THE ROLE OF THE ACL (ACTIVE COLLABORATIVE LEARNING) MODEL IN EDUCATION

Abstract

The study describes a teaching action undertaken in the belief that the use of methodologies based on active and cooperative learning could obviate some of the most worrying deficiencies in current scientific teaching, while at the same time supporting the validity of the constructivistic theory that prompted them. A teaching action on genetically modified organisms (GMOs) was planned which involved the setting up of tools (diagnostic tools, strategies imbued with problem-based learning and concept cartoons), a teaching sequence and laboratory materials (replica-plating aimed at the recognition of transformed bacteria, Nicotiana cultures, electrophoresis comparing protein patterns of GM and non-GM plants). The action can also be considered effective with respect to scientific education as well as overall intellectual and social maturity. Though the structure and the organisation of the schools involved were very different, autonomous inquiry, group work, and plenary discussion were not impeded in any way.