1. NA KTÓRYM ETAPIE SYSTEMU EDUKACYJNEGO ZACZYNAMY KSZTAŁCIĆ UMYSŁ FIZYKA
NA KTÓRYM ETAPIE SYSTEMU EDUKACYJNEGO ZACZYNAMY KSZTAŁCIĆ UMYSŁ FIZYKA? AT WHICH STAGE OF THE EDUCATIONAL SYSTEM DO WE START CREATING AWARENESS OF A SCIENTIFIC RESEARCHER? Alicja Wojtyna-Jodko Stowarzyszenie Nauczycieli Przedmiotów Przyrodniczych i Technicznych (SNPPiT) Bydgoszcz

2. ACKNOWLWDGEMENTS to Prof. Joseph DEPIREUX
This presentation is the result of many years of my co-operation with prof. J. Depireux within:
EPS: Advisory Committee on Physics Education
of the European Physical Society
GIREP: International Research Group
on Physics Teaching
ATEE: Association for Teacher Education
in Europe

3. PLAN OF THE PRESENTATION
The role of an educational system in a state functionning
EU educational policy
University in a society
Pre-university education
SNPPiT activities for education
Summary

4. THE ROLE of an EDUCATIONAL SYSTEM in a STATE FUCTIONING
AUTHORITARIAN POLITICAL SYSTEM
One person makes decisions.
DEMOCRATIC POLITICAL SYSTEM
Decision making is shared.
NGOs of T E A C H R S
and P N E D U C A T I O N L P Y
LOCAL
DEPARTMENTS
FOR EDUCATION
SCHOOLS
NO INDIVIDUAL INDEPENDENT INITIATIVE IS FORESEEN
NOR ACCEPTED.
INDIVIDUAL INDEPENDENT INITIATIVE IS WELCOMED
AND ASSESSED.

5. A STATE RECRUTING TEACHERS POLICYm b e r of T a c h s
very good
bad
good
bad
Teacher’s quality

6. U.S. Department of Education Teaching Ambassadors Fellowship
Teachers with successful strategies for increasing student achievement are encouraged to apply for Teaching Ambassador Fellowship positions with the U.S. Department of Education for the school year. Teachers will be chosen based upon their record of leadership, impact on student achievement and potential for contribution to the Department and the field.
The program offers two tracks: Classroom and Washington Fellows.

7. U.S. Department of Education Teaching Ambassadors Fellowship
Classroom Fellows will serve their regular teaching contracts with their districts and will be paid to perform additional fellowship duties for the Department of Education. As practicing classroom teachers, these Fellows will share an important perspective for -- and will gain more knowledge about -- education policy and program development. (…)
 Washington Fellows will serve as full-time federal employees in Washington, D.C., from the summer of 2009 through June They will be placed in appropriate positions within the Department of Education to work on education program development and implementation. (…)
  Applications for both tracks are due March 16, 2009.

8. EDUCATIONAL POLICY OF THE EUROPEAN UNION (1)
March 2000 Lisbon European Council Declaration:
„The collective intention for Europe is to become the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with
more and better jobs and greater social cohesion”.
December 2008 European Commission communicated:
„An updated strategic framework for European cooperation in education and training”.
2009 The European Year of Creativity and Innovation

9. EDUCATIONAL POLICY OF THE EUROPEAN UNION (2)
General trends:
Ageing of societies – new jobs to assure both high standards of living and high standards of social care,
Climate change – new jobs to create a low carbon economy,
Development of ICT and nanotechnologies,
Increasing number of institutions in education and training sector.

10. EDUCATIONAL POLICY OF THE EUROPEAN UNION (3)
Key competences and skills needed:
Communication in the mother tongue and in foreign
languages,
Digital competences,
Cultural awareness,
Sense of initiative and entrepreneurship,
Competence in math, science and technology,
Learning-to-learn skills,
Ability and willingness to keep learning new and
specific skills for developing jobs (lifelong learning).
UPGRADING AND UPDATING SKILLS ARE NOT JUST LUXURY FOR HIGHTECH PROFESSIONALS
BUT
IT IS A NEED FOR ALL.

11. STRUCTURE OF THE EDUCATIONAL SYSTEM IN POLAND29 28 27 26
DOCTORATE STUDIES
Studia doktoranckie 25 24 23
UNIFORM MASTER DEGREE
10-12 semesters
Jednolite studia
magisterskie
MASTER DEGREE
4 semesters
BACHELOR DEGREE
6-8 semesters
MASTER DEGREE
minimum 4 semesters
BACHERLOR DEGREE
THE VOCATIONAL SCHOOLS
Wyższe szkoły zawodowe 22
SUPPLEME-
NTARY TECHNICAL SECONDARY SCHOOL
Technikum uzupełniające 21
POST SECONDARY SCHOOL
Szkoła policealna
THE ACADEMIC SCHOOLS
Szkoły wyższe
SUPPLEMENTARY GENERAL SECONDARY SCHOOL 20 19
TECHNICAL SECONDARY SCHOOL
Technikum
Uzupełniające liceum ogólnokształcące 18
GENERAL SECONDARY SCHOOL
Liceum ogólnokształcące
SPECIALISED SECONDARY SCHOOL
Liceum profilowane 17
BASIC VOCATIONAL SCHOOL
Zasadnicza szkoła zawodowa 16
UPPER SECONDARY EDUCATION 15 14 13
LOWER SECONDARY EDUCATION / Gimnazjum rd stage 12 11 10
PRIMARY EDUCATION
Szkoła podstawowa
2nd stage 9 8 7
1st stage 6 5 4
PRE-SCHOOL YEAR PRE-SCHOOL EDUCATION / Przedszkole

12. UNIVERSITY IN A SOCIETY
AUTHORITIES
INDUSTRY
SERVICES
INNOVATION CENTRES
UNIVERSITY:
scientific researchers
lecturers
equipment
students
EDUCATIONAL
INSTITUTIONS:
Teachers’
Training Centres
SCHOOLS:
teachers
equipment
pupils/students
SPIN-OFFs
FINAL EXAM
STUDENTS:
sound basic knowledge
interest in the subjects
skills
ability to learn
motivation for further intellectual development

13. PRE-UNIVERSITY EDUCATION
NON-FORMAL
EDUCATION
FORMAL SCHOOL
INTELLECT
EMOTIONS
INFORMAL EDUCATION
ADDITIONAL KNOWLEDGE
age
STRUCTURED
SCHOOL KNOWLEDGE
LAY-IDEAS
(often incorrect)
ASSOCIATION
INDUSTRY
WORK PLACE
CULTURE CENTER
SPORT CLUB
SCIENCE CLUB
MUSEUM
HANDS-ON EXHIBITION
EDUCATIONAL TRAIL
BOTANIC GARDEN
ZOO 19
FINAL EXAM
INTERNET
COMPUTER GAMES
MEDIA
COLLEAGUES
NEIGHBOURS
RELATIVES
FAMILY
PARENTS 18 17 16
UPPER SECONDARY
4th stage 15 14 13
LOWER SECONDARY
3rd stage 12 11 10
PRIMARY SCHOOL
2nd stage 9 8 7
1st stage 6 5 4
PRE-SCHOOL YEAR
KINDERGARTEN 3 2 1
birth

14. OBSERVATIONS
age
FORMAL SCHOOL EDUCATION I
NTELLECT
EMOT
IONS
6. Students studying one subject in one month time had higher achievements at the end of a semester than those students who studied more subjects in the same time.
5. Difficult concepts should be introduced to children’s structure of knowledge as early as possible. Later understanding of them in many different aspects should be developed.
4. Disordered emotional development influences and breaks ability of the intellectual development of a child.
3. Personal structure of knowledge develops in mind of each child from early childhood. It contains mainly lay-ideas, most of them incorrect but they are the base for further development of personal structure of knowledge and intellectual development.
2. Parents stimulate and control all aspects of the child’s development (intellectual and emotional among others).
In Poland many parents do not have any preparation to that task and they don’t have any institutional support in the time of early childhood.
1. A child is born with an ability to learn, to examine the surrounding world, with individual initiative.
STRUCTURED SCHOOL KNOWLEDGE 19
FINAL EXAM 18 17 16
UPPER SECONDARY SCHOOL
4th stage 15 14 13
LOWER SECONDARY SCHOOL
3rd stage 12 11 10
PRIMARY SCHOOL
2nd stage 9 8 7
1st stage 6 5 4
PRE-SCHOOL YEAR
KINDERGARTEN 3 2 1
birth

15. CONCLUSIONS (1)
Declarative education applied in Poland prepares our young generation more for life in an authoritarian than a democratic country.
In the European Union countries with a long democratic tradition based on a market economy the educational system prepares the young generation to:
be able to assure economic status for themselves and their families by using their knowledge, initiative and entrepreneurship,
being conscious citizens of a democratic state,
continue personal development of themselves and stimulate intellectual development of their children.

16. CONCLUSIONS (2)
The educational system is focused on pupils’ learning process with the guidance of teachers. Stress is put on:
higher order thinking skills,
basic competences.
These goals are achieved by implementing projects and competitions into organisation of the learning process at all levels of education.

17. CONCLUSIONS (3)
The intellectual development of a person starts in early childhood.
Distorted emotions of a child disturb its intellectual development.
Increasing awareness of parents of their influence on the emotional and intellectual development of their child in early childhood is needed.
LIFELONG LEARNING starts
at the moment of BIRTH
and lasts till the END OF LIFE.

18. HIGHER ORDER THINKING SKILLS
Cognitive skills:
- analysis, synthesis, evaluation, problem solving,
decision making,
Personal skills:
- creativity, initiative, entrepreneurship, perseverance,
ingenuity, acting safely with respect to oneself and
others, co-operation, leadership,
Communicative skills:
- written, graphical, tabular, symbolic presentation,
oral responses to larger groups,
Social value:
- decision making in a social, environmental,
economic or political context with a sound
justification,
Self-evaluation, assessment.

19. BASE FOR COMPETENCES (1)
Learning science at primary and lower secondary levels
BASE FOR COMPETENCES (1)
Solving a problem by using a science minded approach
KNOW-HOW
Mastering a complex reality
Investigating possible paths of research
Structuring the results, validating them, presenting in a synthetic view
Outlining the problem to
solve
Identify-ing cues
and
paths pertaining to
the actual problem
Comparing the various paths identified in the previous step, refining the criteria and selecting according
to those criteria
Collecting information by experimental research, observation and measurement
Collecting information by research in the proper sources and by referring to resource persons
Summari-zing and organizing information in a shape that helps understand-ing and communica-ting it
Questioning the results of a search, building up a synthetic view, developing new knowledge
KNOWLEDGE
The living beings; Energy; Matter;
Air, water, soil; Man in his environment;
History of life and of sciences;

20. Ask clear and structured questions from observation(s)
Learning science at primary and lower secondary levels BASE FOR COMPETENCES (2)
A student is able to:
Ask clear and structured questions from observation(s)
Search and identifies cues
Structure those cues into an efficient path
Make a clear difference between well established facts and psychological and emotional reactions
Imagine or apply a suitable experimental approach
Collect information by personal observation
Identify and make an estimate of the quantity(-ies) to be measured and associate it (them) with an (available) suitable instrument or device
Express clearly the results of a set of measurements

21. Compare, sort out, classify
Learning science at primary and lower secondary levels BASE FOR COMPETENCES (3)
A student is able to:
Identify and make a note of information contained in a scientific text, graph, table, sketch or drawing
Compare, sort out, classify
Show clearly the relationship between the various variables of a problem
Synthesize information in a table, complete it by graph
Validate the results of a search (=show that they are significant, but that they can fit in a more general view of things, …)
Try to build up a law, a concept, …
Re-invest the acquired know-how into other questions in the field or into other fields

22. SNPPiT ACTIVITIES 16 annual conferences for teachers MIOKON
(1991 – 2006);
Information Bulletin „Przyroda i Technika w Szkole” (50 issues, );
Educational trail in Nowy Fordon (2003);
Aviation class in XVI LO in Bydgoszcz ( );
Spacecraft Model Competition for primary and secondary school pupils ( );
The series of 9 open lectures on „My knowledge helps me in guiding the correct development of my child” for parents, grandparents and educators ( );
Physics Experiment Competition for primary (since 2008/2009) and for lower secondary school pupils (since 2009/2010);
Seminar for Young Experimentators (since 2009/2010).

23. MIOKON Międzynarodowa Interdyscyplinarna Otwarta Konferencja Nauczycielska GENERAL CONFERENCE OF TEACHERS „How to Teach about the Protection of the Environment?”, 1991, WSP Kraków; „Education– Environmental Protection - Industry” , 1992, ATR Bydgoszcz; „Microcomputers in Teaching Science and Technology”, , WSP Zielona Góra; „Light in Teaching Science and Technology”, 1994, WSP Częstochowa; „Energy and Environment”, 1995, Uniwersytet Gdański; „Environment and Cancer Prevention”, 1996, SGGW Warszawa; „New Environmental Friendly Materials”, 1997, Uniwersytet Opolski; „Science and Technology Serving the Environment”, , Politechnika Łódzka, Filia w Bielsku-Białej; „Science and Technology for Restructuring Industrial Regions”, , Politechnika Śląska, Gliwice; „Marine Science and Technology”, 2000, WSM, Szczecin; „Science and Technology Serving Aviation”, 2001, WSOSP, Dęblin; „Environmental Management”, 2002, Politechnika Białostocka; „Ecology in Tourism”, 2003, Uniwersytet Rzeszowski; „Technology in Medicine”, 2004, Śląska Akademia Medyczna, Zabrze; „Aviation and Space Technology”, 2005, WM ATR Bydgoszcz; „Water management”, 2006, IG UKW Bydgoszcz.

24. INTERDISCIPLINARY EDUCATIONAL TRAIL in NOWY FORDON „FOLLOWING the PILOTS of GLIDERS” INAUGURATION CEREMONY the 5th of June 2003

25. INTERDISCIPLINARY EDUCATIONAL TRIAL „FOLLOWING the PILOTS of GLIDERS”
BOARD 1
Aviation tradition
BOARD 2
School for pilots of gliders
Board 3
The Airoprt in Fordon
BOARD 4
Pilots
The Trail Information (1)
Bydgoski Aeroclub
BKSL
History of the Monument (BKSL)
Tradition of Educa-tion for Aviation in Bydgoszcz (SNPPiT)
ICARUS – the hero of European culture (SNPPiT)
Landscape of the for-mer Fordon Airport (BKSL)
The Trail Information (2)
Geomorphology of the site (PTB)
School of Pilots of Gliders in Fordon (BKSL)
Czesław Tański Polish pioneer of gliding (BKSL)
Tests of the soil of this site (ECOLOGY CLUB of XVI LO)
Flora of the site of former Fordon Airport (PTB)
The Trail Information (3)
Forest Inspectorate ŻOŁĘDOWO
Glider SZD-50-3 „PUCHACZ” (SNPPiT)
Long Range Jet Liner (SNPPiT)
Animals of this place 1 (KNZ)
Animals of this place 2 (KNZ)
The Trail Information (4)
Franciszek Żwirko Stanisław Wigura
(BKSL)
Landscape Park of the Lower Vistula River
Stanisław Skarżyński (BKSL)
Flora of this hill (PTB)
Bolesław Orlinski (BKSL)
OSKO IKAR
The (Polish) Association of Teachers of Ntural Sciences and Technology (SNPPiT), Local authorities: Rada Osiedla „Nowy Fordon” (RONF), Bydgoski Club of Aviation Seniors (BKSL), 2nd Corp of Air Defence, Bydgoski Aeroclub, 92nd Bydgoska Scout Group „PUSZCZA”, Primary Schools nr 65, 66, 67, Gymnasium nr 5, Upper Secondary Technical School (ZSO) and XVI GENERAL UPPER SECONDARY SCHOOL (XVI LO), Bydgoszcz Department of the Polish Botanical Society (PTB), Science Club of Zoologists (KNZ), Factory PESA BYDGOSZCZ SA Holding, Forest Inspectorate Żołędowo, Landscape Park of the Lower Vistula River.

26. SECTION on AVIATION in UPPER SECONDARY SCHOOL (2003)
AIMS: Each alumnus is able to:
build a flying model and pilot a glider
know the structure and functioning of a civil aviation system (passengers’ transport and cargo) as well as military aviation system in Poland and other European countries
FORMS OF EDUCATIONAL ACTIVITIES
classroom lessons (teacher’s presentation, students’ experiments and exercises, projects presented by students)
afternoon activities (a flying models club, a sport club, seminars on contemporary issues presented by specialists invited from other European countries, organised in co-operation with SNPPiT)
scientific excursions to: Ultra Light Gliders Program (ULS) at The Warsaw University of Technology, the airport in Bydgoszcz and in Warsaw, Military Aviation Works (WZL NR 2) in Bydgoszcz, Experimental Production of Gliders Company (PZL BIELSKO), The Air Force Academy (WSOSP) in Dęblin, other companies producing aeroplanes, International Fair in Poznań, airports in other European countries (for instance in Frankfurt, D and in Liége, B)
holidays camps (sport and in an air club)
stay at an airport and Military Aviation Works (WZL)
TOPICS
Structure of aeroplane
Communication systems
Navigation systems
Meteorological services
On the ground services (airport, aeroplanes producing and renovating companies)
Training in physical exercises
Training in piloting a glider
Contemporary issues
English for special purposes (aviation)
COMPULSORY STUDENTS’ ACTIVITIES AND ACHIEVEMENTS
participation in a flying models competition with a self-built flying model (class I)
presentation of a project (class II and III)
self prepared broadcast
reports on scientific excursions (class I, II, III)
results in all sport disciplines
gliding pilot licence (class II)
participation in seminars (class I, II, III)

27. SPACECRAFT MODEL COMPETITION (primary and secondary levels)
The third edition
2005/2006
The GROUP of SCHOOLS nr 20
in Bydgoszcz

28. SNPPiT: Stowarzyszenie Nauczycieli Przedmiotów Przyrodniczych i Technicznych IP UKW: Instytut Pedagogiki, Uniwersytet Kazimierza Wielkiego w Bydgoszczy PROGRAM of the series of OPEN LECTURES MY KNOWLEDGE HELPS ME IN GUIDING THE CORRECT DEVELOPMENT OF MY CHILD for parents, grandparents and educators (October 2007 – May 2008) The role of parents and educators in developing cognitive abilities of a child, dr Małgorzata ZABŁOCKA, Why are some children rejected by their classmates? prof. dr hab. Maria DEPTUŁA, Disturbances in behaviour of the young generation prof. dr hab. Teresa SOŁTYSIAK, The styles of grandparentship dr Danuta SEREDYŃSKA, About the need and inability to sameness forming in the Proteus epoch, prof. dr hab. Roman LEPPERT, VENUE: a lecture hall at UKW, Bydgoszcz , ul. Chodkiewicza 30

29. Prof. dr hab. Maria DEPTUŁA presenting her open lecture, UKW, the 5th of December, 2007

30. „Children ask adults difficult questions”
SNPPiT: Stowarzyszenie Nauczycieli Przedmiotów Przyrodniczych i Technicznych PROGRAM of the series of OPEN LECTURES „MY KNOWLEDGE HELPS ME IN GUIDING THE CORRECT DEVELOPMENT OF MY CHILD” for parents, grandparents and educators (October 2008 – May 2009) Supporting family activities of the City Social Centre Ewa TAPER, vice-director of the City Social Centre
Subtitle of the series:
„Children ask adults difficult questions”
„Magic of crystals”,
prof. dr hab. Kazimierz FABISIAK,
director of the Institute of Physics UKW
„Polyurethane resins in the 21st century”,
prof. dr hab. inż. Bogusław CZUPRYŃSKI,
the Institute of Technology UKW
„Should we build the LOWER VISTULA CASCADA?”,
prof. dr hab. Zygmunt BABIŃSKI,
director of the Institute of Geography UKW
VENUE: City Hall of the City of Bydgoszczy, ul. Jezuicka 1

31. PHYSICS EXPERIMENTS COMPETITION (PRIMARY LEVEL, the first edition 2008/2009) the 21st of April 2009, Primary School NR 2 in Bydgoszcz

32. SEMINAR FOR YOUNG EXPERIMENTATORS
(SEMEK 2009/2010, 2010/2011)
is the follow up of the first edition of
PHYSICS EXPERIMENTS COMPETITION
for primary school and gymnasium pupils.
It is organised by SNPPiT in co-operation with
the Institute of Physics
of the Kazimierz Wielki University in Bydgoszcz.

33. of economic development of
SUMMARY
SCIENTIFIC REASONING
STARTS
IN EARLY CHILDHOOD.
Assuring good conditions for intellectual development of each child is ONE of the cheapest wayS
of economic development of
a democratic country.
THANK YOU FOR
YOUR ATTENTION