Innovation of laboratory teaching in relation to “STEM” subjects, by applying the Bifocal Modelling methodology
The project acknowledges the need, at national and European level, to renew the teaching of scientific subjects by enhancing the laboratory environment, observation and modelling of the observed process.
Thanks to two international research agreements entered between the Columbia University’s Teachers College and INDIRE it was possible to work on the preparation and testing of some teaching units based on the Bifocal Modelling methodology, adapted to the Italian school context, aimed at improving the role of the laboratory in science teaching.
The research intends to detect the effectiveness of laboratory teaching carried out by applying the Bifocal Modelling methodology for teaching science through the study of phenomena that can be reproduced in the laboratory. We want to verify that teaching students to carefully observe a scientific phenomenon and draw (analogically or digitally) a model that describes this phenomenon helps them to be aware of the logical process undertaken. In addition, it provides them with tools to talk about the experience they had.
- How can the process of observing and writing a model (analogue or digital), applying the Bifocal Modelling methodology, help students to better understand a scientific phenomenon and make their reasoning visible?
- What are the most important aspects to take into consideration when observing students in the act of translating the observation of a scientific phenomenon into a model?