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1
Content available "Covid-19 shock" and identified benefits for improved pre-service chemistry teacher education
Prokša Miroslav, Drozdíková Anna, Haláková Zuzana
Chemistry-Didactics-Ecology-Metrology
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2023
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R. 28, NR 1-2
1--16
EN
The global pandemic has forced many people to make significant changes in their work, personal lives, and everyday duties and activities. This metamorphosis has also significantly affected education systems. Implemented research activity in the learning process and emphasised the development of children’s cooperation have recently been limited and often unattainable because of learner isolation, prevailing home education, and different countries’ COVID-19 quarantine measures. Herein, we investigated and tested the 2020 European spring preparedness, commitment, and erudition of in-service and pre-service teachers and parents in remote education. We profiled the following three paradigm models of successful remote education; specific experience of in-service and pre-service chemistry teachers and the parents of school-age children. Here, we concentrated on sensitive identification of the most common problems, disadvantages, and risks. Prospective teacher training should concentrate more on remote education. It should help develop teachers’ didactic competencies and increase their motivation and willingness to participate in this mode of education.
2
Content available Discussion: the development of this skill in inquiry-based science teaching methodologies
Szostak E., Odrowąż E.
Chemistry-Didactics-Ecology-Metrology
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2013
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R. 18, NR 1-2
53--60
EN
ESTABLISH - European Science and Technology in Action: Building Links with Industry, School and Home is a four year pan-European project funded by the European Union’s Seventh Framework Programme (FP7). A specific aims of this project is to reinforce the links between school education and external world, so as to raise the level of scientific knowledge of teachers and their students, and increase students’ intrinsic motivation to science and technology. Inquiry-based science education (IBSE) has been selected as the methodology to facilitate this type of teaching and learning. In order to achieve this set aim, it is necessary to prepare the teaching staff to be involved in IBSE. Across Europe teachers and students have begun to adopt the IBSE methodology, facilitated by many projects including ESTABLISH. In Poland, the ESTABLISH teachers training included inter alia, two summer schools during which teachers can deepen the knowledge and understanding of how to apply the IBSE strategy into their own teaching practices. Selected because of their importance in contemporary society life, are the abilities to discuss, to argue and to draw connections. Those skills require the use of specific rules. During the ESTABLISH training, teachers were tasked with creating a list of rules to help them lead a “good discussion” in their classroom. They tried to follow those rules discussing many hot and current topics, for example nuclear energy or use of supplements to lose weight (Chitosan). The advantages and disadvantages of developing this skill (discussion) as part of this teaching method were examined by participants of summer school. At the end of classes teachers shared their experiences of working with proposed method and collectively created a list of discussion topics they thought would be interesting for students that can be implemented in Polish schools. In the presentation, our experiences, remarks and conclusions from working with summer schools' teachers of the ESTABLISH project will be shared.
PL
ESTABLISH (European Science and Technology in Action: Building Links with Industry, School and Home) to czteroletni projekt realizowany w ramach 7 Programu Ramowego ze środków Unii Europejskiej (FP7/2007-2013). Głównym celem projektu jest zachęcenie do bardziej powszechnego stosowania strategii edukacyjnej IBSE, czyli nauczania przez odkrywanie/dociekanie naukowe. Z tego powodu w projekcie szczególny nacisk położono na wzmocnienie więzi łączących edukację szkolną ze światem zewnętrznym, czego rezultatem powinien być wzrost efektywności nauczania oraz wzbudzenie szerszego zainteresowania przedmiotami przyrodniczymi uczniów szkół gimnazjalnych i ponadgimnazjalnych. Kluczową rolę w procesie wdrażania innowacji dydaktycznych odgrywają nauczyciele, dlatego też istotne są szkolenia nauczycieli realizowane w ramach projektu. Opracowane materiały dydaktyczne, zorganizowane szkoły letnie i warsztaty miały przybliżyć nauczycielom zasady prowadzenia zajęć przez odkrywanie/dociekanie naukowe. Metodologia IBSE promuje kształcenie umiejętności kluczowych, ważnych w życiu codziennym, takich jak np.: umiejętność prowadzenia dyskusji czy właściwego argumentowania. Dlatego jednym z zadań realizowanych przez nauczycieli w trakcie szkoleń było rozwinięcie umiejętności prowadzenia dyskusji. Umiejętność ta wymaga jednak stosowania się do odpowiednich reguł, a rolą nauczyciela jest pilnowanie, aby uczniowie reguł tych przestrzegali. W ramach ćwiczeń zaproponowano uczestnikom szkoleń przeprowadzenie dyskusji na aktualne obecnie tematy, takie jak: „Czy w Polsce należy zbudować elektrownię jądrową” oraz „Czy chitosan jest dobrym środkiem odchudzającym”. Dyskusja poprzedzona była opracowaniem zasad „dobrej dyskusji”. Na zakończenie natomiast nauczyciele dzielili się własnymi doświadczeniami z pracy takimi metodami oraz sporządzili listę tematów do dyskusji, które mogłyby zainteresować uczniów na danym etapie kształcenia. W artykule zawarto doświadczenia, przemyślenia i wnioski wynikające z pracy z nauczycielami w ramach zajęć szkół letnich, dotyczących kształcenia umiejętności kluczowych.
3
Content available Elements of mathematical literacy in primary teacher training
Prídavková A.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2011
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Vol. 16
297--304
EN
Mathematical literacy is an ability to be developed not just in pupils but also in teachers. It is a constituent part of their undergraduate teacher training. The courses listed under the programmes of study offered by the Faculty of Education, University of Prešov provide a platform for developing mathematical literacy of students - prospective teachers in primary school. The courses syllabi include OECD PISA tasks. They are utilized as means of exploration of theoretical starting points in certain domains of arithmetic and algebra. The article offers the task analysis carried out from the aspect of the present elements of mathematical literacy. We also present some examples of the way who w particular primary mathematics topics from the syllabus are interpreted in terms of mathematical literacy.
4
Content available remote Compensation of students’ handicap in mathematical disciplines
Eberová J., Stopenová A.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2007
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Vol. 12
185-190
EN
Repetitorium of mathematics, which has been suggested as a part of the Teacher training for elementary schools programme in all forms of study, is aimed at levelling basic mathematical knowledge and skills of students entering university from various types of secondary schools with various positions of mathematics in the curricula.
5
Content available remote Attention of teachers to pupils interested in mathematics in the 4th class at elementary school
Gerová L.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2007
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Vol. 12
207-214
EN
This paper presents some results achieved with carefulness for pupils with larger interest in mathematics in the 4th class at elementary school. We gave attention to two subjects - teacher and his (her) pupils. We mention the first one in this paper. We have found out certain reserves at work with these pupils including gifted pupils, mainly at out of educational time. Research shows needs to improve the quality of preparation for pupils interested more in mathematics. It is also connected with preparation of next teachers at universities.
6
Content available remote Training of Future Teachers for the Work witch Ethnic Minorities in Mathematics
Melichar J.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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1999
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Vol. 6
50--54
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