Interdisciplinary Learning and International Mindedness through Case Studies in Chemistry

by Jalpa Shreyas Shah

A case study is a good example of problem-based learning which involves in-depth study of the problem through research and data collection. In a case study, students not only learn to identify the problem but also propose solutions and explain the social, economic, geographical implications of the study being undertaken. This can be a very good teaching pedagogy for development of criterion D in sciences which reflects on the impact of sciences with regard to a proposed problem.

Our students of Grade 9 Chemistry were provided with a case study on the problem ‘Life and condition of people involved in emerald mining in India and Brazil’. The case study was based on their unit in Chemistry titled Extraction of Metals.

The students were given the abstract on Gemstone industries in both countries and details of emerald mining. The case study described (a) how the farmers are forced to give away their agricultural land for the illegal mining industry which is flourishing in some parts of India, and (b) the poor living condition of the people engaged in the mining. In Brazil, mining was an important source of the country’s economic development. But, due to a lack of proper funds and infrastructure support, it received a huge set back and resulted in affecting the lives and living conditions of the people involved.

The case study gave the opportunity of interdisciplinary learning, integrating science and economics of extraction of emeralds in both countries.

The students were asked to read the case study and research on the extraction industries in both countries: infrastructure, lives and conditions of miners, economic contribution from the extraction industry, and social, economic, geographical and environmental impact of extraction. The students researched the extraction procedures of metals of economic value and their importance to India and Brazil. They explained the chemistry associated with the problem which included the correct chemical name, formula and techniques.

The students presented all aspects of their research through role plays and provided tangible solutions to the problem by proposing new policies, models and extraction procedures which will help to minimize the environmental impact and health conditions of the miners.

The entire case study became the base for criterion D – Reflecting on the impact of sciences. The students were asked to write a scientific essay on the problem, the proposed solution and its implications.

The case study targeted several aspects in the form of subject teaching, inculcation of International Mindedness, Development of Approaches to teaching and learning skills, and Learner Profiles since it gave an opportunity to work in collaboration, brainstorm, think and come up with innovative solutions to the problem.

The MYP Coordinator and science teachers gave their valuable feedback on the teaching pedagogies and students were assessed based on the set descriptor.

It was a wonderful learning opportunity which opened avenues to knowledge, information and skills.

Checklist - Case Study in chemistry

Topic - Extraction of Emerald (Gems) from earth crust in India

Name of Moderator - Arya Jain

Name of Students – Arya Jain, Raj Meena, Kanishk Singh, Devvrath Singh Rathore, Harshal Jain.

Problem identified in case study – Farmer not getting their land for farming as that land is used for extraction of gems and the workers are paid less amount and the education of children’s is affected as they are working for the extraction of gems.

Presentation of problem through – Role play

Characters played in Role Play –  Farmers, Farmers child, 2 Terrorists and Narrator

Proposed solutions to the problem identified - The company should provide land to the farmers for farming and also, they should provide education scholarship to their children.

Solutions Presented through – Chart

Props Used – Terrorist – Mask, Dress and Fake Gun                          Farmer - Spade, Turban and Dress                          Farmer child – Dress

Tangible Outcome of the proposed solution (must) – Proposing the government for the safety of the farmland by adding electric fencing all around the farmland which will be helpful to the farmer using the land, there should be an electric lane in every corner of India so that we can securely add electric fences. The electricity by renewable resources.

Time required for entire Presentation- approximately 10 mins or more.

Any other things included-nothing else than the things mentioned above.

Discuss with your group and propose   Which learner profile will be developed and why-? Research skills because we are researching about the solutions and the problems of the case study.  Self-management skills because we managed ourselves and planned when to do what and we completed the things given before the deadline. Thinking skills because we developed a script on our own thinking and are trying to rectify some errors and improve the script.

Discuss with your group and propose which ATL skills will be developed Self -management, thinking skills, research skills. Mention how above.

Discuss how this will help in developing International Mindedness? International mindedness will be developed by creating a solution to the problem which will be a proposal to the government to provide land to the farmers whose land has been taken by some company for mining or industrial use.

How will you extend this as part of your community service? We will educate the farmers on the why their land is being taken and why they don’t get some other land to farm on and also how to get the best price of their land so that they can buy new land to farm on.

 

Jalpa Shreyas Shah