Module 6
Investigating Coastal and Marine Environments
through SOSE
Introduction
This module provides guidance on the use of enquiry based teaching as a strategy for investigating coastal and marine environments through Studies of Society and the Environment (SOSE). In particular, this module focuses on the 'process' strand in SOSE which incorporates not only 'investigation' skills, but also those of 'communication' and 'participation'. These skills help students to study key questions, issues and problems in the coastal and marine environment not just as ends in themselves, but also as part of the process of becoming an active and informed citizen who is knowledgeable about coastal and marine issues and willing and able to work with others to enhance the quality of coastal and marine environments.
Objectives
The objectives of this workshop are:- to promote an understanding of approaches to enquiry based teaching
in coastal and marine studies, especially through the Key Learning Area
of Studies of Society and the Environment;
- to develop an ability to evaluate approaches to enquiry based teaching
and learning,
- to develop an understanding of the skills needed for enquiry based
teaching and learning,
- to develop an appreciation of the barriers to the development of enquiry
based teaching and learning, and
- to develop the ability to plan enquiry based teaching and learning
for coastal and marine studies.
Workshop Outline
There are five activities in this workshop:
- Introduction
The introduction begins with an icebreaker activity followed by an overview of the workshop aims and outline. The introduction also includes a guided imagery exercise to focus participants on the characteristics of enquiry based teaching. - What is Inquiry Based Teaching?
Workshop participants engage in an example of enquiry based learning. This is followed by a mini-lecture on models of enquiry based teaching and their appropriateness for coastal and marine studies. These models are then examined to identify their contribution to the "Investigation, Communication and Participation" strand of the Studies of Society and the Environment Key Learning Area. - Overcoming Barriers to Enquiry Based
Teaching
This involves participants working in small discussion groups to identify opportunities and constraints for teachers to develop enquiry based teaching in coastal and marine studies. - Planning Enquiry Based Teaching
Participants then have the opportunity to work in small groups to develop an outline for an issue or enquiry based unit related to their teaching in coastal and marine studies. - Conclusion
The workshop concludes with a summary of the major workshop themes and a review of the workshop objectives identified in the introduction.
Materials Required
A. Provided
Overhead Transparencies |
|
| OHT 1 | Workshop Objectives |
| OHT 2 | Workshop Outline |
| OHT 3 | Enquiry Based Environmental Education |
| OHT 4 | Environmental Education and Action |
| OHT 5 | A Learning Process for Enquiry Based Environmental Education |
| OHT 6 | Four Enquiry Questions |
| OHT 7 | A Five Step Process for Exploring Issues |
| OHT 8 | Objectives of Coastal and Marine Studies |
| OHT 9 | The Process Strand in SOSE |
| OHT 10 | Skills Students Need for Enquiry |
| OHT 11 | General Characteristics of an Effective Teacher |
| OHT 12 | Characteristics of an Effective Teacher as an Enquiry is Developed
|
Resources |
|
| Resource 1 | A Guided Journey |
| Resource 2 | Guided Journey Discussion Guide |
| Resource 3 | Catchment and Coastal Pollution |
| Resource 4 | Pollution Events |
| Resource 5 | Newspaper Reports on Pollution |
| Resource 6 | Questions on Pollution Events |
| Resource 7 | The Process Strand in SOSE |
| Resource 8 | Evaluation Matrix |
| Resource 9 | Opportunities and Constraints |
| Resource 10 | Enquiry Unit Planning
|
Readings |
|
| Reading 1 | A Process for Addressing Environmental Issues |
B. To Obtain
| Activity 1B | Marking pens and chart paper
|
| Activity 1C | Relaxation tape ( optional)
|
| Resource 2 | for each small group of 4-5 or facilitator prepared
slide presentation
|
| Activity 2 | Cut up sufficient copies of Resource
4 and place them in envelopes so that there is one set for each
4-5 participants
|
| Activity 3 | Resource 9 one for
each small group Three - four A4 or A5 sheets of paper or cardboard for each small group. One thick marking pen per group Tape or bluetack
|
| Activity 4 | Resource 10 enlarged to
A3 size for each small group and paper
|
Further Reading
Fien, J. and Paden, M. (1994) The Australian Teacher's Guide to World Resources, Griffith University, Brisbane, Module 9.
Gough, N. (1992) Blueprints for Greening Schools, Gould League, Prahan.
Naish, M., Rawling, E., and Hart, C. (1987) Geography 16-19: The Contribution of a Curriculum Project to 16-19 Education, Longman, Harlow, UK.
Pennock, M.T. and Bardwell, L.V. (1994) Approaching Environmental
Issues in the Classroom, National Consortium for Environmental Education
and Training, University of Michigan, Ann Arbour.