Sparkling IBSE: Hummingbird seeks Bromeliad, Sonja Eilers and Yvonne Matzick
•Descargar como PPTX, PDF•
1 recomendación•749 vistas
Recomendados
Más contenido relacionado
Similar a Sparkling IBSE: Hummingbird seeks Bromeliad, Sonja Eilers and Yvonne Matzick
Similar a Sparkling IBSE: Hummingbird seeks Bromeliad, Sonja Eilers and Yvonne Matzick (20)
Más de Brussels, Belgium
Más de Brussels, Belgium (20)
Último
Último (20)
Sparkling IBSE: Hummingbird seeks Bromeliad, Sonja Eilers and Yvonne Matzick
- 1. Inquiry based teacher training for a sustainable future Supported by Sparkling IBSE: Hummingbird seeks Bromeliad Sonja Eilers, Yvonne Matzick, Kevin Henning, Doris Elster Institute of Biology Education Bremen, Germany
- 2. Inquiry based teacher training for a sustainable future Programme • The European project INQUIRE • INQUIRE for Students Course Bremen • Sparkling IBSE activities – Expedition to Mount Kinabalu (Yvonne Matzick, Kevin Henning) – Hummingbird seeks Bromeliad (Sonja Eilers) – Which apple variety shall we choose? (Doris Elster) • Discussion Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 2
- 3. Inquiry based teacher training for a sustainable future The European project INQUIRE • 17 Partners from 11 Countries coordinated by University of Innsbruck, Austria • Promotion of inquiry based science education (IBSE) through teacher training courses Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 3
- 4. INQUIRE for STUDENTS Course Flat hierarchical structure in a Community of Learners Authentic learning environments Inquiry based science education (IBSE) Hands-on activities, minds-on – activities with green plants in focus Reflective Practitioner – Planning, conducting and reflecting of – Working with pupils/classes of the lower secondary level o Thematic focus – Biodiversity, biodiversity loss and climate change Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 4
- 5. INQUIRE for STUDENTS Course at Bremen : o Thematic focus – Biodiversity, biodiversity loss and climate change Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 5
- 6. Inquiry based teacher training for a sustainable future Programme • The European project INQUIRE • INQUIRE for Students Course Bremen • Sparkling IBSE activities – Expedition to Mount Kinabalu (Yvonne Matzick, Kevin Henning) – Hummingbird seeks Bromeliad (Sonja Eilers) – Which apple variety shall we choose? (Doris Elster) • Discussion Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 6
- 7. Expedition to Mount Kinabalu IBSE Activity: Expedition to Mount Kinabalu Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 7
- 8. Expedition to Mount Kinabalu Mount Kinabalu • Located on Borneo in southeast Malaysia • Highest peak in the malay archipelago (4095 m) • Incredible biodiversity of plant life with 5000-6000 different species – For example orchids, pitcher plants and rhododendron • World Heritage side •EnMdaanpg eorfe Bd osprneceieos Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 8
- 9. Expedition to Mount Kinabalu Deforestation on Borneo Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 9
- 10. Expedition to Mount Kinabalu IBSE Activity Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 10 • Structured in a station based system Each station representates a different habitat along the hillside • The pupils form expedition teams „climb“ the hill get to know and practice scientific methods (Constructing and validating hypothesises, microscoping, examine and describe plants)
- 11. Expedition to Mount Kinabalu Stations Summit Station 4 Station 3 Station 2 Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 11 Station 1
- 12. Station 1 - Lowland equatorial evergreen rain forests Expedition to Mount Kinabalu Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 12 Staghorn fern
- 13. Expedition to Mount Kinabalu Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 13 Station 2 – Lower montane rainforests Orchids „Insect seeks flower“ and „Hummingbird seeks bromeliad“ Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 13
- 14. Expedition to Mount Kinabalu Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 14 Station 3 – Upper montane rainforests Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 14
- 15. Expedition to Mount Kinabalu Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 15 Station 4 – Subalpine & alpine zone Rhododendron and azalea Frost desiccation Stomata Summit rat Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 15
- 16. Inquiry based teacher training for a sustainable future Programme • The European project INQUIRE • INQUIRE for Students Course Bremen • Sparking IBSE activities – Expedition to Mount Kinabalu (Yvonne Matzick) – Hummingbird seeks Bromeliad (Sonja Eilers) – Which apple variety shall we choose? (Doris Elster) • Discussion Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 16
- 17. HUMMINGBIRD SEEKS BROMELIAD Overview • Students will intensively deal with “flowers and their pollinators”. • They establish hypothesis, design and conduct own model experiments and analyze them. • Students draw conclusions on the basis of their model experiments. Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 17
- 18. Goals Students… • learn about settlement into the ecological niche as correlation of beak length and corolla tube length • find out that transport of pollen and pollination of flowers is unintended • find out how flower constancy works Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 18
- 19. T Tillandsia fasciculata Belize, Colombia, Costa Rica, Dominican Republic, El Salvador, French Guiana, Guatemala, Haiti, Honduras, Jamaica, Lesser Antilles, Mexico, Nicaragua, Panama, Puerto Rico, Suriname, Trinidad & Tobago, Florida, Venezuela Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 19
- 20. Aechmea fasciata Brazil Scientix Conference 2014 Elster, Eilers, Matzick, Henning 20 University Bremen
- 21. Aechmea nudicaulis Costa Rica Scientix Conference 2014 Elster, Eilers, Matzick, Henning 21 University Bremen
- 22. Hohenbergia penduliflora Cuba Scientix Conference 2014 Elster, Eilers, Matzick, Henning 22 University Bremen
- 23. Inquiry based teacher training for a sustainable future Programme • The European project INQUIRE • INQUIRE for Students Course Bremen • Sparking IBSE activities – Expedition to Mount Kinabalu (Yvonne Matzick) – Kolibri seeks Bromelia (Sonja Eilers) – Which apple variety shall we choose? (Doris Elster) • Discussion Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 23
- 24. Doris Elster WHICH APPLE VARIETY TO CHOOSE? Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 24
- 25. Which apple variety to choose? • A school class wants to buy apples for their school trip. • Which apple variety should they buy? Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 25
- 26. Which apple variety to choose? Material 1 You want to buy one kilo apples at a supermarket. Among the choices are four different apple varieties. Next to the apple baskets you find some information on each variety that may help you in your decision making. Apple variety Criteria Granny Smith Red Delicious Boskoop Elstar Taste Growing conventional Price [kg] [fill in price] [fill in price] [fill in price] [fill in price] Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 26
- 27. The following table is a scheme, which may help you deciding on which apple variety to choose! Which apple variety to choose? Criteria Direction Weighting (1-3) Granny Smith Red Delicious Boskoop Elstar Points Score Points Score Points Score Points Scor e Taste Individual direction Growing Ecological better than conventional Price The cheaper, the better --------------- ----------------- Total --------- --------- --------- --------- Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 27
- 28. Inquiry based teacher training for a sustainable future Thanks for your attention! The INQUIRE team and course participants at the University of Bremen Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 28
- 29. Where you can get further information • The INQUIRE Website is translated into 10 languages. www.inquirybotany.org • Here you will find IBSE activities, news and discussions and the INQUIRE Course Manual. • About the German INQUIRE activities: Doris.elster@uni-bremen. de Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 29
- 30. References INQUIRE (Inquiry based Teacher Training for a sustainable future). http://www.inquiebotany.org/en [download November 10th, 2012] INQUIRE Consortium (2011). Pilot INQUIRE Course Manual for Teachers and Educators, University Bremen, Germany. IBSE Activities (on CD Rom) Elster, D., Eilers, S., Logemann, S. (2013). Hummingbird seeks Bromelid. Modulbook of INQUIRE team Uni Bremen. Matzick, Y., Henning, K. (2013). Expedition to Mount Kinabalu. INQUIRE Modulbook of Uni Bremen. Elster, D. (2011). Which Apple Variety to Choose? INQUIRE Modulbook of Uni Bremen. Möller, J., Ritter, U., Elster, D. (2012) Landscape Architecture. Scientix Conference 2014 Elster, Eilers, Matzick, Henning University Bremen 30
Notas del editor
- The EU FP7 INQUIRE Project (Inquiry based teacher training for a sustainable future) is a three year lasting project focusing on inquiry-based science education (IBSE). 17 partners coming from 11 countries are involved in this project. They work together in the development of 60 hour IBSE teacher training courses with support from Botanic Gardens International and the King’s College London. The project is coordinated by the Innsbruck University of Austria [1]. Most of the participating institutes are botanic gardens, science centre or natural history museum. Educators of these out-of-school learning environments and teachers work together in “Communities of Practice” [5] and develop INQUIRE courses focusing on biodiversity loss, climate change and sustainability, one of the major global issues of the 21st Century.
- 1.2 Professional development within a Community of Learners Teachers’ professional learning starts with their pre-service teacher training and should continue through their whole working life. This lifelong learning enables teachers to act as experts in the profession of teaching in a world where scientific knowledge is permanently changing. According to Shulman [8] teachers’ knowledge is characterized by subject knowledge (knowing about subject content), pedagogical content knowledge (knowing how to teach the content) and pedagogical knowledge (knowing how to teach more generally). In the INQUIRE Project, teachers and botanic garden educators work together in Communities of Learners [5]. The term stems from theories of situated learning which describe the collaboration of teachers with each other and with researchers [9], [10]. The main goals of CoL are to improve learning and teaching skills, to share responsibility for professional growth, and to partake in professionally guided discourse about one’s own teaching and learning. In the INQUIRE project, the national CoL work together in the development of INQUIRE teacher training courses. In processes of co-construction [11] botanic garden educators and teachers develop inquiry-based activities and modules. This requires agreement on the working process, shared goals (of botanic garden educators and teachers), as well as a critical rethinking of one’s own practice. In addition teachers’ professional development depends on the teachers’ culture of reflection [12]. Action research is expected to support teachers in establishing a research relationship to their own practice (acting in the classroom) and to empower them to act as ‘reflective practitioners’ [13].
- 2. INQUIRE for Students – Course in Bremen The Bremen INQUIRE course is addressed to teacher students and active teachers who are interested in inquiry based learning dealing with the topics biodiversity, biodiversity loss and climate change. The course is performed at the green houses and laboratories of the University Bremen. Visits at the Green Science Center botanika Bremen and the Climate House in Bremerhaven are an essential part of the course which consists of three modules: investigation biodiversity and climate change, planning a school project and conducting the school project. Module 1. Teacher students, teachers, botanic garden educators, science educators and botanists build a “Community of Learners”. They share their knowledge to deal with topics of biodiversity loss and climate change. They investigate different methods of inquiry based learning at authentic learning facilities outside the classroom, in the green houses and in the botanic garden as well as in the science center Climate House. Module 2. The participants build school teams consisting of one and three to four students. In cooperation with botanic garden educator and science educator they develop 6 hours lasting school projects. In union they develop BSE activities and materials for 5-8 graders and reflect them with other participants using a self developed check list for IBSE tools. Module 3. The teams invite their school classes and conduct the IBSE project at the biological garden (glass houses) and the labs of the Department of Biology Education at the University Bremen. The teams reflect on the students learning
- One of the worlds most important biological sites
- The deforestation is contributing to the global climate change influences butterfly and other insect species on Mount Kinabalu The primary forests are one of the world´s most important carbon sinks Extensive deforestation around Mount Kinabalu in the past sixty years
- Ändern
- The students Examine a staghorn fern and create a plant profile Discuss the two different leaves of the staghorn fern as an adaption to the habitat of the plant Get information about the deforestation and endangerment of Borneos rainforests Discuss the Borneo pygmy elephant as an endangered species and think about the reasons Construct a hypothesis in what way the height of the Borneo pygmy elephant is an adaption to its habitat
- The students Examine an orchid and create a plant profile Do the activity „insect seeks flower-adaptions to special feeding habits“ Explore the adaptions of the mouthparts of different insect species on feeding on orchid species having a spur Watch a film about the preservation of the orang-utan Discuss in what way fighting deforestation can help to reserve the orang-utan and the global climate
- The students Examine a pitcher plant and create a plant profile Dissect a trumpet and a pitcher of a pitcher plant and a trumpet pitcher plant to find out how the plants catch and digest animals Discuss in which way feeding on insects is a plant´s adaption to its nutrient-poor habitat Get to know the special relationship between the mountain treeshrew and the giant pitcher plant Construct a hypothesis about the advantages the pitcher plant has from being used as a toilet
- The students Examine an azalea and create a plant profile Get information about frost desiccation and stomata Examine and describe the coiled leaves of a frozen rhododendron Microscope the bottom side of an azalea leaf and draw a stomata Construct a hypothesis about the phenomenon that the azalea coils its leaves up, using their knowledge about the function of the stomata Get to know the summit rat as an endemic species of Mount Kinabalu A Unique Resource Mutualism between the Giant Bornean Pitcher Plant, Nepenthes rajah, and Members of a Small Mammal Community
- Kuba