Science & Technology (S4-5) Curriculum Issue-based Learning for “ Environmental Science and Sustainable Development ” Seminar Learning Materials Developed by CUHK & EMB 17 April 2007 Science Education, CDI

Why do we develop the extended materials for Environmental Science?  Provide additional resources for reference  Enrich the teaching approaches for learning science  Prepare teachers for teaching NSS Liberal Studies using Issue-enquiry approach

Why do we use issue-based learning approach for teaching science & technology? Develop Thinking Skills and Conceptual Understanding Education for Citizenship Active and Flexible Learning Scientific Literacy

What is considered as an Issue?  Problems raised public concern  Pros and Cons from different stakeholders  No right or wrong answers  Decisions have to be made  Consequences & implications “ CASE-BASED / PROBLEM-BASED ”

How to identify and choose suitable issues?  Contemporary e.g. Are human activities the main cause of global warming  Historical e.g. Evolution and Ingenious design should both be taught  Daily Living e.g. No smoking is allowed in all public places including streets  Socio-economic e.g. Reclamation in the Victoria Harbour should be prohibited

How to frame the inquiry of issues? Does Global Warming affect your lives?  What is greenhouse effect?  What are the features associated with global warming?  Where does global warming occur?  Why and how does global warming occur?  How does global warming affect your lives?  What can we do about it?  What are the evidences you need to prove global warming is occurring?  What are the differences between the climate changes in this century with the last few centuries?  What similarities and differences can be found locally and globally?  How do you judge the information collected by different parties concerned can be used?  Do you agree that global warming affects your lives?  Can we live with the changed environment?

How to analyse an issue for inquiry? LevelDescriptions 1Understand the issues: highlight the key words of issue statement distinguish related facts from subjective opinions 2List out the problems: list out the problems and predicted situations what aspects of knowledge and information need exploration draw concept maps to assist the analysis 3Refine the key questions of the issues: refine the issue into 1-2 key/core questions restrict the scope of inquiry and see what really need to find out identify appropriate methods and work out a task list 4Formulate opinions based on evidences: map out the inter-relationships of the problems and understand the causes. evaluate views from multiple perspectives formulate own opinions based on value judgment

Example: Does the HKSAR Government maintain sustainability when treating wastes? Objectives:Let students understand the situation of waste production in HK Let students understand how HKSAR Government deals with waste Level 1: Understand the issue What is meant by sustainability? (find out the definition) What types of wastes? (solid, sewage, air pollution) Level 2: List out the problems of the issue and the information needed What is the existing situation of waste production in HK? (any threats) How does the government deal with wastes? (existing practices) Level 3: Refine the key questions of the issues Are the current measures by the government sufficient and effective to maintain sustainability? (yes or no, in what way, evaluate the sufficiency and effectiveness of the measures in treating 3 types of wastes) What will happen if the current practices continue? (size of the problems, possible impacts) Level 4: Formulate opinions based on evidences What are your opinions on the issue? Why? (evaluate the contrasting views based on the new information) What should the government do to maintain sustainability when treating wastes? (put up constructive suggestions)

What is considered as an effective issue-based learning course?  Clear objectives  Active involvement in the inquiry process  Focus on thinking skills  Exercise judgment

How to plan for learning and teaching with this approach?  Preparation  Developing Skills  Leading the inquiry and assigning tasks  Follow-up activities and pose reflective questions  Assessing the performances

How to choose the learning methods? Group Discussion Role-play for public hearing Review of scientific research Presentation Problem-based learning Debate

Why should we try this?  Is it effective?  Successful examples for reference?  Students ’ abilities?  Class under control?  Beyond my expertise!  Develop thinking skills?  Ownership of learning  Skills improving over time  Challenging needs ahead

How the learning materials are organized? Teachers Version  Learning content  Lesson Plan  Suggested activities  Worksheets + suggested answers Multi-media  Interviews  Virtual Field Trip Students version  Learning content  Worksheet without answers Others  Content pages  List of tables  Glossary of terms