Science programs in the secondary school can be improved by connecting students and teachers to scientists, authentic research sites and state-of-the-art technology. The goal of the Fit4Earth: Biodiversity Challenge Unit is to offer learners the opportunity to think like scientists, live scientific experiences and, communicate in a scientific mode in a “real world” setting.
Project Based Learning (PBS), interdisciplinary teaching and learning principles were used to plan and design a Biodiversity Unit for ninth grade science as a way to engage students in the scientific process and immerse them in the realities of scientific research. Students will also examine what scientists do in their daily work to confront problems such as the recovery of degraded habitats, carbon neutral sequestration programs, and sustainability. Additionally, students will learn to make connections to the other disciplines and will engage in relevant service learning activities in the community.
Costa Rica holds approximately 5% of the world’s biodiversity and therefore is a perfect living “biodiversity” laboratory. Students will be conducting hands on scientific activities at the University of Georgia Costa Rica Campus (UGACR) located in the Monteverde cloud forest.
Student Centered Instruction Using Project Based Learning (PBL)
Project Based Learning (PBS) can be used to plan and develop student centered learning units. Interdisciplinary topics can overcome the focus that current curriculum has in core subject coverage. Students working in projects related to relevant world issues acquire problem solving, creativity and collaboration skills that help develop social and cross cultural abilities which in turn foster teamwork and leadership. Besides, when students plan and organize project work they start learning goal setting, prioritizing, and how to use time efficiently, promoting initiative and self direction[1] (Interpersonal Intelligence, Gardener).
PBL focuses in big authentic real world problems that usually require students to access, select, interact, integrate, evaluate and communicate effectively in a digital platform and helps broaden their perspectives. The capacity to communicate in an effective written, oral and digital way and the ability to work with others, - that look like you and are sitting next to you, or, do not look like you at all and are sitting at the other side of the world- and being accountable for that type of team work and decision making is a complex task that calls for a complete shift in what teachers teach and students learn.
This type of student centered methodology helps develop creativity and innovation and places learning in the hands of the student encouraging lifelong learning. Students will need to re-learn what they know about every four years due to the exponential rate at which the body of knowledge is growing. Creativity and innovation skills such as originality and inventiveness in work, developing, implementing and communicating new ideas to others and being open and responsive to new and diverse perspectives will determine the ability of students to adapt to an always changing world.
Suggested Reading PBL
- PBL Starter Kit: To-the-Point Advice, Tools and Tip for Your First Project. John Larmer with David Ross and John Mergendoller (2009) Buck Institute for Education.
- A Project Based Learning: A Guide to Standards-Focused Project Based Learning for Middle and High School Teachers. Thom Markham with John Larmer and Jason Ravitz (2003) Buck Institute for Education.
