POUL DUE JENSEN FOUNDATION RESEARCH that we should have no hesitation in continuing the course. Four out of five teachers obtained new knowledge on the subject and gained inspiration for future lessons, while all the teachers said that they would recommend the course to others. Four out of five pupils answered that they find technology and science more interesting after participating in the course. Nine out of ten pupils learned something new during the day. – Usually, I think stuff like physics can be a bit boring, but you really made it interesting. The teachers were great. It was easy to see that they have a natural interest in the topic and their energy was very infectious, another pupil wrote in their evaluation survey. “People need options to maintain hope” All the little houses around the small tables have now been connected to the supply network and it’s time for the workshops to begin. The pupils must gather new knowledge that they can use to find a solution to today’s problem – a suggestion on how as much water as possible can be reused in the miniature model house and how we can reduce the use of groundwater. Through practical workshops, the pupils gain knowledge on pumps, programming and different water cleaning technologies. Karsten Thorkild Sørensen puts his hand into an old bag of potato crisps and grabs a few. He crushes them between his fingers before crumbling them into a jug of water. He asks a girl to blow into a straw to add bacteria. He adds gravel, sand and salt, and finally, he pours all the water into a large tub. And now, it’s untreated wastewater that the pupils must treat using different cleaning technologies. – People need to know that they have options. Because if we don’t believe that we can do anything about a problem, we lose lose our hope and do not exploit our options to do something. We work with the house as a model on how to reuse drinking water resources, because it’s a model they’re familiar with. They can all draw references to their own homes, says Karsten Thorkild Sørensen. Feeling that you have the ability to act on a problem means a lot for the pupils and their motivation. ‘Protect our Water’ is based on an engineering approach where the pupils are asked to offer a suggested solution by studying a number of elements. The course is interdisciplinary, covering topics such as biology, physics, chemistry and geography. Several elements are brought into play, and it’s an approach that seems to have a positive impact on the pupils’ overall motivation. – It was great to learn about the different processes and then see the Student feedback (365 responses) 90 % Learned something new 79 % 81 % Had a good time with technology and science and find the subjects more interesting now Had an exciting day 74 % Got new ideas on how to work with the common focus areas 28 Teachers feedback (26 responses): 96 % 100 % 84 % Thought that their pupils had a good, educational experience Thought that the problem-solving approach that the course uses was educational for their pupils Were inspired for future lessons 83 % Obtained new knowledge on the subject 100 % Would recommend others to participate in the course
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