Valentina Maver, Gimnanzija Bežigrad, Ljubljana
Light pollution was chosen due to the use of smart boards and lights in classrooms and because of the need to illuminate other aspects of light and create an internet newspaper which would serve as a learning tool for other school users. By doing so creativity and a (self)-critical approach towards the topic and learning methods were enhanced. During the investigation process students have created numerous quizzes, puzzles and cross-words. Students develop the ability to gain and organize electronic data and use them as a medium- internet newspaper. Brain storming with the use of padlet gave answers to the connection between light, light pollution, geography and other fields, included in our investigation. Based on these data, students formed groups of 3 and set the deadlines for gathering information, which was shared via moodle. The use of quizzes and crosswords on Moodle enabled us to test our basic knowledge of the investigated notions. The teacher–mentor functions as the advisor of the student/group. Light pollution is not specifically determined in the curriculum but it is now included in our topic of sustainable development. I am extremely satisfied with the results of our research and the basic notions were also assessed in written tests. The internet newspaper was used as a learning tool in other classes. The tools were rated as untrustworthy since students do not trust their peers regarding the usefulness and trustworthiness of the presented data but the understanding of complex geographical notions and importance of individual contribution was clearly evident.
