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
- 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.
There are five activities in this workshop:
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
- 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.
- Overcoming Barriers to Enquiry Based
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.
- 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.
The workshop concludes with a summary of the major workshop themes and
a review of the workshop objectives identified in the introduction.
||Enquiry Based Environmental Education
||Environmental Education and Action
||A Learning Process for Enquiry Based Environmental Education
||Four Enquiry Questions
||A Five Step Process for Exploring Issues
||Objectives of Coastal and Marine Studies
||The Process Strand in SOSE
||Skills Students Need for Enquiry
||General Characteristics of an Effective Teacher
||Characteristics of an Effective Teacher as an Enquiry is Developed
||A Guided Journey
||Guided Journey Discussion Guide
||Catchment and Coastal Pollution
||Newspaper Reports on Pollution
||Questions on Pollution Events
||The Process Strand in SOSE
||Opportunities and Constraints
||Enquiry Unit Planning
||A Process for Addressing Environmental Issues
B. To Obtain
||Marking pens and chart paper
| Activity 1C
||Relaxation tape ( optional)
||for each small group of 4-5 or facilitator prepared
||Cut up sufficient copies of Resource
4 and place them in envelopes so that there is one set for each
||Resource 9 one for
each small group
Three - four A4 or A5 sheets of paper or cardboard for each small
One thick marking pen per group
Tape or bluetack
||Resource 10 enlarged to
A3 size for each small group and paper
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,
Naish, M., Rawling, E., and Hart, C. (1987) Geography 16-19: The
Contribution of a Curriculum Project to 16-19 Education, Longman,
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.