Using Interactive Case Studies to Support Students Understandings of Local Environmental Problems

• Main Authors: Z. Kostova, Z. Vakleva, E. Vladimirova, R. Kaleva
• Format: Article
• Language: Bulgarian
• Published: University of Sofia 2012-12-01
• Series: Bulgarian Journal of Science and Education Policy
• Subjects: Interactive-enhanced case study instruction; Poster and role playing presentations; Secondary school students’ learning difficulties
• Online Access: http://bjsep.org/getfile.php?id=122
• ISSN: 1313-1958; 1313-9118

The article presents designed and refined an interactive-enhanced curriculum module for 9th grade secondary school students in Bulgaria, based on environmental case studies. In the module activities students from two schools studied the local environments, performed observations and experiments, collected and analyzed data, prepared and presented posters and role plays, made connections between scientific processes and socio-scientific issues and drew conclusions about the global effects of locally created environmental problems. The students’ critical observations of the quality of their surroundings helped them to make a list of local environmental problems, to apply interactive strategies in studying them and to propose rational scientifically based solutions. In the study the attention was directed to the advantages and disadvantages of poster presentations and role playing and to the specific learning difficulties that students had to overcome. Students’ achievements from the two experimental schools were assessed independently in order to give us insights into the details of learning using different interactive strategies and into the acquired performance skills, dependant on students’ interests and personal abilities. The three versions of the module (traditional, dominated by teacher presentation; poster preparation and presentation in which students imitate scientific team research; and role playing in which students not only study the local environmental problems but assume social roles to cope with them) demonstrate three levels of students learning independence. Specific assessment tests and check lists were developed for analyzing, evaluating and comparing students’ achievements in each version of the module and in each school. Ecological knowledge assessment tests were based on Bloom’s taxonomy of educational objectives. Poster and role playing preparations and presentations were assessed by specific criteria, shown in the check lists.