Download - 12.00 gozdzik
EDUSCIENCE PROJECT – EFFECTIVE WAY OF TEACHING
NATURAL SCIENCES AT POLISH SCHOOLS
Agata GoździkInstitute of Geophysics Polish Academy of Sciences
Księcia Janusza 64, Warsaw, Poland
Project is conducted by:
THE PROJECT IS CO-FINANCED FROM EUROPEAN UNION FUNDS
UNDER THE EUROPEAN SOCIAL FUND
„Human – best investment”
IntroductionIntroduction
Lessons at Polish schools are generally not innovative,
conducted traditionally, often without individual approach to
pupils and their interests and talents.
Ministry Report
PROBLEM:
- difference between study programmes and specializations
and the real needs of the existing industries and the market;
-shortage of qualified graduates in science;
-education focused on external examinations;
Why Eduscience?Why Eduscience?
– teachers comunicating facts rather than skills
Teaching skills
Teaching facts
Learning to:
•Be curious
•Be persistent
•Research
•Experiment
•Analyse
•Work in teams
•Reflect
IntroductionIntroduction
Eduscience project:-new methodology of teaching concerning multiple
intelligences approach
-usage of IT
-research passion of scientists
of Polish Academy of Sciences
THE PROJECT IS CO-FINANCED FROM EUROPEAN UNION
FUNDS UNDER THE EUROPEAN SOCIAL FUND
„Human – best investment”
E-learning platform
Eduscience productEduscience product
On-line lessons
Test with gamesInteractive
materials
Call the scientist
Films and
animations
Transmissions of
experiments
Teaching
methodology
Where we operate? Where we operate?
–– 5 geophysical observatories5 geophysical observatories
–– astrogeodynamic observatoryastrogeodynamic observatory
–– Geological Museum in Cracow Geological Museum in Cracow
–– Institute of Oceanology PAS and research Institute of Oceanology PAS and research
vessel vessel „„OceaniaOceania””
–– SchoolSchool--research vessel research vessel „„Horyzont IIHoryzont II””
•• Science FestivalsScience Festivals
•• Eduscience picnicsEduscience picnics
•• Didactic excursionsDidactic excursions
Additional atractionsAdditional atractions
Methodology
Evaluation – 2011CAWI – 17 question-questionaire for 175 teachers (all levels of
education)
Aim: to diagnose the state in the field of teaching mathematics
and science before implementation of Eduscience
Evaluation – 2013-40 IDI - with teachers and students,
-8 Focus group interviews with teachers and students
-CAWI with studentsAim: measuring the level of implementation of the main and specific
objectives of the project; better understanding of the problem of low
interest in mathematics and science among pupils
Results
Major conclusions 2011:
•Holistic approach towards the process of learning and
application of modern facilities and special equipment have a
significant impact on students' interest in mathematics and
natural sciences.
•Teachers providing passive classes; no contact with a real
science; student remains just a passive observer;
•Skills in synthetic and analytical thinking among male and
female students differ and are generally low.
•Availability of interactive materials that could increase the
attractiveness of a course or class has been rated as
unsatisfactory.
Results
Major conclusions 2013:
•Most of young students perceive mathematics and science as
difficult and tiresome rather than interesting and worth attention.
•Disparities in the perception of mathematics and science between
primary and the following stages of education (interest and
understanding of mathematics and natural science subjects
suddenly declines).
•Young children are keen to explore new ideas and facts, they are
vividly interested in mathematics and science. They learn with all
their senses; they learn something concrete – not abstract.
•children often lose interest in mathematics and science mainly due
to the early failures (mathematics!)
Results
Why interested in mathematics and science?
-logic and simplicity,
-personal interests or career/educational plans,
-no requirement to study “by heart”,
-opportunity to experience something personally (experiments)
-usefulness in life
Conclusions
At Eduscience schools:
-Increase in the usage of film and audio files and multimedia
presentations
-school trips
-work in groups
-plays and games (probably usage
of e-learning platform)