Abstract:

The overall objective is to increase interest in scientific knowledge and connect it with the daily life of the SXXI century students.
The practice presented aims to be a real example of a scientific project based on inquiry that seeks to generate learning situations that help students to improve their competence and promote their scientific vocations.

The project arises from the different approaches carried out from the subjects of Biology, Physics-Chemistry and Music in 3rd year of secondary education. These different approaches start from the sharing difficulty of having just 2h per week on the curriculum. These few hours suppose an extra difficulty to give continuity to the work done by the students and this fact arises the need to find a new approach that can achieve this continuity in the weekly work. The way of finding a methodological solution for that put into practice a more active methodology that can promote greater motivation: the students’ one through the resolution of interdisciplinary challenges and that of the teachers through the possibility of putting into practice their creative potential to generate new situations of learning.

The interdisciplinary vision of this project supposes that the discipline teacher "transforms" into "project teacher" inside the classroom because each teacher must lead in the classroom all the activities designed by the team. This means that the music specialist may be conducting an activity designed by the teacher of Biology or Physics and vice versa. This fact makes even more important the weekly team meeting to understand the specificities of each activity by the other specialists and pushes the team to move away from a declarative and decontextualized science didactics to approach more experiential learning situations.

The important need to put into practice the real process that science follows to generate knowledge was the main framework of the project: the epistemology of the sciences, it is a priority that the students know this process starting from the stages established according to the scientific method up to the rigor in the researches evaluated by external experts. Another priority aim of the project was to place music in the same degree of 'importance' of science and therefore we open the possibility of writing a research on issues related to music inside the project.

Curiosity is an internal human engine that helps to generate intrinsic motivation on students as an opposite approach to the repetitive, mechanical and memory tasks. Providing learning strategies, that start from it is an element that can push the work of students in this area in order to deepen the scientific literacy necessary for the citizens of SXXI.

The team had detected the need to ensure that students could do a job where they really delve into the research of a specific topic. Starting from their own interest with the aim of avoiding superficial theoretical productions and with the intention of improving their capacity for synthesis. Knowing the big amount of information sources at their disposal and therefore it is relevant that they can learn to discern, to organize and synthesize it with their own criteria.

Likewise, artistic subjects have been losing prestige in recent years, passing to a second stage of importance for students. The inclusion of Music into this project also aims to integrate this subject, as a representative of the arts, at the same level as sciences with the need for rigor and method in its development.

Keywords:

Sientific Education, Secondary school, Interdisiplinary, project.