Where the geographical expanse ends – Space education in primary school. Implementation of inquiry based science education (IBSE) in geography lessons in Polish school
31 paź 2019
O artykule
Data publikacji: 31 paź 2019
Zakres stron: 256 - 266
Otrzymano: 18 maj 2018
Przyjęty: 09 cze 2019
DOI: https://doi.org/10.2478/mgrsd-2019-0024
Słowa kluczowe
© 2019 Jakub Sypniewski, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.
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Topics connected with Space in “old” and “new” Polish Core Curriculum Geography
| Issues from chapters related to the place of the Earth in the Universe and orientation in the field | The “old” core curriculum Nature (classes IV–VI) Geography (grades I–III middle school), student: | The “new” core curriculum Nature (class IV) Geography (classes V–VIII), student: | |
|---|---|---|---|
| Shape and location of the Earth | describes the shape of the Earth using its model – the globe; gives the main features of the shape and dimensions of the Earth | X | |
| lists the names of the planets of the Solar System and organises them according to the distance from the Sun | X | ||
| The history of knowing the structure of the Solar System | explains the assumptions of the heliocentric theory of Nicolaus Copernicus | X | |
| Light phenomena | examines experimentally the straight line propagation of light and its consequences, e.g. Camera Obscura, shadow | X | |
| investigates the phenomenon of light reflection | X | ||
| Mechanism of rotational and circulating motion of the Earth | presents the Earth’s rotational and circulating motion with the help of the model; gives the characteristics of the rotary motion; gives the characteristics of the Earth’s circular motion | demonstrates using the models (e.g. a globe or tellurium) the rotational motion of the Earth; determines its direction, duration, places of sunrise and sunset, and solar noon; demonstrates using planetary (e.g. tellurium or globe model) motion models | |
| Consequences of the Earth’s rotational and circulating motion | Day and night | finds the relationship between the Earth’s rotational movement and the change of day and night | explains the relationship between the rotational movement and (...) the existence of day and night, the daily rhythm of human life and nature |
| Visible wandering of the Sun | X | describes changes in the position of the Sun above the horizon during the day and during the year; indicates on the terrain and on the diagram (or horizon) of the place of sunrise, sunset and the Sun towering during the day and at different times of the year; explains the relationship between the rotational movement and the visible wandering and towering of the Sun | |
| Seasons, lighting of the Earth | shows the relationship between the planet’s circulation and the changes of the seasons; presents (also using own observations) changes in the Earth’s lighting and in the duration of day and night in different latitudes and seasons | presents changes in the Earth’s lighting in the first days of astronomical seasons | |
| Solar time and zone time | uses the following concepts with understanding – rotational movement of the Earth, solar time, zone time; explains why time zones and date change boundaries were introduced; uses the map of time zones to determine the difference between zoning and solar time on Earth | explains the relationship between rotational motion and the occurrence of time zones | |
| The height of the Sun above the horizon | sees the relationship between the altitude of the Sun, the length of the day and the air temperature during the year | explains the relationship between the altitude of the Sun and the length and direction of the shadow; measures the altitude of the Sun during fieldwork and compares the results obtained at different times of the day and year | |
| Lighting zones, landscape zones | X | shows the relationship between the Earth’s circulation and its lighting zones, and the zonal diversity of the climate and landscapes on Earth | |
Levels of inquiry
| Level of inquiry | Information given to students | ||
|---|---|---|---|
| Question | Methods | Solution | |
| 1 – confirmation | X | X | X |
| 2 – structured inquiry | X | X | |
| 3 – guided inquiry | X | ||
| 4 – open inquiry | |||