Good practices
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 Working Group:Science through digital learningCountry:CyprusLanguages:English, GreekAge of students (target group/s):13-14, 15-18Links, resources:http://www.stochasmos.org/nqcont...Contact person information:Cyprus Center for Environmental Research and Education This email address is being protected from spambots. You need JavaScript enabled to view it. Stage 1: Scenario In the past few months, the Republic of Cyprus has begun a very important process: a search to discover and extract natural gas. As a result of this, a convention will be held which will aim to inform the people of Cyprus about the environmental risks and issues that will arise when extracting natural gas. All citizens of the Republic of Cyprus as well as the Media will watch and observe this convention. You will participate in this convention as a team of scientists, which will present and explain in a detailed and unbiased manner the issues associated with the new environmental condition that will take place. Your goal is to give an answer to the following question: "Natural Gas: A wish or a curse?". In order to achieve your goal, you need to investigate all data concerning natural gas in relation to the environment and its use as an energy resource. Stage 2: Inquiry At the questioning stage, students will initially visit the "Library" where they have the opportunity to acquire some basic scientific knowledge about natural gas by studying six different sources (what is it, characteristics, uses, locating, extraction, transportation). In addition, students will complete a concept map template which will aim to support students in their effort to organize the scientific information they learn about natural gas. Next, the students will divide in to two groups: advocates and prosecutors. The advocates will examine information regarding the advantages of extracting natural gas, photograph evidence using a photography tool and then begin to work on the template that concerns the advocates. With the same reasoning, the prosecutors will examine information about the disadvantages of extracting natural gas, photograph evidence using a photography tool and begin to work on the template that concerns the prosecutors. At the same time, the students that belong to the advocates side will begin to complete the advocates template which helps students organize the data that concern the advantages of extracting natural gas in order to validate their opinion. With the same reasoning, the students that belong to the prosecutors side will begin to complete the prosecutors template which helps students organize the data that concern the advantages of extracting natural gas in order to validate their opinion. Stage 3: Decision-making At the stage of decision making, both sides will present their point of view about natural gas in the form of an interactive debate. The educator (or the students themselves) takes on the role of the coordinator, challenging students to explain conflicting evidence, encouraging them to act on documented reasoning, and supporting them with conceptual questions, clarifications and feedback.Strong points and opportunities:• Activates the motives of students • Raises the interest and participation of low-achieving students • Short time duration (3 x 60') • Utilizes an electronic internet platform of synchronous and asynchronous communicationLimitations:• 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. • The students did not have the option to choose which side to support (advocates or prosecutors) • The advantages and dis-advantages of natural gas are presented to the students rather than letting them discover the pros and cons themselves.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:Operates at the online platform "stochasmos" username: NG6EX password: NG6EX | ||
