1 Universitat de Barcelona (SPAIN)
2 Institut Obert de Catalunya (SPAIN)
About this paper:
Appears in: EDULEARN11 Proceedings
Publication year: 2011
Pages: 4466-4474
ISBN: 978-84-615-0441-1
ISSN: 2340-1117
Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain
Usually, Spanish secondary school students do not realize the importance of science in many aspects of our lives because they often have a lack of curiosity and attention to science that is not presented in Spanish primary schools and it is complicated to tackle. In addition, this behavior comes with a loss of general motivation to learn science, which science and technology that has been changing and increasing dramatically in the last twenty five years. For this, at the moment the research in science education proposes many debates to make a decision how science must be learnt.
To address this question we want to present and discuss the educational experience “Students as a science teacher” a strategy to introduce scientific knowledge to the secondary school classrooms. We belief videos and digital presentations, developed by secondary school students, offer many possibilities for activities in the classroom and they could be the engine that leads them to obtain a better science understanding. Furthermore, these presentations could also be used by science teachers as a tool in laboratory classroom. This educational strategy required an effective preparation, pre and post activity, by teachers.

Secondary school students have to work in groups as a team to increase their cooperational education. Each group is responsible for a specific part of their science curriculum. For instance: A, has to prepare something about “acids and basis”; B “electricity”; C “Diabetes” and so on. Pupils prepared out-of school their project and are encouraged to use, in their power point presentations, photographs and videos to demonstrate that these activities have been done by themselves.

For creating a scientific culture, it is important that students should be comfortable with their experience. For this reason, teachers persistently wanted to collaborate with them to disseminate their project-work in different ways.

● Students became science teachers in their owner classroom explaining their project. This activity is a valuable experience because students have to prepare a written work, have to understand the science’s laws involved in their project and have to teach their work to the classmates. Presenting arguments and questions related with their projects by teachers and colleagues is the way to open students’ minds.
● Students had to present the video recorded with their own explanations, to other students and science teachers from several secondary schools in a conference room at “Secondary School Scientific Days”. In addition, they had to answer many questions placed by the audience. This new student role becomes the key to the development of the science learning process of students.
● Finally, Spanish secondary schools have an “open day”. With a science teacher as a supervisor students presented and also explained their project in front of primary school students and their parents. A good dialogue and discussion about science took place, between different generations, among these secondary school students, science teachers, parents and their children.

The results obtained and its analysis shows us that this educational approach helped by the new technologies (developed in the classroom or out-of-school) are valuable resources to increase science motivation in students and to reinforce the general science interest. Finally, this initiative could be extended to Secondary education elsewhere.
Video, power-point, science, secondary school.