Shuichi Kato from the Ross Institute explains
the importance of our students to be informed participants in solving real
world problems "...Those
big problems in the world we can't solve technologically. Basic solution can
derive from radical change in values. So therefore education is very important
to change direction. Before it will become too late".
Shuichi's words echo one of my personal beliefs
about the importance of science education for all students irrespective of
ability. The awareness and understanding we provide our students about real
world issues that exist today will enable them to appreciate the wonder of awe
of nature and its systems and respect them by having personal values that
protect these systems.
My interdisciplinary goal is to incorporate the
unique geographical and geological positioning of New Zealand in terms of
seismic activity with learning outcomes across geology, physics, electronics,
geography, mathematics, design and technology.
Late last year we received a seismometer through a project managed by the University of Auckland. The initial focus was to allow students to "see" seismic activity on a real time basis through the seismometer measurements. After considering the potential learning possibilities the project has, I have decided to develop it further as an interdisciplinary project.
My goal is to focus the project at either Year 7/8 level or Year 9, preferably Year 7/8. The reasoning being the flexibility available in their timetable and the students' existing familiarity with interdisciplinary learning.
The planning would be done collaboratively with the three core intermediate level (Year 7/8) teachers, as they teach the majority of the subjects to their Year 7/8 classes.
The project would be aligned with the learning outcomes they aim to achieve for that specific year/Term. For example in maths, students can use their knowledge of geometry and measurement to locate the epicentre of an earthquake using the data from the seismometer. From a physics angle, students can learn about electromagnetism concepts by observing how the seismometer detects and records vibrations. They can also learn how the vibrations travel through the ground as waves and how these are used in the device to detect them. The design of the device can be used to learn about simple electronic circuits and how to design and build them. These are just a few of the many paths and aspects this context can take.
The real world relevance and the authenticity of the example to their own experience means students view the learning as being useful and important in becoming citizens who are aware of their world. The challenges faced in implementing such a context with wide ranging foci would be in the planning. Whether all of the aspects can be covered in the same cycle or not is one issue. The willingness of the other teachers to implement such a theme as another, specially is they are not familiar with some or most of the content.
