 |
Asia-Pacific Forum
on Science Learning and Teaching, Volume 11, Issue 2, Article 6 (Dec., 2010) |
Appendix A
Goals and Examples of the Activity of Conscious Individual-Environment Unit (from Secondary 9th Grade Biology Curriculum, 2007)
Unit Goals Examples of Activities Explanations Conscious Individual –Habitable Environment 1. With regard to environmental problems, students;
1.1 Evaluate the adverse effects of human activities on environment using examples from their environment (SRP 3, 4, 7; STSE 23, 25, 29; CAV 1, 17).
1.2 Explain the causes and possible effects of current environmental problems (SRP 7, 12; STSE 25).
1.3 Question their role as individuals in causing current environmental problems (SRP 1, 3, 4; STSE 28, 31; CAV 20).
1.4 Exemplify the impacts of current environmental problems on human health (SRP 3, 7; STSE 1, 9, 12, 13).
1.5 Offer suggestions to solve current environmental problems (SRP 3, 4, 13; STSE 1, 23 - 27; CAV 6, 7, 8, 11).
1.6 Actively involve in studies to solve environmental problems (CAV 1, 3, 4, 6, 8, 9, 16; STSE 23).
2. With regard to Ataturk’s notion of nature and environment, students;
2.1 Provide examples about Ataturk’s efforts, opinions, ideas, and memories concerning nature and environment.
Activity 1. The Relation in Nature
(Goals: 1.1, 1.2, 1.4)Activity 2. Fire Disaster
(Goals: 1.1 - 1.4)Activity 3. Let us Protect our Environment
(Goals: 1.1 - 1.6)Activity 4. Recycling
(Goal: 1.5)Activity 5. Ataturk’s Notion of Nature and Environment
(Goal: 2.1)■«—m 1.2 The current environmental problems are described as air, water, soil, radiation, noise and food pollution, erosion, acid rains, global warming, destruction of wild life, threats against natural living spaces and forest fires, etc.
0 The unit is linked to the learning domain “Environment and Society” in the ninth grade Geography course.
[!] 1.2 The possible effects of global warming on biological diversity are also underlined.
[!] 1.3 Ecologic footprint and carbon footprint are underlined.
[!] 1.4 Allergy is also underlined.
SRP: Scientific Research and Scientific Process Skills; STSE: Science-Technology-Society-Environment Relation; CAV: Communications Skills, Attitudes and Values
■«—m: Constraints; 0: Links to Other Courses; [!]: Warning
Appendix B
Observation Form
1. How was knowledge transmitted to the students in the classroom?
2. How did the students participate in classroom activities?
3. How did the students participate in the methods, such as discussions and brainstorming, in the classroom?
4. Did the students actively use the information learnt from their teachers?
5. Were the purposes and outcomes of in-class interaction forms related?
6. How did the students’ environmental awareness change?
7. Was full participation in the environmental activities achieved?
8. Did the project work enhance environmental awareness and had positive effects on the students?
9. Were the lessons taught in accordance with the curriculum? Was the duration of course sessions sufficient for the teaching the subjects?
Appendix C
Interview Form
1. What did you think when the environmental subjects were taught?
2. What kind of difficulties did you have when this method was implemented?
3. Were you satisfied with the way of your teacher implemented the method?
4. Did the project work contribute to your achievement during the implementation of this method?
Appendix D
Projects
Project 1. Environmental Pollution
Purpose: To enhance environmental awareness and fight environmental pollution.
Time: 2 weeks.
Steps:
1. Form groups.
2. Make a project plan for cooperation.
3. Investigate environmental pollution and its causes.
4. Present your research to the class as a written report.
5. Select one of the types of environmental pollution.
6. Start research on the selected type of environmental pollution.
Using your research results, you can produce a simple game, model, slide presentation, poster or newspaper drawing upon your imagination and creativity.
Project 2. Recycling
Purpose: To investigate waste recycling, and the biological and economical importance of recycling.
Time: 2 weeks.
Steps:
1. Form groups.
2. Make a project plan for cooperation.
3. Describe recycling and identify the types of waste that can be recycled.
4. Present your research to the class as a written report.
5. Enumerate the types of waste that can be recycled and select one for your study.
6. Start research on the selected type of recycling.
Using your research results, you can produce a simple game, model, power point presentation or newspaper drawing upon your imagination and creativity. You can also make a poster out of your project’s research and product development stage and exhibit it at school.
Acknowledgement
We sincerely thanked all the students and teachers who assisted in conducting the study and in particular, Elvan Bahar GOKTEPE, biology teacher in Balikesir, who worked devotedly for the study.
