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Type of Product
Language Skills Developed
Transferable/Scientific Skills Developed
To be able to frame the scientific findings in a historical contest.
• The general aims are
1. to get the students to understand that Physics is a discipline closely linked to other disciplines ,in particular History, Philosophy and Science .The development of scientific thought with its subsequent discoveries and applications must be framed in a historical ,logical and chronological context.
2. To acquire and to interpret information in a critical way through different contexts and through different communicative instruments.
3. To estimate scientific credibility of the source and to discern the difference between facts and opinions.
4. To communicate and to understand different languages (daily, technical, literary, scientific) and to use them in different contexts.
• The linguistic aims are to teach students a correct scientific language . They will have to read and to understand a scientific article. They will have to use a correct language when they have to explain a scientific topic.
• The specific aims are to introduce Kepler’s laws and Newton’s law about universal gravitation through a historical approach. To let them know the different theories and opinions of Philosophers , Astronomers, Scientists from the antiquity to this day and in different parts of the world.
• The target group age is 16 /18
• Level of competence in English is B1/B2.
• The time required to use the resource with the students is four hours
• Two hours to watch the video and to read the article. The teacher must enrich the resource with explanations. But it would be even more useful and interesting the co-presence of the philosophy teacher who might further enrich the argument with historical, social and political information about the time and place where these scientists lived and about their life. Then the teacher splits the students into groups and gives each of them to research insights about a part of the topic, as homework
Another two hours are used for the presentations of the students’ works.
• The difficulties for the students are to place the scientific findings in their historical contest.
• Strength: Certainly the interdisciplinary work is important to have a wider vision of the development of philosophical and scientific thought. The use of on line resources makes the lessons more dynamic , the students are more involved, they don’t take notes and also can review the resource afterwards for revision and consolidation. • Weakness: The topic is very wide and it can become dispersive. The work of the various teachers must be coordinated to avoid repetitions or loss of time. • Scientific reliability: Good. The first video is rather simple, but it is a good synthesis of the topic. The second article is rich and detailed and it provides input for further investigations. • Pedagogical value : collaborative learning, self–directed learning, peer assisted learning, assisted learning.
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