The Preliminary Biology Syllabus allows students to develop positive values and attitudes towards living and non-living environmental components and the ethical behaviours associated with science and its consequences (Board of Studies, 2002).
In 8.3 Patterns in Nature students study living and non-living from the microscopic to the organism itself, factors affecting the organism in the environment and the functions of the systems within them. Plants and animal systems are studied to increase the understanding of the processes to obtain essential nutrients from the environment.
In 8.3 Patterns in Nature students study living and non-living from the microscopic to the organism itself, factors affecting the organism in the environment and the functions of the systems within them. Plants and animal systems are studied to increase the understanding of the processes to obtain essential nutrients from the environment.
Incorporating values education into the topic seems to be a little difficult at first glance and I have developed this by taking a different approach by slightly going beyond the requirements of the syllabus in a way but still, what I believe, a worthwhile topic that will engage thought and consideration in the scientific future.
So, in using the strategy known as PMI (Plus Minus Interesting) (http://www.schools.nsw.edu.au/studentsupport/studentwellbeing/values/vitcr/strategies/index.php#s13) and focussing on 8.3.1 "discuss the significance of technological advances to developments in the cell theory", students will be asked to draw up a 3 columned table with the 3 headings and list, with the possibility of research being dependant on time constraints of course, ideas and their thoughts/research on the ideas of the costs associated in the development of scientific research. Directive questions could be asked such as why not spend money on worthy causes such as keeping the poor fed and sheltered. etc. This can be discussed as a class, where students share their thoughts and ideas on the topic. However this strategy could be used throughout the syllabus on various points of interest and as a general science discussion point. It is quite flexible.
A very concise source for strategies for teaching values in the class, Mell. Thanks.
ReplyDeleteI guess we both are thinking in the same tract. We want to allow the students to have open discussion under the guidance of the teacher. This will allow them them to understand the abstract concepts behind the concrete facts. By this they can actually relate their course with the real world. Moreover, they can also get the idea about their own standing on a particular matter. This will act like an self discovery. Having a discussion under a scientific umbrella will allow the students to think critically rather than deciding on something superficially.
A classroom discussion on moral issues will enable the students to respect each others opinion which is crucial for a functioning society.
Lastly, a teacher should also summarize the discussion held in the class so that students can grab an idea of the total picture.
bibliography:
Damon, W. (1990). The moral child : Nurturing
children's natural moral growth. NY: The
free press.
Corrigan, D., Dillon, J. & Gunstone R. F.
(2007). The re-emergence of values in
science education. Netherlands : Sense
publishers.
Hey Mel. I am really impressed with how you have developed this activity because before commenting on your blog, I actually looked into Patterns in Nature to see of any dot points that I myself could use to develop an activity.The strategy PMI helps students to look on both sides of an issue and then to make a choice. This particularly helps students to respect others opinion and not take theirs as the best always.
ReplyDeleteDefinitely a good activity.
ReplyDelete