Author: Roumiana Anguelova

Two classes 10A and 10B from February 2020 worked on the topic “Mathematics and Ecology”. The students were divided into small study groups ( 3, 4 or 5 students):

• Fuel Analyzers;
• Heating Analyzers;
• Water Pollution Analyzers;
• Аir Pollution Analyzers;
• Soil Contamination Analyzers;
• Acid Rain Analyzers;
• Specialist car catalysts;
• Chemists;
• Pulmonary Disease Experts.

The mathematics teacher set up tasks that had to be solved with graphs, mathematical models, working with nano-dimensional units. The chemistry teacher led the teams. The online event was held as a binary lesson on 29th of April in Microsoft Teams Office 365.

Each group of analysts was working on a problem related to the causes of disturbance of ecological balance and its consequences. Each team developed a presentation or movie, outlining the measures. The groups are currently continuing their work online.

Working in a small study and research groups helps to:

• encouraging students to improve the quality of knowledge, skills and habits;
• stimulation and development of thinking, creative abilities for the formation of positive STEM motivation and cognitive interests;
• implementation of differentiation and individualization of training;
• formation of learning and cognitive skills and habits;
• stimulating competition between students and groups;
• formation of skills for organization and coordination of joint actions;
• development of self-control and self-assessment in students;
• increasing the motivation of students for responsible learning activities;
• improving the intra-collective relations, skills and habits group activity.

We consider the following stages in the work of small study and research groups:

• The motivation for participation: various activities were carried out that provoke interest, many important goals for each student were specified;
• Formation of the groups: the groups were formed, their activity started;
• Distribution of responsibilities: the goals and roles in the group were clarified;
• Guidance: unity was achieved for the way the group worked, it is specified how the communication with the mentor/mentors should be carried out;
• Activities: the group worked and solved its specific research tasks. The development of relations in the group, finding common features and shared views strengthened the cohesion of the group.
• Presentation of the results: the group presented the results of its work – presentations, boards, models, dynamic models;
• Evaluation of achievements: evaluation criteria was developed. The groups evaluated the individual reports, presentations and presentations of the other groups. Teachers evaluated the reports and projects of each group. A comprehensive review of the results of the work was made. It was assessed how much the individual student contributed to the work of the group.

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The event took place with high engagement of all students. Everyone was satisfied.