Abstract:

Here are presented education activities initially conceived as part of the innovative experimental educational project Next-Land on STEAM themes characterized by experiential insights, where the arts and sciences are experienced firsthand by pupils (https://www.next-level.it/progetti/next-land/). Subsequently, I implemented and enriched the activities that I re-proposed in a Dissemination Science Project that I carried out as an action called RESEARCHERS@SCHOOL, aimed at primary and secondary schools and aimed at making children and students aware of the social importance of research and of innovation in the context of S.T.R.E.E.T.S (Science, Technology and Research for Ethical Engagement Translated in Society), as an initiative included in the circuit of the European Researchers' Night promoted and financed by the European Commission in all European countries. (https://www.unina.it/-/31454174-notte-delle-ricercatrici-e-dei-ricercatori-vie).
Integrated theoretical-practical activities (duration 60 minutes) with the aim of catalyzing the observation and understanding of the physico-chemical properties of DNA, the biological macromolecule repository of genetic information in all living cells on Earth. The young students were involved in some simple experimental activities and equipped with paper, pencil, ruler, multicolored sticky notes and imagination, they have build 3D DNA models with "poor" and/or edible (candies and/or milk) and/or recycled materials. They were involved through the game to deduce the numbers related to genetic complexity of different organisms or microorganisms, discovering C-value paradox, K-value or N-value paradoxes and other key concepts of biology.
The manual activities were integrated with online quiz games using remote platforms (www.mentimer.com and quizziz.com ) that I have implemented with my original quizzes with the aim to teach to the students that the Genetic information is encoded by our genome (DNA) but this is only part of our identity because the environment,our experiences, what we eat, can influence the physiology, genetics and biochemistry of all our cells and beyond! And that, even more surprisingly, these (epigenetic) changes can be passed on to subsequent generations.
In breef, both inductive and deductive teaching approaches were combined in order to identify the molecular DNA component, the nucleotide spatial relationship, and their chemical bonds, deducing deducing Chargaff's rules from observation of 3D models and predicing the nucleotide sequences complementary strand from observation of 3D models and predicting the nucleotide sequences complementary strand when given half ( 2D paper DNA model) of double-helix molecule.
Following the principle of 'understanding through action': the students practice transforming an idea into a work plan and from here arrive at creative building of a 3D DNA model constructed free to choose materials.
Developing precision and constancy and coming up against the limits of the material and the difficulties posed by the tools needed to work it, trying their hand at different materials,
Practical learning understood as 'learning through hands, heart and head' is also expressed in learning to calculate and read through 'pictorial drawing'. The added value of this learning project is also the "hunt for errors" that the properly guided students have highlighted by the youtube.be videos showing the construction of 3D models of DNA.

Keywords:

Problem based Learning, Soft Skills improvement, STEAM Project-Based Learning, STEM to Critical Thinking, Hands-On Learning, creative learning, Tailor-Made education.