ENVIRONMENTAL EDUCATION AND TRAINING USING INQUIRY-BASED LEARNING Veronika Šinigoj, Stanislav Avsec University of Ljubljana, Faculty of Education, Slovenia
MAIN POINTS OF THE PRESENTATION 1. INTRODUCTION 2. INQUIRY-BASED LEARNING 3. PROJECT CHAIN REACTION 4. METHODOLOGY 5. RESULTS 6. CONCLUSION
1 INTRODUCTION The purpose of the study is aimed to confirm inquiry-based learning method as efficient learning method for science and technology. The study was carried out in the context of EU FP7 project Chain Reaction. Learning topics (smart electric car, water turbine, green heating and plants in space) are about renewable energy resources. The Chain Reaction project promote learning green competences (environmental protection).
2 INQUIRY-BASED LEARNING (IBL) IBL is an inductive teaching method. Foundation of IBL is constructivism. Students are presented with questions or problems at the begining of learning process. Students work organized in collaborative and cooperative groups. Learning is student-centered. Students actively search information and solutions for real-world problems. Teacher serves as facilitator, work with student groups if they need help.
2 INQUIRY-BASED LEARNING IBL develops skills, logical thinking, responsibility for learning and critical thinking allowing students to interact with materials, models.... School activity days carried out in the context of Chain Reaction project were coordinated with 5E model. Phases of 5E model: engagement. exploration, explanation, elaboration, evaluation.
3 CHAIN REACTION PROJECT Chain Reacton is a three-year project funded by the European Commission. It aims to develop Inquiry Based Science Education. Topics diverse and cover space science, environmental education and climate change.
3 CHAIN REACTION PROJECT Topics at Slovenian schools Smart electric car Students compose cars with Fischertechnik. They combine electrical and mechanical engineering and computer science. Water turbine Students create a water turbine and propose modifications. They include modification in their model of water turbine and test them.
3 CHAIN REACTION PROJECT Topics at Slovenian schools Green heating Students carry out simple investigations to find out wich colour and type of surface is best for absorbing infrared radiation so that it can be used in a solar panel. Plants in space Students carry out investigations into various aspects of photosynthesis, work out what plants could best be used in the life-support system and into human physiology to work out what needs a crew would have for oxygen and food on the journey.
4 METHODOLOGY Sample The sample consist of 260 eight- and ninth-grade students (53.8 % females and 46.2 % males). The study included five Slovenian Primary Schools (Table 1). Table 1: The percentage of pupils according to school. School namePercentage of participants Number of students OŠ Ketteja in Murna, Ljubljana16.9 %44 OŠ Mokronog16.5 %43 OŠ Ivana Cankarja, Vrhnika19.6 %51 OŠ Antona Tomaža Linharta, Radovljica 20.8 %54 OŠ Davorina Jenka, Cerklje na Gorenjskem 26.2 %68
4 METHODOLOGY Sample Students were randomly tasked with one of four topics (Table 2): Smart electric car Water turbine Green heating Plants in space Table 2: The percentage of students according to the topic. Green topicPercentage of participants Number of students Plants in space16.2 %42 Water turbine25.0 %65 Smart electric car25.8 %67 Green heating33.1 %86
4 METHODOLOGY Instrument After school activity day students solved questionnaire which has been drawn up with 13 questions. Questions are covering 5 categories: 1. Physical learning environment (suitability, user-friendly, and comfort of equipment.) 2. Teaching materials (quantity of information, modernity of materials) 3. Learning process (balance of independent work, co-operation and assistance, needed aid quantity, clarity of instructions and explanations) 4. Reactions (satisfaction with acquired knowledge, option of their own creativity, recommending a method of work to others) 5. Content (modernity, attractiveness and attraction of topics)
4 METHODOLOGY Data collection and analysis Students solved anonymous questionnaires after school activity day. 15 minutes, individual, method paper- pencil Data were processed with SPSS. We used basic tools of descriptive statistic, ANOVA, MANOVA… Instrument reliability was established with the parameter Cronbach alpha.
5 RESULTS
5 RESULTS Students’ attitudes toward green IBL
5 RESULTS
5 RESULTS Gender differences
5 RESULTS Topic differences
6 CONCLUSION Inquiry-based learning is rather seldom to be used in Secondary education. Male were more satisfied that female (topics were more adapted to male). The study revealed that inquiry-based learning is suitable for teaching green competences. In the future, the curriculum designers should pay more attention to include more green competences and green jobs promotion in education and training.
Thank you for your kind attention! Questions are welcome to my address: Ljubljana, September 29