Good practices

Nitrite Water Analysis: a practical approach to dye synthesis
Working Group:Science through digital learning, Low Achievers in ScienceCountry:GermanyLanguages:English, GermanAge of students (target group/s):15-18
The project described here is embedded in the frame of a regular school lesson conducted in senior classes in high school. To address issues of the chemical field of dye synthesis and especially the azo dye substances, this lessons setup starts with a problem definition. This is done by introducing the problem using a question posed in an internet forum expressing the problems of fish dying in a fish tank. By reading and discussing this question, a definition of the problem is formulated and thus, the first step of inquiry based learning is completed. The teacher then provides a chemical analysis of the water in the fish tank in which all fish have died. This focuses the students’ attention on the most important facts of the problem. Planning and introducing the issue with this method results in a problem oriented perspective of the class and leads the students in the right direction to address the problem with a suitable approach. After this introduction, the class is divided into three groups with each group dealing with a different aspect of the problem (Method: Group puzzle). To fully understand the problem and to underline the results, the students plan and conduct a water analysis focusing on nitrite. The results of each group are finally combined to generate a solution to the problem with respect to a) the chemical mechanisms (azo dye synthesis), b) the experiments conducted (evaluating the results and possible sources of errors) and c) the biological aspects (nitrogen cycle). The solution developed at the end of the lesson is given to the “owner of the fish tank” by replying in the internet forum. The reply provided in the internet forum not only gives a suitable and traceable solution to the problem, but additionally a specific focus is given on precisely formulating the problem statement, the approach for the solution of the problem and the results with special emphasis on the use of the correct terminology. Thus, by using a format (internet forum) and problem which is meaningful, intuitive and close to the students’ communication habits, the basics of scientific writing skills are developed.Strong points and opportunities:Dye synthesis is a very complex topic in senior classes. Almost every azo dye is toxic. Thus teachers can usually not use them in class. The nitrite water analysis is one of very few opportunities to experiment with an azo dye in schools, thus connecting theory to practical application and experiment.
The focus of the approach is on the students’ perspective in a) determining the problem, b) developing relevant questions and c) establishing a method and schedule to solve the problem. This approach is perceived by the students as being very satisfying. It gives them great confidence in what they have learned so far and how to use their knowledge. They learn how to approach a problem and how to work as a group to solve it. This student oriented method enables the students to understand the mechanisms of dye synthesis more easily than using a teacher oriented approach.
Another advantage of this approach is that all students get a result at the end of the lesson. This lesson is clearly structured with a motivational introduction posing a real world problem, the development of an approach to solve the problem and a clear conclusion with regards to the problem solution and documentation. Thus the format of this approach leads to a stronger engagement of the students, since they are more integrated into the topic of the lesson. They play a role in the development of the solution and in the documentation of the results.Limitations:There is a possibility of failure, since the topic of this lesson is complex and relates to more advanced levels in high school. Depending on the prior knowledge of the students the teacher may have to alter the schedule of this lesson with respect to the theory of the dye synthesis, possibly enhancing the practical parts.Added value with regards to the 3 topics of the MASS project:The nitrite water analysis lesson has a strong focus on inquiry based learning. The students develop a definition of a problem and then a plan how to solve it. By doing so, they combine chemical theory and concepts with practical aspects such as the water analysis. Despite the inherent complexity of the topic, the combination of theory and experiments is suitable for low achievers in the class, since every student can contribute to the success of the project and to the solution of the problem. With regards to the technical equipment used in this lesson, all students have to use the internet and a laptop to extract the main problem and to document the solution. This blended learning approach integrates inquiry based learning using experiments, group learning and the use of internet technology for motivation and documentation or the problem.




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