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Case Study 1Experiential learning for middle years' students in Environmental Science
For many schools, providing their students with the opportunity to develop skills, behaviours and capabilities related to stewardship of the environment, and experiences that lead to a strong understanding about ecosystems, has its challenges. The Illawarra Environmental Education Centre is providing support and expertise to 12 cluster schools involved in the ASISTM project Environmental Science Experiences for Schools. The project is providing exciting experiences for middle years' students to address this area of the curriculum. 
The ASISTM project Environmental Science Experiences for Schools is providing exciting experiences for middle years students to better understand natural ecosystems through an expedition/adventure program.
The Full StoryThe Illawarra Environmental Education Centre is based in Killalea State Park and is one of 22 environmental education centres that are operated throughout NSW by the Department of Education and Training for students in public schools. The park encompasses a variety of ecosystem types including wetland, coastal dunes, dry subtropical rainforest, rocky shores, estuary, woodland, heath and open grassland. The Centre operates day and overnight programs for teachers and students K-12. Visiting students are often engaged in observing, recording and measuring environmental factors to comply with syllabus requirements. A need was identified to provide a real-life context for collecting data that was both credible and useful in monitoring the state of the environment over time. Data collection needed to be authentic and useful to a particular audience. Draft education programs had been prepared for this purpose at the end of 2005. ASISTM funding proved timely with two principals from local schools contacting the Centre's teacher in charge seeking whether the funding could support work already underway. Stuart DeLandre, the Centre's teacher in charge had an ambition to optimise the potential learning that may arise from having students collecting data in the field. As a result of being awarded a 2002 Premier's Science Scholarship, Stuart was able to view first hand the synergy of education and conservation research programs in Brazil's Panatanal, Alabama's Dauphin Island, Gulf of Mexico, and Maui's Pacific Whale Foundation. He was keen to apply this approach at the Centre - ASISTM funding provided that opportunity. The Project's broad aims'Our aim is to engage middle years' teachers and students in an adventure or expedition working alongside scientists to collect and analyse data pertaining to a number of key environmental issues within Killalea State Park', says Stuart. 'Through the project we are collaboratively developing, trialling and implementing a program to immerse teachers and students in Stages 3-4 in working scientifically through their participation as volunteers on conservation research projects.' Using Information Communications Technology (ICT) to measure environmental factors and upload data onto the project's website is an important component of the project. We believe it's important not only to engage students working collaboratively with scientists and peers from other schools but to foster teamwork and a connection to the environment by incorporating fun outdoor activities such as canoeing and mountain biking. Main features of the project
Working with scientistsA key facet of ASISTM projects is the use of Teacher Associates to work with students and provide a mentoring role. In this project the Teacher Associates include PhD students from the School of Biological Sciences, University of Wollongong. Each of the 12 cluster schools nominate two enthusiastic years 5-8 students per expedition. In the expeditions held to date, students conducted investigations alongside young University of Wollongong scientists. 'It is hands-on learning at its best; students, teachers and scientists work together to collect data to help conserve Killalea's ecosystems', says Stuart. The expeditions have provided students and teachers with the opportunity to be immersed in the scientific process. These investigations enable student access to a range of technologies including GPS, pro-scopes, flexi cams, computer microscopes and guided research of scientific websites such as those of the Australian Museum and CSIRO. Young scientists performing the role of Teacher Associate are given the opportunity to describe their work and some of their more memorable experiences through planned opportunities for narrating their own personal journeys. The socialising between students, teachers and Teacher Associates is proving to be a highlight that is enabling true collaboration and creating a learning community in a short period of time. Project feedbackStudent log books and evaluations by both parents and students have overwhelmingly praised the program. Student log books have also provided evidence of students' understanding of concepts and processes. Stuart has many quotes from students that describe the benefits of participating in the project. As one student explained: 'The experience of being on the expedition really helped me learn more about birds and how they live. I also liked meeting new people and doing hands-on activities. Thanks so much for having me.' A parent's comment was: 'My son had the most positive and motivating experience of his schooling life so far. He is now keen to go to high school and uni.' Major challenges facedThe physical demands of organising and disseminating briefing notes and permission forms across twelve schools, writing in and revising student journals, the physical demands of conducting the range of outdoor education activities as well as leading the science investigations, proper preparation of Teacher Associates and accompanying teachers proved challenging. However, with support from others and a commitment to the project's success these challenges were overcome. Reflection, evaluation and improvementStuart uses a collaborative process to review the program, which includes discussion with Teacher Associates, listening to and responding to teacher and student evaluations, and discussions with his peers. The ongoing reflection and refinement of the program has resulted in one that has developed a more holistic approach that caters for the students' learning needs and interests, social interactions, physical abilities and personal identity as a valued member of a team. Disseminating project outcomesAnother project partner is the University of Wollongong, Faculty of Education, Education Multi media lab (emlab). Through this partnership the emlab team is providing expertise for developing the project website. This website will improve the way in which Centre staff, visiting students and teachers engage in the Centre's programs in the future. Further Information Stuart DeLandre
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© Commonwealth of Australia, 2004 |
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