Strategia Kształenia Wyprzedzającego. Advance Learning Strategy(ALS) part 1
1
students ability to apply their knowledge to real-life situations* 100 % , 2006 test results (mean)* students ability to collect data and use it* reasoning* problem solving* CONCLUSION: Polish lower secondary school students have most difficulties in answering questions requiring problem solving skills *percentage of correct answers 2007 2008 2009 2011 2010 47,80 % 42,33 % Advance Learning Strategy (ALS) An identification of the significant problems in the field of research An outline of the current knowledge of the problem domain, as well as the state of existing solutions Who is today's student? Whom is student nowadays? How does student learn? M. Prensky called today’s students the digital native, D. Tapscott used the name: the net generation. Their natural environment seems to be the internet, not only because of that they are just very active in the Internet.They love looking for information and present critical approach to the information they have found. (D. Tapscott) . Moreover their learning is often only skin deep. N. Carr think that their minds are earthbound. Their “learning” is based on scanning contents, and they very often have problem with processing this information into coherent knowledge structure. The problem is growing if we accept the thesis that: the main aim of education should be developing students’ creativity and imagination. How this creativity, imagination and activity should be emancipated? The answer for this questions is hidden in the Advanced Learning Strategy. What is the main point of Advanced Learning Strategy? The main thesis of strategy is if the students want learn they should build a bridge between their previous knowledge and new informations. ALS is helpfull to build this bridge. On the beging ALS method, students activates previous knowledge, then processing new informations and finally systematize it to build a new cognitive structure in mind.The strategy appeal directly to D. Ausubel who is author of advance organizers theory; indirectly to J. F. Herbart’s apperception theory and L. Wygotski zone of proximal development. According to Stanislaw Dylak, the leader of the group which developed and are working on the Strategy of Advance Learning (SAL), the way of learning determines knowledge operation. Therefore, in the teaching-learning process, we should emphasize the way of learning against the learning results, what we propose in the Strategy. Research results Questions The national Science and Maths exam results, prove that science and mathematics achievements of students from Wielkopolska province are rather low (Table 1). This resulted in putting a research problem: How can we raise learning and teaching results in science, and mathematics? Generally we need improved pedagogy of teaching these subjects. The new way of teaching-learning should be based on students` activity (problem solving), internet and cyberspace which they use on daily basis. It is also crucial that we take into account new ways of learning which are dictated by the ICT develop- ment. Is the Advanced Learning Strategy an effective and exciting option for Polish education? Can we use it within a wide range of situations? What are the strengths and weaknesses of this method from the users’ point of view? People who have been actively creating and promoting the Advanced Learning Strategy are PhD’s candidates and teachers themselves. We are constantly looking for new ways of improving learning and te- aching when using ICT. Table 2 | Changes in students' self – assesed level of understanding scientific issues addressed during Biology, Chemistry, Geogra- phy, Physics and Maths classes. Kruskal–Wallis one-way analysis of variance (H4 =371,586; p <0,001) demonstrated statistically significant differences in students' self – assessed way of understanding scientific issues depending on classes they took. Table 3 Changes in students' self – assesed performence during Biology, Chemistry, Geography, Physics and Maths clas- ses. Kruskal–Wallis one-way analysis of variance showed also statistically significant differences in students' self – assessed performance (H4 =324,092; p <0,001) depen- ding on classes they attended to. Grażyna Barabasz is a PhD student at Adam Mickiewicz University in Poznań (Poland). She has a degree in Education. Her areas of interests are e-teacher`s com- petences in on-line learning . [email protected] Mateusz Leszkowicz is a PhD student at Adam Mickie- wicz University in Poznań (Poland). He is doing educa- tional research on visual interactions between graphic medium and user. He is engage in eye tracking methodology, investigate reading behaviours of teenagers with infographics. He is also running some courses about visual literacy in education. [email protected] Anna Wiśniewska is a second year PhD student at Adam Mickiewicz University in Poznań (Poland). She has a degree in Education and Psychology. Her areas of intere- sts are educational diagnostics, science education and deaf education. She participeted in two innovative projects related to science education: Kolegium Śniadekc- kich and eSzkola – Moja Wielkopolska [email protected] Anna Wiśniewska, MA Adam Mickiewicz University POZNAŃ, POLAND Grażna Barabasz, MA Adam Mickiewicz University POZNAŃ, POLAND Mateusz Leszkowicz, MA Adam Mickiewicz University POZNAŃ, POLAND To assess the effectiveness of the Advances Learning Strategy (ALS) we have created an on-line platform, which we then used to run some activities in two different schools. 200 students participated in this project which was regularly supervised. Both teachers and students who used the Advanced Learning Strategy were also interviewed. much worse worse without changes better much better BIOLOGY median N-219 CHEMISTRY median N-281 PHYSICS median N-375 GEOGRAPHY median N-341 MATHEMATHICS median N-369 level of understanding 20 40 60 80 100 0 % students 20 40 60 80 100 0 % students 20 40 60 80 100 0 % students 20 40 60 80 100 0 % students 20 40 60 80 100 0 % students median N-219 median N-281 median N-375 median N-341 median N-369 self – assesed performence 20 40 60 80 100 0 % students 20 40 60 80 100 0 % students 20 40 60 80 100 0 % students 20 40 60 80 100 0 % students 20 40 60 80 100 0 % students BIOLOGY CHEMISTRY PHYSICS GEOGRAPHY MATHEMATHICS much worse worse without changes better much better Table 1 | Polish lower secondary school students' performance in the national Science and Maths exam (2006-2011) Source: www.oke.edu.pl Professor at Adam Mickiewicz University at Poznan. He is the head of Department of Research on Teacher Education and Teacher Professional Development (Zaklad Pedeutologii). He is teaching pedagogy and pedeutology (teachers’ profession, teaching and teacher’s personality) and a member and leader of international projects on science education and teacher education. The leader of the SAL group. [email protected] Stanislaw Dylak, PhD Adam Mickiewicz University POZNAŃ, POLAND Part 1 research 2013 -teaching science and maths in on-line and classroom enviroment | Adam Mickiewicz University POZNAN, POLAND 30,00 % 47,48 % 44,00 % 35,37 % 50,70 % 42,60 % 66,60 % 52,06 % 51,60 % 68,50 % 37, 20 % 54,10 % 49,40 % 54,40 % 71,00 % 68,60 % 46,00 % 52,30 % 48,13 % 35,65 % 70,16 % 35,75 % 41,73 % 70,16 % 35,75 % 41,73 % 42,33 % 47, 80 %
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To assess the e ectiveness of the Advances Learning Strategy (ALS) we have created an on-line platform, which we then used to run some activities in two diferent schools. 200 students participated in this project which was regularly supervised.
Transcript of Strategia Kształenia Wyprzedzającego. Advance Learning Strategy(ALS) part 1
stude
nts a
bility
to ap
ply th
eir
know
ledge
to re
al-life
situ
ation
s*
100 %
,
2006
test r
esult
s (mea
n)*stu
dent
s abil
ity to
colle
ct da
ta an
d use
it*
reaso
ning*
prob
lem so
lving
*
CONCLUSION: P
olish
lower
seco
ndary
scho
ol stu
dent
s hav
e mos
t
diffic
ulties
in an
sweri
ng qu
estio
ns re
quiri
ng pr
oblem
solvi
ng sk
ills
*perc
entag
e of c
orrec
t ans
wers
2007
2008
2009
2011
2010
47,80%
42,33%
Advance Learning Strategy (ALS)
An identification of the significant problems in the field of research
An outline of the current knowledge of the problem domain, as well as the state of existing solutions
Who is today's student? Whom is student nowadays? How does student learn?M. Prensky called today’s students the digital native, D. Tapscott used the name: the net generation. Their natural environment seems to be the internet, not only because of that they are just very active in the Internet.They love looking for information and present critical approach to the information they have found. (D. Tapscott) . Moreover their learning is often only skin deep. N. Carr think that their minds are earthbound. Their “learning” is based on scanning contents, and they very often have problem with processing this information into coherent knowledge structure. The problem is growing if we accept the thesis that: the main aim of education should be developing students’ creativity and imagination. How this creativity, imagination and activity should be emancipated? The answer for this questions is hidden in the Advanced Learning Strategy. What is the main point of Advanced Learning Strategy?The main thesis of strategy is if the students want learn they should build a bridge between their previous knowledge and new informations. ALS is helpfull to build this bridge. On the beging ALS method, students activates previous knowledge, then processing new informations andfinally systematize it to build a new cognitive structure in mind.The strategy appeal directly to D. Ausubel who is author of advance organizers theory; indirectly to J. F. Herbart’s apperception theory and L. Wygotski zone of proximal development.According to Stanislaw Dylak, the leader of the group which developed and are working on the Strategy of Advance Learning (SAL), the way of learning determines knowledge operation. Therefore, in the teaching-learning process, we should emphasize the way of learning against the learning results, what we propose in the Strategy.
Research results
Questions
The national Science and Maths exam results, prove that science and mathematics achievements of students from Wielkopolska province are rather low (Table 1). This resulted in putting a research problem: How can we raise learning and teaching results in science, and mathematics? Generally we need improved pedagogy of teaching these subjects. The new way of teaching-learning should be based on students` activity (problem solving), internet and cyberspace which they use on daily basis. It is also crucial that we take into account new ways of learning which are dictated by the ICT develop-ment.
Is the Advanced Learning Strategy an e�ective and exciting option for Polish education? Can we use it within a wide range of situations? What are the strengths and weaknesses of this method from the
users’ point of view?
People who have been actively creating and promoting the Advanced Learning Strategy are PhD’s candidates and teachers themselves. We are constantly looking for new ways of improving learning and te-
aching when using ICT.
Table 2 |Changes in students' self – assesed level of understanding scientific issues addressed during Biology, Chemistry, Geogra-phy, Physics and Maths classes. Kruskal–Wallis one-way analysis of variance (H4 =371,586; p <0,001) demonstrated statistically significant di�erences in students' self – assessed way of understanding scientific issues depending on classes they took.
Table 3Changes in students' self – assesed performence during Biology, Chemistry, Geography, Physics and Maths clas-ses.Kruskal–Wallis one-way analysis of variance showed also statistically significant di�erences in students' self – assessed performance (H4 =324,092; p <0,001) depen-ding on classes they attended to.
Grażyna Barabasz is a PhD student at Adam Mickiewicz University in Poznań (Poland). She has a degree in Education. Her areas of interests are e-teacher`s com-petences in on-line learning
.
Mateusz Leszkowicz is a PhD student at Adam Mickie-wicz University in Poznań (Poland). He is doing educa-tional research on visual interactions between graphic medium and user. He is engage in eye tracking methodology, investigate reading behaviours of teenagers with infographics. He is also running some courses about visual literacy in education.
Anna Wiśniewska is a second year PhD student at Adam Mickiewicz University in Poznań (Poland). She has a degree in Education and Psychology. Her areas of intere-sts are educational diagnostics, science education and deaf education. She participeted in two innovative projects related to science education: Kolegium Śniadekc-kich and eSzkoła – Moja Wielkopolska
Anna Wiśniewska, MAAdam Mickiewicz UniversityPOZNAŃ, POLAND
Grażna Barabasz, MAAdam Mickiewicz UniversityPOZNAŃ, POLAND
Mateusz Leszkowicz, MAAdam Mickiewicz UniversityPOZNAŃ, POLAND
To assess the e�ectiveness of the Advances Learning Strategy (ALS) we have created an on-line platform, which we then used to run some activities in two di�erent schools. 200 students participated in this project which was regularly supervised. Both teachers and students who used the Advanced Learning Strategy were also interviewed.
much worse
worse
without changes
better
much better
BIOLOGY
median
N-219 CHEMISTRY
median
N-281 PHYSICS
median
N-375 GEOGRAPHY
median
N-341 MATHEMATHICS
median
N-369
leve
l of u
nder
stan
ding
20 40 60 80 1000% students
20 40 60 80 1000% students
20 40 60 80 1000% students
20 40 60 80 1000% students
20 40 60 80 1000% students
median
N-219
median
N-281
median
N-375
median
N-341
median
N-369
self
– as
sese
d pe
rfor
men
ce
20 40 60 80 1000% students
20 40 60 80 1000% students
20 40 60 80 1000% students
20 40 60 80 1000% students
20 40 60 80 1000% students
BIOLOGY CHEMISTRY PHYSICS GEOGRAPHY MATHEMATHICS
much worse
worse
without changes
better
much better
Table 1 |Polish lower secondary school students' performance in the national Science and Maths exam (2006-2011)Source: www.oke.edu.pl
Professor at Adam Mickiewicz University at Poznan. He is the head of Department of Research on Teacher Education and Teacher Professional Development (Zaklad Pedeutologii). He is teaching pedagogy and pedeutology (teachers’ profession, teaching and teacher’s personality) and a member and leader of international projects on science education and teacher education. The leader of the SAL group.
Stanislaw Dylak, PhDAdam Mickiewicz UniversityPOZNAŃ, POLAND
Part 1 research2013 -teaching science and maths in on-line and classroom enviroment | Adam Mickiewicz University POZNAN, POLAND
30,00%
47,48%
44,00%
35,37%
50,70%
42,60%
66,60%
52,06% 51,60
%
68,50%
37, 20%
54,10%
49,40% 54,40
%
71,00%
68,60%
46,00%
52,30%
48,13%
35,65%
70,16%
35,75%
41,73%
70,16%
35,75%
41,73%
42,33%
47, 80%
