This module builds upon the understanding of the nature, scope and objectives
of coastal and marine studies developed in Module 1.
It combines these understandings with participants' previous experiences
as teachers or students to help identify principles of 'best practice' for
teaching in this area. These principles relate to forms of curriculum organisation,
content selection, teaching and learning methods, selection of resources,
links with the community, preservice teacher education and continuing professional
development. As such, the module presents an introduction to the themes
of later modules in this series.
The objectives of this workshop are:
- to develop an understanding of the concept of 'best practice' in education;
- to identify principles of 'best practice' in teaching coastal and
marine studies and to organise them into a coherent, pedagogical framework;
- to recognise the critical importance of incorporating indigenous perspectives
in a 'best practice' framework; and
- to evaluate examples of teaching coastal and marine studies against
There are five activities in this workshop:
This activity is an icebreaker where participants share their ideas
about 'best practice' in education and, in particular, in coastal and
marine studies. The objectives of the workshop are also introduced here.
- Defining 'Best Practice'
Participants develop a Best Practice Framework for coastal and marine
studies in this activity and compare it to a sample framework developed
from research in fourteen schools across Australia.
- Guidelines for Including Aboriginality
in Environmental Education
This activity encourages the involvement of Aboriginal community members,
educators and/or resource managers in ensuring that Aboriginal perspectives
are incorporated into 'best practice' in coastal and marine studies.
- Windows on Classrooms and Schools
Two options are provided for this activity. In the first option, six
lessons on coastal and marine studies themes are evaluated against the
Best Practice Framework developed in previous activities. Where time
is available for extensive reading in the workshop, the second option
uses the Best Practice Framework to analyse three school programmes
in coastal and marine studies .
The workshop ends with participants making a personal inventory of their
skills in implementing a Best Practice Framework for coastal and marine
||Overview of Workshop
||Sharing Ideas on ''Best Practice'
||Sample Best Practice Framework
||Guidelines for Including Aboriginal Perspectives
||Analysing Coastal and Marine Studies, Activities and
||Some Aims, Characteristics and Objectives of 'Best Practice'
||Windows on Coastal and Marine Studies Lessons
||Windows on Coastal and Marine Studies Programmes
||Guidelines for Including Aboriginality in Environmental
B. To be obtained
| Activity 2
||One photocopy of Resource 1 for each
group of 3-4 participants (cut up into slips and placed into
an envelope); one sheet of chart paper per group; pens; glue.
| Activity 3
||Invite Aboriginal participation in the workshop, especially for
this activity, e.g. members of a local Aboriginal community,
Aboriginal educational advisers, or Aboriginal officers in natural
resource management agencies (see Reading 1).
| Activity 4
||A video excerpt of an example of 'best practice' in coastal and
marine studies might be shown as an alternative to one of the six
'windows' or to introduce the activity. One good example is Freshwater,
available from Streamwatch, Corporate Communications Unit, Water Board, 115-123 Bathurst
Street, Sydney, NSW.
Department of the Environment, Sport and Territories (1996) Coast and
Marine Schools Project, Stage 1 - Part 3: Identification
of Best Practice, Final Report, Canberra.
Fien, J., Gerber, R. and Wilson, P. (1989) The Geography Teacher's
Guide to the Classroom (2nd edition), Macmillan, Melbourne.
Hassard, J. (1990) Science Experiences: Cooperative Learning and
the Teaching of Science, Addison-Wesley, Menlo Park.
Naish, M., Rawling, E. and Hart, C. (1987) The Contribution of a
Curriculum Project to 16-19 Education, Longman, Essex.
Slater, F. (1993) Learning Through Geography, Title No. 7
in the Pathways in Geography Series, National Council for Geographic Education,
Trowbridge, L. and Bybee, R. (1990) Becoming a Secondary School Science
Teacher (5th edition), Merrill, Columbus.