Advancements in Pedagogical Techniques: An In-Depth Exploration

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Introduction

Endangered ecosystems, including air, water, soil and forests, are threatened by human consumerism. In Armenia, rich in minerals but grappling with environmental pollution from mining, these issues are especially prominent. Pollution causes water contamination, deforestation, and loss of biodiversity. Efforts to protect and restore resources are underway, such as establishing reserves and the “Red Data Book” of plants.

Fresh water scarcity is a global concern, with many countries, including Armenia, adopting efficient irrigation systems. Furthermore, greenhouse gases released during production are causing ozone layer damage.

Energy scarcity is another issue, as reserves are finite. The focus has shifted to nuclear power due to its lower environmental impact. Despite the potential risk of weaponization, nuclear power plants, like Armenia’s, which produces 40% of the country’s electricity, are seen as a viable solution.

Today’s educational reforms mandate the incorporation of global environmental issues into the curriculum. This requires utilizing pedagogical methods, like project-based learning, that amalgamate all social and scientific disciplines. Introduced in the US in the 19th century, this method promotes active learning through planning and executing practical tasks.

The overarching objectives of this approach include:

Empowering students to resolve assigned problems independently.
Facilitating acquisition of specific experience and knowledge.
Cultivating abilities for self-reliance, collaboration and effective time management.
Developing predictive skills for potential issues and their solutions.
Nurturing adeptness in information search and selection.
Encouraging engagement with dependable information sources.
Boosting organizational capacities and skills.
Guiding students through the process of conducting research.
Training students in activity planning.
Instilling abilities to showcase and defend their work.
Enhancing self-assuredness and self-regulation.
Promoting reflection, mistake acknowledgment and problem-solving abilities.

The aim of this research is to explore environmental issues using a project-based approach and to forge cross-disciplinary links within the educational process. Consequently, the identified research tasks include:

Examining environmental issues.
Choosing, developing and synchronizing tools and strategies for students to absorb scientific content, and validating their efficacy through practical experience.

The project-based research approach was employed to address the stated issues. Therefore, the unique tools, techniques, and educational circumstances outlined in this work are designed to foster a comprehensive understanding of the science curriculum for students.

 

Exploring environmental challenges through project-based learning and fostering cross-disciplinary linkages in education

The goal of project-based learning is to allow students to:

Broaden their understanding of environmental issues.
Acquire specific competencies.
Navigate various life situations effectively.
Cultivate environmentally conscious values.

This educational approach equips students to:

Comprehensively and cohesively approach environmental matters.
Collaborate effectively as individuals and in teams.
Conduct investigative work.
Arrive at and implement solutions and decisions.

A project is defined as a mission to accomplish specific outcomes within a set timeline using adequate resources. It involves:

Tools.
Scheduling.
Outcomes.

The process of project work is multi-layered and comprises interconnected phases, including:

An initial preparation stage.
A planning phase.
An organizational and research phase.
A final phase where results are showcased.

Let’s examine the steps using the case of the project “Preserving Nature’s Harmony”.

 

Preserving Nature’s Harmony

Topic: Preserving Nature’s Harmony

Underlying concept (hypothesis): Earth’s natural resources balance relies on its inhabitants.

Project’s objectives:

Showcasing rights and duties towards natural resources.
Identifying methods for conserving natural resources and employing them wisely.

Project execution steps:

Phase 1

Brainstorming and elaborating key ideas (shape, cause, function, transformation, correlation, responsibility, analysis).

Phase 2

Showcasing individual and group projects.

Phase 3

Submission of projects for evaluation.

Phase 4

Reviewing the process and results.

Project progression:

Students, either individually or in groups, pick a natural resource they wish to explore. Projects are exhibited as video slides.
From the start of the investigation, they maintain a “journal”, documenting their research progress, accomplishments and challenges.
There is a preparation conducted by the teacher.
Students identify:

Endless resources:

Tidal power.
Solar power.
Alternative energy.
Water resources.
Flora and fauna.
Wind energy.

Finite resources:

Minerals.
Metals.
Non-metals.
Oil.
Gas.
Coal.

Sample Study Projects

Group 1: Forest Resources

Theory: Forests are crucial for life.

Key research areas:

Understanding forests.
Human impact on forests.
Forests’ impact on human life.
Imagining life without forests.
Responsibility for forest preservation.
Issues regarding forest preservation in Armenia.

Group 2: Water Resources

Theory: Limited fresh water on Earth necessitates mindful usage.

Key research areas:

Molecular structure and properties of water.
Distribution of water resources.
Water resources in Armenia and Lake Sevan’s problem.
The role of water for organisms and as a resource.
Causes and effects of water pollution.
Protection of water resources.

Group 3: Land Resources

Theory: Sensible use of land resources ensures population safety.

Key research areas:

Understanding land resources and soil composition.
Role of soil in agriculture and livestock farming.
Understanding soil erosion and prevention measures.
Understanding desertification and its causes.
The state of Armenia’s lands and anti-desertification measures.

Group 4: Atmosphere Protection

Theory: Saving the atmosphere is crucial to prevent global disaster.

Key research areas:

Composition of the atmosphere.
Sources and factors of air pollution.
Understanding the thermal effect, greenhouse gases, and human’s role.
Understanding the ozone layer and protection measures.
Impact of UV rays on health.
Causes and effects of climate change.

Group 5: Alternative Energy Sources

Theory: Development of alternative energy sources can reduce natural resource exploitation.

Key research areas:

Understanding solar energy and its uses.
Types of solar collectors and alternative energy sources.
Ecological evaluation of biogas as an alternative energy source.
The use and profitability of alternative energy in Armenia.

Group 6: Biodiversity Conservation

Theory: Species extinction can upset nature’s balance

Key research areas:

Understanding biodiversity.
Causes and consequences of species extinction.
Methods for endangered species conservation.
Specially protected areas in Armenia.
Understanding the Red Data Book and its conservation significance.

Evaluation Criteria:

Participation in topic selection, objective clarification, hypothesis proposal.
Developing a work plan and schedule.
Meeting deadlines, analysing and coordinating information.
Selecting materials for presentation.
Drawing conclusions and defending the topic.

Supplemental Information for Teacher:

Basic climate change information (greenhouse gases, their sources and effects).
Causes of climate change.
Potential climate change impacts in Armenia (e.g., desertification, reduced river flow, crop yield reduction, health risks).

 

Conclusion

Addressing climate change necessitates international collaboration and comprehensive planning with both short and long-term goals. Utilising the project method can engage students in these complex issues, fostering skills development, creative thinking, and a more nuanced understanding of the interrelatedness of different scientific disciplines. This approach promotes an integrative pedagogical shift towards “Media Education” and encourages a culture of environmental conservation from an early age.

In our school, we have embraced this approach, hosting various environmentally-focused events and implementing practices such as waste sorting. This not only aids in environmental preservation, but also contributes to the school’s operational needs. These initiatives foster a sense of responsibility towards nature among students, thus promoting moral and national education.

 

References

Arnaudyan A. Gulbudaghyan A., Khachatryan S., Khrimyan S., Petrosyan M., Professional Development Manual, KAI, Yerevan, 2004, p. 178.
Hayrapetyan E. M., Harutyunyan V. S., Vardanyan Zh. H., Environmental Protection, Yerevan, 2005, pp. 112-120, 438-440.
http://gspi.am/media/journal/2016n1b/17.pdf.
http://www.nature-ic.am/Content/announcements/7329/Climate-Change-Tutorila.pdf.
Karapetyan M. A., Nature and ethics, YSU, 2009, pp. 8-17.
Red Book of Animals of the Republic of Armenia, Yerevan, 2010, p. 367.
Red Book of Plants of the Republic of Armenia, Yerevan, 2010, page 591.
V National Report on Biodiversity of RA, 2014, 15 137.
Yedoyan R. H., Hovakimyan Zh. H., Manual of teaching methodology and laboratory-practical training of nature conservation, Yerevan, 2015, pp. 12-28, 71-79.

 

 

 

About the author

Armine Khachikyan is a Physics Instructor at the M. Ghazaryan Secondary School No.2, located in Nor Kharberd, Ararat Region (Armenia). Her passion for Physics has always been at the forefront of her career, leading her to share her extensive knowledge and understanding of the subject. Armine has developed a keen eye for identifying promising students in her discipline and offers extra training sessions to help them navigate their professional paths.

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