place for your logo visionary workshop in bilbao may 28, 2013 © go-lab project - global online...
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Visionary Workshop in BilbaoMay 28, 2013
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
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In recent times fewer young people seem to be interested in science and technical subjects. Why is this?
Does the problem lie in wider socio-cultural changes, and the ways in which young people in developed countries now live and wish to shape their lives? Or is it due to failings within science education itself?
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FinlandCanadaJ apan
New ZealandAustralia
NetherlandsKorea
GermanyUnited KingdomCzech Republic
SwitzerlandAustriaBelgiumI reland
HungarySwedenPoland
DenmarkFrance
IcelandUnited States
Slovak RepublicSpain
NorwayLuxembourg
I talyPortugalGreeceTurkeyMexico
PISA 2006
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The ROSE study of students’ attitudes to science inmore than 20 countries has found that students’ response to the statement ‘I like school science better than other subjects’ is increasingly negative the moredeveloped the country. In short, the more advanced a country is, the less its young people are interested in the study of science.
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logoDouble Eurobarometer survey
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The Rocard Report on Science Education (2007)Science Education in Europe:Critical Reflections (J. Osborne, J. Dilon, 2008)
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As students become absorbed with technology-based games, educators grapple with how best to use technology. Immersive simulations represent one way in which new media can enhance traditional learning experiences.
Redefining Science EducationThere is a major mismatch between opportunity and action in most education systems today. It revolves around what is meant by "science education," a term that is incorrectly defined in current usage. Rather than learning how to think scientifically, students are generally being told about science and asked to remember facts. This disturbing situation must be corrected if science education is to have any hope of taking its proper place as an essential part of the education of students everywhere.
Bruce Alberts, Science, January 2009
http://www.sciencemag.org/cgi/content/full/323/5913/43
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Connecting Schools and ScientificResearch effectively
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logoMasterClasses and Virtual Visits to CERN
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logoOrganise a MasterClass in your School
Indicative Programme
- Lecture on HEP or on Astronomy
- Real Time connection with ATLAS Control Room or with Faulkes Telescopes
- Workshop (using HYPATIA for data analysis from ATLAS or using SalsaJ for data analysis from the Telescopes)
- Discussion- Presentation of Results
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The LHC and the secrets of the Universe
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SuperNova 1987A
http://www.nobelprize.org/nobel_prizes/physics/laureates/2011/
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http://www.youtube.com/watch?v=qQNpucos9wc
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34 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
How long does a day last in Jupiter?
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logoHow long does a day last in Jupiter?
35 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
Educational Scenario by means of
- astronomical pictures
- Geometry- the Salsaj (or ImageJ) software
Duration: 2X45min
Age Range: 12-15, 15-18
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Educational Objectives:- Get information and planetary pictures from
the Internet.
- Be aware of model development importance of a Physical system and the model verification (or not) through experiments and measurements.
- Use simple actions of Salsaj software.
- Use the normal round equations for statistics calculations of a Physical system.
- Develop actions, motivation and attitude for Astronomy.
How long does a day last in Jupiter?
36 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
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43 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
Using a remote robotic telescope to capture images of Jupiter
12 -13 February
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44 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
spot
rotation plane
equator
rotation axisN
S
Developing a model describing the problem
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Using SalsaJ to collect and analyze data
45 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
Δ
Fig 2. The spot rotation from Jupiter South Pole
ΔΔ
Fig 2. The spot rotation from Jupiter South Pole
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Supporting the activity with digital educational resources
46 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
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The need for a federation of online labs
47 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
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48 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
Searching for educational materials and tools
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49 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
A search on Google for “conservation of momentum
lab” retrieves 2.000.000 resources!
Searching for educational materials and tools
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50 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
Necessity for a federation of on-line labs
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51 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
An ecosystem of users, online labs and educational resources
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52 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
The Go-Lab solution
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Searching using Big Ideas of Science
53 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
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54 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
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55 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
Following the Inquiry cycle Orientation
Hypothesis
Experimentation
Conclusion
Orientation
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Following the Inquiry cycleHypothesis
56 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
Hypothesis
Experimentation
Conclusion
Orientation
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Following the Inquiry cycleExperimentation
57 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
Hypothesis
Experimentation
Conclusion
Orientation
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Following the Inquiry cycleConclusion
58 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
Hypothesis
Experimentation
Conclusion
Orientation
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59 © Go-Lab Project - Global Online Science Labs for Inquiry Learning at SchoolCo-funded by EU (7th Framework Programme)
Following the Inquiry cycleOverview
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Portal.discoverthecosmos.eu
Repository of educational content and Learning activities
HEP and Astronomy Toolboxes with eScience applications
