|
|
@ -0,0 +1,52 @@ |
|
|
|
|
|
--- |
|
|
|
|
|
title : Brainstorming on Level 1 recommendations |
|
|
|
|
|
published : true |
|
|
|
|
|
visible : no |
|
|
|
|
|
--- |
|
|
|
|
|
### Brainstorming on Level 1 recommendations |
|
|
|
|
|
|
|
|
|
|
|
Different proposals are listed. On each proposal, you can react, |
|
|
|
|
|
start a discussion. You can also create new proposals. |
|
|
|
|
|
|
|
|
|
|
|
1 * Objective<br> |
|
|
|
|
|
------------ |
|
|
|
|
|
(Please, comment, criticize if necessary, add ideas, contribute) |
|
|
|
|
|
|
|
|
|
|
|
* Define and explain the basic concepts and associate them with the correct vocabulary |
|
|
|
|
|
|
|
|
|
|
|
* Detect users who like to ask questions to themselves, are curious, and seem to |
|
|
|
|
|
present the ability to go to level 2, and encourage them. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
2 * Ideas for teaching method<br> |
|
|
|
|
|
---------------------- |
|
|
|
|
|
(Please, comment, criticize if necessary, add ideas, contribute) |
|
|
|
|
|
|
|
|
|
|
|
* Simples and short sentences. |
|
|
|
|
|
|
|
|
|
|
|
* Stay as close as possible to the sensitive experiences of everyday life. |
|
|
|
|
|
Learning the scientific method means first observing nature, then questioning it |
|
|
|
|
|
on simple and specific questions by carrying out experiments. At this basic level, |
|
|
|
|
|
to start as much as possible from what can be observed, felt in everyday life seems |
|
|
|
|
|
a good idea (?). |
|
|
|
|
|
(dream of an educational path to chemistry that would start from taste (salty, sweet, acid, basic, |
|
|
|
|
|
..., odors, etc ... I don't know if it's possible). |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
* In the "overview" part of each course, the photos that illustrate the experiences |
|
|
|
|
|
should illustrate experiments that can be performed with basic equipment |
|
|
|
|
|
we can find in everyday life. All internaut must be able to redo them |
|
|
|
|
|
(example: to show the phenomenon of the light refraction, use a glass |
|
|
|
|
|
water and a pencil, not a laser beam). We have the "beyond" part to inspire them, |
|
|
|
|
|
to amaze and enchant them, to show what is done in our laboratories). |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
3 * Mathematical background<br> |
|
|
|
|
|
----------------------- |
|
|
|
|
|
(Please, comment, criticize if necessary, add ideas, contribute) |
|
|
|
|
|
|
|
|
|
|
|
* use only integers and real numbers, fractions (but this will require |
|
|
|
|
|
a course on fractions) and the 4 basic operations: sum, subtraction, |
|
|
|
|
|
multiplication and division. |
|
|
|
|
|
|
|
|
|
|
|
|
