GGroup 4 roup 4 PProjectroject

collaborative activitycollaborative activity where students from where students from different group 4 subjects work together different group 4 subjects work together

on a on a scientificscientific or or technologicaltechnological topic, topic, allowing for concepts and perceptions from allowing for concepts and perceptions from

across the disciplinesacross the disciplines to be shared in line to be shared in line with aim 10—that is, to "encourage an with aim 10—that is, to "encourage an

understanding of the relationships between understanding of the relationships between scientific disciplines and the overarching scientific disciplines and the overarching nature of the scientific method". nature of the scientific method".

The project can be The project can be practically practically or or theoreticallytheoretically based. based.

Collaboration between schools in Collaboration between schools in different different regionsregions is encouraged. is encouraged.

GGroup 4 roup 4 PProjectroject The group 4 project allows students to The group 4 project allows students to

appreciate the appreciate the environmentalenvironmental, , socialsocial and and ethicalethical implications of science implications of science and technology. and technology.

It may also allow them to understand It may also allow them to understand the the limitationslimitations of scientific study, for of scientific study, for example, the shortage of appropriate example, the shortage of appropriate data and/or the lack of resources. data and/or the lack of resources.

The emphasis is on interdisciplinary The emphasis is on interdisciplinary cooperation and the cooperation and the processesprocesses involved involved in scientific investigation, rather than in scientific investigation, rather than the the productsproducts of such investigation. of such investigation.

Science, technology, society Science, technology, society and environment (STSE) and environment (STSE) educationeducation

originates from the science originates from the science technology and society (STS) technology and society (STS) movement in movement in science educationscience education. .

Goals of STSEGoals of STSE

Engaging students in examining Engaging students in examining a variety of real world issues a variety of real world issues and grounding scientific and grounding scientific knowledge in such realities. knowledge in such realities.

In today's world, such issues In today's world, such issues might include the impact on might include the impact on society of: society of: global warmingglobal warming, , genetic engineeringgenetic engineering, , animal testinganimal testing, , deforestrationdeforestration practices, practices, nuclear testingnuclear testing and environmental and environmental legislations, such as the legislations, such as the EU Waste LegislationEU Waste Legislation or the or the Kyoto ProtocolKyoto Protocol. .

Non-human primates make up 0.3 percent of research animals, with 55,000 used each year in the U.S.

Energy from the sun

Wind EnergyEffects on the environment

Consequences of Fossil Fuels• Fossil fuels produce

 a lot of energy and are relatively cheap 

•Fossil Fuels will eventually run out because we are using them faster than they can be replaced…remember they take thousands of years to form

•Fossil fuels produce gases that destroy the ozone layer of the atmosphere

The environment• Choices we make

affect our environment – Should we use fuel

efficient cars, cars that are fueled by gas and energy from the sun

– or should we use the typical cars that burn oil and pollute our environment?

–Should we continue to burn coal, a fossil fuel –or should we try to find an alternative environmentally friendly energy source

The Environment in our The Environment in our dreamsdreams

Goals of STSEGoals of STSE

Enabling students to formulate a Enabling students to formulate a critical understandingcritical understanding of the of the interface interface betweenbetween science, society science, society and and technology. technology.

Developing Developing students’ capacitiesstudents’ capacities and and confidenceconfidence to make to make informed informed decisionsdecisions,, and to and to take responsible take responsible actionaction to address issues arising to address issues arising from the from the impact impact ofof science science on their on their daily lives.daily lives.

GGroup 4 roup 4 PProjectroject The choice of The choice of scientificscientific or or

technologicaltechnological topic is open topic is open

but the project should clearly but the project should clearly address address aims 7, 8 and 10aims 7, 8 and 10 of the of the group 4 subject guides.group 4 subject guides.

AAims 7,8 and 10ims 7,8 and 10

Used to address aims 7,8 and Used to address aims 7,8 and 1010

Aim7:Aim7:ICTICT Aim 8: Aim 8: Moral, ethical, social, Moral, ethical, social,

economic and environmentaleconomic and environmentalaspects of scienceaspects of science

Aim 10: Aim 10: InterdisciplinaryInterdisciplinary

GGroup 4 roup 4 PProjectroject Ideally, the project should involve Ideally, the project should involve

students students collaboratingcollaborating with those with those from other group 4 subjects from other group 4 subjects at all at all stages. stages.

it is not necessary for the topic it is not necessary for the topic chosen to have clearly identifiable chosen to have clearly identifiable separate subject components. separate subject components.

However, for However, for logistical reasonslogistical reasons some schools may prefer a some schools may prefer a separate subjectseparate subject " "action" phaseaction" phase..

Possible Project IdeasPossible Project Ideas

WEATHERINGWEATHERING

Biology: Biology: bacterial effects,fungi and bacterial effects,fungi and moulds,lichens,root damage,algaemoulds,lichens,root damage,algae

Chemistry: Chemistry: acid rain,ozone,effect of soot acid rain,ozone,effect of soot depositsdeposits

Physics: Physics: effects of sunlight,structural effects of sunlight,structural stresses,hot-cold cycles and their stresses,hot-cold cycles and their effectseffects

Project stagesProject stages

The The 10 hours10 hours allocated to the allocated to the group 4 project, which are part of group 4 project, which are part of the teaching time set the teaching time set aside for IAaside for IA, , can be divided into three stages: can be divided into three stages:

planning planning action action evaluation.evaluation.

PlanningPlanning This stage is crucial to the This stage is crucial to the

whole exercise and should last whole exercise and should last about two hours.about two hours.

The planning stage could consist of a The planning stage could consist of a single single sessionsession, or , or twotwo or or three three shorter ones.shorter ones.

This stage must involve all group 4 This stage must involve all group 4 students meeting to "students meeting to "brainstormbrainstorm" and " and discussdiscuss the central topic, the central topic, sharing ideassharing ideas and and informationinformation..

The topic can be chosen by the The topic can be chosen by the studentsstudents themselves or selected by the themselves or selected by the teachersteachers..

Where Where large numbers of studentslarge numbers of students are involved, it may be advisable to are involved, it may be advisable to have have more than one mixed subject more than one mixed subject group.group.

TOPICS SELECTED BY OURTOPICS SELECTED BY OUR SCHOOL G4 TEACHERS SCHOOL G4 TEACHERS

WATERWATER

PhotosynthesispH level testing Energy Conversion

TOPICS SELECTED BY TOPICS SELECTED BY OUROUR SCHOOL G4 TEACHERS SCHOOL G4 TEACHERS

POLLUTIONPOLLUTION

TOPICS SELECTED BY TOPICS SELECTED BY OUROUR SCHOOL G4 TEACHERS SCHOOL G4 TEACHERS

KITCHENKITCHEN

PlanningPlanning

After selecting a topic or issue, the activities to After selecting a topic or issue, the activities to be carried out must be be carried out must be clearly definedclearly defined before before moving from the planning stage to the action moving from the planning stage to the action and evaluation stages.and evaluation stages.

A possible strategy is that students define A possible strategy is that students define specific tasksspecific tasks for themselves, either for themselves, either individuallyindividually or as or as members of groupsmembers of groups, and , and investigate various aspects of the chosen topic. investigate various aspects of the chosen topic.

At this stage, if the project is to be At this stage, if the project is to be experimentally basedexperimentally based, , apparatus apparatus should be should be specifiedspecified so that there is no delay in carrying so that there is no delay in carrying out the action stage. out the action stage.

Contact with Contact with other schoolsother schools, if a Joint venture , if a Joint venture has been agreed, is an important consideration has been agreed, is an important consideration at this time.at this time.

ActionAction This stage should last around This stage should last around six hourssix hours and and

may be carried out over one or may be carried out over one or two weekstwo weeks in in normal normal scheduled class timescheduled class time. Alternatively, . Alternatively, a a whole daywhole day could be set aside if, for example, could be set aside if, for example, the project involves the project involves fieldworkfieldwork..

Students should investigate the topic in Students should investigate the topic in mixed subject groups mixed subject groups or or single subject groups.single subject groups.

There should be There should be collaborationcollaboration during the during the action stage; findings of investigations should action stage; findings of investigations should be be shared shared with other students within the with other students within the mixed/single subject group. During this stage, mixed/single subject group. During this stage, in any practically based activity, it is in any practically based activity, it is important to important to pay attentionpay attention to to safetysafety, , ethicalethical and and environmental considerationsenvironmental considerations..

Note: Students studying two group 4 subjects Note: Students studying two group 4 subjects are not required to do two separate action are not required to do two separate action phases.phases.

EvaluationEvaluation tthe emphasis during this stage, for which he emphasis during this stage, for which two two

hourshours is probably necessary, is on students is probably necessary, is on students sharing their findings, both successes and sharing their findings, both successes and failures, with other students. How this is failures, with other students. How this is achievedachieved can be can be decided by the teachersdecided by the teachers, the students or , the students or jointly.jointly.

One solution is to devote a morning, afternoon or One solution is to devote a morning, afternoon or evening to a symposium where all the students, as evening to a symposium where all the students, as individuals or as groups, give individuals or as groups, give brief presentationsbrief presentations..

Alternatıvely, the presentation could be more Alternatıvely, the presentation could be more informal and take the form of a informal and take the form of a science fairscience fair where where students circulate around displays summarizing students circulate around displays summarizing the activities of each group.the activities of each group.

The The symposiumsymposium or science fair could also be or science fair could also be attended by attended by parents, members parents, members of theof the school board school board and theand the press. press. This would be especially pertinent This would be especially pertinent if some issue of local importance has been if some issue of local importance has been researched. Some of the researched. Some of the findingsfindings might might influenceinfluence the way the school interacts with its the way the school interacts with its environment environment or or local communitylocal community..

Addressing aims 7 and Addressing aims 7 and 88

Aim 7Aim 7 – – develop and apply the develop and apply the students’ information technology students’ information technology skills in the study of science.skills in the study of science.

Aim 7Aim 7 may be partly addressed at the may be partly addressed at the planningplanning stage by using stage by using electronic electronic communicationcommunication within and between within and between schools. It may be that ICT (for schools. It may be that ICT (for example, example, data loggingdata logging, , spreadsheetsspreadsheets, , databasesdatabases, and so on) will be used in , and so on) will be used in the the action phaseaction phase and certainly in the and certainly in the presentation/evaluation stagepresentation/evaluation stage (for (for example, use of example, use of digital imagesdigital images, , presentationpresentation softwaresoftware, , web sitesweb sites, , digital videodigital video, and so on)., and so on).

Addressing aim 8Addressing aim 8 Aim 8Aim 8 – raise – raise awarenessawareness of the of the

moralmoral,, ethicalethical,, socialsocial,, economiceconomic and and environmentalenvironmental implications of implications of using using sciencescience and and technology.technology.

The The choice of topicchoice of topic should should enableenable one or more elements of one or more elements of aim 8aim 8 to to be be incorporatedincorporated into the project. into the project.

Addressing Addressing internationalisminternationalism

There are also possibilities in the There are also possibilities in the choice of topic to illustrate the choice of topic to illustrate the international natureinternational nature of the of the scientific scientific endeavourendeavour and the increasing and the increasing cooperation required to tackle cooperation required to tackle global global issuesissues involving science and involving science and technology. technology.

An alternative way to bring an An alternative way to bring an international dimension to the project international dimension to the project is to is to collaboratecollaborate with a school in with a school in another regionanother region

Types of projectTypes of project

While addressing aims 7, 8 and While addressing aims 7, 8 and 10 the project must be based on 10 the project must be based on science or its applications.science or its applications.

The project may have a The project may have a hands-on practical actionhands-on practical action phase phase

or one involving or one involving purely theoretical aspectspurely theoretical aspects

Types of projectTypes of project

It could be undertaken in a wide range It could be undertaken in a wide range of ways.of ways.

Designing and carrying out a Designing and carrying out a laboratory laboratory investigationinvestigation or or fieldworkfieldwork..

Carrying out a Carrying out a comparative studycomparative study (experimental or (experimental or otherwise) in collaboration with another school.otherwise) in collaboration with another school.

CollatingCollating, , manipulatingmanipulating and and analysing dataanalysing data from from other sources, such as scientific journals, other sources, such as scientific journals, environmental organizations, science and environmental organizations, science and technology industries and government reports.technology industries and government reports.

DesigningDesigning and using a and using a model model or or simulationsimulation.. ContributingContributing to a to a long-term projectlong-term project organized by organized by

the schoolthe school

Logistical strategiesLogistical strategies

The logistical organization of the The logistical organization of the group 4 project is often a group 4 project is often a challenge to schools. The following challenge to schools. The following models illustrate possible ways in models illustrate possible ways in which the project may be which the project may be implemented.implemented.

Models A. B and C apply within a Models A. B and C apply within a single school, and model D relates single school, and model D relates to a project ınvolving collaboration to a project ınvolving collaboration between schoolsbetween schools..

Bireysel Beceriler( Sadece Grup 4 Projesi Değerlendirmesi için)

  GÖRÜŞLER

DÜZEYLER Kişisel Güdümlenme ve Azim

Takım Halinde Çalışma

Kendini Yansıtma

Tam/2 Projeyi kişisel güdümlenme tutumuyla ele alır ve çalışma tamamlanana kadar dikkatle takip eder.

Grup çalışması içerisinde işbirliğinde bulunur ve diğerlerinin görüşlerini de dikkate alır.

Kendi yeterlilik ve zayıflıklarına tam bir farkındalık gösterirler ve öğrenme deneyimlerini göz önünde bulundururlar.

Kısmi/1 Projeyi tamamlar, fakat zaman zaman kişisel güdümlenmeden yoksundur.

Görüş alış verişlerinde bulunmaktan kaçınmaz; ama işbirliğinde bulunabilmesi için yönlendirilmesi gerekebilir.

Kendi yeterlilik ve zayıflıklarına sınırlı bir farkındalık gösterirler ve öğrenme deneyimlerini zaman zaman göz önünde bulundururlar.

Hiç/0 Motivasyon ve azim göstermez.

Grup çalışması dahilinde işbirliği yapmak için girişimde bulunmaz.

Kendi yeterlilik ve zayıflıklarına hiçbir şekilde farkındalık göstermezler ve öğrenme deneyimlerini hiçbir zaman göz önünde bulundurmazlar.