Abstract

We propose interdisciplinary teaching-learning sequences focusing on colours. How do we perceive colours? How do animals perceive it? How do some animals make unusual coloured liveries? The proposal was initially tested with high school students in a summer school, then it was discussed in a summer school for science teachers in order to enhance the interdisciplinary aspects. Finally, it was proposed and discussed in a training event for in-service science teachers. Involvement and motivation in the learning process were the main reactions expected and the forecasts were fully achieved.

Highlights

  • Interdisciplinary topics are usually more effective in teaching because they are able to arouse greater interest and motivate students [1,2]

  • In the summer school Science in 4D, an interdisciplinary learning path was proposed by merging the key ideas of physics and biology on colour in order to better exploit the educational ideas developed in the laboratories and a better understanding of what colour is, how we perceive it, how it can be perceived

  • The laboratories ranged from qualitative exploration to quantitative measurement and were tested with high school students (41 aged 16-18 y) in a summer school and the complete learning-teaching path was proposed in an interdisciplinary summer school for science teachers (18 participants)

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Summary

Introduction

Interdisciplinary topics are usually more effective in teaching because they are able to arouse greater interest and motivate students [1,2]. We propose interdisciplinary teaching-learning sequences focusing on colours. The proposal was initially tested with high school students in a summer school, it was discussed in a summer school for science teachers in order to enhance the interdisciplinary aspects.

Results
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