Good practices
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 Working Group:Science through digital learningCountry:CyprusLanguages:English, GreekAge of students (target group/s):13-14Links, 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 Article taken from the Newspaper "Eyes on the world" The eradication of the Muflon population could cause major consequences for the entire ecosystem. Since 1994, the “Ministry of Agriculture, Natural Resources and Environment” of Cyprus, has been collecting reports regarding the damages caused by the Muflons thriving in the Paphos forest. The people living nearby the affected area are frustrated as they are being continuously subjected to severe damages of their cultivations. As a result, some of them have threatened of taking action. Experts have explained them that the Muflons are considered an endangered species legally protected and that any action taken against the Muflons could cause major disturbances to the whole ecosystem of that area. Stage 2: Inquiry Upon reading the above publication, Mr. Manolis, a farmer living in a village nearby the Paphos forest, invited a biologist that specializes on ecology as to be advised on the consequences following the killing of Muflons entering the locals’ fields. Additionally, Mr. Manolis would like to know what the consequences of such an action would be on other organisms present in the area. The biologist, after visiting the affected area and Mr. Manolis' farm, conducted a study, a picture of which is shown in the activity book. Stage 3: Decision-making Students’ task: By using the data gathered by the biologist, give an explanation to Mr. Manolis and all the other people living nearby the affected area, of the negative consequences the eradication of the Muflons’ population could have on the ecosystem of the Paphos forest.Strong points and opportunities:• Activates the motives of students • Raises the interest and participation of low-achieving students. • Utilizes structured work sheets and complimentary electronic material consisting of videos, animation etc. • Relates to the everyday life of students • Relates to current events. • It contains modified activities which the educator can adjust according to the academic level of students. • No previous knowledge is necessary • Raises the self-confidence of students • Cooperative learningLimitations: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:- Incorporates ICT and can address digital learners - Inquiry based learning - Raises the interest and participation of low-achieving studentsAny prerequisites needed:Operates at the online platform "stochasmos" username: agrino1 password: agrino1 | ||
