Uczenie się, aby stać się dociekliwym fizykiem: środowisko, proces i wyzwania
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Date
2022
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Learning to Become a Physics Inquirer: Environment, Process, and Challenges
Abstract
Badanie podjęte przez autorkę analizuje postrzeganie przez uczniów ich uczenia się w programie "Research Physics" realizowanym w Instytucie Davidsona w Weizmann Institute for Science w Izraelu w latach 2016-2019. W ramach programu uczniowie eksperymentowali z zagadnieniami fizycznymi przy użyciu metod dociekań, których zakres systematycznie wzrastał w ciągu 3 lat (klasy 10-12). Badania dotyczyły postrzegania przez uczniów ich doświadczeń, wyzwań i rozwoju w zakresie różnych praktyk badawczych, na różnych etapach programu. Ponadto, badania dotyczyły postrzegania przez uczniów środowiska uczenia się "Research Physics" (role uczniów/nauczycieli oraz zasoby edukacyjne). Wyniki badań pokazują, że środowisko "Research Physics" pomogło uczniom rozwinąć zróżnicowane praktyki badawcze i umiejętności pracy zespołowej, dodatkowo pomogło im poprawić zrozumienie natury nauki i samego procesu badawczego sprawiając, że w procesie badawczym uczeń stał się niezależnym badaczem, którego charakteryzowała inicjatywa, chęć samodzielnego uczenia się i kreatywność w rozwiązywaniu problemów. Wyniki badań wskazują jednak również na deficyty w konstrukcji programu. W zakresie niektórych działań, mimo że uczniowie realizowali eksperymenty, nie można było zauważyć znaczącego rozwoju, zwłaszcza gdy nie otrzymywali oni od nauczycieli odpowiedniego wsparcia. Podjęte przez autorkę badania wskazują na możliwość tworzenia działań służących ulepszeniu projektów realizowanych w ramach programu "Research Physics" oraz programów podobnych.
This research examines students' learning in the ‘Research Physics’ program, as they perceive it, cycle 2016-2019, in the Davidson Institute at the Weizmann Institute for Science, Israel. In the program the students experiment with physical issues using inquiry methods that steadily increasing in scope over 3 years (10th-12th grades). The research followed up after the students’ perception of their experience, challenge, and development in the different inquiry practices in different stages of the program, so as to present the relationship between them. In addition, the research followed up after the students’ perception of the 'Research Physics' learning environment (the roles of students/teachers and the learning resources). The findings portray that the inquiry physics environment helped the students to develop diverse inquiry practices and abilities of teamwork, additionally helped them to improve their understanding of the nature of science and inquiry process itself. In particular, this inquiry process makes thestudent to became an independent researcher with initiative, self-regulation, self-learning and creativity in problem solving. However, the findings also indicate deficits in the design of the program. In some of the components of the inquiry, although students have considerably experimented with them, there was no significant development, especially when did not give appropriate scaffolding. According to the findings, the research provides future improvements for the design of this program and similar ones, and raises the importance of the scaffolding in each of the inquiry components.
This research examines students' learning in the ‘Research Physics’ program, as they perceive it, cycle 2016-2019, in the Davidson Institute at the Weizmann Institute for Science, Israel. In the program the students experiment with physical issues using inquiry methods that steadily increasing in scope over 3 years (10th-12th grades). The research followed up after the students’ perception of their experience, challenge, and development in the different inquiry practices in different stages of the program, so as to present the relationship between them. In addition, the research followed up after the students’ perception of the 'Research Physics' learning environment (the roles of students/teachers and the learning resources). The findings portray that the inquiry physics environment helped the students to develop diverse inquiry practices and abilities of teamwork, additionally helped them to improve their understanding of the nature of science and inquiry process itself. In particular, this inquiry process makes thestudent to became an independent researcher with initiative, self-regulation, self-learning and creativity in problem solving. However, the findings also indicate deficits in the design of the program. In some of the components of the inquiry, although students have considerably experimented with them, there was no significant development, especially when did not give appropriate scaffolding. According to the findings, the research provides future improvements for the design of this program and similar ones, and raises the importance of the scaffolding in each of the inquiry components.
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Wydział Studiów Edukacyjnych
Sponsor
This study took place in the context of a pedagogical lab - the 'Research Physics’ program - headed by Prof. Edit Yerushalmi from the Department of Science Teaching, Weizmann Institute of Science, and carried out within the Institutional framework of the Davidson Institute of Science Education, Weizmann Institute of Science, Israel.
The study is a research collaboration between Prof. Edit Yerushalmi from the Weizmann Institute of Science and Prof. Stanisław Dylak from AMU University in Poznan, Poland.
The institute allowed the researcher, Michal Sigron, to use the pedagogical lab - the 'Research Physics’ program – throughout the program period (2016-2019), under the academic supervision of Prof. Edit Yerushalmi.
Any publication of results of the research carried out in the 'Research Physics’ Program at the Weizmann institute would be approved by Prop. Yerushalmi and include the relevant lab members' names as authors. The Weizmann Institute retains all copyrights and commercial rights to the research instruments carried out within the 'Research Physics’ program.
Keywords
fizyka, edukacja, program „Research Physics”, role uczniów i nauczycieli, physics, education, Research Physics Program, student and teacher roles