Noise in Baena. Didactic proposals for improving the quality of city life (página 3)
OBSERVATION LIST |
Field to observe: Responsible |
PUPIL | S/He participates | S/he doesn't | Other attitudes |
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RECORD OF ANECDOTES |
DATE | DESCRIPTION OF THE | OBSERVATIONS |
19/10/05
19/10/05
19/10/05
19/10/05
21/10/05 | -A very reduced group of students finds it a
– In the activity of the Press and noise,
– Besides traffic noise, students find
– Students synmpathize with those neighbors
– All the topics on noise are interesting to the | – The teacher encourages and stimulates them. -The teacher points out to them that motorbikes – The teacher points out to them that it is – The teacher tells them that the noise produced – The teacher, on the other hand, is fully |
STUDENT´S AND |
DATE | OBSERVATIONS |
19/10/05
19/10/05
21/10/05
21/10/05 | – Pupils show neither difficulties nor anything – All the pupils take part actively and – Pupils write down some of their preferences in To learn: . Consequences of noise for health . Sources of noise . How noises are measured . People's perception regarding noise . How to help other people on the topic of To investigate: . Sources of noise . People's perception on noise . Struggle against noise . Damages caused by noise on health . Noise measuring . Noise in the city of Baena . Legislation and noise . Responsibility of the authorities regarding . Solutions to the problem of noise – The teacher states that students`s preferred |
REPORT | CONCEPTS % | PROCEDURES % |
ATTITUDES AND VALUES % |
A. S/he progresses satisfactorily | 100 | 100 | 100 |
B. S/he knows but some aspects are | 0 | 0 | 0 |
C. S/he has not internalized new | 0 | 0 | 0 |
These "long" activities are dealt with under the focus
of attitudes and values, which are deeply stressed. Many overall
concepts on noise were worked on, as well as important procedures
for Environmental Education, and many attitudes and values were
also raised. Likewise, most of the didactic interventions implied
an action by pupils on the environment.
As an example of an action in the environment we now
present the action carried out by the pupils of 4th of E.S.O in
the didactic activity on the perception and knowledge of the
people from Baena about noise.
Students focused their action in the making of posters,
leaflets and television advertisements on noise, with the purpose
of making citizens aware of the problem generated by this
pollutant.
In the posters and leaflets the following topics: were
approached:
– Effects of noise on people.
– Struggle against noise.
– Sound and noise.
– Noise in society.
– Acoustic pollution.
– Noise in the home.
– How to avoid noise.
– Personal
protection.
– Noise agents.
– Preventive measures.
– Noise and Municipal Ordinances.
– Noise in children`s life.
– Alternative to the sources of noise.
– Noise and the street.
– Noise and night.
– Communication and noise.
After making the posters and leaflets, they were
photocopied for their later diffusion throughout the city (shops,
schools, city council, youth house, unions, etc.). Ten copies of
each poster were made. As there were 7 posters, we obtained a
total of 70 posters. There were also 7 leaflets and 30
photocopies of each were made, thus getting as many as 210
leaflets. Once the posters and leaflets were photocopied,
students in groups posted them in different places of Baena for
their diffusion. The posters were placed in different clarly
visible shop windows as
well as in notice boards. The leaflets were spread in shops,
schools, City council, Youth House, old people`s home, unions,
etc.
As for the television advertisement, students had
prepared in groups the performance of their corresponding
advertisements (for them to do so, they had the literal content
of the television advertisements that they had previously
prepared). The classroom was conditioned for such an event.
Before shooting an advertisement, several tests were made. Then,
it was recorded and once all the ads were finished, they were
edited in the local television studios. There, production would
be made: the advertisements would be framed in black and the name
of the authors would appear in the lower part).
Once completely finished all the advertisements in the
studios of "Television Baena", they were diffused. They were each
broadcast a couple of times a day, during one month. Later on,
they would be broadcast rather less often.
In the television advertisements the following topics
were approached:
– Difference between sound and noise.
– Effects of noise on health.
– Noise and pollution.
– Noise and communication.
– Noise and quality of life.
– Struggle against noise.
– Noise and legislation.
– Preventive measures.
– Acoustic Pollution.
– Protection against noise.
– Noise and society.
– Noise at home.
– Sources of noise.
– Noise and leisure.
– Hearing conservation programmes.
The results of these "long" interventions show
this:
Regarding the influence of the didactic activities
carried out in the increase of their awareness of the problem
generated by noise:
1) In a scale between 0 and 10, they rate above 9 the
fact that the interventions have been useful to increase their
awareness of the problem generated by noise.
To illustrate this aspect, we now show Table 8,
corresponding to the didactic activity of amplification of
concepts about noise.
Table 8
REGARDING IF THE INTERVENTION THEIR AWARENESS OF THE PROBLEM Rating from 0 to 10 (0: very low, |
MEN´S AVERAGE | WOMEN´S AVERAGE |
Yes the intervention has been their awareness of the problem | Yes, the intervention has been |
TOTAL AVERAGE (Men + |
Yes, the intervention has been Of the problem generated by |
Note: The numbers represent: the average for |
As we observe in Table 8, this didactic intervention has
been useful for all the pupils to increase greatly their
awareness of the problem generated by noise, rating this fact
with an average of excellent (9), being the average rating for
men excellent (8.7) and excellent, equally, for women (9.4). As
we can see, the didactic intervention has been useful for women
to increase more their awareness of the problem generated by
noise than for men.
As far as concepts are concerned:
2) In all cases, after the intervention, new categories
appear, as well as new examples inside each category that didn't
appear before the intervention, which is indicative that there
has certainly been learning.
As an example, we now show Table 9, corresponding to the
didactic activity of amplification of concepts about
noise.
Table 9
EFFECTS OF NOISE |
CATEGORIES |
BEFORE THE | AFTER THE INTERVENTION |
1. Effects on the body (not in the ear): (68.7, – Headache – Nervousness – Stress – Malaise – Illnesses – Insomnia – Depression – Anger – Tiredness – Burden – Disorders – Nuisances – Discomfort – Uneasiness – Grumpiness – Irritation 2. Effects on hearing: (24.9, 33.3, – Deafness – Hearing problems. – Hearing loss 3. Social effects: (5.5, 10.9, 8.2) – Lack of concentración in the work being – It alters human communication – Violent reactions | 1. Effects on the body (not in the ear): (82.4, – Stress – It affects concentration and rest – Nervous system – It affects vision – Digestive system – Headache – Hypertension – Skin resistance – Muscular system – Grumpiness – Exhaustion – Cardiovascular system – Breathing alterations – Mental disorders to prone people – Uneasiness – Anxiety – Tiredness – Endocrine system – Irritation – It affects organs and systems 2. Effects on hearing: (17.6, 20, – Deafness – Hearing loss 3. Effects on health and quality of life: (0, – It affects life quality – It affects health in general |
Notices: The numbers in brackets represent: the |
In Table 9, it can be seen how, before the intervention,
the answers can be classified in three categories that, from a
higher to a smaller percentage, make reference to the effects of
noise on the body, except in the ear, with a higher percentage in
men than in women (headache; nervousness; stress; malaise), to
effects on the ear, with a higher percentage in women than in men
(deafness;hearing problems), as well as, to social effects, with
more percentage in women that in men (lack of copncentration in
the work being done; it alters human communication). After the
intervention, the answers can be classified in three categories
that, from a lower to a higher percentage, make reference to the
effects of noise on the body, except in the ear, with a higher
percentage in men than in women (stress; Nervous System;
Digestive system; skin resistance Endocrine System; breathing
alterations), to effects on the ear, with a higher percentage in
women than in men (deafness; hearing loss), as well as to effects
on health and quality of life, a category only mentioned by women
(it affects the quality of life; it affects health in general).
As we can observe, after the intervention, the same categories
remain the most important: those which make reference to the
effects of noise on the body, excepting the ear, as well as, to
the effects on the ear. Also, after the intervention, a new
category appears which makes reference to the effects of noise on
health and quality of life, which was not taken into account
before the intervention. But it is without any doubt in the
category that refers to the effects on noise on the body (not in
the ear) where the biggest changes appear after the intervention,
with new effects, among the most important being the effects on
the Nervous System, a decrease of vision, effects on the
Digestive system, hypertension, skin resistance , Muscular
System, Cardiovascular System, breathing alterations, mental
disorders in prone people, Endocrine System, as well as effects
on diverse organs and systems.
3) Likewisely, after the intervention, the percentage of
people that do not know regarding the outlined question decreases
significantly, which also implies there has been
learning.
Regarding how they have felt and their feelings during
the activity:
4) 100% state that they have felt very well, content and
comfortable. Their feelings have been quite positive, they have
felt satisfied, pleased with the partners and the teacher, as
well as happy to learn, among others.
As for the learning of the techniques through the
procedures worked in the different activities:
5) Although small difficulties were present, finally all
the pupils learned the techniques corresponding to each
activity.
As example that corroborates this aspect, we show in
Table 10 some of the categorizations made by the pupils in the
didactic activity on the perception and knowledge of the people
from Baena about noise.
Table 10
WHAT DO YOU MEAN BY | WHAT DO YOU THINK ABOUT |
CATEGORIES | CATEGORIES |
1. Something annoying, unpleasant:(74.9, 40, – Annoying sound – Very unpleasant sensation 2. Strong sound: (16.6, 30, 22.6) – A great deal of shoutingp – Sound with strong intensity 3. Regarding the source of noise: (0, 30, – Traffic (Cars, motos) 4. Regarding health: (8.3, 0, 4.5) – Something that damages the ears | 1. Something annoying, unpleasant: (60, 58.7, – Something annoying – Something unpleasant – It doesn't always bother 2. Examples: (10, 20.4, 16.4) – A great deal of shouting (Voices) – A blow with a hammer. – A fly – Air coming at night (Storm, – Something that prevents from reading 3. A different sound: (10, 2.9, 5.4) – Group of non harmonic sounds – A sound that is expanded in the – Interferences that come from the external 4. Something that sounds: (5, 5.8, – Something that sounds – A sound – Everything the ear perceives. 5. In connection with the sanctions: (10, 0, – More sanctions could be imposed. 6. In connection with health: (5, 2.9, – Bad for health 7. Noise generated by people and things: (0, – The emission of daily noises generated by 8. A pollutant: (0, 2.9, 1.8) – Acoustic pollution |
DO YOU BELIEVE THAT NOISE IS A | WHICH ARE THE MOST ANNOYING |
CATEGORIES | CATEGORIES |
– No: (40, 53.3, 50) – Yes: (60, 40, 45) 1. In accordance with the place: (0, 50, – If you are in very noisy places 2. Regarding health: (0, 50, 40) – It can affect hearing – It produces nerves, lack ofconcentration, 3. Regarding the sound level: (100, 0, – Because it is sound He/she doesn't know: (0, 6.6, 5) | 1. Traffic: (83.3, 46.1, 64) – Cars, motorbikess, tractors 2. Leisure places: (8.3, 7.6, 8) 3. Parties: (0, 15.3, 8) 4. Building sites:(0, 7.6, 4) 5. Metallic sounds: (8.3, 0, 4) 6. Neighbors: (0, 7.6, 4) 7. None: (0, 7.6, 4) 8. All: (0, 7.6, 4) |
DOES NOISE ANNOY YOU? | WHEN DOES NOISE ANNOY YOU |
CATEGORIES | CATEGORIES |
– Yes: (84.6, 83.3, 84.2) – No: (15.3, 16.6, 15.7) 1. It is unpleasant: (42.8, 50, 45.4) (Drum, out of tune music) 2. Sometimes: (14.2, 25, 18.1) 3. They are accustomed: (14.2, 0, 9) 4. To make an uproar: (14.2, 0, 9) 5. Because of traffic: (14.2, 0, 9) 6. Because it produces insomnia: (0, 25, | 1. At night: (50, 83.3, 66.6) 2. When the neighbors bother: (16.6, 0, 3. According to the time of the year: (16.6, 0, 4. Always: (16.6, 0, 8.3) 5. By day: (0, 16.6, 8.3) |
As for the attitudes and values:
6) The immense majority of the pupils considers that the
didactic activities carried out have been useful for them to
increase the attitudes and values at stake game during its
development. This aspect is confirmed by the teacher, who has
kept a detailed control of the
evolution of attitudes and values dealt with through direct
observation and systematic observation by means of daily
annotations and lists of observation like those that have been
previously shown.
As an example of the work carried out about attitudes
and values, we set out a role playing on the problems raised by a
noisy factory located inside the city, included in the didactic
activity of the visit to a noisy factory of the town. As previous
considerations, they are told that this factory emits noises,
with the rising nuisances to the neighborhood, that it generates
a great deal of interior noise, which harms workers, and also
that the manager takes no heed of the problems generated by his
company both for neighbors and for workers. They are also told
the functions of an insurance company and of the
Administration´s business inspector.
For the development of this role playing, five
volunteeers are chosen among the pupils attending. Each one
embodies a person affected by the problem (company manager,
workers' representative, representative of the neighbour´s
association affected, representative of the insurance company,
Administration´s Inspector). They discuss these problems
for half an hour. Finally, they reach some conclusions. The
remaining pupils listen attentively to the discussion. Later on,
the pupils judge the attitudes and the positions of the people
who take part in the role playing. We highlight some of the
attitudes and values raised in this discussion by pupils (see
Table 11).
Table 11
ATTITUDES AND VALUES RAISED IN THE ATTITUDE AND THE POSITIONS OF IN THE ROLE PLAYING |
1.-Equanimity. 2.-Understanding. 3.-Recognition of the duties and rights of the 4.-Constructive criticism. 5.-Recognition of the importance of Law 6.-Recognition of negative attitudes in 7.-Solidarity with the neighbor. 8.-Appreciation of the conditions of other 9.-To distinguish positive and negative 10.-To value the search of the common 11.-To value thedialogue attitude. 12.-To value justice. 13.-Valuation of the importance of health and 14.-Valuation of the defense of other 15.-Supportive attitude to the defense of other 16.-To value dialogue as a basis for solving in dialogues. 18.-To distinguish how far people exhaust all in the dialogue in defense of their 19.-To value the importance of cooperation among to reach a fair end. 20.-To distinguish between what is reasonable is not in an argument used in the | 21.-Attitude of rejection to 22.-To value the importance of listening to the 23.-To distinguish between selfish and 24.-To value the importance of other 25.-To notice when arguments lack in a dialogue 27.-To value the importance of communication 28.-To differentiate those factors that hinder 29.-To value the importance of dialogue as 31.-Supportive attitude to other people´s 32.-To value the importance of informing otherr 34.-To value the importance of the fact that 35.-To value in the other s their attitude of 36.-To value the importance of giving a second 37.-To value peaceful forms of solving 38.-To value a reflective attitude. |
As far as diverse aspects worked in the didactic
interventions are concerned (planning and coordination of the
activity, teacher's performance, methodology employed, materials
and resources, work of the students´ group, activities
carried out in their group, assessment of their own work, actions
carried out, etc.):
7) In a scale of ratings from 0 to 10 pupils rate
between 8 and 10 these aspects dealt with in the didactic
activities carried out, which shows that all these aspects have
been highly valued by all the pupils.
To illustrate this aspect, we now present Tables 12 and
13, corresponding to the results of the final assessment
questionnaire on the 5 didactic interventions carried out with
the pupils of 4th of E.S.O at the SA.FA School in Baena, during
the School Year 2005/06.
Table 12
AVERAGE CORRESPONDING TO THE |
QUESTION | AVERAGE FOR MEN | AVERAGE FOR WOMEN | TOTAL AVERAGE (Men + Women) |
Rate from 0 to 10 the work carried out by the | 9.31 |
10.00 | 9.60 |
Rate from 0 to 10 the teacher's attitude | 9.38 | 9.90 | 9.60 |
Rate from 0 to 10 the methodology employed by the | 8.88 | 9.60 | 9.15 |
Rate from 0 to 10 the process followed for learning on noise | 8.81 | 9.30 | 9.00 |
Rate from 0 to 10 the activities carried out as a | 8.63 | 9.60 | 9.00 |
Rate from 0 to 10 What you have learned about the | 8.56 | 9.30 | 8.85 |
Rate from 0 to 10 the and resources employed for carrying out the | 8.50 | 9.30 | 8.77 |
Rate from 0 to 10 the actions carried | 8.69 | 8.90 | 8.77 |
Rate from 0 to 10 What you have learned on the | 8.50 | 9.20 | 8.73 |
Rate from 0 to 10 What you have learned on the | 8.19 | 9.40 | 8.65 |
Rate from 0 to 10 what you have | 8.31 | 9.20 | 8.65 |
Rate from 0 to 10 The usefulness of this | 8.10 | 9.40 | 8.60 |
Rate from 0 to 10 the pupils´ group | 7.94 | 8.30 | 8.10 |
Rate from 0 to 10 your own work | 7.44 | 8.70 | 7.92 |
Note: 0: very little, 10: very high. Average |
Table 13
COMMENT ON THEIR OPINION ABOUT (Question no. 15 of the final |
CATEGORIES |
THE EXPERIENCE DONE ON NOISE WAS |
1. Interesting and amusing – Very interesting – Good and – It has been very – Very positive – I have enjoyed it very – Very educational – I have had a very good |
BECAUSE |
1.Regarding what you have learned with the (41, 41.9, 41.4) – I have learned a lot about noise in a pleasant – We have learned new and important concepts, – It has been useful to learn how to work in – It has been useful to take measures on this – I have learned how to relate with more 2. Regarding the teacher: (17.9, 22.6, – The teacher's work has been very – The teacher has had a very good – I thank the teacher's work for their help to 3. Regarding the awareness which the experience – We have contributed to awareness-raising on – We have become aware on the social problem of – It has helped us and the others 4. Regarding the experience as a whole: (5.1, – I have enjoyed it – It has been a very positive experience for – I have felt very pleased 5. Regarding the depth in which people has (5.1, 3.2, 4.3) – The work carried out has been very – We have done a good work | 6. Suggestions: (5.1, 3.2, 4.3) – I think that more experiences like this should 7. Regarding what the experience has favoured: – I have known other people´s – It has allowed us to carry out diverse 8. Regarding health and quality of life: (2.6, – It has been useful to improve our quality of – It is a very important topic for our health 9. Regarding attitudes and values: (2.6, 3.2, – It has taught me to be better – It has been useful to be more 10. Regarding the problem generated by noise: – Noise is not given the importance that it 11. Regarding the purpose of the experience: – The end was very positive 12. Regarding the work methodology: (0, 3.2, – The methodology employed has been very |
Note: The numbers in brackets represent: the |
CONCLUSIONS
As general conclusions of our research we
will point out the following ones:
1) the "short" didactic activities mobilize concepts and
activate awareness towards the problem of noise, but they are not
too effective in building systems of values, in elaborating
procedures and in promoting attitudes.
2) the "long" interventions, by means of the employment
of the constructivist method, are very effective in mobilizing
procedures, attitudes and values, beyond concepts themselves, as
well as in activating awareness of the problem generated by
noise.
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* Francisco Javier Sánchez
Sánchez-Cañete
(Córdoba) ESPAÑA
Nota biográfica: Nacido en Baena (Córdoba)
España.
Doctor en Ciencias Biológicas. Especialidad en
Didáctica de las Ciencias Experimentales. He publicado
numerosos artículos sobre el constructivismo
en la enseñanza.
* Manzanares Gavilán, Mercedes.
* * Sequeiros San Román,
Leandro.
* Department of Didactics of Social and Experimental
Sciences of the Faculty
of Education Science. University of
Córdoba.
* * Professor of Palaeontology on sabbatical
leave.
Professor of Nature Philosophy. Faculty of Theology of
Granada.
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