Basic ICT required.Read more
Basic computer proficiency courses are designed for individuals who have limited experience with technology. Participants will learn fundamental skills such as navigating the web, and using basic programs.
Targeted to Intermediate English (B1+) speakers.Read more
This is the standard requirement for most courses. Participants at this level can participate actively in discussions and manage everyday and professional situations. If they are unsure about their English level, they can test it here or explore our courses facilitated in Basic English.
Science Teachers, Secondary Teachers.Read more
The listed audiences are those for whom the course is especially recommended, but courses are not exclusive to them and are open to everyone. In fact, most of our workshops are built around the collective sharing of participants’ experiences and having a variety of profiles enriches the learning process and is highly encouraged!
Introductive Course.Read more
This course is designed as an entry point to the topic. There are no entry tests, and it is open to everyone, as the exchange of diverse perspectives enriches the learning experience. If you prefer a more advanced course on the topic, we encourage you to explore our catalogue further.
Description
Too often, students come to class with preconceived notions about science, typically based on everyday experiences that apparently contradict scientific principles.
It is not easy to dismantle these convictions with traditional teaching methods, but evidence-based pedagogy can help.
This course will help participants identify and deconstruct common misconceptions, fostering a deeper understanding of key concepts in science, such as forces and kinematics, to name a few examples.
Throughout the course, participants will learn how to implement this constructivist approach in their teaching through hands-on experiments, digital tools, and interactive simulations.
They will discover how to modify their lessons to fit the needs of each individual student through workshops and practical activities.
By the end of the course, participants will be able to design engaging and effective science lessons.
They will be ready to help students overcome their misconceptions through practical activities and personalized learning tools.
What is included
Learning outcomes
The course will help the participants to:
- Possess a comprehensive understanding of common student misconceptions in various science topics;
- Be equipped with a toolkit of evidence-based pedagogical strategies to effectively address and overcome student misconceptions;
- Develop the competency to utilize digital tools for interactive learning and personalized support in their classrooms;
- Be able to design engaging and effective science lesson plans that promote critical thinking and a deeper conceptual understanding of the subject matter.
Tentative schedule
Day 1 – The structure of knowledge and misconceptions in sciences
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities;
- Presentations of the participants’ schools;
- Misconceptions in physics: how do we approach them?
Day 2 – Sun and moon: explaining the sky with atorytelling tools
- How do we deal with the common misconception among children that the moon disappears when the sun rises?;
- Learning to use a video creator with a built-in refutation text.
Day 3 – Density demystified: using simulations to challenge Intuition
- How can we handle students’ misconceptions on density that heavier objects are denser than lighter objects?;
- Discovering the importance of a simulation;
- Conduction of simple experiments through a simulation.
Day 4 – Teaching inertia: making physics stick with interactive videos
- Inertia, while challenging for students to grasp, has numerous practical applications in daily life;
- Dealing with the misconceptions on inertia using a video;
- Creation of interactive videos by adding questions.
Day 5 – Forces and motion: mapping ideas with experiments and mindmaps
- Does a moving object always need a force to keep going?;
- Is there a force acting on a resting object?;
- Dealing with the misconceptions about forces by making simple experiments;
- Learning to organize experimental findings on a digital mindmap to visualize their interconnections.
Day 6 – Course closure and cultural activities
- Course evaluation: round-up of acquired competencies, feedback, and discussion;
- Awarding of the course Certificate of Attendance;
- Excursion and other external cultural activities.
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