Teaching methodologies for population education: inquiry/discovery approach

118 Pages·2007·4.86 MB·English

WERSING
GR RATA
EDUCATION)

eRINQUIRY/ {DISCOVERY

° VAS GAO
WERENT
METHODOLOGIES
FOR OPA
EDUCATION)

° EIR /ORSavaR?
O VANES CIATION

= Popuation Edveaton Prrenine
Ung dnt auctor Ade and sh Peto
= Bee,
© vaevo 1986

Pablished by the
‘Unesco Regional Office tor Education in Asia and the Paci
PO, Hox 1426, General Pout Oifice
Bangkok 10800, ‘Thadlanl

ted Third

‘The designations emplayei and the presentation of material roughout
‘the publication do not imply the expression of any opinion whatsoever on
the art of Unesco concerning the legal status of ery country, temitary, city
ov area or of ts authorities, or concer ts frontiers ov boundaries,
Introduction.

Section

The
Hon

conTENTS

Inqulry/Discovory Approach a 2 Teaching Method For Population Educa:

A thecal Dscusion of tnvin/isconery Aprons a «‘esching
Method for Population Bdusatlon .

Sumple Lessous on Inquicy/Disvovery Approach
8) Inguiry Agptoach on Determinants of Kumlly Sea
) Effects of Family Sio, Posty and Spacing on Hoalth

© Some Consequences of Rapld Population Growth ov Commanlty
Healt

4) fects of Rupid Population 6

ovrth on Foad Prodvetion

2) An Inguity-Oriented Teaching Unit on Fopulstion Giowsh aud
Bvonomle Progress perenne i

1D Inquiry Approach to the Bifects of Poyation Growth on Secio-
Bconeanle Developmeat we peittetesee

Seetion 2+ Values larlfcation Teaching Method fur Population Education

‘A Thooretical Discusion of Valuos Clarification au Teuctng Method for
Poputation Hducation eerereenneens

Sample Lessons on Values Chifieation
2) Valuiug Process by Rath, Hi
6) Values Processing on Family Size

and Simo

© Yopualon Education: Touching Prooess for Teaching » Mot
Dilemma :

Fou Phases of Yahi Csiiston: 6 Applian to Population
Edueatlon

©) Life Career Game by Barbara Verahorst
0) Developing Empathy Vie Song)Peotry
a vs

hh) Value Clarification Siestogies Using Vations Springboatds such as
Pictures, Values Sets, Values Grid und Personal Cont of Arms

2s Clartiation on Delayed Va, Uaty Martie

109

102
INTRODUCTION
HOW TO TEACH POPULATION EDUCATION

‘This puckage Jo the eommpinion material for tho Abstact-Bibliography Series 5 cntiled,
ashing Methodetogics for Population Haucation", and the 30-minute video programme of the
same ttle, The absireet bibliography sales provides a comprehensive Usting of abstracted roference
materials on a variety of teaching methodologles, while the 3Omlnute video progranne serves 383
springboard for trining discusions. This packegy focuses on more substantive procedural Buide-
lines and serps lessona for two teaching methods. the discovery or Inquiry approweh and values
‘slaitcation ws applied in population education.

‘Yhe fetching of population education requires aubject competence and the mastery of
on traditonal teaching methods, Population is a voluetaden subject. Because the subject matter
is controversial, shais should cot bo imposed; tho teachor nist help the students make respon-
sible decisions srrved at from s rational study of alteratves. Aldlough the teacher must gre
students access fo facts, he eannot simply hand down ready-made answers. ‘The students must
be aiven the oprostunity ta oxplore their own feeling, thloking urd valle strneticeeegaeding all
lke posible aspecis of the phenumienon. Thin prooras will enable the students to make sepponsble
decisions regarding theitroproduelin behaviour nov and in the Mite

In thls context, the appropriste method used to teach populaton educstion ie not dhe
traditional lcture method where the teachers toll studonts how to behave or what to say. In the
ideal teaching situation, the students ar given the opportunity to study various aeratives and
the prot and cons of an Stsuc, an whlch they catlonally bese thoir answers, Examples ofthese nom
(raditional teaching methodologies include the inouiry or discovery approach, problem-solving,
values clasfcetion, und gamefrele playing. Only a fow counties in Asia are seicusly attempting
{o ase these methadolosies Ln tosching population education, Even thea, the undesstandiag and
use of such methods sil leaves much fo be desired,

Tue. primary purpose of this puckege is, thus, to demonstrate stop-by-iop how Hesse
methodologies sre used and more concretely, how they can be applfed tn teachng specie sues
‘population educution. Trainers end teachors a0 tho target audionces of this package; howeves,
urdenlunn developers and stodents will geatly benefit from ts material as well

“This package consists of two bouklets coverig the discovery or inqulry-oiented approach,
and values clarification. Each part presens fist @ theoretical discussion of the touchicg method
logy tha includes Its definition, its relevanee to population education, some cutsanding charac-
fersdes that make it suilahe for teaching population education snd what esearch studies huve
ascovered with regard to Its effectiveness. Then, the actual procedure for applying the method
ology 35 given in a stop-by-step ananner, including guidlines for tenchers ond implications tor
slaseroom teaching. To demonstrate mote concretely haw the aiethodaloay is appiied to specific
posttution education sues, a numberof sixaple lessons are presanted.

Part Ono, the dscovery/iiguinrortented approach, consists of sic summple lessons. These
sample lesions deal withthe following population toples: determinants of Family szo,consequenes
‘of mpid populalion growth for connmuaily kelly effets of population grewtlt en sorloecouunile
‘development; effects of Family vize, party aul spacing on th houlth of Ihe another and other Emily
rnnbers aul effects af population growth on food production.

Part Two, Values clvifeaton, consists of 10 sanple escous which use @ vaeety of vakies
sfarfication strategioe such as: (@) tha valuing process by Raths, Harmin and Sinan; (b) values
‘luitiation through the use of songs snd poetry; (6) moral dilemma strategy; (A) socal Issues
‘model, (e) use of pictues, values votng, selBcantedets, values grid, values sheets, { Leummed State-
rents, 20 Things You Love 1's (ba, Personal Coat of Arras; and (6) Fone Phases of values clallea-
tion, The majority of the lessons dea! With sles that voncern urily sige and values regarding tha
pros and eons of population control

Readers wll ee that the learning strategy described and justifed inthis document requires
studeats te develop sills f discovery initiative and ereatiity, Ft also expects them to approech
vobloms with sn open inind, study evidence carefully and make judgements on tel own wean
and for vonsideation by utter peuple. If threskill and ulitudes ure to be regnrded as important,
then testing procedures to see that they are acqulred nist be parr of the foratlve aad sunuative
evaluation systems of schools and school systems. The development of suitable tert praceduros is
an ongring task, af efforts are made ta ensure thal education serves te Duke needs of tody"s
students,

‘The majority of the lsons haze boon compiled (extracted and reprinted with permission)
from materials and publications produced by tho Population Educetion Programme of the Mlulsry
fof Education, Culture und Sports, the Population Centre Foundation of the Philppincs and the
‘Unesco Regional Office for Hdveation in Asia and the Peelfl, The malo reason why the malority
fof he lessons are decleed fin the Phitlopines Is that ills the only country in Asia which i
seriously using Unese nomteditional teaching mothodologies in population education. We Tope
{hat the experlence gained In the Fhilippnesin the applcatlon af these methodologes will be of use
10 other countries inthe tegen,
‘THE INOUIRY/DISCOVERY APPROACH AS A TEACHING METHOD
FOR POPULATION EDUCATION
Ingutrylalcovery approach: thearettee! diction

A THEORETICAL DISCUSSION OF INQUIRY/
DISCOVERY APPROACH AS A TEACHING
METHOD FOR POPULATION EDUCATION*

Introduction Objectlv

‘The reader shoul be able to:

1 Define the ingulty approach and its we
in population education

2 numerals some of the characterises of
the inguy approach
3. Apply the steps of the Inquizy approssh
is she cisscom
A 4. Distingulsh the inquiry approach from the

expository approseh a6 a teaching method.
when presented with a toaching situation

5. Apply the guidelines and sanuple teaching
“General Inssons in the clisseoons
, 6. Deseribo the tole of the teucher in the
Inquiry apptotch teaching
Population education is slined a& Influencing the studen(s altitudes and behaviour over
time, until thay become paronts. It is taken for grated that the subjecl matter is controver
sal

‘These two considerations necesitate developing ina student the skllsfor making response
Aecions about te controversa] issue of his reproductive betwsiow. In making responsible
decistons, the student has to have completelnformatlon concemingar Ise, Only through an analy
sly oF the pros and consand exploration of altornatlveastions can the stodent ative ata responsible
Secision

Gisen this objective and the controversial nature of the subject matter, it i obvious that
(he teuching methed appropriat: to populotion education carmor be ont in isch the teuchor
Aiotatorially els students that sts behaviour Is the night one and all others are wrong, Rather, tho
ideal teaching method should present and evaluate plausible alleratiresin ters of the advantages
and disadvantages associated with each, And on the basis of thi evaluation, «glicn alternative Is

{Teheran ye Asp tg publ

fete meu of epson easton, Book ae Renal Ot fy

2. yume, mess on the fect of te ney ere A Hednetd fr opto sb
Mekoti Populs oo Centre Foungatbon, 1976, p. 17-22. -

4 Yonex, Paton eum, «oie 8k a emer & methadhgy nga Uk Rll Of for Blvcnn
Teaching methodalogseson population eaucction

elther accepted or rejected — with the clear understanding Oat the tight decision for one may he
tho wrong decision for another. In short, what the population edueation programme sims 10
develop ia the typo of student who can freely make responsible éecions rather than one who will,
‘auton.aloily and unthinklngly, decide on small family

‘Ths programme alms to develop the type of students who can observe, describe, predict and
understand what changes Ia population mean: what is th effect on the Famly of having few or
‘many child, what sth effect on society of having ay more younger people than older people
{the population; what affect the growth of population more ~ birth rates or death vates, ete. If
students are personally involved in the process of learning about the population situation end feel
that they arived at an understanding of the situation themselves, then the kaowledge will be more
ricsning(ul than I were given in a lecture, As acest the Influence on the students’ attitudes
And betviour wil be deoper and more hsting.

1s not surprising, therfore, that In choosing the teaghing method to use in population
cdueation,eureiculum developers have settled on the so-called dlscovery oF mquizy approach,

What is the inquiry approach?

‘Tho inquiry approach Isa teaching style where the learner, with the miimum guidance
‘from tha teacher socks to discover and ereete an sneer to aacognized problam by:

1. Defining a problem

2, Formulating the hypothesiz/os

3, Gathering data

4. Roporting data! findings

&, Testing the hypothesis !es

6. Formulating a conclusion

7. Stating one’s commitment or applying the
conch

Inguiy is not the discovery of an answer that iiftedfeomta book Ut rather, the velop
tment of ah answer by the leamer Pers, based on the result of hi own investigulons, Thlszneans
that in his search for the unwer ta Uie problem, the student poros over several sources of tolerant
Information, alyzas these, organizes the information, voneludes und Uevides ow the best alterue
liye saloon. rinfy defined, the Iaquly approach means getting answors to quostions through the
collection and analysis of dats.

fac tec “Tnyuley approach” has Deon usd interchongcably with such tecms as Naisovery
spproach”, “problem solving", induetlee method”, “deductive method”, “eoncoptunl aprosch",

4
{Enquiry fatecovery approach: theoreseu dscusson

“process approtc”, and Socratic questioning. This causes some confusion, While i i trac that
these terme do not involve exactly the sume stepe, they share one common point, which I the
placing ofa high premium on the learser’s thinking and finding. In al these approaches called by
‘one name or another, the Iearners are actively involved in the process of invsilgating, searching,
defining 2 problem, formulating hypothese, gathering and interpreting data, and forminga conely.
sfon,

‘To resolve the confuslon, the Inquiry approsch has been redefined by Massstas aud Cox.
(1966: 1213) ax an anvironment of ofientition of teaching ded learning rather than a speciGc
‘mathod, Teaching mothodology can be viewed as a continuum of sllernativs, with the traditional
expository inethod at one extreme and the inquiry approuch atthe otter. Ths difference between
{he discovery approach and te expository mothod of tesching is that i the traditional approach,
the tessher controls the Information which is fo be discunsed, Th teacher sts the (emework and
calls upon the stadents to fill iu the sequence of information which she wihes to develop throught
Knowledge recall and marnorization. On the other hand, the discovery method requles move
lan just remembering Information. ‘The students are actively involved in the processes of defining
‘peabiers, categaizing data, setteg typotheses and taking pesitlons to develop crtialthlaking,

Characterlatles of a reflective classroor

41. There is ae open climate for
discussion,

All polis of view are entertained and
accepted as tentative answers Gut mest
investlaaion, fis promoting a wl
some tockl’ atmosphere whlch & very
Impertant in camying aut the process of
Inquiry.

2. Focus is on hypotheses.

he dlcusslon Is centred om the
hypothetical) solutions of the problem
land the nature of the hypotheses theme
‘aver, oth students and teachers must
engage in continuous Tearing interac-
Hon, gather data relevant to the hypoth-
set, reviso their ideas and tiy agen,
The clasatoom climate then becomes
fone. of egotiation aad willingness
modlfy one's Mess based on avallible
facts,