Abstract:

Objectives:
The research carried out had a dual purpose. On the one hand, we wanted to prove the effectiveness of the laboratory and experimental method in the study of arthropod morphology compared to a traditional methodology. On the other hand, we wanted to verify the opportunity to introduce new topics in the school animal content.

Methodology:
The research involved two second-grade classes where the topic was taught using two different didactic approaches. In the control group, the study of invertebrate animals was dealt with a traditional methodology: frontal lesson with the support of the textbook, illustrations and sometimes videos. In the experimental group, the activities proposed were according to laboratory didactics based on the scientific method. During the experiment, we used the ‘’questioning’’ approach, where we guided the children’s reasoning through the questions. Then we prepared frontal lessons integrated with a lot of materials and technologies. For example, arthropods observed in the classroom were obtained through collaboration with an entomologist. Finally, we chose the ‘’guided discovery’’ approach to promote problem posing/solving and learning.

Results:
Both methodologies have led to excellent results, the experiment, therefore, demonstrated the achievement of the set objectives. The children of the two groups have always demonstrated enthusiasm and good participation, promoting a healthy and productive learning environment. Through the use of laboratory and innovative teaching methods, new topics can be introduced to young children in the school. The intervention carried out with the experimental group led to excellent results.

Conclusions:
The obtained result demonstrated that the starting hypotheses have been verified and confirmed.

Keywords:

Active teaching, arthropods, Biology, laboratory approach, microscope, parasitism, Primary School, scientific method.