SUSTAINABLE CITIES… …INVESTIGATING AIR POLLUTION IN OUR CITY Escola EB2,3 D. Francisco Manuel de Melo Amadora – Portugal 2014-2016 Beatriz Canaverde Camila Santos Inês Machado Luís Chen Marcelina Pedro Matilde Valente Nuno Baptista Tatiana Sousa Helena Moita de Deus
SUSTAINABLE CITIES… …INVESTIGATING AIR POLLUTION IN OUR CITY Methodology Hands-on Activities / IBSE Students Group: 8 students 8 th grade, ages: 13 to 14 Two school years Activities: where and how Voluntarily Non-formal science education program (Science Club)
SUSTAINABLE CITIES… …INVESTIGATING AIR POLLUTION IN OUR CITY Activities Activities triggered by problems students found in the community Problem identified : Air pollution 1. Motivation to investigate the cause of the problem; 2. Students gathered information, shared data with the group and the teacher; Internet : tool to look for information and for communication; 3. Looking for solutions based on Science and Technology; Support from a university professor;
SUSTAINABLE CITIES… …INVESTIGATING AIR POLLUTION IN OUR CITY 4. Students investigated deeper into the subject ; 5. Started to design a 3D model (solutions for their initial problem). 6. The model was presented at the City Hall Center for Environmental Education The model was included in an exhibit; Other students and citizens could think about the solutions presented; 7. At the end of the investigation, more problems arose ; The professor/expert suggested a new investigation;
SUSTAINABLE CITIES… …INVESTIGATING AIR POLLUTION IN OUR CITY 8. The following school year the group already knew what to do: another investigation! 9. They produced a slide presentation and two posters; Their research and the conclusions were presented in a secondary and in a primary school. 10. Their findings included in an exhibit at the City Hall’s Center for Environmental Education.
SUSTAINABLE CITIES… …INVESTIGATING AIR POLLUTION IN OUR CITY Involvement of students The students: . set the pace for their activities; . dedicated more time to the project when school work was not so intense; . were very relaxed and frequently worked overtime; . were very committed and never complained because they made their own schedule;
SUSTAINABLE CITIES… …INVESTIGATING AIR POLLUTION IN OUR CITY Teacher’s role The teacher was, mainly, an adviser and a consultant. Difficulties Incredulity of the school community (gave no credit to the students’ efforts during their investigation); Students’ work wasn’t taken seriously; But : the outcome made the school community to appreciate the project;
SUSTAINABLE CITIES… …INVESTIGATING AIR POLLUTION IN OUR CITY How different from “traditional teaching” Very different from traditional teaching Students take in their own hands the responsibility of what and how they want to learn. The teacher becomes a companion who is by their side to help them: overcome obstacles, share with them a critical overview of their work
SUSTAINABLE CITIES… …INVESTIGATING AIR POLLUTION IN OUR CITY Changes necessary in schools This methodology (IBSE): . is good for students’ learning; . is quite demanding for teachers and requires a lot of careful planning ; . is time consuming (students need to develop skills to work in group); . the teacher needs to have a good scientific background (investigations unfold in unpredictable directions)
SUSTAINABLE CITIES… …INVESTIGATING AIR POLLUTION IN OUR CITY The outcome is excellent: students start to truly understand the nature of Science.
SUSTAINABLE CITIES… …INVESTIGATING AIR POLLUTION IN OUR CITY Escola EB2,3 D. Francisco Manuel de Melo Amadora – Portugal 2014-2016 Helena Moita de Deus – hmdalunos@gmail.com
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