ana cristina tavares: the alga who wanted- to be a flower
TRANSCRIPT
SCIENCE
EDUCATION
ON PLANTS
EVOLUTION
Faculty of Sciences and Technology University of CoimbraPORTUGAL
2nd
24-26 October
2014
Nature around us as a starting point for Science kwnoledge
Direct contact to natural phenomena
(real life – out-of-school experiences)
stimulates
science-specific interests and
empowers
natural science teaching and learning
Every life experience has a formative effect
… formal, non-formal or informal scenarios…
Nature around us as a starting point for Science importance
Very young visitors are apprentices’ beginners
PERFECT TIME
TO LINK
Children’s first thinking and reflection
to Nature
(importance of plants for life sustainability)
Nature around us as a starting point for Science sustainability
If we teach children to the variety and significance of
living things in the world as a reality,
you need not speak them of acceptance to any kind of
diversity, simply coexistence.
The Inquiry Based Science Education (IBSE) method is to take students on a journey.
The teacher or educator plays the role of facilitator who helps students climb their learning.
This can be done by flipping challenges and providing the student with useful and provocative questions.
MOTIVATION
What is most important is that students feel the need to ask questions and find answers.
Not being told what protocol to follow.
To acquire KNOWLEDGE and BEHAVIOR CHANGE IS EASIER with EMOTIONAL ENGAGEMENT
Nature as scenarios for Science
Motivation and emotional engagment as tools for Science
IBSE as a method for Science
Question/problem: HOW to engage young children to the world of plants, regarding to WHAT they know and their curricula demands.
THE NEED IS STIMULATING !! The garden too!
Five bilingue editions BookINQUIRE European Educative Project
2010-1013 (7ºPEC)
A story (a theather)
The algae who wanted to be a flower
was born
for very young children.
And after performed for any age!
How simple activities can lead to behaviour change to support biodiversity conservation, reaching all people.
The algae who wanted to be a flower Science Education outdoors on Plants Evolution and the identification of main
plants groups diversity, followed by applying new knowledge.Simple and adaptable IBSE lesson
Coimbra Botanic Garden’ Education Services:• Education Program;
• Educators’ Training Course;• INQUIRE Course: training teachers and educators on IBSE for a sustainable future.
Natural Science Portuguese Curriculum:• Current program on Biodiversity and Sustainability /
pre-school to 3rd basic level (ages 4-14).
Lesson uses formal or non-formal format:- Inside classroom (exploring the story, the book, with plants or models)
- Outside classroom (in a journey through a botanic garden or park)
INQUIRE COURSE MANUAL: Training the trainers Course on IBSE applied to Natural Sciences.
Lesson guide to develop educative materials, composed of four sections:
1. Overview of the lesson2. Students activities
3. Teacher/educator guide4. Evaluation questionnaire.
1. Overview of the lesson 2. Students activities
3. Teacher/educator guide
4. Evaluation questionnaire.
IN: Manual do Curso de formação INQUIRE para Professores e Educadores. Coimbra 2013
(http://www.inquirebotany.org/uploads/files/FCTUC%20Portugal/FCTUC%20-%20manual%20do%20curso%20INQUIRE%20COIMBRA.pdf)
Abstract:
Student interact with plants, the protagonists of a story “The alga who wanted to be a flower” toldby teacher in the cold greenhouse, close to the “Botany” statue.
Knowing plants evolution and the distinct characteristic of the five main plants groups, singing theplants evolution and regarding to hand five fingers, students go discovering, collecting andclassifying plants, individually or as part of a team, sharing and discussing their results in a plenary,afterwards.
The main goal is to observe and to distinguish the plants diversity in the garden, identifying plantsof main five groups and recognize plants evolution, understanding plants as living beings.
As acquired competences this lesson pretends: 1. To provoke curiosity about plants, their diversity and evolution;
2. To use and enrich the observation capacity; 3. To explore and to develop the skills and tools to achieve the proposed goal;
4. To construct and apply new knowledge through evidences, about the five groups and their evolution; 5. To see, respect and preserve the plants as living beings.
The Coimbra Botanic Garden’ cold-greenhouse. The “Botanica” statue surrounded by a diversity of plants.
OUTDOOR SCENARIO – University of Coimbra Botanic Garden
in a journey through a botanic garden or park
The “Alga-flower” evolution story created by a fouryears old child.
The “Alga-flower” evolution exploration story: hands-on in the Coimbra Botanic Garden’ cold-greenhouse.
INDOOR SCENARIO – Centro de Ciência Viva de Bragança
Centro Ciência Viva de BragançaSeniores
Centro Ciência Viva de BragançaOficinas Científicas - Biologia no Planeta Terra Scholl students
Centro Ciência Viva de Bragança- Diversity of plants to explore
exploring the story, the book, with plants or models
3- Outcomes
2- Can you put alga, moss, fern, pine, and floweringplants in evolutionary order?
1- Botany in one hand!
Coimbra Botanic Garden cold-greenhouse.
Assimilatingknowledge throughmultidisciplinary/transdisciplinaryapproaches.
October2014 2nd
Bibliography:- Bromley, G., Regan, E., Kapelari, S., Dillon, J., Vergou, A., Willison, J. Bonomi, C., Paiva, I., Santos, J. & Tavares, A.C. (2013) O manual do curso Inquire, Projeto INQUIRE, 2013, Coimbra, Portugal. Coimbra Inquire manual Course for teachers and educators. http://www.inquirebotany.org/uploads/files/FCTUC%20Portugal/FCTUC%20-%20manual%20do%20curso%20INQUIRE%20COIMBRA.pdf
- Tavares, A.C. (2011) Um programa educativo sustentável: Jardim Botânico da Universidade de Coimbra (1997-2010). Monografia do Jardim Botânico de Coimbra. Departamento das Ciências da Vida/Jardim Botânico /FCTUC. 2011. A Sustainable Educative Program in COIBG. http://www.uc.pt/jardimbotanico/projetos/inquire/Modulo1/rec_teoricos/Um_PROGRAMA_EDUCATIVO_sustentavel_JBCOI_10.pdf
- Tavares, A.C.P. (2011) À descoberta do mundo das plantas: um roteiro do Jardim Botânico da Universidade de Coimbra. Editora Fonte da Palavra, Lda. 2011. (ISBN: 978-989-667-078-8).Book on Coimbra Botanic Garden. http://www.fontedapalavra.com/ana-cristina-tavares.html
-Tavares, A.C. (2013) A alga que queria ser flor/The algae who wanted to be a flower Imprensa da Universidade de Coimbra. 2013. (ISBN: 978-989-26-0628-6). Published in 5 bilingual versions - Multilingual Book for young children on plants evolution. http://www.uc.pt/imprensa_uc/catalogo/descobrirasciencias/alga_flor
- Tavares, A. C., Silva, S., Santos, J., Paiva I., Oliveira J. & Bettencourt, T. (2013) Inquire at Coimbra Botanic Garden: Products and Process of an IBSE Educative Project. 5th WORLD CONFERENCE on Educational Sciences (WCES 2013). Procedia-Social and Behavioral Sciences, 116: 4353-4356 (Elsevier ISSN: 1877-0428).
- Tavares, A.C. & Silva, S. (2014) The valuable role of educators. O/El Botânico, Revista da Associação Ibero-Macaronésica de Jardins Botânicos, 8:71-73. http://www.elbotanico.org/revista8.html
- Tavares, A.C. (2014) The Alga Who Wanted To Be a Flower – An outdoors IBSE Model on Plants Evolution. Hands-on Science. Science Education with and for Society. Costa MFM, Pombo P, Dorrío BV (Eds.), Hands-on Science Ntework, 2014, Pgs. 19-28. (ISBN: 978-989-98032-5-1). http://www.hsci.info/Book_HSCI_2014_lowresA4.pdf).
- Tavares, A. C., Silva, S. & Bettencourt, T. (2015) Advantages of applying IBSE method: the Coimbra Inquire Course case-study. 6th WORLD CONFERENCE on Educational Sciences(WCES 2014), Procedia-Social and Behavioral Sciences. (ACCEPTED for publication-Elsevier ISSN: 1877-0428).
- Tavares, A. C., Silva, S. & Bettencourt, T. (2015) Advantages of Science Education Outdoors through IBSE methodology, in Inquiry-Based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators, Vol. 4, Emerald Group Publishing, pp. …-… (ACCEPTED for publication).
- Centro de Ciência Viva de Bragança:https://www.facebook.com/195628014973/photos/a.10152853182539974.1073742023.195628014973/10152853182;https://www.facebook.com/pages/Centro-Ci%C3%AAncia-Viva-de-Bragan%C3%A7a/195628014973 (visited 19-10-2014)