BASIC INFORMATION
- Local: Middle school in a central region of the country
- Interdisciplinarity: Science and Mathematics
- Participants: 22 students
- Age: 9-10 years old
- Duration: 90 minutes
- Partners involved: Institute of Education, University of Lisbon (IE-ULisboa)
Objectives of the activity
The main objectives of this activity were:
- Identify the properties of air and some of its constituents.
- Name the main gases that make up air.
- Produce oxygen and carbon dioxide and know how to identify them.
- Learn about anthropogenic activities that contribute to air pollution.
- Carry out experiments, observe, collect data and draw conclusions.
- Apply critical thinking and problem solving when facing challenges during the activity.
Description of the activity
This LHA took the form of a workshop and was implemented in a school in the central region of the country in January 2024, during a science week. Twenty two 3rd grade students took part in the activity, 12 girls and 10 boys. The activity lasted 90 minutes and revolved around a problem centered on air quality.
The LHA followed an inquiry-based learning approach and began with the students exploring the main constituents of air gases. They were then asked to carry out an investigation in which they had to identify the necessary materials and develop a procedure that allow them to produce two of the gases that make up air – oxygen and carbon dioxide. The students then carried out the activity they had planned and drew conclusions. Finally, they had to identify – using the flame test – the two gases they had produced. The activity ended with a discussion with the group of students about anthropogenic activities that contribute to air pollution. Facilitators provided support and guidance as needed, encouraging autonomy and self-directed learning.
Knowledge, skills, and attitudes developed by the learners
Learners developed their knowledge of the properties of air and some of its constituents; the production and identification of two of the gases that make up air – oxygen and dioxide; and the main anthropogenic activities that contribute to air pollution. They also developed skills related to planning and conducting experiments, making observations, collecting data, and drawing conclusions. The LHA also allowed them to solve a problem, make decisions, and work in groups.
Difficulties experienced by the learners and the strategies developed to overcome these difficulties
Learners had difficulty planning the experiment and drawing conclusions. Oral feedback from the facilitators was important.
Key Success Factors of the LHA
Key success factors included the implementation of an experimental activity based on an inquiry-based learning approach, which facilitated active engagement and deep learning. Another important factor was group work. In this workshop, students worked in groups of 4, which allowed for discussion and negotiation of ideas.
Our perspectives on the relevance of the LHA
This LHA allowed the students to explore, among other things, the components of air and the main anthropogenic activities that contribute to air pollution. This exploration was fundamental for the students to begin to develop their critical attitude towards the role of humans in air pollution. It is hoped that the LHA has made students aware of a global problem and how everyone can contribute to reducing it.
Picture: Instituto de Educação (IE)
OUTCOMES
The LHA was a success and the feedback from the learners was very positive. The LHA helped motivate the learners to learn science and also allowed them to develop various skills. The learners’ engagement and enjoyment of the LHA was evident throughout the workshop. The level of challenge of the LHA associated with IBL was appropriate for the age group of the learners and despite the difficulties in the planning phase, the learners showed learning in terms of developing skills associated with scientific processes. The development of the experiment, when learners produced oxygen and carbon dioxide, was one of the aspects most appreciated by them. Another very important aspect in the development of the LHA was the possibility for learners to work in groups. The difficulties they experienced were often overcome through group discussion and negotiation of ideas. The oral feedback given by the facilitators was also seen by the learners as a positive aspect that allowed them to develop their learning.
