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Erasmus+ project supporting the development of future science and maths teachers’ environmental citizenship and related teaching competences.

We face severe global environmental challenges such as climate change, plastic waste and loss of biodiversity. To develop sustainable solutions for these challenges, people need skills to deal with them. We need not only profound scientific know-how, but also transversal skills such as critical thinking, creativity, responsible citizenship competences and a forward-perspective.

ENSITE supports this endeavour. Researchers from 11 European countries work closely together to develop an innovative approach which aims at improving higher education by including environmental socio-scientific issues in science initial teacher education.

The creation of these resources has been co-funded by the Erasmus+ programme of the European Union under grant no. 2019-1-DE01-KA203-005046. Neither the European Union/European Commission nor the project’s national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.

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The Nature of Socio-Scientific-Issues and how to include them in STEM teaching

Module O1 serves as the basis and introduction of environmental socio-scientific is-sues for all other modules. It is the first and mandatory module for all HE lectures or seminars that use the ENSITE modules in ITE as it provides the introduction and all necessary definitions and approaches to successfully complete the further modules.  It promotes a comprehensive understanding of environmental SSI guided by research and the educational discussion on SSI. IO1 not only works as an introduction to socio scientific issues in science education but also lays the groundwork the needs to motivate students from various disciplines to engage using SSI’s in their (future) teaching.

GUIDELINES FOR OPEN LEARNING ENVIRONMENTS

Within the ENSITE project, our guidelines for open learning environments provide support of the design of a high quality learning environment for Initial Teacher Education (ITE), with a special emphasis on improving future science and mathematics teachers` Higher Education (HE) by including environmental Socio-Scientific Issues (SSIs) in ITE.

Lead Partner: Pädagogische Hochschule Freiburg

PURPOSE

Use this module and the guidelines for open learning environments as a basis and introduction of environmental socio-scientific issues for all other modules.

AIMS

Introducing Socio Scientific Issues by examples and giving theoretical background on socio scientific issues. Support teacher educators in the development of high-quality learning environments for teacher initial education with a focus on teaching environmental SSIs in mathematics and science teaching.

EXEMPLARY COVERED TOPICS

Covid-19 vaccination

Building of wind turbines in populated areas

Electric cars vs fuel powered cars

LEARNING OUTCOMES

Pre-service teachers will learn:

How to benefit from using SSI's in math/science teaching

The basics of the theoretical background and understand first examples of SSI's and how to implement them in class

STANDALONE ACTIVITY

Every example can be used as a standalone example

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Reasoning, Argumentation & Critical Thinking

This module aims to enhance pre-service teachers’ competences in reasoning, argumentation and critical thinking through the use of media reports on environmental SSIs. This module provides resources and strategies to help pre-service teachers to grasp underlying ideas and to create effective learning environments for reasoning, argumentation and critical thinking. At the end of this module pre-service teachers will get an overview on how to use media reports in their classroom practices.

Lead Partner: Hacettepe University

Purpose:

To provide resources and strategies to help prospective teachers to grasp underlying ideas and to create effective learning environments for reasoning, argumentation and critical thinking.

Aims:

To enhance pre-service teachers’ competences in reasoning, argumentation and critical thinking through the use of media reports on environmental socio-scientific-issues (SSI).

Exemplary Covered Topics:

Pesticides

Biodiversity

Ecosystem

Ecology (Activities 2.1. & 3.1)

Argumentation (Activities 1.1 & 1.2)

Learning Outcomes:

Preservice teachers will acquire:

Experience in analysing a text from everyday life by identifying the claim, counter claim and the evidence that supports them (Activity 1.1)

Awareness that scientific knowledge is characterized by proper scientific explanations or arguments involving the coordination of the data and the claim (product of observation vs. product of interpretation of those observations) to support or refute an explanatory conclusion, model, or prediction (Activities 1.1 & 1.2)

Awareness the scientific literacy and citizenship education in a democratic society are crucial (Activity 2.1)

Awareness that citizens make their decisions based on their knowledge, beliefs, social values, worldviews, as well as based on the understanding about science and its nature (Activities 2.1 & 3.2)

Knowledge and skills to evaluate new information by comparing it to what they already know and to inform from other sources (Activity 3.3)

Standalone Learning Activity:

Activities 1.1.

Activities 1.2

Activities 2.1.

Activities 3.1

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Collecting Data

The aim of this module is to present a foundation for data collection and data analysis in the light of important socio-scientific data sources to be used in lectures and seminars for mathematics and science students in the initial teacher education (ITE). Through this module, the pre-service teachers will develop competences in planning and carrying out experiments, surveys, or interviews, in collecting, preparing and analysing data and representing it according to the rules of statistical inference.

Lead Partner: Institute of Mathematics and Informatics at the Bulgarian Academy of Science

Purpose:

To present a foundation for data collection and data analysis in the context of environmental data sources to be used in lectures and seminars for mathematics and science students in the initial teacher education.

Aims:

Providing pre-service teachers with fundamentals on data collection analysis and manipulation for the purposes of science education in and outside the classroom.

Exemplary Covered Topics:

Epidemic data

Basic principles for collecting data

Data collection tools

Learning Outcomes:

Raising the awareness concerning the necessity for learning data analysis methods

First examples of data sources in relation to environmental issues

Definition of basic data analysis concepts (e.g. sample, population, descriptive statistics, statistical inference)

How to plan and carry out data collection in experiments, surveys, or interviews

How to deal with survey data in general: Steps needed to deal with collecting data, analysis, and inference from them

Different methods of representing data

Examples of incorrect use of survey inference (political elections, drug approval, climate change, etc.)

Making future STEM teachers and mentors confident in applying data analysis in the correct way

Developing critical thinking towards media data reports (following on from O2)

Understanding of decision-making process, i.e., steps needed to be carried out, evaluation of conditions, results, and consequences

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Analysing Big Data

Module about “Analysing Big Data” makes clear how environmental socio-scientific issues (SSI) can be a source for mathematics education, more specifically for the domain of data and statistics, with a focus on analysing and visualizing data. Quite often educators and (pre-service) teachers of mathematics find it difficult to think of ways to include (environmental) SSI in their lessons. This module provides them with ideas and concrete activities on how this can be done.

Educators and (pre-service) teachers of other STEM subjects can use this module to make clear how relevant data are, when working with environmental SSI. The relevance of data (both the raw data as well as the sources that make use of these data) is often neglected, or data and data-visualisations are taken for granted instead of being the object of further exploration and analysis. This module helps to focus more and deeper on relevant data, by providing concrete activities.

Lead Partner: Utrecht University

Purpose:

To let students, explore and visualize datasets and how visualizations can be used to tell (different) stories about environmental issues.

Aims:

Students develop an understanding of how (big) data can be used to reason about socio-scientific issues (SSIs).

Exemplary Covered Topics:

The trajectory from raw data to data visualization in the context of global warming

Ecological footprints

Good and misleading practices

Learning Outcomes:

students understand how different visualizations influence the story that the data tells

Students acquire knowledge about its impact on SSIs

Students expand their data analysis and visualization skills

Standalone Learning Activity:

https://www.fisme.science.uu.nl/toepassingen/28928/ (global warming/climate change, activity 1.2)

https://www.fisme.science.uu.nl/toepassingen/28926/ (ecological footprint, activities 3.3 A and B)

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Decision-Making

The module Decision making on Confronting Scientific Positions leads to provide resources, strategies, and activities for developing competences of prospective science teachers in decision-making based on example of food provision for the world. Activities proposed in the module aim to enhance pre-service teachers' competences as weighing up different perspectives - scientifically based ones as well as personal ones and to reflect on this process in planning, realization, and evaluation of instruction. Preservice teachers will acquire different strategies for decision-making, understanding of decision-making process, i.e., steps needed to be carried out, evaluation of conditions, results, and consequences. They reflect specific characteristics of decision-making strategies and their relation to mathematics and science education and beliefs on decision-making in relation to food market and their influence on human being. All is proposed by examples of own decision-making cases from everyday life connected with food consumption. Skills to compare different ways of dealing with decision making are included, i.e., acting in the sense of active and critical citizenship versus ignoring evidence and following “leaders” on examples from food-world.

Lead Partner: Charles University

Purpose:

To provide resources, strategies, and activities for developing competences of prospective science teachers in decision-making based on confronting scientific positions on example of food provision for the world.

Aims:

To enhance pre-service teachers' competences as weighing up different perspectives - scientifically based ones as well as personal ones and to reflect on this process in planning, realization, and evaluation of instruction.

Exemplary Covered Topics:

Food as multi context phenomenon (Activities 2.1 & 3.1 & 3.2 & 3.2)

Food Market (Activities 2.2 & 2.3 & 3.2 & 3.2)

Learning Outcomes:

Preservice teachers will acquire:

Different strategies for decision-making, understanding of decision-making process, i.e., steps needed to be carried out, evaluation of conditions, results, and consequences (Activity 2.1, 2.2)

Reflection on specific characteristics of decision-making strategies and their relation to mathematics and science education (Activity 3.1, 3.4)

Beliefs on decision-making in relation to food market and their influence on human being (Activity 3.3)

Examples of own decision-making cases from everyday life connected with food consumption (Activity 2.2)

Skills to compare different ways of dealing with decision making. i.e.  acting in the sense of active and critical citizenship versus ignoring evidence and following “leaders” on examples from food-world (Activity 2.1)

Reasons for including decision-making in science education (Activity 1.2)

First introduction into pedagogical concepts for dealing with topic decision making (Activity 1.1)

Standalone Learning Activity:

Activities in each subchapter of the module can serve as standalone activity

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Negotiating Social, Political or Ethical Dimensions in Socio-Scientific Issues (SSI)

Module O6 introduces future science and mathematics teachers to the framework topic "Mobility" in an innovative way, providing points of contact between their own life experiences and scientific concepts from science and mathematics. The expected impact is that future teachers will be able to understand the interaction of environmental, technical, and social aspects of environmental SSI and how the heterogeneity of needs in society poses challenges to technological solutions. They will be able to look at the exemplary topic "mobility" from different perspectives and transfer the underlying pedagogical approaches to other environmental SSIs. Module O6 is designed to be transferable to other educational contexts such as teacher training or classroom teaching.

Lead Partner: Universität Klagenfurt

Purpose:

Raise the future teachers' awareness of which different perspectives must converge in a problem area relevant to everyday life to develop socially sustainable solutions. They should discover that there are meaningful circumstances in the direct everyday environment of the students that can be used for SSI teaching.

Aims:

In this module future teachers in initial teacher education shall explore the topic of mobility and learning about its potential as an SSI with a special focus on decision making regarding different perspectives.

Exemplary Covered Topics:

Physics:

Calculation of velocities

Acoustics

Measuring instruments

Mathematics:

Calculating averages

Different types of diagrams

Biology:

Effects of noise on health

Human hearing

Mobility topics:

Mobility planning

Decisions for means of transport

Environmental problems caused by mobility,

Economic and social aspects of mobility

Mobility research methods

Learning Outcomes:

Both, teacher trainers and pre-service teachers will acquire:

Awareness about the interweaving of scientific, political, ethical, and social perspectives in real decision-making situations

Awareness about mobility related issues in everyday life, which are suitable as a basis for SSI teaching

Awareness about one's own attitudes and beliefs regarding social, political, and ethical dimensions in relation to mobility

Knowledge about mobility research topics and methods and perspectives of mobility policy

Skills on working techniques of mobility research that can also be applied at student level

Awareness that dealing with mobility related socio-scientific issues can be linked to curricular goals

Awareness that dealing with mobility related socio-scientific issues can be linked to the goals of sustainability education and citizenship education

Skills on selecting locally relevant mobility topics as example for the interaction of different perspectives in decision making

First knowledge and skills on how to deal with mobility related socio-scientific issues in their future math’s and science teaching

Skills on including social, political, and ethical dimensions in day-to-day teaching

Standalone Learning Activity:

My Mobility Pattern:

Students in teacher training create concept maps of their personal routes and goals and the means of transport chosen for them.

In small groups they compare their diagrams and explain their mobility decisions.

Together they create an overview of the pros and cons for each means of transport and calculate the modal split of the group.

Municipality council:

The intention is to outline the diverse perspectives of mobility decisions and to create awareness of the complexity of evidence-based decision making.

In a role-play, the pre-service teachers slip into the roles of members of a municipality council in small groups, which debates traffic planning in the town. Depending on the department (e.g., health officer, environmental officer, financial officer, economic officer, social officer...) the topic is viewed from a different perspective and based on different background material.

Each officer suggests a mobility related measure for the municipality and the council debates about these suggestions.

The municipal council draws up a list of measures on which there is agreement, which lead to controversy and which data are still needed for a decision.

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Aims of Socio-Scientific Issues and the Curriculum

The module O7 is a module for Higher Education to be used in lectures and seminars for mathematics and science students in Initial Teacher Education courses. It focuses on the aspects of environmental SSIs that can be connected to mathematics and science school curricula and on how prospective teachers can include these issues in their teaching. It is innovative since it analyses curricula in relation to environmental issues and connects them to day-to-day teaching by supporting future teachers in adopting such issues in their teaching practices. Moreover, it supports teachers in evaluating and analysing students’ arguments since most of these issues are controversial in their nature.

Lead Partner: Ethniko Kai Kapodistriako Panepistimio Athinon

Purpose:

To show aspects of how environmental socio-scientific issues (EnvSSI) are related to educational objectives, how they are intended in the curricula and can be implemented in the classroom.

Aims:

The module aims to provide specific directions related to teaching and learning EnvSSIs.

Exemplary Covered Topics:

Theoretical frameworks for analysing students’ argumentation

Classroom exemplary tasks

Ways for evaluating students’ tasks

Learning Outcomes:

Pre-service teachers develop awareness about:

characteristics of embedding EnvSSIs in national curricula

challenges might face when handling controversies and uncertainty

Pre-service teachers will develop skills on how:

to design a role-playing scenario

to analyse students’ arguments

Standalone Learning Activity:

The case of Lake Karla, Activity 3.2

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Beliefs on Teaching Socio-Scientific Issues (SSI)

Socio-scientific issues are value-laden, and our personal beliefs interfere with how we understand and teach them to our students. This module O8 focuses on supporting pre-service and in-service teachers: (a) to understand their own beliefs about socio-scientific issues, (b) understand how beliefs can influence how we teach about socio-scientific issues, (c) provide a tool (a questionnaire) for the teachers to explore their own beliefs, and (d) presents real examples in the form of vignettes about how students’ beliefs interfere in the discussion of socio-scientific issues.

Lead partner: University of Nicosia

Purpose:

This module helps preservice teachers recognize how their own beliefs, narratives, cultural backgrounds, and personal identities can influence their choice to teach and how to teach SSI.

Aims:

An appreciation of their own beliefs on specific SSI

An understanding of how their beliefs, or those of their students can influence the discussion of an SSI

An exploration of cultural backgrounds and personal identities as issues hindering the discussion of SSI through case studies

Teaching practices and pedagogical strategies to help them in introducing SSI in their classes

Exemplary Covered Topics:

Beliefs about teaching SSI

Questionnaire to identify beliefs

Examples of how beliefs influence the teaching - vignettes with example from three topics (GMOs, invasive species, alternative source of protein) and how different teachers approach each based on their beliefs

Pedagogical approaches that will allow us to identify our students' beliefs when we teach SSI

Learning Outcomes:

Teachers will:

recognize and reflect on their own beliefs, narratives and biases teaching SSI

Pre-service teachers will:

understand their limitations when it comes to teaching SSI, and

reflect critical on SSI

Standalone learning activity:

As part go this module a questionnaire was designed to help the teachers to identify their own profiles in terms of teaching SSI. This questionnaire could be used as a standalone learning activity.

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Developing a Socio-Scientific Issues Lesson I - Focus on Didactics

Module O9 is about the plastic dilemma and how this topic can be used in schools. Schools have a responsibility to educate sustainability literate children and one of the overall aims is to promote children’s action competence. To achieve this, we need to work with their knowledge, willingness, and consciousness, and help them to see different perspectives of complex problems, e.g., environmental, societal, and environmental perspectives. Through O9 future teachers get ideas on how to include these three aspects of the plastic dilemma in their teaching, and to prepare children’s participation in societal debates on this dilemma. Experiences from working with one dilemma like this might be useful for other upcoming dilemmas as well. The plastic dilemma is highly relevant both nationally and internationally, and close to children’s everyday life, and therefore a very motivating SSI for children to work with.

Lead partner: Norwegian University of Science and Technology

PURPOSE

Support pre-service teachers in designing SSI lessons on plastic waste, that are related to ESD and IBL.

AIMS

Learning dimension: Pre-service teacher get knowledge and awareness about plastic as a waste problem.

Amounts and type of plastic

Impacts

System understanding

Teaching dimension: Support pre-service teachers’ skills to implement SSIs and plastic waste.

Dilemmas

Education for sustainable development (ESD)

Inquiry based learning (IBL)

EXEMPLARY COVERED TOPICS

The plastic dilemma as an SSI

History and background of plastics

Plastic categories and properties

Plastics as an environmental hazard

Microplastics

Recycling plastic bottles

The plastic bottle as marine waste

The plastic bottle and landfills

Designing a lesson

LEARNING OUTCOMES

Pre-service teachers will acquire:

knowledge on different aspects of the plastic dilemma: historic, economic, social, environmental

experience in approaches to teach plastic dilemmas in an SSI-perspective

STANDALONE LEARNING ACTIVITY

Find each activity easily in the Worksheet Content Index.

1.1 Plastics is everywhere around us

1.3 Wicked dilemma about plastics + 1.4 Plastics and your school context

1.5 Introducing the plastic bottle and its part in society (Teaser)

1.6 How much water, oil, carbon dioxide and money can you save if you don’t use plastic water bottles?

1.7 Wicked dilemma - debate

2.2 Collect different plastic +2.3 Identifying different plastic (experiment)

3.2 Recycling plastic bottles – as an SSI

3.4 Recycling in your country

3.6 Recycling and energy saving: Energy calculator + 3.7 Recycling into new products. How to make clothes from plastics? (experiment)

4.7 Art projects

5.2 Alternatives to plastic bottles

6.1 Designing a lesson – a case approach

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Designing a Socio-Scientific Lesson II - Focus on Methods

Module O10 “Lesson Planning – Focus to Methods” supports future mathematics teachers in designing SSI lessons based on the nature of SSI and particular features of SSI. The aim of module O10 is on enabling future mathematics teachers to support their pupils and students in developing scientific competencies, transversal skills like creativity, critical thinking, and reasoning and in taking into account the social, ethical and cultural aspects related to SSI when designing mathematics lessons in context with environmental socio-scientific issues. Future mathematics teachers will learn methods how to redesign existing lessons or projects dealing with SSI and also how to find suitable and motivating topics for designing their own, original lesson accompanied by modern methods for promoting the importance of mathematics competency.

Lead partner: Constantine the Philosopher University

Purpose:

Reflection and critical analysis on specific designs on SSI lessons.

Examples of lessons designs on SSI where activities of creativity, critical thinking and reasoning are dominant.

Deeper understanding and stronger appreciation of the usefulness and effectiveness of STEM lessons which focus on the development of creativity, critical thinking and reasoning in relation to SSI.

Pedagogical concepts for dealing with SSI and provoking creativity, critical thinking and reasoning.

Aims:

Redesigning existing lessons

Designing own lessons with given topic (tree, water)

Reflection of designed lessons

pedagogical concepts and methods

usefulness of mathematics and science knowledge for SSI lessons topics and citizenship

Exemplary Covered Topics:

Aircraft transport elements and needs

Running water (river) characteristics and importance

Science in outdoor observations and walks

Tree as an important environmental object

Water as the source of energy

Carbon footprint

Learning Outcomes:

Critical analysis

Creativity in design lessons

Reflection and assessment skills

Digital technologies and educational applications usage: MathCityMap, carbon footprint calculators, Socrative test system)

Soft skills: own work presentation, constructive feedback

Using of digital technologies

Standalone Learning Activity:

Reading existing lesson plans and solving problems

Critical analysis of existing lesson plans, promoting results and tasks solutions

Designing own lesson plans

Critical analysis and assessment, peer review

Reflection of own work, essay

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SCAFFOLDING

In this module future teachers in initial teacher education are introduced to support their students in dealing with complex environmental socio-scientific issues (SSI) by providing a scaffolding framework. Educational research has shown that students often struggle with open problems. Meta-knowledge about the process to be followed can support students in dealing with these tasks and in deciding which step they should perform next. The intention of this module is to strengthen future teachers’ competences in how to use scaffolding and meta-knowledge frameworks to deal with environmental SSI and to develop a deeper understanding of the benefits for their students through meta-knowledge approaches.

Lead Partner: Universität Klagenfurt

Purpose:

A module for HE to be used in lectures and seminars for science and mathematics students in initial teacher education as well as in advanced training for teachers.

Aims:

The aim of this module is to show pre-service teachers how they can support their students in dealing with a complex environmental SSI by providing a scaffolding framework.

Exemplary Covered Topics:

Forest

Climate change

Learning Outcomes:

Experience in dealing with environmental SSI involving forests

Awareness of everyday ecological issues that are suitable as a basis for SSI teaching

Skills on how to explore, analyse and recognize interrelationships

Awareness that dealing with environmental socio-scientific issues can be linked to the goals of mathematics and science education

Awareness about the necessity that teaching science and mathematics should also include dealing with environmental SSI

Examples of scaffolding connected to forest issues

Knowledge that dealing with environmental socio-scientific issues includes transversal skills like critical thinking as well as ethical, social, economic, and moral issues

Standalone learning activity:

Pictures of forests: The teacher trainer shows a selection of pictures with different forests. The prospective teachers have some five minutes to think about and then choose the picture of their favourite forest and tell a story about it and label their story with some keywords and assign them to various categories. The activity aims to draw attention to the different dimensions of forest.

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Socio-Scientific Issues and Assessment

This module O12 fills a gap related to the use of SSI in class and in the preparation of student-teachers. A literature review showed the need to assess and support students in the development of competencies and skills that teachers wish to develop in their students using SSI. This module provides activities focusing on how assessment can be used to support students in developing these skills and competencies. It also provides student-teachers with the opportunity to reflect on how assessment may be integrated as part of lessons involving SSIs.

Lead Partner: University of Malta

Purpose:

To give pre-service teachers the opportunity to reflect on how students' learning may be assessed in lessons involving SSIs.

To develop competences related to assessment of content and skills related to dealing with SSIs.

Aims:

Challenges associated with assessing skills and competences needed when dealing with SSIs.

Working on an inquiry related to an environmental SSI

Using formative assessment to support students in the development of skills and competences needed for dealing with SSIs.

Exemplary Covered Topics:

Environment

Fireworks

IBL

Student learning assessment

Learning Outcomes:

Pre-service teachers will be able to:

List possible outcomes that may be achieved by students when learning through SSI (Activity 1.1, 1.2).

List possible challenges involved in achieving learning outcomes related to SSI (Activity 1.2, 1.3).

List possible challenges involved in assessing learning outcomes related to SSI (Activity 1.2, 1.3).

Identify limitations of tests or classroom exercises in assessing certain learning outcomes related to skills and competences associated with SSI (Activity 1.3).

Describe the characteristics of an inquiry process related to an SSI (Activity 2.1,2.4, 2.5, 2.6).

Discuss the dilemma involved in taking a position related to an SSI (Activity 2.1, 2.2, 2.3, 2.6, 2.7).

Describe how students can arrive at a decision related to an SSI based on a number of considerations (Activity 2.6, 2.7).

Discuss the skills and competences that teachers need to lead and support an inquiry activity related to SSIs (Activity 2.1, 2.2, 2.3, 2.4, 2.5, 2.6).

Describe the knowledge and competences required when dealing with environmental socio-scientific issues in their future teaching (Activity 2.1, 2.3, 2.6, 2.7).

Use a given rubric to evaluate competences (self and peer) related to science/mathematics content and argumentation (Activity 3.1).

Discuss the benefits of self-evaluation and peer-evaluation on further development of skills and competences related to SSI (Activity 3.1).

Outline how a rubric may be used for formative assessment as part of SSI lessons (Activity 3.2)

Prepare a rubric for formative assessment for an SSI lesson with a specific year group (Activity 3.2).

Discussion on outcomes we wish to achieve when teaching through SSIs and challenges involved in assessing these outcomes.

Involving pre-service teacher in an inquiry involving an environmental SSI related to the use of fireworks in celebrations (Should the use of fireworks be controlled or even banned?) using a science version or a mathematical version.

Using a rubric for self- and peer- assessment as formative assessment during SSI lessons.

Standalone Learning Activity:

See the activities in outcomes.