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Deep knowledge
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- In preparing a plan, students are challenged to think about how their actions affect the environment.
- MuM requires students to synthesise and evaluate their research data, draw conclusions and present these in a format that the audience will understand.
- They work collaboratively in a team and assist each others’ knowledge and understanding throughout the project.
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Deep understanding
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- In MuM, the students are encouraged to know about the sites, fauna and flora in a detailed way and apply their understanding to solve the eco-crime.
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Problematic knowledge
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- When students start MuM, they are immediately confronted with the problem of an eco-crime.
- Students become engaged in finding correct answers to questions such as, “what is this site like?”, “what was here before?”, “what was changed and why?”, “what animals lived here and why?”
- Students may be confronted with conflicting information. They need to evaluate their findings to draw conclusions.
- Some parts of their investigation may appear to be inconclusive but this adds to the excitement. As the date for accusations draws close, the quest to solve the problem gathers momentum.
- The MuM website provides a continuous stream of information from a case officer, crime site investigator, forensic scientist and science experts, providing support for multiple ways of knowing.
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Higher-order thinking
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- The learning materials support students in applying, analysing, synthesising and evaluating their knowledge.
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Metalanguage
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- Students in MuM explicitly name and use the specialist languages of investigation, science and research.
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Substantive communication
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- MuM continues over a period of eight weeks, thereby providing students with sufficient time to have substantive communication with each other, their teacher and scientific experts.
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