Abstract:

Here we present a new interdisciplinary teaching proposal to improve high school students involvement through digital learning resources for science education, through laboratory experiences of comparison and sharing that increase student participation and bring the class to a much higher communication level also in English language.

During a pandemic period and/or in the modern teaching innovation proces, the activity of a scientific laboratory within home walls plays an important role.
The topics and activity selected, here presented, aims therefore, to make pupils aware of their attitudes, highlights the possibility of discovering the laws of nature employing “easy-to-find” materials, developing "doing to learn", increases the critical sense, self-assessment and communication. The characteristics of this method provide multiple stimuli to learning through imitation and action, through observation of the behavior of others and comments received on one's own, through analysis of the entire process.

In addition, other objectives of the teaching here presented, are to bring out the knowledge acquired by pupils in the various disciplines - physics and biology - interactively, but also the behavioral rules within a laboratory, the interactions between gases and biomolecules in one case concrete study, as during DNA electrophoresis and, last but not least, the pupil's creativity.

The activity took place in several phases that saw the involvement of multiple teachers: chemistry, physics, biology, English. The initiative involved several institutions: the biology department of the "Federico II" University of Naples, the "Galileo Galilei" Scientific High School of Naples. at the 33rd edition of "Remote Future - TEACH and education 4.0 "on November 23, 2019 in Naples.

Some of teaching and learning results,here presented, were also showed last november during the 33rd Edition of Futuro Remoto in Naples as Teach and education 4.0. New lessons and amazing classroom activities, also added, were designed in collaboration and will realized integrating CLIL, ISBE methodologies and ICT tool (from Science Education section of Journal of Visualized Experiments, styled JoVE) implementing those already designed and realized in a different project previously reported (del Gaudio, EDULEARN17 Proceedings).

Flipping the virtual laboratory, online theoretical lessons and the wet laboratory, all students, working in team will stimulate to develop trasversal skills and they will learn and will regain knowledge with Biology teacher during electrohoretic separation of biomolecules (DNA or proteins). To be more clear, during the electrophoretic migration of biomolecules and/or molecular dyes high school students will have to rediscover and apply the gases’s law already learned with Physics teacher.

Keywords:

CLIL, IBSE, physics and biology, flipped virtual laboratory, innovative teaching and learning, electrophoresis, gases’s law, biomolecules, molecular biology.