One secondary school in Sweden chose to work in the COSMOS project with a theme about snuff. The idea was to engage students in learning about the dangers of snuff, a smokeless tobacco product. This initiative aimed to integrate real-world issues into the curriculum, making learning more relevant for students.
The science teachers at the school had noticed an increase in student use of snuff, particularly the new white variety has gained popularity among young peoples, especially girls. The teachers decided to incorporate the topic of snuff into the curriculum on drugs, making it an “add-in” rather than an “add-on” to their regular activities and use this as a SSIBL-CoP theme in the teaching.
Students were engaged already from the start, brainstorming about various sources to gather information, including online research and outreach to organisation such as the snuff factory and healthcare websites. Despite facing challenges in getting responses from external organisation, the students persevered, demonstrating resilience and resourcefulness. At least the school nurse became engaged and served as an expert in field related to health issues and use of snuff.
The project was structured around several key aspects, each explored in dedicated lessons. Students examined the contents and warning texts on snuff boxes, investigated the differences between tobacco and nicotine, and studied the health impacts of snuff use. They also delved into the economics of snuff, calculating the annual cost of snuffing and comparing it to the cost of other items like PlayStation and phones.
One of the most engaging aspects of the project was a survey conducted by the students in their local town. They developed questions, discussed the importance of sample size, and learned how to compile and present their findings in text and diagram form. This hands-on activity not only enhanced their understanding of the topic but also developed their research and analytical skills.
The culmination of the project was the creation of posters summarising their findings. Each lesson’s output was distilled into information cards, which were then assembled into a comprehensive poster. The posters were displayed the school, showcasing the students’ efforts and learning journey.
Reflecting on the project, the teachers noted the high level of student engagement and the positive impact on their learning. The project not only made the curriculum more relevant but also fostered a sense of ownership and active participation among the students. Hence, leading to development of the student participation dimension in the School Openness model developed within the COSMOS project. Despite some challenges, such as the difficulty in engaging external partners, the overall experience was deemed highly successful. By tackling topics like snuff the students were not only educated about important health and scientific issues, but they were also able to develop their critical thinking and research skills that will serve them well in the future.
One of the science teachers reflected on the project:
Those of us who were involved agreed that almost all students worked better in this way than they normally do. Of course, it requires some thought to get something else done, but in this case it was worth it. I can definitely imagine us testing it more.
As already mentioned, the students appreciated the project, the topic was relevant and they enjoyed this way of working. A typical student comment was:
When science is about things like this [snuff] then it is interesting, it has to do with us.
An example from one of the cards made by students, later part of poster showing effects of snuff use on mouth health.