Good practices

Climate Research Campaign: how to identify and counter the floods consequences?
Working Group:Early InquiryCountry:PolandLanguages:PolishAge of students (target group/s):13-14, 15-18Links, resources:http://globe.gridw.pl/projekty/b...
http://globe.gridw.pl/projekty/b...
Contact person information:UNEP/GRID-Warsaw Centre
This email address is being protected from spambots. You need JavaScript enabled to view it.
The project was conducted in the frame of module A of the Climate Research Campaign, part of the GLOBE Program in Poland. It focused on identification of the floods negative impacts and possible way of interaction. The aim of the project was to improve research competences among students. The students' task was to make field research in the area of flood risk. On the basis of observations and measurements, students had to identify environmental impact of flood in given (research) area.

The research was conducted on the basis of protocols and experience of GLOBE Program database in cooperation with scientists. The module was prepared in close cooperation with the GLOBE Program teachers, so all educational materials are tested and well adjusted to the reality of Polish school education.

Activities realized in this module were divided into four main stages:
• Stage I: Choosing and defining characteristics of surface water basin (April – June 2012)
• Stage II: Initial field research (September 2012 – February 2013)
• Stage III: Regular research of surface water properties (February – June 2013 and September – November 2013)
• Stage IV: Research documentation work out – summarizing report (until 15 November 2013)Strong points and opportunities:• Improving students competence in field research;
• Measurement equipment used by students is so simple, that it does not require special knowledge;
• Students can get to know their region better through activities requiring the cognition of their surroundings (i.e. interviews with inhabitants);
• Getting competence of group work – students had to work together as an expert team;
• During the lesson, student used various information sources (i.e. historical maps, geographic maps, internet resources, map services, statistic data, interviews with inhabitants, measurements, observations, etc.);
• Interdisciplinary measurements (students had to look at the problem from interdisciplinary perspective);
• Both teachers and students were able to acquire new experience and new skills by the work with modern technology (ICT tools during lessons);
• Students conducted individual field research (learning by experience) and draw conclusions from the gathered information;
• During lessons students had to go through all stages of research project, getting new skills, which prepare them to self-sufficient research work.
• Workshops for teachers allowed them to get new skills within the scope of using ICT tools during classes.Limitations:• Logistic problems – making measurements (which must take place regularly) often interfere with other lessons, class tests or students trips;Added value with regards to the 3 topics of the MASS project:• Working with Google Earth application – getting skills of using GIS applications;
• Appropriate measurement equipment use during class lessons (and beside them);
• Students get new practical and research skills (cause and effect thinking);
• An enhanced interest in the region;
• Aroused curiosity among students, encouraging them to science education;Any prerequisites needed:• Appropriate equipment to make field measurements and observations;
• Availability of chemical reagents;
• Teacher trained in appropriate way;




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