PhenoloGIT: Educational Methodology and Theoretical Background Output 2 0 Educational Methodology and Theoretical Background Intellectual Output 2 Agreed 5 June 2018. Lead authors: Pernille Ulla Andersen & Harald Brandt (VIA University College) with Jan Georgeson, Linda la Velle, (University of Plymouth), Egidijus Ceponis (Centre of Information Technologies in Education), Maria R Malmierca (Galicia Supercomputing Centre) & Milagros Trigo (O Cruce) This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Published: 2016 on https://www.phenologit.org/ Publisher: VIA University College This work is licensed under a Creative Commons Attribution 3.0 Unported License. Find additional information on the project website www.phenologit.org.
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PhenoloGIT: Educational Methodology and Theoretical Background
Output 2
0
Educational Methodology and Theoretical Background
Intellectual Output 2
Agreed 5 June 2018.
Lead authors:
Pernille Ulla Andersen & Harald Brandt (VIA University College)
with
Jan Georgeson, Linda la Velle, (University of Plymouth), Egidijus Ceponis (Centre of Information
Technologies in Education), Maria R Malmierca (Galicia Supercomputing Centre) & Milagros Trigo
(O Cruce)
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Published: 2016 on https://www.phenologit.org/
Publisher: VIA University College
This work is licensed under a Creative Commons Attribution 3.0 Unported License. Find additional information on the project
website www.phenologit.org.
PhenoloGIT: Educational Methodology and Theoretical Background
Output 2
0
Contents
1. Introduction
2. Why PhenoloGIT? – Arguments from science education research
2.1 Student motivation and interest in STEM-subjects
2.2 Social constructivism and collaborative learning
The importance of recognizing students’ misconceptions
Social constructivism
2.3 Dewey – hands-on/minds-on
2.4 Inquiry based science education (IBSE)
2.5 Citizen science
2.6 Cross-curriculum and Socioscientific issues (SSI)
3. Big Ideas - basis for selecting curriculum content
3.1 Big ideas in science
3.2 Big ideas about GIT
3.3 Big ideas about numeracy
3.4 Big ideas about nature of science, systematic observations
4. Curriculum mapping in partner countries
4.1 Denmark
4.2 Lithuania
4.3 Spain
4.4 United Kingdom
4.5 EU-competences/21st skills
5. Fieldwork methodology
5.1 Why fieldwork?
5.2 Organization of fieldwork
5.3 Effective fieldwork
6. GIS/GIT and ICT methodology
6.1 The TPAC model
6.2 Learning in the Digital Age
6.2.1 The Pedagogy of Semiotics
6.2.2 Connected learning
6.2.3 Online Communities of Practice
6.3 Some final comments
7. Special Educational Needs considerations
8. References
Annex 1: Curriculum mapping in Denmark
Annex 2: Curriculum mapping in Lithuania
Annex 3: Curriculum mapping in United Kingdom - key stage 2
Annex 4: Curriculum mapping in United Kingdom - key stage 3
Annex 5: Curriculum mapping in UK/Scotland
Annex 6: Curriculum mapping in England and Wales
Annex 7: Curriculum mapping in Spain
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1. Introduction
This report constitutes Intellectual Output 2 in the Erasmus+ project PhenoloGIT. This first sections
of the methodology report are followed (item 6 onward) by addressing the online learning
scenario that was rolled out in the final year of the project (2018), in the context of the GIT Open
Learning Social Network (Intellectual Output 6).
The report provides the pedagogical basis for the design and development of the learning
activities in the project. This is based upon face-to-face experiences in the pilot stages in Danish,
English, Lithuanian and Spanish schools with teachers and their classes. An important issue was
therefore for the project partners to have a common educational language and shared
understanding of what matters in science education.
The report describes and discusses how and why PhenoloGIT might provide an effective, engaging
and flexible approach for both teachers and students from primary and secondary schools across
Europe to support learning activities based on the studies of phenology and information
technologies (ICT) in general and mobile and Geographical Information Technologies (GIT) more
specifically. It draws primarily upon evidence from recent science education research and the
results of the needs analysis conducted at the beginning of the project (Intellectual Output 1). The
results of the needs analysis can be found in a separate report “GIT, mobile technology and
phenology in European schools: state of the art” (Bevainis et al. 2016) on the project website
www.phenologit.org
2. Why PhenoloGIT? – Arguments from science education research
The overall aim of the PhenoloGIT project is to design, build and test a collaboratively created
environmental educational information platform, supported by GIT, to be used by teachers and
students in primary (key stage 2) and secondary schools (key stage 3) across Europe. This will allow
teachers and students not only to make scientific observations within their local environment and
gather new data, but also to understand some of the ‘big ideas’ in science (such as adaptation,
evolution, climate change, etc.), by creating and sharing new information collaboratively and by
using open-source educational tools to analyse and reflect on graphical, spatial and mathematical
data sets.
Observation of small changes that occur in living organisms through the seasons are activities that
can be carried out with students from the earliest age. The study of periodic plant and animal life
cycle events and how these are influenced by seasonal and inter-annual variations in climate,
together with the databases that can be created, is highly pertinent to core curricular subjects
such as science, mathematics and geography in both primary and secondary education. It is a topic
that also has great potential to make connections and inspire work across the curriculum.
The following sections briefly address basic learning theories and evidence from research in the
fields of science and technology education that underpin the design of the PhenoloGIT project.
2.1 Student motivation and interest in Science, Technology, Engineering and
Mathematics (STEM) subjects
In the needs analysis, teachers from all countries agreed that motivation and student interest
were important factors for using PhenoloGIT (Bevainis 2016).
Student motivation and interest in STEM subjects has been discussed within the science education
research community and by policy makers for decades. Although it seems that students find
science-related issues important, there is a general consensus that many do not find school
science interesting, do not choose science courses at school or Higher Education and do not opt
for careers in STEM (Sjøberg & Schreiner 2010). This would suggest that the lack of interest among
school students not only threatens the supply of the next generation of scientists, but also
restricts the development of their scientific literacy, thus making it less likely that they will engage
with important socio-scientific issues such as climate change, loss of biodiversity and the threat of
invasive species. Enhancing students’ interest in science is therefore a basic and crucial goal for
the PhenoloGIT project. It is also one of the reasons for the focus on key stages 2 and 3, because
we know from research that this is a time critical for students forming individual interests
(Osborne et al., 2010). Three interrelated factors have been argued to be important in the study
choice (and subsequent career development) in pupils aged 8-16: knowledge, affective value and
beliefs about their own ability (building self-efficacy), (van Tuijl and Walma van der Molen, 2016).
It is important here to distinguish between two forms of interest: individual and situational.
Individual interest refers to students’ individual dispositions towards a certain subject. This
develops over time and tends to be long lasting, and is often accompanied by positive affect and
persistence, tending to lead to increased knowledge. Over time, individual interest may be
integrated into the person's value system. Situational interest refers to a more temporary interest
brought about by a certain event or aspects of the surroundings or environment (e.g. flowering
plant, activity). Situational interest is often short-lived. It can be associated with both positive
effects, (e.g. enjoyment of a field trip on a warm, sunny day, finding a particular species not
previously reported by others) or negative (e.g. discomfort when it is raining or NOT finding the
species they are looking for), and may or may not have an impact on the student's knowledge or
value system. When situational interest is maintained over time, or when it occurs repeatedly in
response to the same situation, it might lead to individual interest, increased knowledge, changes
in values, and consistent positive feelings towards science.
The ROSE project (Sjøberg & Schreiner 2010) identified clear gender differences between pupils’
attitudes to STEM subjects. Key findings include:
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● Attitudes to science and technology among adults and young people are mainly positive.
„In Europe young people are more ambivalent and sceptical than the adult population.„
There is a growing gender difference, with girls being more negative (or sceptical,
ambivalent) than boys.
● A clear pattern is that topics that are close to what is often found in traditional science
curricula and textbooks have low rating scores for interest among European students,
particularly in the age group KS3 (11-14 years).
● Girls’ and boys’ interests are context‐dependent. Examples of boys’ interests are technical,
mechanical, electrical. Girls’ interests tend to be more around health and medicine, the
human body, ethic
(Sjøberg & Schreiner 2010).
Some key findings from outdoor education research (e.g. Neil, 2008):
● Outdoor education increases student motivation. They enjoy the lessons outdoors and
appreciated the increased focus on teamwork outdoors and find it a welcoming variation
from indoor teaching.
● Experience is situated in a relevant context.
● Science education outdoors is seen in context, away from the traditional setting of science
education.
● Learning science outside the formal setting plays an important role in assisting all levels of
society, regardless of age, in exploring science concepts and technology applications (Soh
and Meerah, 2013).
The PhenoloGIT project is committed to developing materials and activities where students’
interests (both individual and situational) are taken into account. These resources will be
motivating, meaningful, engaging and contextualized. They will relate to the values and interests
that the students bring to the classroom. This is well in line with ideas about learning, principally
social constructivism (Vygotsky, 1989), situated learning (Lave and Wenger, 1991) and socio‐
cultural theory (eg. Aikenhead, (1996)).
2.2 Social constructivism and collaborative learning Social constructivism is a variety of cognitive constructivism. The theory of cognitive
constructivism that e.g. Piaget (1926) developed claimed that knowledge is constructed actively
by learners in response to interactions with environmental stimuli. All learning takes place in
accordance with the preconceptions that the learner has about the subject. It is important to
know these preconceptions before starting a new theme. David Ausubel states that: “the most
important single factor influencing learning is what the learner already knows. Ascertain this and
teach him [sic] accordingly” (Ausubel, 1968, p. vi).
Piaget’s constructivist learning theory claims that when pupils are learning they use both
assimilation and accommodation processes. The assimilation process is used when new
knowledge fits into the already established structures of knowledge in the brain. When new
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knowledge doesn't fit the existing structures in the brain new structures are formed to
accommodate the new knowledge. This process of accommodation can a more difficult and
confusing process for the learners.
Figure 1: According to Piaget, pupils learn both through assimilation and accommodation
processes. (Atherton 2013)
The importance of recognizing students’ misconceptions The reason it is so important to identify the preconceptions is because the pupils often have
misconceptions about scientific issues. Misconceptions are explanations that are made by pupils
to explain the world which are different from the scientific explanations. These have been
described as alternative frameworks (Driver, 1981) and in some cases they are very strongly held
and thus resistant to change, but in other cases they may be more flexible with internal
inconsistencies. Either way, they have a serious impact upon the effectiveness of science curricula
so it is imperative that science teachers learn to identify and remediate them as early as possible..
Developing a specialist knowledge base of scientific misconceptions makes it easier to teach and
make cognitive challenges that help the pupil to understand the concepts in the scientific way.
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Teachers can benefit from identifying these alternative frameworks e.g. by using concept maps
(Hattie, 2012) or concept cartoons (Keogh and Naylor, 2001) Misconceptions relating to Big ideas
of science are particularly interesting for the PhenoloGIT project.
Examples of typical misconceptions regarding plant biology: ● Plants are dependent of humans (the plants must be cultivated, watered, fertilized,
protected - wild plants are tended by nature) ● Plants gets their food from dead animals and plants in the soil ● Plants eats soil, the soil are sucked up through the roots ● Plants food are only used to growth; the plant do not need energy ● Plants do not need energy because it do not move ● Plants have a respiration organ (as humans has lungs), plants breathes e.g. through the
roots or through the flowers ● Plant cells only have chloroplasts no mitochondria ● Water are pumped up in the plant from the roots
Examples of misconceptions about adaptation
● Organisms are able to effect changes in bodily structure to exploit a particular environment
● Organisms respond to a changed environment by seeking a more favourable environment.
Textbox 1: Some examples of students’ misconceptions (Driver, 1985)
Social constructivism When we talk about social constructivism we often use Lev Vygotsky's explanation. He argued that
language and culture play essential roles both in human intellectual development and in how
people perceive the world. In other words he said that learning is a collaborative process and
knowledge is not simply constructed, it is co-constructed as we discuss and talk with each other.
Vygotsky distinguished between two developmental levels in the learning process:
“The level of actual development is a level of development that the learner has already reached,
and is the level at which the learner is capable of solving problems independently. The level of
potential development, called the Zone of proximal development, is the level of development that
the learner is capable of reaching under the guidance of teachers or in collaboration with others.
The learner is capable of solving problems and understanding material at this level that they are
not capable of solving or understanding at their level of actual development; the level of potential
development is the level at which learning takes place. It comprises cognitive structures that are
still in the process of maturing, but which can only mature under the guidance of or in
collaboration with others” (GSI Teaching & Resource Center, n.d.).
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Figure 2: Vygotsky’s zone of proximal development
In a collaborative learning situation the learners capitalize on one another's skills and
competences. The learners share experiences and engage in a common task where each individual
depends on and is accountable to each other. Collaborative learning activities can for example
include collaborative writing, group projects, joint problem solving, debates, study teams.
Technology has transformed the development of collaborative learning. The Internet's affordance
to communicate rapidly over long distances allows the global connectivity for students to work
together across time and place. More locally, students can communicate and make documents
together in systems like Google docs. Easy access to big databases can enable students to co-
operate directly with researchers. The collaborative dimension with students working together
across Europe is highlighted as one of the unique selling points of the PhenoloGIT project (Bevainis
et al. 2016).
Collaborative learning is therefore part of the PhenoloGIT ethos; the students naturally work
together to collect data in the field. These data can become truly valuable when made available to
other researchers, as in many Citizen Science projects (such as those described in Intellectual
Output 1). The students work in groups in which they can hypothesise before the fieldwork and
then work together in the field collecting data. In the analysis of their work it will be very
important for teachers to help the students to understand what the fieldwork evidence can
contribute to addressing the original hypothesis. If the students are to reach their potential within
the zone of proximal development, maximising their learning in any given situation, it is necessary
that they receive guidance from their teachers.
2.3 Dewey – hands-on/minds-on John Dewey’s (1905) understanding of learning can expand our understanding of social
constructivism. He claimed that the learner needs to do something, because learning is not a
passive acceptance of knowledge that exists ‘out there’. Learning involves the learners engaging
with the world. But according to Dewey it is not enough just doing something practical, sometimes
called ‘hands on’. There has to be some reflective activity in the learning process. So it is necessary
to provide activities that engage the mind as well as the hands in order to induce learning.
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Our PhenoloGIT activities will include both ‘hands on’ and ‘minds on’ activities in line with Dewey's
learning theory. This means that the project will include both fieldwork and classroom activities.
Prior to the fieldwork, activities will be designed that combine the science theory with the
students’ planned field observations. In the field the students will explore the abiotic environment
and observe the organisms present in real time, collecting relevant data. Back in the classroom the
students will work with the field data in activities designed in a way that develops their
collaborative and cognitive skills, working towards an enhanced understanding of the important
concepts articulated in the teaching plan.
2.4 Inquiry based science education (IBSE) Inquiry based science education (IBSE) approaches focus on student inquiry as the driving force for
learning science. Teaching is organised around questions and problems in a student-centred
inquiry process. The IAP Science Education Programme has formulated this definition of inquiry-
based science education (IAP 2012): “IBSE means students progressively developing key scientific
ideas through learning how to investigate and build their knowledge and understanding of the
world around. They use skills employed by scientists such as raising questions, collecting data,
reasoning and reviewing evidence in the light of what is already known, drawing conclusions and
discussing results. This learning process is all supported by an inquiry-based pedagogy, where
pedagogy is taken to mean not only the act of teaching but also its underpinning justifications.”
One might stress that the questions raised should be authentic, and that there should be a degree
of freedom and ownership by students (to the extent students of that age group can handle).
The PhenoloGIT project is committed to developing materials that foster student-centred inquiry
processes where raising questions, reasoning, discussing results with pairs and communicating
their new understanding is central. The BSCS 5Es Instructional Model embraces both the
importance of IBSE and students preconceptions (Bybee 2014). The 5E model is a sequential
model with 5 phases (Engaging Learners; Exploring Phenomena; Explaining Phenomena;
Elaborating Scientific Concepts and Abilities; Evaluating Learners) quite suitable to be adapted in
the design of PhenoloGIT activities.
Phase Description
Engagement The teacher or a curriculum task helps students become engaged in a new concept through the use of short activities that promote curiosity and elicit prior knowledge. The activity should make connections between past and present learning experiences, expose prior conceptions, and organize students’ thinking toward the learning outcomes of current activities.
Exploration Exploration experiences provide students with a common base of activities within which current concepts (i.e., misconceptions), processes, and skills are identified and conceptual change is facilitated. Learners may complete lab
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activities that help them use prior knowledge to generate new ideas, explore questions, and design and conduct an investigation.
Explanation The explanation phase focuses students’ attention on a particular aspect of their engagement and exploration experiences and provides opportunities to demonstrate their conceptual understanding, process skills, or behaviours. In this phase teachers directly introduce a concept, process, or skill. An explanation from the teacher or other resources may guide learners toward a deeper understanding, which is a critical part of this phase.
Elaboration Teachers challenge and extend students’ conceptual understanding and skills. Through new experiences, the students develop deeper and broader understanding, more information, and adequate skills. Students apply their understanding of the concept and abilities by conducting additional activities.
Evaluation The evaluation phase encourages students to assess their understanding and abilities and allows teachers to evaluate student progress toward achieving the learning outcomes.
Table 1: Summary of the BSCS 5Es instructional model. (Bybee 2014)
2.5 Citizen science Collection of phenological information is a long established activity across Europe and the USA
where both scientists and the informed public contribute, with national and even international
associations gathering data sets provided by thousands of people each year. Examples of good
practice in Citizen Science can be found in PhenoloGIT Intellectual Output 1. Citizen science is the
public involvement in inquiry and discovery of new scientific knowledge. A citizen science project
can involve from few to millions of people collaborating towards a common goal. Typically the
public involvement includes data collection, analysis or reporting.
The idea of citizen science projects are to involve the public in science by stimulating people’s
interest in a science project, for example by collecting data about plants or animals in nature. The
projects encourage people to take a stake in the world around them, the researchers hoping that
citizens become more aware of the environment and science policy so that they can play a
valuable role in discussing and taking care of the environment in the future. In a school context
citizen science projects can ensure that the students make investigations in the field, motivated by
the fact that the collected data can be used by scientists in ‘real’ scientific work. Another benefit in
students participating in citizen science projects is that they get an insight into how data are
collected and an example of how science works. PhenoloGIT presents an accessible opportunity to
contribute important phenological data through a citizen science approach. This can lead to the
gathering of a large data set that can inform important global issues such as climate change,
(Mayer, 2010)
The added benefit is that scientists receive valuable data from many different parts of the country,
thus vastly increasing their data set to enable more fined grained analysis. There will typically not
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be resources to collect data in such a huge scale that becomes possible with the help from
volunteers.
2.6 Cross-curriculum and Socioscientific issues (SSI) Cross-curricular teaching and learning can be defined in the following way (Jonathan Savage,
2010):
“A cross-curricular approach to teaching is characterised by sensitivity towards, and a synthesis of,
knowledge, skills and understandings from various subject areas. These inform an enriched
pedagogy that promotes an approach to learning which embraces and explores this wider
sensitivity through various method”.
Cross-curricular learning can both be based on individual subjects and their connections through
authentic links at the level of curriculum content or through an external theme/dimension. Both
ways draw on similarities in and between individual subjects and make these links explicit in
various ways. Researchers describe that cross-curricular learning motivate and encourage pupils
learning in a sympathetic way in conjunction with their wider life experiences. It also promotes
pupils’ cognitive, personal and social development in an integrated way. However, it can be
difficult to teach in a cross-curricular way because of the way that the school is organized.
Cross curricular learning can use socioscientific issues (SSI) to represent important social issues
and problems which are conceptually related to science. Socioscientific issues are issues where
cross curricular thinking is necessary because the issues are wide and complicated. It could e.g. be
climate changes where scientific knowledge and inquiry practices can be useful. The scientific
practices cannot stand alone. Issues solutions are necessarily shaped by moral, political, social and
economic concerns; therefore inquiry and negotiation of SSI require the integration of science
concepts and processes with social constructs and practices. Many authors have recently argued
that the thoughtful discussions of SSI is fundamental to modern scientific literacy and that
socioscience is an necessary element of today's science classroom (Sadler et al., 2007)
The PhenoloGit project can be seen as cross-curricular in that many subjects can be involved. The
socioscientific issue that have to be integrated in the learning is climate changes and how it
influenced on the living organisms. This is a strength from a researcher's point of view, but it can
also be a weakness if the teachers think it is too overwhelming to integrate into their classes. A
possible two-pronged approach to enabling participation is suggested: a light touch in which only
a few subjects are involved and an expanded version where the cross-curricular thinking
dominates. It may be that considerations of different curricular approaches in primary and
secondary schools will dictate this.
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3. Big Ideas - basis for selecting curriculum content Although phenology and GIT may seem to us like very relevant topics for school science, they may
not necessarily be mentioned in the national curricula of the partner countries, or considered
relevant topics by science teachers. Implementing PhenoloGIT in school will be time consuming
and so we must provide teachers with strong arguments for spending their limited time on
PhenoloGIT activities. We therefore need to argue for the learning outcomes in relation to the ‘big
ideas’ suggested by Wynne Harlen (Harlen 2015).
Identifying ‘big ideas’ of relevance to science education to enable students to understand and
enjoy the physical and natural world is key to the project to provide a basis for selection from the
wide range of possible curriculum content relevant to phenology and GIT. Climate change is
identified by some of the teachers in the needs analysis as an important big idea to address
(Bevainis 2016).
The PhenoloGIT project is committed to developing materials in which big ideas are emphasized.
PhenoloGIT activities should enable students to experience science and scientific inquiry in
accordance with current scientific and educational thinking. They should deepen understanding of
big ideas.
3.1 Big ideas in science Big ideas relating to phenology; that are relevant in biology:
a) Classification of living organisms: organisms can be grouped into species that are very
similar in appearance based on a classification. A classification system is a framework
created by scientists for describing the vast diversity of organisms, indicating the degree of
relatedness between organisms, and framing research questions.
b) Adaptation; Plant species have adaptations to obtain the water, light, minerals and space
they need to grow and reproduce in particular locations characterised by climatic,
geological and hydrological conditions. If conditions change, the plant populations may
change, resulting in changes to animal populations.
c) Evolution: Evolution is the process of change in a population of organisms that occurs over
a long period of time. An evolution can happen because every organism varies in their
genes and the survival of the fittest organism is due to the characters that fits the
environment in the best way. The selection’s parameters are both due to the environment
- who will produce the fittest offspring due to the environmental conditions- and the sexual
selection.
d) Biodiversity: Biodiversity is the variability among living organisms in all habitats.
e) Seasonal changes: the changes in the abiotic factors like temperature and solar radiation
affect the living organisms. When the temperature declines in the fall the defoliation
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begins and some animals begin to collect stores. Phenology is made by the seasonal
changes that appear because of the changes in the abiotic factors.
f) Observation of nature in detail. If you are going to study natural phenomena you have to
know what to observe. Someone has told you and shown you what you are going to look
for in observation in nature. If the pupils are going to observe the flowers, buds, leaf
shapes they must have knowledge about different shapes and colours.
Big ideas relating to phenology that are relevant in physics/geophysics/astronomy:
g) The seasonal changes on Earth are due to the Earth’s axial tilt relative to the ecliptic plane
and the resulting variation in solar radiation.
h) Climatic conditions result from latitude, altitude, and from the position of mountain
ranges, oceans, and lakes. Dynamic processes such as cloud formation, ocean currents, and
atmospheric circulation patterns influence climates as well.
i) Climate change is determined by long-term variations in the Earth's orbit (eccentricity, axial
tilt, precession) around the sun as well as by human activities. Findings in the Needs
Analysis report suggest that climate change would be one of the important “big ideas” to
address (Bevainis 2016).
3.2 Big ideas about GIT Big ideas relating to GIT and data handling;
1. Georeference system. GPS-coordinates.
2. Every location on the Earth can be specified by a set of numbers or letters, or symbols in a
geographic coordinate system.
3. GPS-coordinates can be registered by mobile devices (e.g. smart device) and linked to
geographic data.
4. Geographic data is organized in ‘layers’ and combined to create maps and scenes; layers
are also the basis for geographic analysis. There are many types of layers. They can
represent geographic features (points, lines, and polygons), imagery, surface elevation,
grids, or any data feed that has location (e.g. weather data).
3.3 Big ideas about numeracy Big ideas relating to numeracy:
● Individual data points can be recorded and become part of a big data set.
● Data can be represented visually using tables, charts, and graphs. The type of data
determines the best choice of visual representation (map, chart).
● Objects in space can be oriented in an infinite number of ways, and an object’s location in
space can be described quantitatively.
● Mathematical rules (relations) can be used to assign members of one set to members of
another set. A special rule (function) assigns each member of one set to a unique member
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of the other set. Mathematical relationships can be represented and analysed using words,
tables, graphs, and equations.
● Mathematical situations and structures can be translated and represented abstractly using
variables, expressions, and equation
3.4 Big ideas about nature of science, systematic observations Big ideas about the nature of science found in Project 2061 - Science for all Americans (Rutherford
& Ahlgren 1991):
Scientific inquiry: Fundamentally, the various scientific disciplines are alike in their reliance on evidence, the
use of hypothesis and theories, the kinds of logic used, and much more. Nevertheless, scientists differ
greatly from one another in what phenomena they investigate and in how they go about their work; in the
reliance they place on historical data or on experimental findings and on qualitative or quantitative
methods; in their recourse to fundamental principles; and in how much they draw on the findings of other
sciences. Still, the exchange of techniques, information, and concepts goes on all the time among scientists,
and there are common understandings among them about what constitutes an investigation that is
scientifically valid.
Science as an enterprise has individual, social, and institutional dimensions. Scientific activity is one of the
main features of the contemporary world and, perhaps more than any other, distinguishes our times from
earlier centuries. Organizationally, science can be thought of as the collection of all of the different
scientific fields, or content disciplines. They differ from one another in many ways, including history,
phenomena studied, techniques and language used, and kinds of outcomes desired. With respect to
purpose and philosophy, however, all are equally scientific and together make up the same scientific
endeavor. The advantage of having disciplines is that they provide a conceptual structure for organizing
research and research findings. The disadvantage is that their divisions do not necessarily match the way
the world works, and they can make communication difficult. In any case, scientific disciplines do not have
fixed borders. Physics shades into chemistry, astronomy, and geology, as does chemistry into biology and
psychology, and so on. New scientific disciplines (astrophysics and sociobiology, for instance) are
continually being formed at the boundaries of others. Some disciplines grow and break into sub-disciplines,
which then become disciplines in their own right.
Textbox 2.
The PhenoloGIT project is committed to developing materials by and with students getting first-
hand-experience of the nature of science, by undertaking high quality, systematic observations,
formulating scientific hypotheses and engaging with collaborative skills of the scientific process,
such as: sharing, explaining, criticising, arguing, etc.
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4. Curriculum mapping in partner countries What are the common grounds for Phenology and GIT in Partner Countries? All partners
contributed to a national curriculum mapping exercise as follows.
4.1 Denmark In Denmark (see Annex 1), arguments for Phenology and GIT can be found in several subjects both
at key stage 2 (Nature and technology) and key stage 3 (Biology, Physics/Chemistry, Geography),
although the terms phenology and GIS are not mentioned in the national curriculum.
In the national curriculum for Nature and technology at key stage 2, arguments for big ideas like
adaptation, evolution, biodiversity and nature of science can be found. There is a strong emphasis
on fieldwork, where “The student can perform simple field studies in natural areas, including with
digital measurement equipment”. Here we also have solid arguments for using mobile devices
with gps to make “digital measurements”.
At key stage 4, the strongest arguments for phenology are found in Biology where big ideas like
evolution, adaptation, biodiversity and nature of science. In geography, we (quite surprisingly) find
few arguments for big ideas in GIS, but more in terms of big ideas about climate zones, climate
change and nature of science. In Physics/chemistry we find arguments for big ideas like seasonal
changes, factors influencing the climate system and climate change. In general there is focus on
students own investigation (e.g. fieldwork) in biology, physics/chemistry and geography
curriculum, where the importance of collecting, analysing and communicate the collected data are
emphasised. There is also a very strong focus at the moment for cross curricular activities between
the three subjects.
4.2 Lithuania Based on the supplied curricular information from Lithuania (see Annex 2), arguments for big ideas
relating to phenology are not very strongly made in the national curriculum. The term phenology
is not mentioned. However, after the first two years of primary school (age 7-8) students are to be
able to “Admire the natural phenomena; enjoy every season” and more specific being able to “to
describe (based on your experience) the summer, fall, winter, spring. To extract attractive features
in every season”, underlying the big ideas of adaptation and seasonal changes.
In lower secondary, the emphasis in the national curriculum is on environmental awareness,
geographic environmental monitoring and nature of science. In grade 7-8, students are “to identify
the possibilities of modern technology (GIT) which develop the knowledge of geography.” and “By
analysing and comparing the climate maps, assess climate-forming factors and their influence on
the formation of different climatic zones.”, emphasising some of the big idea of georeferenced
14
system and layering of geographic data.
4.3 Spain In Spain, references to Phenology and GIT can be found in several subjects, although the terms
phenology and GIT are not specifically mentioned in the national curriculum (se annex 7).
For key stage 2, strong arguments for big ideas of nature of science and numeracy (data collection
and representation) are found in mathematics. The curriculum for natural science for key stage 2,
emphasises nature of science (scientific process) and use of ICT to gather, understand and present
results of research. In social science, the big ideas about climate change (and pollution) can
provide arguments for addressing seasonal changes of blooming of plants, migration of birds, etc.
and relating that to human intervention.
For key stage 3, strong arguments for phenology are found in the curriculum for biology, where big
ideas of classification, adaptation and nature of science are emphasised. In mathematics, big ideas
of numeracy are seen, for example ICT use to understand statistical concepts
4.4 United Kingdom In the UK, arguments for Phenology and GIT can be found in several subjects, not only in science,
but also in social science, computing, mathematics, Design and Technology, Modern Foreign
Languages and geography.
In the science curriculum, adaptation, classification and climate change are key ideas. It is in the
geographical and biological curriculum that concepts as “climate change”, “change over time”,
“abiotic and biotic factors affecting communities”, “the cycling of materials through ecosystems”,
“photosynthesis” are mentioned. Key concepts in understanding the role of changes in biodiversity
and climate changes impact on this. There is a focus on fieldwork in the geography and science
curricula, along with the importance of collecting, analysing and communicating the collected
data. Both in the mathematics and computing curricula the focus is on understanding the cycle of
collecting, presenting and analysing data.
Skills in understanding and using new technologies are mentioned in many subjects in the UK
national curriculum. In the curriculum of geography (England and Wales) one learning outcome
mentioned that the students must use the Geographical Information Systems (GIS) to view,
analyse and interpret places and data and the students must undertake fieldwork in contrasting
locations to collect, analyse and draw conclusions from geographical data, using multiple sources
of increasingly complex information.
The curriculum from Scotland has focused on STEM subjects (Sciences, Technologies, Engineering
and Mathematics). Citizen science is mentioned as a theme that can include learning across the
curriculum and in Scotland it is often mentioned as citizen STEM. STEM learning has been
identified as a priority by the Scottish Government.
15
4.5 EU-competences/21st skills Twenty-first Century Skills (C21st) offer perspectives on what have long been valued approaches in
science education and how students’ own investigations are emphasised (Partnership for
C21st skills). . The following is an excerpt from the Partnership for C21st skills-project (Partnership
for C21st skills, 2009):
● Creativity and Innovation: Science is, by its nature, a creative human endeavour. Scientific
and technical innovations are advanced through processes that build on previous knowledge
and the application of theory to real world situations. Modern societal and environmental
challenges require new and creative scientific and technical approaches, as well as
investigations that are more cross-disciplinary.
● Critical thinking and creative problem solving are the hallmarks of the scientific process.
Students can use abilities developed in science to think logically and reasonably about
concepts they are learning, and to apply them to their everyday lives. Compelling, and often
complex, problems are at the root of many science investigations.
● Communication; Effective communication is central to scientific research practices.
Scientists describe their work so that the research can be duplicated, confirmed, and
advanced by others, but also understood by public, non-technical audiences. Scientific
thinking is communicated in many different ways including oral, written, mathematical, and
graphical representations of ideas and observations.
● Collaboration: Science is inherently a collaborative process with 21st Century emphasis on
interdisciplinary and international research, as well as increasing collaboration between
‘hard’ science and social sciences. A trend toward greater specialization in scientific careers
requires researchers to rely on the disciplinary expertise of others as collaborators in their
work.
● Information and Communications Technology (ICT) Literacy: Increased computing capacity
enables large-scale data analysis, wide-array instrumentation, remote sensing, and
advanced scientific modeling. ICT innovations provide new tools for doing science including
gathering and analyzing data and communicating results.
● Information Literacy: Being information literate in the context of science involves assessing
the credibility, validity, and reliability of information, including its source and the methods
through which the information and related data are derived, in order to critically interpret
scientific arguments and the application of science concepts.
● Media Literacy: Media interpretation of scientific information may be different from the
interpretation by the scientific community of that same information. Complexities in science
do not always convert well into short media messages.
Textbox 3.
It is not difficult to argue that the PhenoloGIT project will have the potential of developing
students 21st century skills like communication, collaboration, ICT and information literacy. It is
16
also possible for instance to identify IBSE and the BSCE 5E instructional model’s emphasis on
developing students’ abilities and skills associated with critical thinking and creative problem
solving literacy.
5. Fieldwork methodology In the needs analysis (Bevainis 2016), teachers from partner countries emphasized the importance
of doing field word. At the same time they also expressed concerns due to students and devices’
safety and security concerns.
5.1 Why fieldwork? Fieldwork improves students’ observations skills and gives them a better understanding of the
processes that contribute to the development of environmental features. They develop their
experimental skills because fieldwork provides opportunities to learn through direct, concrete
experiences that enhance the understanding that comes from observing the ‘real’ world. Other
skills that are improved in fieldwork are for example the ability to observe, synthesise, evaluate,
reason, solve problems and innovate. Fieldwork is often organized in teams, so the practical
experiences provide an important opportunity for collaboration, with social benefits derived from
working cooperatively with others in a setting outside the classroom. Some authors also mention
that fieldwork often relies on technology so students also benefit from the experience of applying
technology to investigate problems and issues (Fieldwork Methodology, Marion and Strømme,
2008)
Lastly, there are a lot of affective outcomes from doing fieldwork with students that are difficult to
measure, but can have a positive effect on learning. Fieldwork brings learning outside the four
walls of a classroom, in a free environment that doesn’t limit students’ movements. The good
feeling walking in the sunshine in a forest, the smell of the flowers etc. can sometimes affect the
students’ values and attitudes towards nature. If the students are more familiar with nature it will
help in the development of their environmental awareness in their adult life.
5.2 Organization of fieldwork Fieldwork can be categorised according to its degree of student-centredness. The traditional
teacher-centred approaches to fieldwork, like an excursion where the teachers explain about
nature, do not have a high degree of active student involvement. At best the students are required
to observe, describe and explain features of the environment using previously acquired
knowledge. A more interesting but also time-consuming approach is one that incorporates the
process of practical fieldwork. This kind of fieldwork requires support through pre-and post-
excursion classroom activities that establish the context for learning and provide the necessary
follow-up to the data collected in the field.
There are both deductive and inductive fieldwork methodologies (Barcelona Field Studies Centre
S.L., n.d.).
17
● The deductive method works from the more general to the more specific. The students
formulate a hypothesis they want to explore, collect data, make data analysis and then
confirm or reject the hypothesis.
● The inductive fieldwork moves from specific observations to broader generalizations and
theories. In inductive reasoning the students begin with the exploration of an area,
recording specific observations or data. An analysis of the data enables the students to
identify patterns that help them to formulate hypotheses they can explore. The inductive
field study is more open-ended and exploratory, but also requires a lot of time.
Figure 3: The deductive field study method
The inductive field study is more open-ended and exploratory, but also requires a lot of time.
The PhenoloGIT project can embrace both the inductive and deductive field study methods.
Mostly the fieldwork in schools will be based on elements from both. The students will often find
the inductive way more motivating because they can work with a wide range of study topics
instead of only one.
In PhenoloGIT the students will engage in both pre- and post- classroom activities. Before field
observations the students will need to know the characteristics of the different species they may
encounter in the field. They must, for example, have some knowledge about the species
characteristics, phenology, evolution and issues about climate changes. It is also necessary that
topics about the nature of science have been considered before the fieldwork.
18
In the field the students use their observation skills and combine them with their knowledge about
where to find the species and how to identify them.
Back at school the students can work with the collected data in different ways.
5.3 Effective fieldwork Fieldwork is an effective learning method when it:
- is well planned, interesting, cost effective and represents an effective use of the time
available
- has specific learning outcomes
- provides opportunities for students to develop both cognitive and innovative skills
- is integrated with the subject matter to ensure that students take full advantage of
enhanced understanding that can be achieved through direct observation, data collection
and inquiry learning
- is supported by pre-and post-excursion classroom activities that establish the context for
learning and provide the necessary follow-up.
6. GIS/GIT and ICT methodology
All across Europe and indeed globally there has been huge investment in enhancing the use of ICT
in education, with the argument that modern technology can improve students’ learning and
motivation. However, a definitive pedagogy shown to enhance pupils’ knowledge and
understanding in curricular subjects has yet to be characterised (BECTA, 2007; OECD, 2009).
Among the many reasons for this lack of impact is the fact that a lot of the ICT usage is merely
simple substitution of what is already done in science classes, offering nothing new or any
functional change in practice. According to the SAMR-model (see Figure 4), simple substitution is
the most basic usage where ICT is used only to enhance science teaching. The PhenoloGIT project
is aiming at what would be Redefinition in the SAMR-model (Puentedura 2008) where ICT will
allow for a transformation of the way science is learned in schools, with new activities previously
impossible to undertake in a school setting; for example simulated investigations in physiology,
astronomy, etc. The affordances of the mobile app and a geoportal, both of which are unique
features of the PhenoloGIT project, will help to redefine how students work with some of the big
ideas of science.
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Figure 4: SAMR-model (Puentedura, 2008).
The PhenoloGIT project aims to use ICT to transform science education, focusing on activities that
can be categorised as Redefinition in the SAMR-model.
Many teachers and science teacher educators consider GIT to be one of the most promising means
for implementing curriculum reform, (Bodzin, 2010) with students working collaboratively to
reflect on observations, undertake their own analyses and construct scientific representations of
real-world data sets. However,
6.1 The TPAC model
The cycle of pedagogic action, described by Shulman (1987) is based on a teacher’s knowledge
about something s/he intends to teach.
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Comprehension
Transformation
Instruction
Evaluation
Reflection
Preparation
Representation
Instructional
Selection
Adaptation
Figure 5: Shulman’s Pedagogic Cycle (after Baggott la Velle, 2002).
The cycle begins and ends with an act of comprehension. The teacher knows about something to be taught. S/he then has to ‘transform’ that knowledge into a form that is learnable by the pupils. This transformation requires the deployment of several stages and skill sets. The pedagogic act of transformation is what Shulman (ibid) described as pedagogic content knowledge (PCK). In Fig 5 the sub-cycle to right shows the process of transformation with the teacher serially preparing (critical scrutiny and choice of materials of instruction); representing (consideration of the key ideas and how they might best be represented in the form of analogies, examples etc); selecting (choice of teaching strategies) and adapting, sometimes called differentiating: (tailoring input to pupils’ capabilities and characteristics). The teacher will sequence a series of teaching/learning episodes to create a logical yet varied lesson. S/he then provides that lesson (instruction) during which there will be in-flight checks for pupil understanding as well as more formal assessments and feedback, (which itself requires all the processes above): evaluation. Following the lesson, the effective teacher will set aside time for reconstruction, re-enactment or recapturing of events and accomplishments: reflection, which is the critically important process of analysis through which the profession learns from experience. This brings the teacher to a new, more informed and nuanced level of comprehension about the topic of the lesson. The pedagogic cycle should therefore not be thought of as a flat cyclic diagram, but rather as an upward, three-dimensional spiral in which professional knowledge and expertise are continually built. GIT is often seen as too complex for teachers and students to access its wide-ranging potential in
class. The PhenoloGIT project aims to build a solid educational and technological solution that
allows teachers and students to use every day mobile devices and open source GIT technologies in
an easy but flexible way. This approach to open source GIT + Mobile learning +phenology is thus
redefining science education. Acknowledging the difficult, but important role of the teachers when
deploying their PCK to transform science education where ICT helps redefine the way students
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learn science challenge us to make clear the complex relationships between technology, content,
and pedagogy.
“Quality teaching requires developing a nuanced understanding of the complex relationships
between technology, content, and pedagogy, and using this understanding to develop
appropriate, context-specific strategies and representations. Productive technology integration in
teaching needs to consider all three issues not in isolation, but rather within the complex
relationships in the system defined by the three key elements.” (Mishra & Koehler, 2006, p.
1029)”.
In the TPACK model (Mishra and Koehler, ibid, see Figure 5), there are three main components of
teachers’ knowledge: content, pedagogy, and technology. Equally important to the model are the
interactions between and among these bodies of knowledge, represented as PCK (pedagogical
● Students with special educational needs are able to accomplish tasks working at their own
pace
● Visually impaired students using the internet can access information alongside their
sighted peers
● Students with profound and multiple learning difficulties can communicate more easily
● Students using voice communication aids gain confidence and social credibility at school
and in their communities
● Increased ICT confidence amongst students motivates them to use the Internet at home
for schoolwork and leisure interests
When designing activities and technology/apps special attention needs to be on special education needs relating to students with reading disorder, visual or mobility impairment, and other special needs (BECTA ICT Research (2003), quoted in UNESCO 2006).. Online: http://www.becta.org.uk/page_documents/research/wtrs_ictsupport.pdf
Lani Florian noted that technology is generally accepted as: ‘a great equalizer, that for many people with disabilities technology can serve as a kind cognitive prosthesis to overcome or compensate for differences among learners’. (Florian, 2002). She goes on to argue that this is especially true when an inclusive pedagogy approach is adopted and technology helps to ‘create the conditions for equal opportunity to learn and equal access to the curriculum for all’ (Florian, 2002). Challenges arise however when adaptations are needed for learners to use technology, and indeed to learn about how to use it in the first place. This can risk another ‘dilemma of difference’ (Norwich 2008) - turning a seemingly universal resource into a targeted intervention – thereby producing another aspect of educational provision in which some children need to be treated differently.
In particular constraints on use of ICT by learners with special education need can arise because ICT resources can
increase dependence, either because the technology used is not a good match, is not easy to use, or not compatible with setting systems, or is unreliable. The leaner then becomes dependent on others to trouble-shoot problems. Alternatively, technology that matches a child’s needs perfectly can induce dependence because that the child feels unable to operate without this resource.
make extra demands on staff, to ensure that they keep up-to-date with technological innovation
be used inappropriately; ‘simply because a program or approach has been validated by research does not necessarily mean it will be used as intended in practice’ (Woodward et al., 2001p. 21).
require digital literacy – as well as literacy and numeracy – all of which might be area of weakness for particular children
require extra manual dexterity, particularly with small touch screens on mobiles and iPads. For some children with physical impairments, this will require modifications.
draw attention to difference, or create resentment when child with special educational needs is provided with a resource not available to others
Aikenhead, G.S.(2001). Students' Ease in Crossing Cultural Borders into School Science. Science
Education, 2001, vol. 85, pp. 180-188.
Atherton, J. S. (2013). Learning and Teaching – Assimilation and Accommodation http://www.Learningand teaching_info/learning/assimacc.htm Attwell G. 2007. Personal Learning Environments - the future of eLearning? eLearning Papers. Ausubel, D.P. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston
Baggott la Velle, L.M., Watson, K.E. and Nichol, J.D (2000). Otherscope - The Virtual Reality Microscope - Can the real Learning Experiences in Practical Science be simulated? Int J Health Technology Management, Vol. 2 No. 5/6, 2000 pp 539-556. ISSN 1386-2156
BECTA, (2007) Impact of ICT in Schools: a landscape view.
Rutherford, J. & Ahlgren A. (1991): Science for All Americans. Oxford University Press.
Puentedura, R. (2010) SAMR and TPCK: Intro to advanced practice. http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdf
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Shulman, L. (1987) Knowledge and Teaching: Foundations of the New Reform. Harvard Educational
Review: April 1987, Vol. 57, No. 1, pp. 1-23.
Siemens G. 2005. Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology & Distance Learning Sjøberg, Svein & Schreiner, Camilla (2010): The ROSE project. Overview and key findings.
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● Initiation of intuitive calculation of the probability of
an event
75
Big ideas - Key concepts
addressed – in the
learning
objectives/outcome
selected
● Scientific method
● understanding process
● easy scientific practice
● numerical data management and graphical
representation
●
Evaluation - The assessment will be done with the following tools:
- Reporting on the experiences. - Assessment of the following: · Works search of information. · Use of dichotomous keys to identify species. · Use of the necessary technological tools
(mobile phone, GIT). - Preparation of schemes and conceptual maps. - Written tests with questions of various types (closed
answer, open and short answer, open and
comprehensive answer). - Monitoring student participation in all phases of the
process.
Other comments relevant
for PhenoloGIT
-
Age group/key-stage 11-12 years / 4-5 primary ed
Subject Nature Sciences
Subject area/goal Nature Sciences
Learning objectives
relevant for phenology
and/or GIT
● Learning the basics of scientific activity (learning
about events or phenomena, predict events in
nature, integrate direct observation data from direct
and indirect sources of information)
● Planning and carrying out easy projects and
research goals, defining problems, hipothesis,
76
selecting necessary material, gathering data and
analysing and extracting conclusions and presenting
them in different media.
● Using ICT to search and select information and
simulate processes and communicate conclusions
on the works carried out.
● Collaborative learning, taking care of colleagues and
tools used
Learning outcome relevant
for phenology and/or GIT
● Scientific process on nature events
● Use of ICT to gather, understand and present results
of research
● Collaborative learning
Big ideas - Key concepts
addressed – in the
learning
objectives/outcome
selected
There’s a first objective in Nature Sciences subject:
initiation to science activity, which comprises most of the
secondary learning objectives pointed out
Evaluation - - Preparation of schemes and conceptual maps.
- Written tests with questions of various types (closed
answer, open and short answer, open and
comprehensive answer). - Monitoring student participation in all phases of the
process.
Other comments relevant
for PhenoloGIT
-
Age group/key-stage 10-11-12 years / 4-5-6 primary ed
Subject Social Sciences
Subject area/goal Social Sciences
Learning objectives
relevant for phenology
● Pollution and climate change.
77
and/or GIT
Learning outcome relevant
for phenology and/or GIT
This objective is dealt in social sciences from 3 year to 6
year (with different degrees of depth). It can be related to
our project with the analysis of seasonal changes of
blooming of plants, migration of birds, etc. and relating that
to human intervention.
Big ideas - Key concepts
addressed – in the learning
objectives/outcome
selected
● climate change
● human intervention
● scientific process
Evaluation - Preparation of schemes and conceptual maps.
- Written tests with questions of various types (closed
answer, open and short answer, open and comprehensive
answer).
- Monitoring student participation in all phases of the
process.
Other comments relevant
for PhenoloGIT
-
SECONDARY EDUCATION
Age group/key-stage 12 years/ Year 1 Secondary
Subject Biology
Subject area/goal Biology
Learning objectives
relevant for phenology
and/or GIT
Learning objetives Relevant for phenology and / or GIT:
● Conduct experimental work, describe the
implementation and interpretation of results from
observations
● Determine the adaptacións that allow animals and
plants survive in particular ecosystems, paying
particular attention to Galician ecosystems
● Participate in a colaborative research project,
organizing, presenting conclusions, etc.
78
Learning outcome relevant
for phenology and/or GIT
● Identifying specimens of plants and animals typical
of some ecosystems
● Match the adaptation to the environment to the
presence of certain structures in most common
animals and plants
Big ideas - Key concepts
addressed – in the
learning
objectives/outcome
selected
-
Evaluation ● Preparation of schemes and conceptual maps.
● Make a project research about plants and
ecosystems
● Written tests with questions of various types (closed
answer, open and short answer, open and
comprehensive answer).
● Monitoring student participation in all phases of the
process.
Other comments relevant
for PhenoloGIT
-
Age group/key-stage 12-13 years / Years 1-2 Secondary Ed
Subject Maths
Subject area/goal Maths
Learning objectives
relevant for phenology
and/or GIT
Use ICT to:
◦ collect orderly and organized sets of data
◦ ellaborate graphical representations of
numerical, estatistical or real life data
◦ facilitate understanding of concepts of numerical
data
◦ Create predictions, write reports, communicate
and share information and mathematical ideas
Learning outcome
relevant for phenology
and/or GIT
Using ICT, representing data gathering in tables, taking
conclusions, predicting, making hipothesis
79
Big ideas - Key concepts
addressed – in the
learning
objectives/outcome
selected
● ICT use to understand math concepts
● elaborate graphs, tables
● present information, share
Evaluation ● Preparation of schemes and conceptual maps.
● Use info.gr to present data
● Answer a questionaire
Other comments relevant
for PhenoloGIT
Age group/key-stage 12-13 years / Year 1 -2 Secondary Ed
Subject Maths
Subject area/goal Statistics and probability
Learning objectives
relevant for phenology
and/or GIT
● Understand concepts: statistics, variables,
frequence etc. in real life situations
● use of ICT to understand, interpret and represent
data in tables, graps, polygons
Learning outcome relevant
for phenology and/or GIT
Using ICT, representing data gathering in tables, taking
conclusions, predicting, making hipothesis
Big ideas - Key concepts
addressed – in the learning
objectives/outcome
selected
● ICT use to understand statistical concepts
● elaborate graphs, tables
● present information, share
Evaluation ● Preparation of schemes and conceptual maps.