Pre-service biology teacher training for environment education
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EFFECTIVE USE OF ENVIRONMENT IN SCIENCE EDUCATION Armağan Ateşkan Bilkent University Graduate School of Education, TURKEY Presented at The 9th Annual Science and Math Teachers Conference (SMEC), 18-19 November 2005, American University of Beirut, Lebanon (sponsored by Pearson Education) (presenter). “I see I forget, I see I understand and I do I remember” Chinese proverb Doing something by yourself is very important in education. Most of the time people complain about not having enough materials for doing practical at schools. Environment is one of the best materials that we can use as science teachers. It is cheap, easy to find and handy. As teacher trainers we think that if student teachers will get training about use of environment before they graduate, they will be encouraged to use it. So we designed that faculty school partnership program which consists of several steps. How we start to do it? In 2003, one of our graduates wanted help from us for doing field trip with her 7 th graders who are doing IGCSE program. We went several places for finding a suitable place for her aims. We finally found that place which is Eymir Lake in Ankara, Turkey given as Picture 1. It is 1 hour drive from the school. Picture 1 Eymir Lake
Transcript of Pre-service biology teacher training for environment education
EFFECTIVE USE OF ENVIRONMENT IN SCIENCE EDUCATION
Armağan Ateşkan
Bilkent University Graduate School of Education, TURKEYPresented at The 9th Annual Science and Math TeachersConference (SMEC), 18-19 November 2005, American University ofBeirut, Lebanon (sponsored by Pearson Education) (presenter).
“I see I forget, I see I understand and I do I remember”
Chinese proverbDoing something by yourself is very important in
education. Most of the time people complain about not havingenough materials for doing practical at schools. Environmentis one of the best materials that we can use as scienceteachers. It is cheap, easy to find and handy. As teachertrainers we think that if student teachers will get trainingabout use of environment before they graduate, they will beencouraged to use it. So we designed that faculty schoolpartnership program which consists of several steps.
How we start to do it?In 2003, one of our graduates wanted help from us for
doing field trip with her 7th graders who are doing IGCSEprogram. We went several places for finding a suitable placefor her aims. We finally found that place which is Eymir Lakein Ankara, Turkey given as Picture 1. It is 1 hour drive fromthe school.
Picture 1 Eymir Lake
After we decided the place, we did pre-visit to thatplace and decided the activities and exact places of theactivities with the teacher and 7 student teachers. Studentteachers and the class teacher came together and preparedworksheet and materials. The class teacher and studentteachers shared responsibilities before and during the trip.We monitored them and guided them as needed.
In 2004, we did the same activity with another school. Wediscussed it with the class teacher. This time we took 9th
graders to a field trip. We did pre trip with the new groupand made some changes according to our experience fromprevious year. We prepared a contract (given as Appendix)between school and Graduate School of Education in terms ofsharing responsibilities and preparation of materials. Theprincipal of the school approved it. Student teachers preparedpresentations to students, which includes information aboutthe activities and pictures as well. The class teacher and Ibriefed other teachers who came with us to the trip. Weprepared everything and we had no problem.In 2005, the organization was smoother, because of previousyears. We followed same steps and achieved our goal.
Activities done at Eymir LakeBelow in Table 1 you will see the activity program that weprepared for students. Students did 3 different activities oneby one. We split student into 3 main groups and 2 sub groupswithin their groups. Each group has 2 student teachers asguides in the working area. There were also school teacherswho have responsibility of students.
Table 1 The activity program of students
Leaving Eymir Lake to go back to school
14.30
Belt transect
Pond activity
Mini beast13.00-14.15
Lunch break12.15-13.00
Pond activity
Mini beastBelt transect
11.00-12.15
Mini beastBelt transect
Pond activity
9.45-11.00
Leaving school8.30-8.40
Group 3Group 2Group 1
Pond activityThe aim of this activity is to have idea about pondenvironmentThe steps of the activity are:
Use nets, pipettes, white bowls, jars and identificationkeys
Catch animals by nets Transfer it to the white bowls and by using pipettes take
them to the jars Draw their pictures and try to identify them by using
keys Leave them to their environment after you finish
identification
Picture 2 &3 Pond activity
Mini beastThe aim of this activity is to identify insects.The steps of the activity are:
Catch insects by using jars Draw their pictures and try to identify them by using
keys Leave them after you finish identification
Picture 4&5 Mini beast activity
Belt transectThe steps of activity are:
Use quadrate (1mx1m wooden) and rope (marked with paper) Put the rope under the quadrate Identify plants and count the amount of plants Fill in tables by writing down names of the plants that
you observe (you will find names) Do it every other meter, which means 10 times.
Picture 5&6 Belt transect activity
At the end of the day the class teacher collected studentsworksheet and student teachers marked their papers by usingtheir key and gave grades. After the field trip, we as teachertrainers and student teachers evaluate what they did, theproblems that they faced with and any changes if needed. Ibelieve the importance of this training and we wish tocontinue in the following years. Appendix: The contract between school and the university
Field trip to Eymir Lake on Friday May 14 2004
Students: All 9th grade students.Teachers: The name of the teachersGraduate School of Education: The teacher trainer, 7 first year students and 1 second year studentAim: to experience biological organisms in their habitats, specifically:
to collect and identify insectsto use dichotomous key for classification studiesto identify visible pond organismsto determine numbers of plants and plant species in an
ecosystem.
Work stations: Insect study, plant study, water organism study.Time of departure: 8.30 a.m.Time of return: To be back at school by 15.15.Students should wear appropriate clothes and shoes and bring the other necessary things (e.g. sunscreen, raincoat, etc)Staff and student should bring their own food and drink.The GSE will be responsible for the academic side of the day. School student will work in groups of 3 or 4 with a student teacher, following the work schedules. Also teacher trainer will brief accompanying teachers before.
The school will be responsible for all the organization: transport, permissions from parents and teachers, permission to enter to METU lake, anything else.
On the day, the teachers will be responsible for students control and management and discipline: onto and off buses, on buses and during the day, at work stations and between work stations, and lunch time.
On the day, GSE will be responsible for the work done.
Student teachers will provide preparatory material. We requestthat each class is prepared by its teacher by working the materials before the field trip.
Student teachers will suggest follow up activities. They will also read and assess the outcomes and give a grade (if this isacceptable to the 9th grade teachers).
Equipment and apparatus: The GSE will provide a list to the school of apparatus and equipment needed. The school will ensure that these are ready for loading on to the bus at 8.15 a.m on May 14 th.
