PhD Ani Epitropova
University of Plovdiv ‘Paisii Hilendarski’, Bulgaria
Teaching
Earth Science through Visual Tools
Keywords - Earth
science, visual tools, ethics in science education, teacher qualification
Introduction
This article presents the
theoretical framework, methodology and results of the educational project
titled “Earth science in primary school”. The intention of the project is to
promote student-centered strategies in primary science education in particular:
Earth science by developing the teachers’ competency and self-confidence by
using varied visual tools.
Theoretical framework
The aim of primary science education
according to the Bulgarian syllabus is to satisfy pupil’s needs to learn and
become acquainted with the surrounding environment and to continue an all-round
development of their personality. To achieve this aim the educational process
works in three basic dimensions: formation and development of knowledge, skills
and attitudes in the context of science-technology-society (STS) approach. The
ethical dimensions are quite valuable in this process. They include the
development of personal qualities and attitudes as curiosity, respect for
evidence, critical reflection, open mindedness, sensitivity to the living and
non-living environment, co-operation with others. Children are encouraged to develop informed and
reasoned opinions on the impact of science in relation to social, environmental
and ethical issues. They should be involve in activities committed to
participate responsibly in the conservation of natural resources
and the sustainable use of the Earth’s resources in local and global level. All
those attitudes in their more mature forms are characterized by autonomy, the
ability to see things from other’s point of views, regarding rules as the
agreement between people involved.
Visual forms of communication are a
significant part in modern life. The language of visual communication is a
quite convincing one. It comprises colors, figures, symbols, and structures.
These are grouped to form pictures, photographs, symbols, signs, tables, and
diagrams. The hypothesis of this research is that the visual tools make understanding easier for all students, help
the teacher to explain better Earth science in primary level and focuses on
important ethics issues. The traditional teaching methods emphasize learning
facts and producing single correct answers. An alternative way, that we believe
is better, is to stimulate students to explore data in order to figure out
conceptions, ideas, and develop attitudes especially ethical ones. The
educators have the most important role in assisting students to develop their
thinking, knowledge, and attitudes by providing the necessary support. As part
of it in this project the value of visual tools is discussed for the
development comunication between learners, stimulus for small group discussion,
better understanding of main concepts and ideas in Earth science and developing
of ethical attitudes.
The visual tools used in the
research are fishbone and circles diagrams, Venn diagram, identification keys,
sequence and KWL charts and presentation software. In the research two
questions are addressed: (1) What effect does this visual tools have on
pre-service teachers achievement in Earth science? (2) How does this project
affects on pre-service teachers’ professional development?
Methodology
Pre-service teacher students in the
seventh semester of Bachelor program for primary teachers participated in this
project. The educational activities on the project develop attitudes, process
skills and better understanding of knowledge about teaching Earth science on
primary level. The acquired as a result of this
project competence will enable the accomplishment of more effective science education.
Three cooperative learning groups with four students each were selected with
input from the students. The subject
content consists of the listed topics:
1
The Earth in
Space
2
Soil as mixture
of materials and changes in soil fertility by human activity
3
Rocks and
materials from the Earth as materials that cannot be replaced
The learning objectives for pre-service teachers are:
·
To develop students knowledge and
understanding of Earth science and ethics attitudes
·
Be introduced to and identify the
use and value of visual tools as Venn diagrams, fishbone and circle diagrams,
identification keys, sequence chart, and KWL charts.
·
Get acquainted and identify the
value of those visual tools for development of ethical issues, communication
between learners, stimulus for small group discussion and other important
aspect in science education.
The necessary ICT knowledge and
skills for Power Point presentation includes: routine maintenance and
connecting equipment as computer, digital camera, multimedia projector, and
printer; ICT in locating and using resources; making the connections between
subject schemes and lessons plans; using presentation software.
Each group constructs a multimedia
presentation, including:
(1) Designing the title page and
writing, editing, and revising the introduction of the topics (2) Guided
research to locate information on the topic using CD encyclopedias, Internet
recourses; personal observation and study, specialized bibliography.
(3) Preparation of a slide show with text, visual tools, scanned
pictures, transferring images from a digital camera to the computer and
integrating them in a Power Point presentation;
(4) Publication of slide prints as handouts for pre-service
teacher portfolio.
Assessment was done through the production of a portfolio of materials
that demonstrated the ability to the meet project aims and questioners.
Portfolio, is an evaluation tool that promotes effective learning and respond
to the evaluation needs. (Lyon, 1998)
Through it can easily acquire qualitative characters and also includes
elements of self -evaluation and recognition.
Examples of Tasks and Activities
The past twenty years had been made
radical changes in the way of communication and exchange of information. The
media technology has provided a very visual form of communications. Every day
we use symbols to represent abstract concepts, icons for instruction on the
mobile phone and computer screen. Ideas are put in to charts or diagrams. In Earth
science education there are many ideas, concepts and relations that could be
better understand and achieve using visual tools.
In many up-to day textbooks, teacher
books, and activity books we can see multifarious visual tools. For achieving
the objectives of science education many of them are very useful. The tasks in
this project train pre-service teachers to use them effectively. Here are some
example of the tsaks.
Task 1
Venn diagram is visual tool of
sorting things into groups or to compare and contrast things. Characteristic
both things share are listed in the overlapping parts of the two circles.
What for teacher and students can
use Venn diagram in Earth science education?
Fig.1. Example of Venn diagram -
‘Crystals and Glasses’
Task 2
Look at examples of Cause and Effect
Chart /Fig.2/
A cause-and-effect chart shows the
relationship between causes and effects. It can be shown how multiple causes
lead to one effect or how one cause leads to several effects.
What for teacher and students can
use those visual tools? Discuss the example on figure 2. Draw your own diagram
about effects of mining.
Fig. 2
Task 3
Classification Keys are used to sort
thing into their correct group and to identify them. Key can be numbered or
branching. Some key are very simple with just a few things. They are easy to
use. Look at the objects you want to identify. Then answer each question in
turn with yes or now and follow the instructions until you come to its name. On
the fig. 3 are examples of branching key.
Fig. 3 Key for describing and naming
fossils
Peruse it and discuses in group:
What are the characteristics of this
Identification key? What kind is it numbered or branching?
Describe what knowledge and skills
students need to use this key for identifying objects?
Homework: Find out in textbooks or
other sources examples of keys. Can you use them in your lessons? When and How?
Try this! You could use drawing
program on your computer to design Identification Key.
Task 4
KWL chart helps students form
purposes for learning. The name of the concept being studied goes to the top of
the chart. The first column is for recording what students know about the
concept, and the second column is for recording what they want to know about
it. In the last column, students record what they have learned after they have
completed the unit.
|
Topic The Solar System |
||
|
K What you know |
W What you want to know |
L What you learned |
|
Earth revolves around the Sun. There are other planets in our
solar system. |
What are the other planets? Do other planets have moons? |
|
Draw table like this about topic
‘Types of materials”.
Task 5
The natural cycles are visual tool for teaching natural phenomena that has cyclic recurrence. They can help students understand ideas by taking an abstract concept and giving it a semi-concrete form. Students can explore them to understand water cycle, the seasonal cycle, and the seed life cycle. The natural cycles are two-part cycle and four -part cycle.
Fig. 4
Draw the Seasonal Cycle to explore
this activity. Suggest other natural phenomenon that could be presented with
this visual tool.
As a final activity in the project
each group of students prepare their own Power Point presentation containing
all designed teaching materials and evidence of work has been done.
Conclusions
The summary of the pre-service teachers’ opinions
during the various stages of the project and the results presented in their
portfolios allows us to draw the following conclusions:
Pre-service teachers
considered the process of learning as very successful, full of actions, new as
an approach and as a style of communication, eligible for primary science
teaching, fitting to the Earth science content.
In the Questioner the pre-service teachers reported that the content and the active
approach on witch the project was done had been new and attractive to them.
They recognized the value of those visual tools for developing Earth science
knowledge and ethical attitudes.
The students demonstrated appropriate knowledge,
understanding and ability to apply effectively those visual tools in Earth
science at primary school level.
References
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Blake, A.
(1998) Running a school geology club. Primary Science review. Spring, N 9
Lyon, N.
(1998). With Portfolio in hand: Validating the new teacher professionalism. New
York: Teacher Collage Press
Tindal, B. (2002), EyeQ. Teaching Thinking, Autum
University of Plovdiv ‘Paisii
Hilendarski’, Bulgaria
ahs@abv.bg