ENGAGE STUDENTS IN THE DESIGN OF SIMULATION MODEL IN ACARISS (Contributo in atti di convegno)

Type
Label
  • ENGAGE STUDENTS IN THE DESIGN OF SIMULATION MODEL IN ACARISS (Contributo in atti di convegno) (literal)
Anno
  • 2013-01-01T00:00:00+01:00 (literal)
Alternative label
  • L. Massetti, F. Ugolini (2013)
    ENGAGE STUDENTS IN THE DESIGN OF SIMULATION MODEL IN ACARISS
    in Science education and guidance in schools: the way forward, Firenze; Italy, 21-22/10/2013
    (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#autori
  • L. Massetti, F. Ugolini (literal)
Pagina inizio
  • 73 (literal)
Pagina fine
  • 73 (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#titoloVolume
  • Science education and guidance in schools: the way forward (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#pagineTotali
  • 320 (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#affiliazioni
  • Istituto di Biometeorologia (literal)
Titolo
  • ENGAGE STUDENTS IN THE DESIGN OF SIMULATION MODEL IN ACARISS (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#isbn
  • 978-88-903469-2-7 (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#curatoriVolume
  • Antonio Raschi, Annamaria Di Fabio, Luca Sebastiani (literal)
Abstract
  • The aim of this work is to present a didactic module developed in the framework of the project ACARISS (Increasing the knowledge on environment and risks of pollution involving Schools with experimental activities), funded by Tuscany Region- Italy. Three scientific partners, Institute of Biometeorology-CNR (Florence), Scuola Superiore Sant'Anna (Pisa),) and University of Florence and more than 30 schools in Tuscany cooperated to develop and test modules on several scientific topics (meteorology, climate change, carbon cycle, pollution, plant and salinity, robotics ...). These modules are based on the inquiry based learning method (IBL) and follow the 5E Instructional Model proposed by Bybee et al. (2006). In this method students are stimulated to experiment, observe, investigate on phenomena and find solutions through five steps: Engage, Explore, Explain, Elaborate and Evaluate. Here we present the module on the development and use of simulation models in Biology, since their use can find interesting application on the sustainable use of resources (water for crop irrigation) and reduction of pollutant in agriculture (use of pesticides to fight plant disease). Here the structure of the module and in particular the engagement phase are described. To introduce and raise interest to this topic , students are asked for proposing a solution to the following question: \"How long it takes to cross Italy by bike? Where will the biker stop to sleep?\". This question is the opportunity to learn basic concepts of simulation model design through gaming. At the beginning, students are stimulated to identify the main components of a model. They define the output of the model, they identify the factors that might affect the output and select among them those they consider the most important input. Then they propose a model equation that represents relationship between input and output (for example the speed of the bikers). They use their model to predict the distance traveled by the biker each day (simulation). Afterwards, they build a real journey playing a game. based on a dice which determines the effective distance traveled each day by the biker. A low score corresponds to a shorter traveled distance than predicted, to simulate the uncertainty of the prediction due to factors that cannot be considered in the model like a tire puncture or a storm. Then students compare the simulation and the real journey to evaluate the model performance. Finally students discuss their experience and try to elaborate and generalize the fundamental concepts they learnt and apply them to a different context. (literal)
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