Metoda projektów w uczeniu się i nauczaniu fizyki w gimnazjum
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Date
2016
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Project-based learning in teaching and studying Physics in secondary school
Abstract
Ostatnie raporty jakości polskiej edukacji zwracają uwagę, iż metody nauczania zdominowane są aktywnością nauczycieli, a nie uczniów. W większości krajów zwraca się uwagę na treści kształcenia, a zaniedbuje sposoby rozwijania wśród uczniów rozumowania, wnioskowania i dowodzenia. W raporcie z badań rozumowania naukowego studentów fizyki uczelni amerykańskich i chińskich postuluje się, aby prowadzić zrównoważone metody nauczania wykorzystujące treści kształcenia oraz metody problemowe, które rozwijają rozumowanie naukowe. W polskiej edukacji od lat panuje paradygmat przekazu, a nie uczenia się i nauczania problemowego i poszukującego. Według profesora S. Dylaka przestrzeń cyfrowa może ten paradygmat przekazu zmienić. Jak pokazały badania metoda projektów rozwija myślenie krytyczne, kreatywność, pracę zespołową, komunikację między uczniami, umiejętności technologii cyfrowej oraz ukierunkowuje uczniów na własny rozwój. Pół wieku temu profesor Cz. Kupisiewicz zwrócił uwagę, aby uczniów zachęcić do zdobywania wiedzy czynnej, będącej nieodzownym warunkiem wykonywania czynności nowych, dotychczas nieznanych, a nie na nabywaniu tylko wiedzy biernej – przydatnej jedynie przy udzielaniu odpowiedzi na zadane z zewnątrz pytania. Problemowe uczenie się wykorzystujące metodę naukową opiera się na sekwencji: pytanie badawcze – hipoteza – doświadczenie – wnioski. W niniejszej dysertacji podano propozycję praktycznego rozwijania rozumowania naukowego oraz nabywania wiedzy czynnej poprzez lekcyjne zadania projektowe preferujące zadania realizacyjne oraz indukcyjne i abdukcyjne sposoby wnioskowań. Główny punkt rozważań i badań rozprawy doktorskiej skupiał się na określeniu skuteczności pedagogicznej metody projektów oraz na ocenie rozwoju rozumowania naukowego wśród uczniów gimnazjum, a także na wykorzystaniu metody problemowej oraz metody projektów. Badania wykazały znaczny wzrost poziomu rozumowania naukowego uczniów pracujących metodą projektów w dłuższym przedziale czasowym.
Recent reports on the quality of Polish education have shown that contemporary learning processes are more teacher- than student-oriented. In most countries, education is focused mainly on developing learning outcomes rather than providing students with effective methods for reasoning, inference, and argumentation. Based on reports from the tests for scientific reasoning carried out among Physics students in American and Chinese universities, it is postulated that learning methods applied in education system should be more unified and the same amount of attention must be given to learning outcomes as well as problem-solving methods that are considered to develop scientific reasoning in students. Till now, Polish education has revolved around a knowledge transmission paradigm which stays in opposition to the process of learning itself or the process of problem-solving and applying useful exploration methods. However, according to Prof. S. Dylak, online aids can be helpful in the incidents highlighted above. As research has shown, project learning helps to develop critical reasoning in students, as well as triggers creativity, group work, communication between students, computer skills, and finally, enhances student’s self-direction. Around 50 years ago, Prof. Cz. Kupisiewicz in his studies highlighted the effect of encouraging students to develop active knowledge, compared to the passive one. Active knowledge is an indispensable part of every process of exploring an issue that is new for us. In turn, passive knowledge appears useful for students only in answering the specific questions articulated ‘here and now’ by the teacher. Problem-Based Learning using a scientific method is based on the following sequence: scientific question – hypothesis – experiment – conclusions. The current paper suggests implementing project learning that will help to develop scientific reasoning in students as well as make it possible for these students to acquire active knowledge. The project learning will be focused on practical tasks as well as inductive and abductive methods of reasoning. The core part of the present paper is focused on evaluating the pedagogical effectiveness of project learning as well as on developing scientific reasoning skills among secondary school students, using Problem-Based Learning and project methods. Earlier studies have shown a significant increase in scientific reasoning and active knowledge in students due to providing them with long-term project learning.
Recent reports on the quality of Polish education have shown that contemporary learning processes are more teacher- than student-oriented. In most countries, education is focused mainly on developing learning outcomes rather than providing students with effective methods for reasoning, inference, and argumentation. Based on reports from the tests for scientific reasoning carried out among Physics students in American and Chinese universities, it is postulated that learning methods applied in education system should be more unified and the same amount of attention must be given to learning outcomes as well as problem-solving methods that are considered to develop scientific reasoning in students. Till now, Polish education has revolved around a knowledge transmission paradigm which stays in opposition to the process of learning itself or the process of problem-solving and applying useful exploration methods. However, according to Prof. S. Dylak, online aids can be helpful in the incidents highlighted above. As research has shown, project learning helps to develop critical reasoning in students, as well as triggers creativity, group work, communication between students, computer skills, and finally, enhances student’s self-direction. Around 50 years ago, Prof. Cz. Kupisiewicz in his studies highlighted the effect of encouraging students to develop active knowledge, compared to the passive one. Active knowledge is an indispensable part of every process of exploring an issue that is new for us. In turn, passive knowledge appears useful for students only in answering the specific questions articulated ‘here and now’ by the teacher. Problem-Based Learning using a scientific method is based on the following sequence: scientific question – hypothesis – experiment – conclusions. The current paper suggests implementing project learning that will help to develop scientific reasoning in students as well as make it possible for these students to acquire active knowledge. The project learning will be focused on practical tasks as well as inductive and abductive methods of reasoning. The core part of the present paper is focused on evaluating the pedagogical effectiveness of project learning as well as on developing scientific reasoning skills among secondary school students, using Problem-Based Learning and project methods. Earlier studies have shown a significant increase in scientific reasoning and active knowledge in students due to providing them with long-term project learning.
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Wydział Studiów Edukacyjnych: Zakład Pedeutologii
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Keywords
metoda projektów, skuteczność pedagogiczna, efekty realizacyjne, efekty kształcące, rozumowanie naukowe, project-based learning, pedagogical effectiveness of project learning, scientific reasoning, effects of realization, effects of educating