Teaching Science
Acquisition of New Competencies of Science Teachers and Pre-graduate Physics Teachers in the Community of Practice
Paper Presentation in a Themed Session Renata Holubova
Requirements for schools by the education policy of the state are changing dynamically. A number of key needs of in-service teachers have been identified - the development of teachers' competences in the field of didactics, in the field of reflection of their own teaching activities, the implementation of new teaching forms and methods of work with emphasis to the individual needs of learners within a heterogeneous group, the implementation of interdisciplinary relations. The aim of this paper is to present the outcomes of the project that is solved at the Faculty of Science in Olomouc, Czech Republic. One of the key activities of the project is to interconnect more closely the pre-graduate teacher training with the practice at schools and the cooperation with teachers of various secondary schools. Video hospitalizations of lessons are provided. Lessons realized by experienced teachers are compared with lessons realized by university students (pre-service teachers). The lessons are analysed and reflected. Particular examples of the comparison of various physics lessons will be presented, crucial problems in these two types of lessons will be discussed. It can be demonstrated that the community of practice (universities, secondary schools and non-profit organizations) can be of great importance for acquisition of new competencies of teachers so as students.
Managing the Research Process: introducing a Learning Application That Guides Learners to Conduct Research in a Structured Framework
Paper Presentation in a Themed Session Keith Maycock
The modern culture of learning consists of an unlimited network of information which is available to anyone with an internet connection. This culture of learning takes a step towards Marx’s ambitious "right to education for all" matching the opportunity of a bourgeois education with proletarian realities. However, this march is tempered by the fact that access to resources does not ensure an excellent education on its own. On the one hand, the quality of information or educational resources available vary significantly in the information age. While on the other hand, the 21st-century learner is now expected to use technology as a tool; to research, systematise, evaluate, and communicate information effectively and seamlessly, in addition to knowledge creation. The paper introduces an educational tool which was designed to bridge a perceived gap with post graduate learners conducting postgraduate research projects and or dissertations. This educational tool enables learners to conduct searches across many repositories using a single interface and manages and visualises the learners’ review process for both the learner and the supervisor to ensure that the learner follows the typical research cycle. Additionally, the application has many advanced features for researches to enable them to automatically conduct systematic reviews and highlight potential collaborations.
Explortion of the Ancient Athenian Agora in Science Teaching
Paper Presentation in a Themed Session Maria Houpi
In the present study we outline the procedure implemented in order to perform activities relating science lessons with an Archeological Site. The water clock that was constructed at the end of the 4th cent. B.C. in a prominent location of the Ancient Agora in Athens, Greece gave us the incentive to perform activities referring to time and its evaluation, with eleventh grade students. The concept of time and the conflict between absolute and relative time which reflects the history of physics and philosophy were conveyed by students through a video creation using Drama techniques Students wrote an innovative humoristic scenario. Additionally, students constructed a Water Clock (Klepsydra) with recycled materials. Both activities were publicly presented in the Agora. Results showed that the use of the Archeological Site as part of the teaching process stimulated the motivation of students. Promoting an investigative approach in teaching was an indivisible part of building a sense of scientific community in the classroom. Multimedia, Experiment and Drama were used as mediating tools in the learning of science notions. The activities also enhanced creativity, communication, collegiality and collaboration among students. The added value of the learning experience created is illustrated through students’ differentiated participation and higher order thinking manifestations analysed and categorised so as to highlight changes in classroom practices.
