Apresenta§£o esd cologne_26ag08-18

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Contributions of transdisciplinary teaching and learning strategies supported by GIS to ESD:the point of view of the teacher Vnia Carlos (University of Aveiro) | vania.carlos@ua.ptAntnio Moreira (University of Aveiro) | moreira@ua.pt

My name is Vnia, Im from Portugal, from the Department of Education of the University of Aveiro. Im conducting my PhD research, in Multimedia in Education, and my academic backround is a graduation in Geography and a masters in GIS.

Im very pleased to be here, presenting in this communication some of the preliminary results this study, in one of its dimensions precisely the point of view of the teacher

And feel specially honnored to be here discussing this issues with colleagues that really designed some of the conceptual framework that we based our research on, such as professor Yvonne Scleicher 1

Example of a cycle..

The Action/Research Project

Given, 2008

From this project, which goal is to conceive and implement significant T/L strategies supported by geospatial technologies to promote CST skills on ESD.

So, its important also to say that this is a transdisciplinar action/research project, developed with teachers from different disciplines, that collaboratively conceive strategies and that it occurs within a Teacher Training Course!Well, as I was saying, its and action/research project, and we now are ending the first cycle The main elements of an action/research project is:- The investigation of the current situation, and for that we gave the teachers a questionnaire, that collected their representations and knowledge and attitudes towards ESD as well as for the use of Geospatial technologies in education, and we also conducted a Focus group interview before starting the teacher training sessions, to discuss their answers at the questionnaire, as well as to establish the first guidelines to the T/L strategies conception. Introduced some changes: conceptual framework of CT, ST and ESD was given to teachers, as well as guidelines for transdisciplinar conception of strategies, for the definition of the learning goals, strategies and resourcesSome instruments were conceive to characterize the pedagogical practice of teachers during the strategies implementation, as well as the students learnings accomplishments through geospatial technologiesWe are now at the forth step were we analyse data to report how the process went and discuss with teachers at the beggining of the next cycle

We still have one more complete cycle, and then just a cycle to monitor the continuity of the strategies implementation, after the sessions are over!

The school is within a natural reserve, and its about to construct an interpretation center for the reserve within the school, and they need to produce multimedia information of the reserve, such as defining and characterizing the routes, using PDAs with GPS (a software ActiveTrack). They also intend that students will be the tourist guides, showing the reserve to students from other schools, for example2

Geographical Educational (competences, spatial dimension and geospatial technologies) can promote learning agglutinating and foster transdisciplinarity, essential in ESD

Hypothesis

http://327sustainability.files.wordpress.com/2010/01/logo20omep20suecia.jpg

The hypothesis that we start for this presentation, considering the teachers point of view, is that space can be seen as a common ground for learning in different disciplines, for ESD3

What are the main principles to implement ESD?Do teachers consider transdisciplinary planning beneficial for ESD goals? What characteristics of GE promote transdisciplinary approaches in ESD? What are the main difficulties of integration of specific subject contents? How to promote Transdisciplinarity?Does GIS help to support a more holistic teaching of ESD?

Research questions

So, to prove this hypothesis, we will try to answer questions such as4

Literature Review (ESD, transdisciplinarity, geographic education, geospatial technologies)Seminar (Spatial Thinking and Transdisciplinarity - Curriculum, Strategies and Technology, with teachers and researchers)Surveys (teachers)Focus Group (before and after practice)Individual assignmentsReflection on critical incidents

Methodology

As methodology, we5

to focus on problems, to evaluate alternatives, to calculate risksto perceive complex cause-effect relations and dynamicsto reflect about side effects and consequences that are to be expected from an actionto think in systems and complex networksto find, evaluate, process and use information with appropriate methodsto respect other views and opinionsto think about and evaluate ones own personal motivesto give ones own life sense and an ethical basisto contribute to common tasks with ones own competenciesto commit to environmental planning and projectsto evaluate ones own actions and their resultsto perceive life-long learning as an enrichment of ones quality of lifeto perceive problems and phenomena from different perspectivesto flexibly apply different methods to solve problemsto relate local and regional experiences to global phenomenaLucerne Declaration: Interdisciplinary competencies to enhance SD

Lucerne Declaration, 2007, pp. 245-246

Considering the conceptual framework given to teachers for them to conceive the teaching and learning transdisciplinar strategies, it were adopted the interdisciplinary competences in SD, such as6

to acquire up-to date knowledge easilyto compare contradicting informationto look at things from different, multi-perspective points of viewsto gain direct insight into the attitudes and perspectives of people who are personally affected by issues of sustainability to analyze the world and its mental representationsto better understand the conceptualizations and attitudes concerning issues of sustainability of people from different culturesto visualize multi-dimensional environmental issues related to SDto promote higher thinking skills like synthesis and evaluationto develop understanding, skills, attitudes and values, necessary for sustainable behaviorLucerne Declaration: Importance of ICT in Geography for ESD

Lucerne Declaration, 2007, pp. 248-249

as well as, also from the Lucerne Declaration, the most relevant aspects of the use of ICT in Geography or ESD, such as7

Matrix of transformativesustainability learning (TSL)objectives

HeadCognitive engagementTransdisciplinary curriculumCritical thinkingSystems thinkingUnderstanding of sustainabilityUnderstanding of global citizenship

Sipos (2008, P. 78-80)HandsPersonalExperiential learningApplied learningClassroomDemocratic and participatory learningConflict resolutionCommunityCollaborativeService learning

HeartEmpoweringCreativeFunValues-focused thinkingInclusivePlace-based

And since in ESD, the main learning goal is to achieve changes towards a more sustainable behavioral, we also considered the matrix, in which we stress the8

GE and transdisciplinary approaches in ESDSpace as Geography lab, but not exclusiveEnhancement of spatial thinking in other fields, and outside schoolActive and InterventiveDifficulties of integration of specific subject contentsCurriculum documents praise but not potentiate Transdisciplinarity (disarticulated curriculum, stricted content and objectives)Teachers work (burocratic, instable, lack of teacher training and leadership projects positions)Projects not truly educational and/or significantPromotion of TransdisciplinarityTeachers need time and space to think, share and articulateDisciplinarity as a condition to TransdisciplinarityTeacher trainingSeminar results (Spatial Thinking and Transdisciplinarity - Curriculum, Strategies and Technology)

As the main results from the seminar conducted, we stress9

ExpectationsPedagogical innovationNeedsEnvironmentLocationSkills in ESDSustainable lifestylesCivic ParticipationValuesEntrepreneurshipCritical thinkingEnvironmental responsability

Surveys: Teachers representation in ESD

Just to give you a global overview, and not too much graphics, a qualitative chart, reducing qualitative data to suficcient and insuficcient

10

Expectations Technological skillsNeeds Attitudes / Practice

Surveys: Teachers representation in GIS

Expressively agree that ICT can be used as cognitive tools and that using it in class can motivate studentsTraining in ICT has more value if oriented to T/L contextReduced propensity for the use of geospatial technologies, except exploring Google Earth and Google or Bing maps before travelling (dont do geocaching, or tracking running)Agree that geospatial technologies help solving problems and T/L context, that can benefit fieldwork strategies, can motivate students and are useful in T/L contextAgree that ST is as important as other kinds of thinking and that is transversal to all areas of knowledge

BUT: they dont develop strategies that foster ST in their classes, supported by geospatial technologies11

Transdisciplinarity and ESD (curriculum articulation)is beneficial for ESD goals, except if it takes time to teach curricular contents (if curricular articulation is possible)Spatial thinking as transversalbut how to promote? Think and act at local and global scales (impact of ones choices)The ability to cross space and time / easier in some disciplinesGeospatial technologies and Critical Spatial Thinkingaccess to immediate information Use of the same technology in every discipline (PDAs with GPS)Student-centered learning (problem-solving and fieldwork strategies)

Focus Group (before practice)

Transdisciplinary planning is beneficial for ESD goals, except if it takes time to teach curricu