Module 6

Module 1 Home





Investigating Coastal and Marine Environments
through SOSE



Workshop Outline

Materials Required

Further Reading


This module provides guidance on the use of enquiry based teaching as a strategy for investigating coastal and marine environments through Studies of Society and the Environment (SOSE). In particular, this module focuses on the 'process' strand in SOSE which incorporates not only 'investigation' skills, but also those of 'communication' and 'participation'. These skills help students to study key questions, issues and problems in the coastal and marine environment not just as ends in themselves, but also as part of the process of becoming an active and informed citizen who is knowledgeable about coastal and marine issues and willing and able to work with others to enhance the quality of coastal and marine environments.


The objectives of this workshop are:
  • to promote an understanding of approaches to enquiry based teaching in coastal and marine studies, especially through the Key Learning Area of Studies of Society and the Environment;

  • to develop an ability to evaluate approaches to enquiry based teaching and learning,

  • to develop an understanding of the skills needed for enquiry based teaching and learning,

  • to develop an appreciation of the barriers to the development of enquiry based teaching and learning, and

  • to develop the ability to plan enquiry based teaching and learning for coastal and marine studies.

Workshop Outline

There are five activities in this workshop:

  1. Introduction
    The introduction begins with an icebreaker activity followed by an overview of the workshop aims and outline. The introduction also includes a guided imagery exercise to focus participants on the characteristics of enquiry based teaching.

  2. What is Inquiry Based Teaching?
    Workshop participants engage in an example of enquiry based learning. This is followed by a mini-lecture on models of enquiry based teaching and their appropriateness for coastal and marine studies. These models are then examined to identify their contribution to the "Investigation, Communication and Participation" strand of the Studies of Society and the Environment Key Learning Area.

  3. Overcoming Barriers to Enquiry Based Teaching
    This involves participants working in small discussion groups to identify opportunities and constraints for teachers to develop enquiry based teaching in coastal and marine studies.

  4. Planning Enquiry Based Teaching
    Participants then have the opportunity to work in small groups to develop an outline for an issue or enquiry based unit related to their teaching in coastal and marine studies.

  5. Conclusion
    The workshop concludes with a summary of the major workshop themes and a review of the workshop objectives identified in the introduction.

Materials Required

A. Provided

Overhead Transparencies

OHT 1 Workshop Objectives
OHT 2 Workshop Outline
OHT 3 Enquiry Based Environmental Education
OHT 4 Environmental Education and Action
OHT 5 A Learning Process for Enquiry Based Environmental Education
OHT 6 Four Enquiry Questions
OHT 7 A Five Step Process for Exploring Issues
OHT 8 Objectives of Coastal and Marine Studies
OHT 9 The Process Strand in SOSE
OHT 10 Skills Students Need for Enquiry
OHT 11 General Characteristics of an Effective Teacher
OHT 12 Characteristics of an Effective Teacher as an Enquiry is Developed



Resource 1 A Guided Journey
Resource 2 Guided Journey Discussion Guide
Resource 3 Catchment and Coastal Pollution
Resource 4 Pollution Events
Resource 5 Newspaper Reports on Pollution
Resource 6 Questions on Pollution Events
Resource 7 The Process Strand in SOSE
Resource 8 Evaluation Matrix
Resource 9 Opportunities and Constraints
Resource 10 Enquiry Unit Planning



Reading 1 A Process for Addressing Environmental Issues

B. To Obtain

Activity 1B Marking pens and chart paper

Activity 1C Relaxation tape ( optional)

Resource 2 for each small group of 4-5 or facilitator prepared slide presentation

Activity 2 Cut up sufficient copies of Resource 4 and place them in envelopes so that there is one set for each 4-5 participants

Activity 3 Resource 9 one for each small group
Three - four A4 or A5 sheets of paper or cardboard for each small group.
One thick marking pen per group
Tape or bluetack

Activity 4 Resource 10 enlarged to A3 size for each small group and paper

Further Reading

Fien, J. and Paden, M. (1994) The Australian Teacher's Guide to World Resources, Griffith University, Brisbane, Module 9.

Gough, N. (1992) Blueprints for Greening Schools, Gould League, Prahan.

Naish, M., Rawling, E., and Hart, C. (1987) Geography 16-19: The Contribution of a Curriculum Project to 16-19 Education, Longman, Harlow, UK.

Pennock, M.T. and Bardwell, L.V. (1994) Approaching Environmental Issues in the Classroom, National Consortium for Environmental Education and Training, University of Michigan, Ann Arbour.