|Titel:||Wie is de dader â€“ Een biologie project over erfelijkheid|
|Herausgeber:||Teleac/NOT, Wilhelminastraat 21, 1211 RH Hilversum; www.schooltv.nl/wieisdedader |
|Autor:||Dick van den Heuvel, Ellian van Strien
mitbeteiligt : IJsfontein, Amsterdam |
|Hersteller-Land:||The Netherlands |
|Produktumfang:||a crossmedial television program with an eductional game on internet and a teacher |
|Begleitmaterial:||teacher's guide, dvd, online game |
|Abstract:||"Wie is de dader?" (Who did it) is a crossmedial school television project for use in the first two years in high school. Students are challenged to understand the principles of genealogy by directly applying the knowledge as presented in the television series, the internet game and exercises in the project guide.
The story has been dramatised. Professionel specialists are playing the roles of the persons that give explanation and clues on the genealogy issues at stake. This result in an exciting mix of fiction and reality.
Educational games have motivating effect on students because of the competition element built within. They can also provide a relevant context. "Wie is de dader" appeals to both the fascination and the real life experiences of students. Crime is a popular topic for the target group: They are watching real-life crime television shows almost daily. A murder case is a good setup for explaining more theoretical concepts. This is the way "Wie is de dader" combines education with fascination. |
Some violent crime has been reported in the Allard Pierson museum in Amsterdam. Rachid - who is accused for murdering his colleague - insists in stating that a mummy has done it, how unlikely that even my be. The well-knwon crime reporter John van den Heuvel believes Rachid and tries to help to unravel the truth.
1. The internet game is the core of the project. Only on the internet you can follow the murder reconstruction as an introduction to the project. The students have to collect evidence for research in a virtual laboratory.
2. In the television series, clues are presented and comments are given by specialists that can be interpreted in different ways. All information is relevant to find out who did it and to undercover his or her motives. This is not only about theory reproduction, it is also about applying it in order to solve the crime.
3. The teacherÂ´s guide also includes an "evidence map". Students can make notes on it. By using post-its for example, information can be ordered in different ways during the game. One can also find here explanation on the game and useful background information as well as specific semiopen questions to check out if students have really played the game and have built up understanding of the theory and practical use.|
|Bildungsbereich:||Schule, Primarstufe |
|Bildungskategorie:||informationstechnische Bildung, naturwissenschaftliche Bildung, technische Bildung |
|Systematik:||Biologie, Chemie, Kinder- und Jugendbildung, MedienpÃ¤dagogik, Praxisorientierte FÃ¤cher, SachgebietsÃ¼bergreifende Themen|
|Auszeichnungs-Ort:||Berlin, 20.06.2008 |
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