IS IT THE ECOLOGICAL PROBLEM WITH THE ARAL SEA REALLY INEVITABLE? – PROJECT-BASED LEARNING
HRISTO VASILEV*, NIKOLETA DIMITROVA*
Sofia University “St. KlimentOhridski”, Faculty of Biology, Department ofBiology education,1164 Sofia, 8 Dragan Tsankov Blvd
*Corresponding author: bateico1995@abv.bg;nikoletadimitrova95@gmail.com
Keywords: project-based learning, interdisciplinary learning, ecology
Abstract: This study is based on the project approach and includes the problematic of educational matter, cognitive activity and practically oriented action of the students; the reference of the education with the game, work and life of the children; contemplation and reflection.The fundamental of the education is cooperation which allows conditions of common and active learning and also there is opportunity for individuality and differentiation.
The Aral Sea is heavily polluted, mostly as a result of biological weapons attempts at the former Soviet base of Vozrozhdenie Island, also industrial project and fertilizer drainage before the collapse of the Soviet Union. Parts of the water of the two big rivers are diverter for watering of the Sarykamishlake which is located between Uzbekistan and Turkmenistan. Through the great Karakum Canal, the waters of the Amu Darya River serve a significant portion of the rapidly expanding Turkmenistan population, including the capital Ashgabat.
Prior to the construction of the irrigation facilities in the lake, about 60 km3 of water per year were needed to maintain it, but then the amount was significantly reduced. This is the main reason for the ecological disaster in this region. Many experts cannot find or offer an effective solution to restore the sea level from the pre-ecological disaster.
Is there any possibility for solution of this ecological problem at the Aral Sea?
This article presents a model of project-based training with 9th grade students. They have to organize the way of working and manage the actual working process. Emphasis is placed on interdisciplinary learning activities that are realized by learners in the long term. Different groups of skills are formed in the process: reflexive, research, self-seeking skills from different fields; finding several options for solving the problem; to raise hypotheses; to establish causal links; ability to work in team; technological skills and also managerial skills.