Physical Awareness 13-14 (age category 16-19 runner-up) is a best practice example of how lessons can be taught and learned beyond the classroom. Let’s climb on new methods of associating STEM subjects to real-life situations!
The project examined the link between the laws of physical science and how the human body works: During their Physical Education classes students experimented with the concepts they learned during their Maths and Physics classes, like motion, balance and rotations, to understand the mechanisms behind these in a relevant, hands-on way. Moreover, in addition to observing the laws of Physics in experiments, students became more aware about their own movements and their effects.
When asked on stage of the European Prize Ceremony how much of a challenge it was to work on the scientific principles in a Physical Education class, the project founders replied: “We really believe in cross-curricular activities because they make students approach to real things. We decided to use a subjects because students really enjoy physical education and because there are lots in common with physical education and physics.”
So, how did this work?
The students worked in groups (national and international) communicating with each other using the eTwinning chat and pupils’ corner but also by Flashmeeting during the meetings. Each group was in charge of publishing one part of the project: the final goal was achieved by preparing a collaborative BlendSpace presentation which all students saw and had to answer the questions and show how many things they had learned about Physics in Sports.
This project began during the previous school year by the same schools and, brought about good results and the excellent collaboration between the teachers. It is no surprising, therefore, that these institutions decided to improve and evolve the partnership by including student exchanges. During each meeting, students and teachers experimented some activities together, collected data and analysed the results of the activities. They also set some challenges for each other, like puzzles and quizzes, all of which resulted in a great deal of interaction and fun.
What did the students think?
Matteo from Italy was very enthusiastic about his participation in the project: “I met a lot of people, I improved my English. You can make new friends and then later visit their places. It is fantastic!” Tomas from Spain, added one mode dimension to how this project broadened his mind: “After my graduation I thought about going to Barcelona to study electrical engineering, but now that I have done an eTwinning project I am thinking about doing an Erasmus in Italy to learn more languages and because I love the Italian culture”.
What was the conclusion of the jury?
“The partners took the learning content out of the classroom and linked it to real life. They managed to associate clear pedagogical goals, academic rigour and creative activities, thus motivating the students to become actors in their own learning process. The ICT tools used by the partners are certainly basic. But what is more important is that they are used in a relevant way and for a clear purpose (i.e. GPS and data analysis).”
Enrica Maragliano (Liceo Classico Statale “C. Colombo”, Italy)
Florenci Sales Vilalta (INS La Sénia, Spain)
Sophie Bauer (Lycée Saint Exupéry, La Rochelle, France)
Alessandra Barisone: Liceo Classico Statale “C. Colombo” (Genova (GE), Italy)
Elodie Pauillacq: Lycée Saint Exupéry (La Rochelle, France)
Enrico Piemontese: Liceo Classico Statale “C. Colombo” (Genova (GE), Italy)
Maria Ortica: Liceo Classico Statale “C. Colombo” (Genova (GE), Italy)
Maria Teresa Marti Arnandiz: INS La Sénia (La Sénia, Spain)
Paola Savinelli: Liceo Classico Statale “C. Colombo” (Genova (GE), Italy)
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