European Journal of Education, Vol.43,
No.1, 2008.
Project Worksheet
8
CLOSURE / ΕΠΙΛΕΓOΜΕΝΑ
Our project combined 1.prior knowledge, 2.visit
to a scientific lab, 3.self-motivated teamworking students, exploring as researchers,
describing as scientists, inquiring and
explaining, 4.visiting & interacting with a
museum’s apparatuses. The educational
outcome is 5.stable knowledge about the core
scientific ideas of atom, radiation and the
interaction between them, 6.better relationship
between teachers and students, 7.positive selfesteem of the students and 8.educational
material.
The project’s approach is not a typical/common
didactic approach to Hellenic Schools. As a
teacher I saw my students acting, asking
questions to trying and trying again and being
happy. I succeed to integrate 9.the emotion
component in learning, 10.cooperation and
11.
consistency & continuity to teaching. All
eleven points (superscripts) are objectives
through to an effort for an inclusive education.
Οι μακθτζσ ςυμμετζχουν και εμπλζκονται ενεργά
ςτο πλαίςιο ενόσ ανοικτοφ διερευνητικοφ τφπου
μάθηςησ εφοδιαςμζνου με καλζσ διδακτικζσ
πρακτικζσ. Η οργάνωςθ και θ παρουςίαςθ των
δραςτθριοτιτων,
θ
ανατροφοδότθςθ,
θ
επανάλθψθ των εννοιϊν και διαδικαςιϊν και οι
μεταμνθμονικζσ ερωτιςεισ, ςυντελοφν ςτθ
διαμόρφωςθ και ανάπτυξθ ςτρατηγικών μάθηςησ
των διδαςκομζνων.
Τζλοσ, θ δι–ερεφνηςη κζτει τουσ «πυλϊνεσ» ενόσ
ευρφτερου πλαιςίου ολοκλήρωςησ του ατόμου µε
την ανάπτυξη κριτικοφ πνεφματοσ και τησ
διάθεςησ για ενεργοποίηςη και δημιουργία, τόςο
ςε ατομικό επίπεδο όςο και ςε ςυνεργαςία µε
άλλα άτομα ή ομάδεσ1, ςτοχεφοντασ ςτθν
ευαιςθητοποίηςη ςε θζματα ανθρωπίνων
δικαιωμάτων,
παγκόςμιασ
ειρήνησ
και
διαςφάλιςησ τησ ανθρώπινησ αξιοπρζπειασ2
οικοδομϊντασ, εν τζλει, ζναν πολιτιςμό ειρινθσ3.
1
…γενικόσ ςκοπόσ τησ εκπαίδευςησ, ∆ΙΑΘΕΜΑΣΙΚΟ ΕΝΙΑΙΟ ΠΛΑΙ΢ΙΟ ΠΡΟΓΡΑΜΜΑΣΩΝ ΢ΠΟΤ∆ΩΝ ΣΩΝ ΦΤ΢ΙΚΩΝ ΕΠΙ΢ΣΗΜΩΝ, http://www.pischools.gr/programs/depps/
2
3
Γενικζσ Αρχζσ τησ Εκπαίδευςησ, ςημείο η), ΔΕΠΠ΢-ΑΠ΢ Δημοτικοφ Γυμναςίου, ΦΕΚ 303, 13-03-2003
CULTURE of PEACE, UNESCO, http://www3.unesco.org/iycp/uk/uk_sum_cp.htm και CULTURE of PEACE and NON-VIOLENCE, UNESCO,
http://www.unesco.org/new/en/bureau-of-strategic-planning/themes/culture-of-peace-and-non-violence/
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0-203-47629-8
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αναπθρία ςε ςχζςθ με τθν κακθμερινι ηωι»*…+ από τθν Εγκφκλιο «Αξιολόγθςθ των μακθτών ςτα νζα
διδακτικά αντικείμενα ςτα ςχολεία με ΕΑΕΠ», Τπουργείο Παιδείασ Θ.Π. & Α. , Φ.7Α/709/138775/Γ1, 2 Δεκ.
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Harlen W. – Edit. (2010). Principles and big ideas of science education, ISBN 978-0-86357-4-313, (link)
Hinton C., Miyamoto K., Della–Chiesa B., Brain Research, Learning and Emotions: implications for
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Karably K., Zabrucky K.M., (2009). Children's metamemory: A review of the literature and
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Μεταπτυχιακι ∆ιπλωµατικι Εργαςία, Σμιμα Ψυχολογίασ, Α.Π.Θ.
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ζχει ιςοκατανεμθκεί και διαμοιραςκεί ςτισ τάξεισ Β΄, Γ΄ και Δ΄ του Σ.Ε.Ε. Ειδ. Αγωγισ Α΄ Βακμίδασ..
Νεράντηθσ Ν. (2014), Μία διδακτικι πρόταςθ για τα απλά θλεκτρικά κυκλώματα ςυνεχοφσ ρεφματοσ
ςτισ Φυςικζσ Επιςτιμεσ (για τθ Γενικι & τθν Ειδικι Αγωγι & Εκπ/ςθ), (link). 1 H αλλθλοδιδακτικι μζκοδοσ
ςυνοδεφεται με το μεγαλφτερο ποςοςτό μετάδοςθσ και διατιρθςθσ τθσ γνώςθσ από τισ υπόλοιπεσ
διδακτικζσ
μεκόδουσ
http://momatalks.tumblr.com/post/42355933278,
http://www.cehd.umn.edu/crdeul/pdf/monograph/5-a.pdf
&
Νεράντηθσ Ν. (2013), Μία διδακτικι πρόταςθ για τθν ειςαγωγι ςτισ ζννοιεσ «ροι ενζργειασ»,
«κφμα», «ταλάντωςθ» και «διαταραχι», (link). [Ref.5]
Nelson T.O. (1996). Consciousness and metacognition. American Psychologist, 51, pg. 102-116.
Nerantzis N., Poster of low-cost materials experiments, http://wp.me/p3oRiZ-W, 10 Apr. 2014.[Ref.1]
Nerantzis N., Posters as educational material for Secondary Special Education (Greece), 2nd Scientix
Conference, 24–26 Oct. 2014 Brussels. http://wp.me/p3oRiZ-cc, 10 Apr. 2014. [Ref.6]
Παντελιάδου ΢., Πατςιοδθµου Α., Μπότςασ Γ, (2004) Οι Μακθςιακζσ Δυςκολίεσ ςτθ δευτεροβάκμια
εκπαίδευςθ, Βόλοσ. Τπερκεματίηοντασ, πολλζσ μελζτεσ δείχνουν ότι οι παλιζσ ιδζεσ μζνουν «ηωντανζσ» ςε
ςυγκεκριμζνα πλαίςια. ΢υνικωσ το καλφτερο που κα μπορεί να επιτευχκεί είναι μία «περιφερειακι
εννοιολογικι αλλαγι» όπου ςε οριςμζνα τμιματα τθσ αρχικισ ιδζασ υπάρχει ςυγχώνευςθ με τμιματα τθσ
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