Good practices
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 Working Group:Early Inquiry, Low Achievers in ScienceCountry:GermanyLanguages:Czech, English, GermanAge of students (target group/s):6-12Links, resources:http://www.erlebnispfad-pulheime...Due to the geographic extent of the EU-WFD, the Green Classroom Pulheimer Bach can serve as a role model for schools which enjoy similar opportunities in their respective neighborhoods. Starting from the concept of analyzing complex man-environment interactions using a STEM (Science, Technology, Engineering, Mathematics) education approach, with particular emphasis on science (here: Geography and Biology), the project has developed into a STEAM approach by integrating arts and music. This integrative approach reaches both, students with a particular interest in science as well as those with a particular interest in art. Often these two groups find little common ground and little overlap in interest. By addressing the same study object (Pulheimer Bach) in the frame of the different disciplines, additional entry points are provided, which motivate students to also look at the issue form the viewpoint of the less favored subject. The core project started by integrating geography and biology classes. It was organized as an elective course and integrated as such into the regular school curriculum. The project goals of developing a didactical-methodological concept to utilize the opportunities of river restauration for competence building in schools is achieved using a five phase approach, with a) orientation and problem definition, b) analysis of the systems’ components from a geographical and a biological perspective using observation and experiment based approaches wherever suitable c) excursion d) project and experiment days and e) presentation in the frame of a school and learning festival. During the orientation phase, student groups explore the river according to their specific assignments. In phase 2 the scientific foundation is established in the coordinated geography / biology classes using a variety of different methods and approaches. Excursions to the nearby creek focus particularly on relevant research oriented issues such as the re-introduction of crawfish. These research oriented tasks lead to the formulation of recommendations to the responsible local authorities. In the given case, these students recommendations have in fact resulted in the successful re-establishment of a crawfish population in the Pulheimer Bach. Phase 4 leads to the documentation and presentation of the students’ results which are publicly presented in phase 5. In the frame of high school education, the project integrates teaching activities at different grades, starting at grade 5 by building basic competences such as identifying the relevant elements of the system, continuing in grade 8 by further developing science competence (e.g. analyzing interactions of system components) and leading to advanced competences in grade 10 by analyzing and predicting the behavior of complex systems for instance. The repetitive engagement with the same study object and the different disciplinary perspective as well as the variety of methodological approaches used lead to an increased identification of the students with the object of study, a better appreciation of the mutual benefit of the different disciplines and an engagement of students with different aptitudes and interests. Low achievers in science are addressed by hands-on experience, group work and unconventional entry points (e.g. music / the sound of water). Early learners were initially included by starting the project in 5th grade. Now even kindergarten groups participate, so that a continuity of learning experience from kindergarten, through elementary school to high school is provided. Digital learning approaches are embedded through the use of digital media for documentation and presentation of the results.Strong points and opportunities:- Integrating different science disciplines and arts and music - Continuous advancement of scientific competences through a grade overarching concept - Local foundation in the immediate neighborhood of the schools - Variety and mix of methods addressing different aspects of the system - Experiment based learning with entry points of different student types (from low achiever to digital learner) - Highly motivating through immediate relevance for local living conditions, group work and community participation - Extensive collaboration with schools in the district - Opportunities to address specific needs of low achievers - Integration of early learning approachesLimitations:- Not every school has a river or creek in the immediate vicinity - High demand for coordination and integration of different subjects and disciplinesAdded value with regards to the 3 topics of the MASS project:- Particularly suitable for WG 2 through repeated visits to the same sites from kindergarten onwards - Very suitable for WG 3 through variety of approaches used reaching from different science disciplines to arts and music | ||
