To link all subject disciplines to the presented problem and so move from the problem scenario to fulfil the requirements as required by ERA, it is important to elaborate further on the example given in 5.1.1.1
Facilitators could direct students to draw a concept map for the given problem to help them locate all the areas covered in a particular problem. A concept map developed for the sample problem scenario in section 5.1.1.1 is illustrated in the above.
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ERA competenciesCourse: aims, objectives, content, ERA curriculum Discussions: scenario discussions, teaching approach Presentation
Assessment: self evaluation peer evaluation, Lecturer as facilitator –feedback and evaluation
Scenario discussion and analysis Concept
mapping
The concept map in the section 5.1.2.2 demonstrates how student teachers could link all the subject disciplines stated in the ERA curriculum (Figure 8) by developing concept maps during problem scenario discussions. Therefore, student teachers could gain the following key ideas through the concept maps they developed in scenario discussions:
Holistic approach to look at problem.
Effective strategies for integrating several subject discipline stated in the ERA curriculum.
Theoretical base and understanding environmental issues . Metacognitive skills.
In addition, the concept maps developed through scenario discussions would help encourage further progress in coming to understand the nature of the integrated feature of the ERA curriculum and it would be beneficial in fulfilling the following objectives, as stated in the ERA teachers’ Guide (Primary Curriculum, 1999).
Understand the integrated nature, of and the objectives of, the ERA curriculum
Help pupils become aware of the influence of man on the environment and develop an understanding and active concern regarding their responsibility towards environmental conservation and sustainable development with reference to selected topics in the primary ERA curriculum
Acquire strategies for helping pupils to consider values in regard to issues in society
Identify learning experiences to encourage pupils to develop an appreciation of the nature
5.1.2 4.Teacher educators work in teams and enhance student learning
From the data analysis described in Chapter 4, the researcher elaborated the lecturers’ role and this demonstrated the course was a collaborative effort of all the staff involved in the course using a team teaching approach. Preparation is an on-going process. Students are free to ask any questions and the preparation process is dynamic.
As described in Chapter 2, ERA is an integrated subject area and all learning activities focus on Learning through the Environment. ERA lecturers in Colleges of Education in Sri Lanka need to use a team teaching approach to deliver programmes for ERA teacher education programmes. In addition to sharing ideas and motivating students, active learning is a key focus of ERA and the researcher strongly believes that PBL would be suitable for the ERA teacher education programmes in Sri Lanka.
5.1.2 5. Act as models to ask metacognitive questions
In a PBL classroom, teachers act as metacognitive coaches and use a variety of questioning techniques. Students then become familiar with metacognitive questions such as: What is going on here? What do we need to know more? What do you think that is true? How does that apply to this case? What strategies or tasks can I use to learn this? Do I have all the relevant facts? As stated in the ERA teachers’ guide, teachers have the ability to understand the varying developmental levels and learning needs of students through gathering and assessing what environmental knowledge and experience and primary children bring with them to school. They have to start their lessons from that stage. The teachers’ guide describes how questions could be used to develop students’ investigation skills (Teachers’ Guide Primary Curriculum, National Institute of Education, 1999) as follows:
Developing questions that lead to investigation Branch questions question1
Observation of a phenomena stem question question 2
question 3
From the data analysis the researcher discovered how the facilitator role of PBL is aligned with the questioning mode, as described in the Teachers’ Guide Environmental Related Activities, National Institute of Education, 1999. Teacher educator responses from the interviews regarding the PBL process provided evidence of how they encouraged students to learn to think independently. Most students knew that the answer for a particular question they received from the teacher educator led them towards another question and directed them towards self directed learning. Similarly, the PBL approach would be beneficial for the Sri Lankan pre-service teacher education programme students to develop their metacognitive questioning techniques.
5.1.2 6. Supportive and flexible
In the PBL process at the particular University in New Zealand teacher educators establish rapport, group interaction and reinforcement. They mediate the learning environment and value students’ questions and points of view. They act as role models to encourage students to develop those qualities to be successful as practising teachers in the classroom. Teacher educators help the group to set goals and action plans while promoting team spirit.
The ERA Teachers’ Guide, Sri Lanka, states that teachers have the ability to acquire strategies for helping pupils to consider values in regard to issues in society including family life and living in peace and harmony with neighbours and different ethnic groups. If the student teachers could practise team building and collaborative work with the help of their facilitators during the training programme this would give them ideas and experience to model it in the primary classroom
5.1.2 7. Keeping the learning process moving
The researcher found that PBL used in the science and technology course teacher educators helped students to explore the richness of the situation and helped them develop critical thinking skills and let the students’ learning processes stay on the correct track while monitoring their progress.
The ERA curriculum is mainly focused on learning through the environment. Teachers need to start teaching ERA from the ideas the children hold at present. They need to ask children what they think and encourage them to talk and help them expand their ideas. Therefore, a student-centred active learning process would be suitable for teaching ERA.
5.1.3 Changes of teaching approach and learning styles arising from PBL