16 Module title: : Introduction to Climate Education • Analytical tasks: One aspect of knowledge is understanding how things are interdependent and how they refer to each other within a subject. In the case of an analytical task, students are asked to look closely at one or more things, to find similarities and differences, and to emphasize their importance. They can look for cause-effect relationships between these things and discuss their implications and meaning. Such a well-defined task involves more than a simple analysis of the results obtained. • Thinking tasks: Thinking tasks present students with a series of elements, which they must clarify or evaluate, or involve making a decision from a limited number of options. Usually, but not necessarily, students take on various roles in completing such tasks. • Scientific tasks: Scientific methods have led to the creation of technologies that allow the use of a vocabulary specific to the field. Access to science has become common to all members of society and it is very important for a student to know, from the first year of school, how science operates. Sources of information represent a set of resources needed to perform the task (WWW links). These can be: • web documents; • experts (which can be accessed by e-mail or video conferencing); • databases accessible on the Internet; • books or other documents accessible to students in traditional form The process is an essential feature of a WebQuest project and must be divided into a number of well-defined steps. It includes a detailed description of the steps that students must take to complete the task (demonstrations for each step, guidelines for organizing the information gathered by students in the form of: summary tables, flowcharts, concept maps or other structures The evaluation describes the way in which the performances achieved by the students will be appreciated. Appreciations will be both individual and common for group work. The requirements must be: • objectives in relation to the level of preparation of the students; • clearly formulated; • consistent in relation to the studied material; • specific to the activities imposed by the task (clear goals, the concordance of the assessments with the specific tasks and the involvement of the students in the evaluation process). The conclusions summarize students’ achievements as a result of the project. These may also include rhetorical questions or additional links through which students may be suggested the possibility of extending or transferring reasoning to other content than those conveyed in the project.
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