Module 5

Investigating Coastal
and Marine Environments through Science

Introduction

In order to do this, participants will analyse the "Working Scientifically" strand in the science profile from the nationally-developed curriculum. They will also analyse science processes in other syllabus documents and the relationship between curriculum frameworks and current practices for investigating coastal and marine environments. It provides an introduction to some of the methods used in science to support generalisations for the patterns they see in coastal and marine environments. It also provides participants with the skills to be able to implement these strategies in their classrooms and in the field. In summary, this workshop seeks to challenge participants to appreciate the relevance of scientific methods for their teaching practice and to help teachers develop skills to implement these strategies.

Objectives

• to relate teaching practice with statements in curriculum documents which refer to "Working Scientifically" and science processes;

• to analyse key issues in the process of science and its use when investigating coastal and marine environments;

• to provide participants with the skills and strategies to implement the processes of science in their classrooms;

• to relate and analyse the relevance of the processes of science, teaching practice and curriculum documents when investigating coastal and marine environments; and

• to provide a framework for using the processes of science in any coastal and marine environment.

Workshop Outline

1. Introduction
   This is an icebreaker activity. The purpose of this activity is to exchange ideas on how the participants use science to investigate coastal and marine environments and relate this to the "Working Scientifically" strand of the Statements and Profiles for science in nationally-developed curriculum documents. The investigation of coastal and marine environments in the field is emphasised.
   
   

2. Observing, Collecting Data and Generalising
   This activity outlines common methods used in schools to investigate coastal and marine environments. It is introduced by a mini-lecture and then participants are asked to classify some science activities which are used to investigate coastal and marine environment.
   
   

3. Generalisations and Evidence
   This mini-lecture provides participants with an overview of scientific methods and the standards of evidence scientists presently accept as valid when investigating coastal and marine environments.
   
   

4. Barnacles in Mangrove Forests: An Example
   This mini-lecture illustrates the processes of modern science using a mangrove environment as an example.
   
   

5. Design your own Field Trip: The Real Distribution of Mangrove Oysters
   This activity provides an overview of how to implement such strategies and how to develop a field excursion based on them.
   
   

6. Conclusion: Where to Now with Science?
   This activity provides participants with an opportunity to comment on the use of science for investigating coastal and marine environments, its relationship with curriculum documents and with classroom practice. It also discusses the limitations of scientific processes.
   

Materials Required

A. Provided

Overhead Transparencies
OHT 1	Observing, Collecting Data and Generalising
OHT 2	Generalisations and the Evidence 1
OHT 3	A Model for Scientific Investigations
OHT 4	Generalisations and the Evidence 2
OHT 5	Why are there More Barnacles on the Seaward Side of Trees?
OHT 6	A Simple Generalisation
OHT 7	An Alternative Generalisation
OHT 8	Benefits of "Working Scientifically"
Resources
Resource 1	"Working Scientifically"
Resource 2A	Investigating Plankton from the Mangroves
Resource 2B	Change and the Mangroves
Resource 2C	Field Excursion to the Mangroves - Junior Secondary
Resource 2D	Investigating Common Barnacles in the Mangroves
Resource 3A	"Working Scientifically"
Resource 3B	ACT Science Curriculum Framework
Resource 4A	The Real Distributions of Mangrove Oysters
Resource 4B	Design Your own Field Trip
Readings
Reading 1	Observing, Collecting Data and Generalising
Reading 2	Generalisations and the Evidence
Reading 3	Barnacles in Mangrove Forests: An Example
Reading 4:	A Field Trip: An Example

B. To be obtained

Activity 1 Several sheets of chart paper, thick pens and OHT pens.

References

Edwards, P., Watts, M. and West, A. (1993) Making the Difference: Science, Technology and the Environment, WWF, Surrey.

Harlen, W. and Elstgeest, J. (1992) UNESCO Sourcebook for Science in the Primary School: A Workshop Approach to Teacher Education, UNESCO, Paris.

Harlen, W., Macro, C., Schilling, M., Malvern, D. and Reed, K. (1990) Progress in Primary Science: Workshop Materials for Teacher Education, Routledge, New York.

Monk, M. and Dillon, J. (eds) (1995) Learning to Teach Science: Activities for Student Teachers and Mentors, The Falmer Press, London.

Pritchard, I. and Preuss, P. (1991) Data Handling Skills for Australian Science Students, Cambridge University Press, Melbourne.

Ross, P.M. (1995) Mangroves - a Resource, Environmental Trust Grant, Environmental Protection Authority, NSW.

Underwood, A.J. (1990) Experiments in Ecology and Management, their Logics, Functions and Interpretations, Australian Journal of Ecology, 15, pp. 365-389.

Underwood, A.J. (1991) The Logic of Ecological Experiments: A Case History from Studies on the Distribution of Macroalgae on Rocky Intertidal Shores, Journal of Marine Biological Association of the United Kingdom, 71, pp. 841-866.

Underwood, A.J. and Chapman, M.G. (1993) Seashores: A Beachcomber's Guide, New South Wales University Press, Sydney.

Underwood, A.J. and Chapman, M.G. (eds) (1995) Introduction to Coastal Habitats, Coastal Marine Ecology of Temperate Australia, University of New South Wales Press, Sydney, pp. 1-15.

Wellington, J. (ed.) (1989) Skills and Processes in Science Education: A Critical Analysis, Routledge, London.