Abstract:

This research aimed at developing an innovative teaching–learning process in favour of the discipline of Biology in four fourth-grade classes of two primary schools belonging to the Institute "Istituto Comprensivo 1 Nelson Mandela" located in Mogliano Veneto (Italy). The first objective argues that hooking scientific contents onto real contexts and direct experience in pupils' everyday life allows young learners to master abstract concepts better, promoting deeper scientific learning and understanding. The second objective of this research is focused on different ways of discovering and learning those notions and contents that are usually considered challenging to be taught and struggling to learn in primary school. The theme of crustaceans and molluscs was thus chosen to offer pupils an alternative path of discovery to acquire knowledge of the marine universe. The third final objective concerns a small study regarding sea pollution. It aims to raise critical awareness of this topic, laying the foundation for a sensibilization process in younger generations towards future environment respect and protection. The starting point was evaluating the pupils' already acquired knowledge in the scientific discipline, assessed through a pre-test to check the mastery of scientific concepts developed during the previous school year. The classes that had obtained a lower average in the initial pre-test were designated as experimental groups, which would be able to acquire more knowledge through laboratory teaching than the control groups. It was evident from the results of the final test, as a short-term objective, that the classes involved in laboratory-based education acquired more knowledge than the pupils who followed traditional frontal instruction. Methods based on laboratory teaching would stimulate active pupil participation and promote greater interest, involvement and learning. However, this research requires a longer time to verify its hypothesis in the years to come. Thanks to a laboratory teaching approach, the knowledge acquired by young learners within a lifelong learning process can lead to the development of critical thinking, allowing them to become future environmentally conscious citizens. In conclusion, at the end of this survey, it was possible to demonstrate a real difference in learning in the experimental classes compared to the control ones: the laboratory didactics placed pupils at the centre of the teaching–learning process, raised interest, maintained curiosity, doubt and research, making young learners active creators, through practice, of their learning process.

Keywords:

Crustaceans, experimental teaching, laboratory didactics, molluscs, water pollution.