Twenty-fifth International Conference on Learning

Abstract

In the present study we outline the procedure implemented in order to perform activities relating science lessons with an Archeological Site. The water clock that was constructed at the end of the 4th cent. B.C. in a prominent location of the Ancient Agora in Athens, Greece gave us the incentive to perform activities referring to time and its evaluation, with eleventh grade students. The concept of time and the conflict between absolute and relative time which reflects the history of physics and philosophy were conveyed by students through a video creation using Drama techniques Students wrote an innovative humoristic scenario. Additionally, students constructed a Water Clock (Klepsydra) with recycled materials. Both activities were publicly presented in the Agora. Results showed that the use of the Archeological Site as part of the teaching process stimulated the motivation of students. Promoting an investigative approach in teaching was an indivisible part of building a sense of scientific community in the classroom. Multimedia, Experiment and Drama were used as mediating tools in the learning of science notions. The activities also enhanced creativity, communication, collegiality and collaboration among students. The added value of the learning experience created is illustrated through students’ differentiated participation and higher order thinking manifestations analysed and categorised so as to highlight changes in classroom practices.