the ict-supported process of forming learners´ competences in natural science/chemistry martin...
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THE ICT-SUPPORTED PROCESS THE ICT-SUPPORTED PROCESS OF FORMING LEARNERS´ OF FORMING LEARNERS´
COMPETENCES IN NATURAL COMPETENCES IN NATURAL SCIENCE/CHEMISTRYSCIENCE/CHEMISTRY
Martin BílekMartin BílekDepartment of Chemistry, Faculty of Science, University Department of Chemistry, Faculty of Science, University
of Hradec Králové, Czech Republicof Hradec Králové, Czech RepublicDepartment of Chemistry, Faculty of Natural Sciences, Department of Chemistry, Faculty of Natural Sciences,
Constantine the Philosopher University in Nitra, SlovakiaConstantine the Philosopher University in Nitra, Slovakia
Hradec Králové, CZ
Nitra, SK
Curriculum InovationCurriculum Inovation
InterestInterest– What is my interest?; What I want to learn about? What is my interest?; What I want to learn about?
What I will need? What I will need?
ContextContext– ideal (school), application, society, life ideal (school), application, society, life
ContentContent– standards (?), RVP (?), tradition (!), new topicsstandards (?), RVP (?), tradition (!), new topics
CompetencesCompetences– Scientific literacy, science activitiesScientific literacy, science activities
InterestInterest: Project ROSE: Project ROSE
Natural science school subjects are interesting Natural science school subjects are interesting ++
I would like more natural sciences in the school I would like more natural sciences in the school –– Thanks Thanks sscience and technology will increase cience and technology will increase
possibilities and opportunities for next generation possibilities and opportunities for next generation ++
Science and Technology help to poor people Science and Technology help to poor people ––
ContextContext: Projekt ROSE : Projekt ROSE (J. Lavonen, 2006)(J. Lavonen, 2006)
Ideal (school) context (more answers (-), Ideal (school) context (more answers (-), more negative at girls)more negative at girls)
Application context (technology) (big Application context (technology) (big differences between boys (differences between boys (+) and girls (+) and girls ())
Social context (different preferences)Social context (different preferences) Human context (without clear Human context (without clear
preferences)preferences)
ContentContent of natural science of natural science subjectssubjects
Two level curriculum approachTwo level curriculum approach Core curriculum (guidelines) Core curriculum (guidelines) No prescribed subjects but educational areasNo prescribed subjects but educational areas Man and Nature (Phy, Che, Bio, Geo)Man and Nature (Phy, Che, Bio, Geo) School curriculum as own productSchool curriculum as own product Challenges for new approaches (integration, Challenges for new approaches (integration,
project instruction, relations with environment project instruction, relations with environment etc.etc.))
CompetencesCompetences (key) (key)
Learning competence; Learning competence; Problem solving competence;Problem solving competence; Communication competence; Communication competence; Social and personal Social and personal
competences;competences; Citizen competence; Citizen competence; Working competence.Working competence.
Main Main ccompetences for area ompetences for area Man and NatureMan and Nature
InquiryInquiry of nature facts and phenomena and of nature facts and phenomena and their relations with using of their relations with using of empirical empirical (observation, measuring, experiment)(observation, measuring, experiment) and and theoretical (modelling) methodstheoretical (modelling) methods of thinking of thinking and workingand working, ,
Formulation of questionFormulation of question about nature about nature phenomena and their processes and answers phenomena and their processes and answers searching searching
Formulation of hypothesis and their Formulation of hypothesis and their verificationverification
Etc.Etc.
Methodological approach supported by ICTMethodological approach supported by ICT(Hellberg and Bílek, 1996)(Hellberg and Bílek, 1996)
Competences in activitiesCompetences in activities
Observing and MeasuringObserving and Measuring Comparing and OrderingComparing and Ordering Exploring and ExperimentationExploring and Experimentation Foreseeing and VerificationForeseeing and Verification Discussion and InterpretationDiscussion and Interpretation Modelling and MathematizationModelling and Mathematization Searching and CommunicationSearching and Communication
Registration of values of the measured item Registration of values of the measured item in time-intervalsin time-intervals
““Pyrosis“Pyrosis“ (Rennie – Tums – Gastrogel)
The single-step mode measurements = The single-step mode measurements = a step-by-step registration of valuesa step-by-step registration of values
within one experimentwithin one experiment within a set of analysed sampleswithin a set of analysed samples within the set of experimentswithin the set of experiments
The single-step mode measurements The single-step mode measurements within a set of sampleswithin a set of samples
Acidity scale of kitchen samples – miniproject
The single-step mode measurements The single-step mode measurements within the set of experimentswithin the set of experiments
Method of isomolar series (NaOH + HCl)
Competences in activitiesCompetences in activities
Observing and MeasuringObserving and Measuring Comparing and OrderingComparing and Ordering Exploring and ExperimentationExploring and Experimentation Foreseeing and VerificationForeseeing and Verification Discussion and InterpretationDiscussion and Interpretation Modelling and MathematizationModelling and Mathematization Searching and CommunicationSearching and Communication
Prognosing and VerificationPrognosing and Verification
Competences in activitiesCompetences in activities
Observing and MeasuringObserving and Measuring Comparing and OrderingComparing and Ordering Exploring and ExperimentationExploring and Experimentation Foreseeing and VerificationForeseeing and Verification Discussion and InterpretationDiscussion and Interpretation Modelling and MathematizationModelling and Mathematization Searching and CommunicationSearching and Communication
Chemical compound DHMO Chemical compound DHMO (Dihydrogenmonooxid)(Dihydrogenmonooxid)
DHMO is chemical compound using as solution means in DHMO is chemical compound using as solution means in chemical industry and raw material for different applicationchemical industry and raw material for different applicationss (dyes, cooling means etc.) In the big amount it can be deadly. It (dyes, cooling means etc.) In the big amount it can be deadly. It has next negative effects:has next negative effects:– It causes emission of sweat and throwing up,It causes emission of sweat and throwing up,– It is main part of acid rain,It is main part of acid rain,– It causes erosion,It causes erosion,– It causes lower effectivity of brakes in the cars, It causes lower effectivity of brakes in the cars, – etc. etc.
In the survey among people (n = In the survey among people (n = 10100) was resulted opinions on 0) was resulted opinions on the graph.the graph.
What is Your oppinion about this chemical compound?What is Your oppinion about this chemical compound?
0
20
40
60
80
100
Forbid Permit I dont know
H2O
Thank You for Your attention!Thank You for Your attention!
martinmartin..bilekbilek@[email protected]