"Let's be eco-friendly" PBL learning (project realised during the second student exchange - Poland 04 - 08.06.2018)
"How is nature protected in Poland?"
Problem-based learning (PBL) is a studentcentered pedagogy in which students learn about a subject through the experience of solving an openended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication. The PBL process was developed for medical education and has since been broadened in applications for other programs of learning. The process allows for learners to develop skills used for their future practice. It enhances critical appraisal, literature retrieval and encourages ongoing learning within a team environment. The PBL tutorial process involves working in small groups of learners. Each student takes on a role within the group that may be formal or informal and the role often alternates. It is focused on the student's reflection and reasoning to
construct their own learning. The Maastricht seven-jump process involves clarifying terms, defining problem(s), brainstorming, structuring and hypothesis, learning objectives, independent study and synthesis. In short, it is identifying what they already know, what they need to know, and how and where to access new information that may lead to the resolution of the problem. The role of the tutor is to facilitate learning by supporting, guiding, and monitoring the learning process. The tutor aims to build students' confidence when addressing problems, while also expanding their understanding. This process is based on constructivism. PBL represents a paradigm shift from traditional teaching and learning philosophy, which is more often lecture-based. The constructs for teaching PBL are very different from traditional classroom or lecture teaching and often requires more preparation time and resources to support small group learning.
1. Aims of the project: Student: - knows kinds of power plants producing energy in Poland, - knows kinds of power plants that are not harmful for the environment, - knows how energy is created in hydroelectric power plants, - knows how endangered species are protected in Poland, - can use the Internet to look for information, - can analyse information and draw conclusions, - can use gained knowledge to solve problems, - is stimulated to be active, - can work in a group, - can effectively organize his/her work, - can promote pro-ecological attitudes.
2.Main problems in the project: - What kinds of power plants are used in Poland to produce energy and which ones can be considered as eco-friendly? - How is energy produced in hydroelectric power plants? - How are endangered species protected in Poland? - How can pro-ecological attitudes be promoted in schools?
3.Tasks and instructions Task 1 Power plants in Poland Instructions for the students: Using the Internet find what kind of power plants are used in Poland to produce energy. Determine which ones are the most friendly for the environment and which destroy the environment. Task 2 Hydroelectric power plant. Find out how energy is produced in hydroelectric power plant. To do so visit such a plant, talk to a plant worker and gain all the relevant knowledge. Task 3 Endangered species in Poland. Using the Internet find out what are the means of protecting endangered species in Poland. Visit Tatra National Park and Magura National Park. Find out what are the responsibilities of the national parks and what species are protected there. Task 4 Promoting pro-ecological attitudes. Working in three groups paint an ecological tree. Place there ecological symbols and display the paintings in a commonly visited place so that a lot of students, parents and teachers could see them.
4. Project effects and products: Due to the project students will gain/develop certain knowledge, abilities and skills: - ability to look for specific information on the Internet, - ability to select data and materials, - ability to think creatively, - ability to work in a group, - ability to organise his/her work, - ability to address and solve problems, - knowledge on power plants used in Poland, - knowledge on how hydroelectric power plans work, - knowledge on the role of national parks in Poland, - knowledge on the system of protecting endangered species in Poland, - artistic skills.
Project products: - paintings promoting pro-ecological attitudes. Other effects of the project: - promoting creativity, - promoting pro-ecological attitudes.
Realisation of the project. Task 1 Power plants in Poland In Poland electric power is produced mainly in coal power plants, gas power plans, hydroelectric power plants and wind power plants. The most common are coal power
plants which use coal in the process. This kind of plants is the most harmful for the environment.
▄Coal power plants (hard coal) plants
▄Coal power plants (brown coal)
▄Industrial
power
▄Gas power plants
▄Hydroelectric power plants
▄Wind power plants
As shown in the graph only 3,29% of power plants in Poland can be considered to be eco-friendly.
Over 88% of Polish power plants use hard or brown coal to produce energy. This kind of plants is the most harmful for the environment.
Task 2 Hydroelectric power plant To learn more about the "clean" power plants we visited a hydroelectric power plant in Niedzica. It was built in 1997 and it is the highest earth dam in Poland. The water runs from the reservoir to the plant in two tunnels, each of 7m diameter - drilled in rocks. It produces up to 92 MW of energy.
Task 3 Endangered species in Poland In Poland endangered species (animals and plants) are protected mostly by forming restricted areas called national parks. They are protected by law and entering the area is regulated. There are 23 such areas in Poland. Their aim is to protect the endangered species, supervise tourism in the areas and educate.
To learn more about national parks we have visited two of them: Tatra National Park and Magury National Park.
In those parks there are protected a lot of animals like golden eagle, lesser spotted eagle, falcon subbuteo, eagle owl, deer, lynx, wolf, ermine, brown bear, alpine accentor, wallcreeper, water pippit, Tatra chamois, groundhog, common toad, Carpathian newt, common buzzard and black stork.
Task 4 Promoting pro-ecological attitudes. In this task we worked in three groups. We painted trees with ecological symbols which are to promote pro-ecological attitudes. These paintings are placed in Polish school so that everyone passing by could see them and reflect on how to help our environment.,