1
00:00:30,739 --> 00:00:37,380
Hi, I'm Noelia and I'm a high school biology teacher. I'm going to introduce two self-supporting

2
00:00:37,380 --> 00:00:44,420
projects. So first of all, I'm going to show you how I work with my students and finally,

3
00:00:44,420 --> 00:00:52,240
I'll share my opinion and my students' insight after completing it. Okay, here you can see the

4
00:00:52,240 --> 00:00:59,600
presentation I prepared for my students. First, I explained them the self-supporting background,

5
00:00:59,600 --> 00:01:10,819
which started five-six years ago. Here you are the main cell sporing project goals

6
00:01:11,700 --> 00:01:19,700
to involve citizens in science research analyzing actual microscopy images. But for me

7
00:01:19,700 --> 00:01:26,500
and my students the aims were more specific and you can check them here.

8
00:01:26,500 --> 00:01:35,620
In the first lesson, I reviewed the basic cell structures and introduced my students to the cell death concept.

9
00:01:36,599 --> 00:01:49,439
In general, they weren't familiar with it, so I decided to start explaining cell death's biological meaning and functions in organisms.

10
00:01:49,439 --> 00:02:00,079
Later, I continue with the different types, the basic apoptosis, so programmed cell death, and then necrosis.

11
00:02:01,780 --> 00:02:04,739
I focus on their differences.

12
00:02:05,799 --> 00:02:12,080
I show them different kind of diagrams and then actual pictures.

13
00:02:12,080 --> 00:02:19,560
and basically I focused on the anatomical differences between apoptosis and necrosis.

14
00:02:20,580 --> 00:02:26,460
The second day, we had a meeting with the scientists who developed cell sporing.

15
00:02:27,419 --> 00:02:32,080
The scientists gave students an overview of the project.

16
00:02:33,039 --> 00:02:40,159
Next day, at computer's lab, I guided my students how to work with the platform.

17
00:02:40,159 --> 00:02:58,020
I solved their questions, but I must admit that they learned quite fast and they got used to the platform and the different cell types and all the images very quickly.

18
00:02:59,379 --> 00:03:07,520
Students also had two more sessions at computers and I was monitoring their performances.

19
00:03:07,520 --> 00:03:13,520
They also worked at home two more days on their own.

20
00:03:13,520 --> 00:03:22,520
After that, I asked them to fill out a form for assessing the project and knowing their personal opinion.

21
00:03:22,520 --> 00:03:30,520
To conclude, we had a second and final meeting with the scientists as a closure.

22
00:03:30,520 --> 00:03:33,520
Here you can see students' opinions.

23
00:03:33,520 --> 00:03:40,520
All of them thought it was an interesting and meaningful experience for them.

24
00:03:40,520 --> 00:03:49,520
The students who will study a degree in biology or medicine were highly motivated and it was a boost for them.

25
00:03:49,520 --> 00:03:57,520
But in general, for all the students, it was a great opportunity to contribute to science and society.

26
00:03:57,520 --> 00:04:10,500
Well, as you can see, I decided to get involved in Setup Sporting project because I knew it had a great potential as a didactic tool for developing meaningful learning in my students.

27
00:04:10,500 --> 00:04:17,500
And now that it's completed, I can say it has a very positive experience for me and my students.

28
00:04:17,500 --> 00:04:25,500
So I recommend it to all those teachers who like and feel comfortable with learning by doing.