Good practices

Climate Refugees
Working Group:Early Inquiry, Low Achievers in ScienceCountry:CyprusLanguages:English, GreekAge of students (target group/s):13-14, 15-18Contact person information:Cyprus Center for Environmental Research and Education
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Consisted of learning material regarding the carbon cycle which is organized in 3 stages: scenario, inquiry, decision-making

Stage 1 : Scenario
Extreme weather phenomena are being observed across the globe. Catastrophic typhoon in Philippines..., extreme drought in Africa...., Cyclone Cleopatra hits Sardinia…, Deadly storm hits Rhodes…
More than 30 million people throughout the world became climate refugees last year because of environmental destruction and extreme weather phenomena. Predictions for the future look even worse. According to IPCC, by the year 2050, more than 200 million climate refugees will search for a new place to live, because their homeland will be totally covered by water, or simply because living around those areas will no longer be possible. Today, most climate refugees come from Asia or Africa.
What has changed on our planet that caused all these extreme phenomena? Scientists believe that carbon dioxide and global warming play an important role in climate change and environmental destruction.
Upon learning about climate refugees, Herodotos and Nepheli were wondering if their classmate Ali who comes from Somalia is a victim of climate change and a climate refugee himself. They wanted to know the exact reasons that made Ali and his family becomes climate refugees. They became troubled by the fact that Cyprus could also be affected by the extreme weather phenomena that are being observed around the globe and that Cypriots could become climate refugees ourselves. Is it possible that a new tragedy, a new environmental crisis could force us to become refugees once again? But this time climate refugees? Is there a way we can prevent a possible environmental crisis?
You are asked to help Herodotos and Nepheli answer these troubling questions. Give a factual answer on the general topic: Cypriot climate refugees: distant scenario or a soon-to-be reality?

Stage 2: Inquiry
At the first part of inquiry, students examine a variety of sources (short texts, tables, graphics, videos) in order to collect information regarding the phenomena being examined. For example: what is carbon, where it can be found, how it circulates on earth and why there is more carbon dioxide in our atmosphere now than ever.
By studying these sources, students are able to gather all the information needed in order to understand the carbon cycle.
At the second part of questioning, students collect data in order to understand how human activities can disturb the natural cycle of carbon and increase its emissions, which is directly related to the phenomenon of global warming and climate change.

Stage 3: Decision-making
At the decision making stage, students are asked to compile all the data they have collected as well as the information given to them regarding climate change in Cyprus, which they will present in an original interview with researchers of the Cyprus Institute in order to:
- validate if Cypriots could become climate refugees in the near future
- suggest ways of preventing a possible environmental crisis that will force us to become climate refugees.Strong points and opportunities:• Activates the motives of students
• Raises the interest and participation of low-achieving students.
• Short time duration (3 x 80')
• Utilizes structured work sheets and complimentary electronic material consisting of videos, animation etc.
• Relates to the everyday life of students
• Relates to current events of everyday life.
• It contains differentiated activities which the educator can adjust according to the academic level of students.
• No important previous knowledge is necessary.
• Raises the self-confidence of students.
• Cooperative learning.Limitations:• Structured inquiry
The structured inquiry is considered that it has a level of weakness because it limits the degree of self-acting and ownership of students and teachers. However structured inquiry is considered the optimum educational approach if the teachers and students are not fully prepared to implement an open inquiry.Added value with regards to the 3 topics of the MASS project:• Activates the motives of students
• Raises the interest and participation of low-achieving students
• Utilizes technology and can address digital learnersAny prerequisites needed:• No prerequisites needed for its application.




Teaching materials

MASS project intends to identify, analyze, evaluate and disseminate practical tools and methods in teaching science which will effectively lead to arise students' motivation and acquire higher level of basic skills in science. We will explore what happens in science lessons at schools and increase the knowledge of good practice in teaching science in three research areas: Science for Digital Learners, Early Inquiry and Low achievers in Science (See more: Main topics).

 

Main project activities include:

1. Identification of the national examples of good practices
The initial phase of the project is to analyze the strengths, weaknesses and potential in the particular area of science education method in each partner country. It will include identification of good practices on raising students motivation for science on the national level. Examples identified will be collected in the online database.

See more: Good practices repository

 

2. Development of pilot teaching materials and testing phase
Findings from the research phase of the project will form the ground for development of the pilot version of educational materials in each Working Group.

Piloting stage of the project, with the involvement of target group, will raise the quality and exploitability of the products.

 

3. Development of the final version of teaching materials
Final version of educational products will be developed after summing up the piloting phase. They will be available in each partner language. The final project results will bring a change at the classroom level. Teachers will be aware of the key factor for motivation of their students to learn science. They will use a wide range of methods effectively and appropriately to the learning needs and preferences of their students. More teachers will be confident and successful in use such of methods. They will make teaching science more relevant and accessible to students.

Final products will be widely presented and disseminated during the Open Conference III in the middle of 2016.

Pilot materials

To help teachers to become empowered, skillful and self-confident, we work on:

for Digital Learners, Early Inquiry and Low Achievers in Science.

 

If you want to help us to improve these materials by taking part in piloting, please contact leader of each Working Group:

   Leonie de Vries (Digital Learners), e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

   Lenka Pachmanova (Early Inquiry), e mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

   Daiga Kalnina (Low Achievers), e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

 

or the MASS project partner in your country:

   Czech Republic, TEREZA Educational Center 

   Lenka Pachmanova e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

   Cyprus, Cyprus Center for Environmental Research and Education (CY.C.E.R.E.)

   Chrisis Kleovoulou, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

   Estonia, Estonian Physical Society

   Kaido Reivelt, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

   Germany, University of Cologne Geographical Institute

   Astrid Hensel, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

   Greece, National and Kapodistrian University of Athens

   Thalia Mavrakou, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

   Latvia, Children's Environmental School

   Inese Liepina, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

   Netherlands, SME Advies

   Bregje van den Brand, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

   Poland, UNEP/GRID-Warsaw Centre

   Elżbieta Wołoszyńska-Wiśniewska, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Subcategories

Pilot version

Final version