Анкета за учители
Уважаеми учители, бихме искали да вземете участие в това проучване като част от Европейския проект Mascil (Математика и природни науки за цял живот). Въпросникът е анонимен. Моля, изтеглете PDF файла и попълвайте директно в него. Изпратете попълнената анкета на jenny.sendova@gmail.com. Благодарим Ви!
PISA: Да се подготвяш за тестове не е достатъчно
Резултатите за постиженията на учениците по математика от изследването PISA (Програма за международно оценяване на учениците) не са изненадващи. Те още веднъж показват, че обучението, чиито резултати се оценяват със стандартизирани тестове, не води до разбиране какво е необходимо за подобряване на училищното образование. Затова общо седемнадесет университети и институти, които от началото на тази година си партнират по европейския проект MASCIL (Mathematics And SCIеnce for Life)...Още ...
Какво е изследователски подход в образованието
от Vincent Jonker
Изследователският подход е образователен метод, разработен по време на движението за обучение чрез открития през 60-те години.
Той се появява в отговор на възприеманите като неуспешни по-традиционни форми на обучение, при които учениците трябва просто да запомнят фактологически учебния материал. Изследователският подход е форма на активно учене, при която напредъкът се оценява по това доколко ученикът развива експерименталните и аналитичните си умения, а не по това колко знания притежава.
Background
Inquiry-based learning or inquiry-based science describes a range of philosophical, curricular and pedagogical approaches to teaching.
Its core premises include the requirement that learning should be based
around student questions. Pedagogy and curriculum requires
students to work independently to solve problems rather than receiving
direct instructions on what to do from the teacher. Teachers
are viewed as facilitators of learning rather than vessels of knowledge.
The teachers job in an inquiry learning environment is therefore
not to provide knowledge, but instead to help students along the process
of discovering knowledge themselves.
Computer simulations enhance inquiry-based learning in which students actively discover information by allowing scientific
discovery within a realistic setting.
Its core premises include the requirement that learning should be based
around student questions. Pedagogy and curriculum
requires students to work independently to solve problems rather than
receiving direct instructions on what to do from the teacher.
Teachers are viewed as facilitators of learning rather than vessels of
knowledge. The teachers job in an inquiry learning environment
is therefore not to provide knowledge, but instead to help students
along the process of discovering knowledge themselves.
Inquiry-based learning is a concept which underlines the importance of
students engaging into meaningful hands-on science
experiences (Louca, Santis & Tzialli, 2010). Inquiry can't be
separated from the world of science and as National Science Educations
Standards states: "Inquiry is central to science learning" (NRC, 1996
p2).
Inquiry learning cause beyond memorizing information and aims to give
students an understanding and reasoning of the knowledge
which they develop. Inquiry-based learning is active and provides
opportunities for students to engage themselves with scientific
activities (Edelson, Gording and Pea, 1999). This self-engaging into
activities should lead to a less guided situation in which students
design their learning by exploring. Exploring is the essence of inquiry
learning, students design their own question and hypothesis in
order to engage in hands-on activities which are aligned by exploration.
Hakkarainen (2002) shows that inquiry learning leads to students who
design their own intuitive theories by explaining answers on
their research question. Kirschner, Sweller and Clark (2006) strongly
oppose to the concept minimal or non- guidance, cause it places a huge
burden on working memory. Guided instruction is seen to lead to vastly
more learning, IBL can't be seen as a fully guided instruction
(Kirschner et al. 2006). Hmelo-Silver, Duncan and Chinn (2007 p 99)
wrote an article specially in response to Kirschner et al. (2006)
and state that IBL isn't minimally guided but could use "extensive
scaffolding to facilitate student learning".
Inquiry-based learning or inquiry-based science describes a range of
philosophical, curricular and pedagogical approaches to teaching.
A distinction has to be made between teaching and doing science in IBL
(Colburn, 2000). Doing science refers to the student who enact with IBL
and teaching refers to the way IBL is instructed to students and the way
of guiding students into science inquiry. Teaching inquiry science
might
evoke more discussion and different opinions. In order to address this
distinction first will be looked at teaching inquiry-based science and
next doing inquiry-based science.
Teaching inquiry-based learning
Which role the facilitator or teacher should play during science inquiry
is widely recognized and answers aren't always equivocal.
During the first kick-off meeting of the Mascil project this question
was raised. Analysis of the conversations held during the kickoff
meeting
of Mascil in Leipzig show a question which was repeated by several
professors. This question is very legit and importance for the success
of IBL,
How should you support the students?
Overall there is a confusion about the definition of inquiry and
what inquiry implies for the teacher (Colburn, 2000). The reform from
traditional education to a more inquiry-based learning asks for a
paradigm shift. Teachers need to shift their emphasis from textbooks to
exploring questions (Crawford, 1999). This might sound easy to
implement, but is far from easy. This new paradigm on education ask for
specific
new actions and teachers shouldn't 'simply' provide hands-on activities
for students. Teachers should provide students with inquiry activities
that build on prerequisite knowledge and elaborates understanding
(Crawford, 1999). This asks for a new approach in teaching which
'forces'
teachers to change their current form of teaching. Learning in IBL
should come from experiments and inquiry activities which should be
conducted by collaboration and interaction with other students and
teachers.
References
Ainley, J., Pratt, D. and Hansen, A. (2006). Connecting
engagement and focus in pedagogic task design. British Educational
Research
Journal, 32(1), 23-38.
Csikszentmihalyi, M., & Schneider, B. (2000). Becoming adult: How teenagers prepare for work. New York: Basic Books.
Forman, S. L. and Steen, L. A. (2000). Making authentic mathematics work for all students (In Education for mathematics in the
workplace. Dordrecht: Kluwer Academic Publishers.
Roth, W.-M., & McGinn, M. K. (1997). Graphing: Cognitive ability or practice? Science Education, 81, 91-106.
Teichler, U. (1999). Higher education policy and the world of
work: Changing conditions and challenges. Higher Education Policy, 12,
285-312.
