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NA KTÓRYM ETAPIE SYSTEMU EDUKACYJNEGO ZACZYNAMY KSZTAŁCIĆ UMYSŁ FIZYKA? AT WHICH STAGE OF THE EDUCATIONAL SYSTEM DO WE START CREATING AWARENESS OF A SCIENTIFIC.

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Presentation on theme: "NA KTÓRYM ETAPIE SYSTEMU EDUKACYJNEGO ZACZYNAMY KSZTAŁCIĆ UMYSŁ FIZYKA? AT WHICH STAGE OF THE EDUCATIONAL SYSTEM DO WE START CREATING AWARENESS OF A SCIENTIFIC."— Presentation transcript:

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

5 A STATE RECRUTING TEACHERS POLICY Teachers quality N u m b e r of T e a c h e r s good bad very good bad

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 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 POLAND DOCTORATE STUDIES Studia doktoranckie UNIFORM MASTER DEGREE semesters Jednolite studia magisterskie MASTER DEGREE 4 semesters BACHELOR DEGREE 6-8 semesters MASTER DEGREE minimum 4 semesters BACHERLOR DEGREE 6-8 semesters 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 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 LOWER SECONDARY EDUCATION / Gimnazjum 3r d stage PRIMARY EDUCATION Szkoła podstawowa 2nd stage st stage PRE-SCHOOL YEAR PRE-SCHOOL EDUCATION / Przedszkole

12 UNIVERSITY IN A SOCIETY UNIVERSITY: scientific researchers lecturers equipment students INDUSTRY AUTHORITIES SERVICES INNOVATION CENTRES SPIN-OFFs EDUCATIONAL INSTITUTIONS: Teachers Training Centres SCHOOLS: teachers equipment pupils/students 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 EDUCATION INTELLECT EMOTIONSINTELLECT 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 UPPER SECONDARY 4th stage LOWER SECONDARY 3rd stage PRIMARY SCHOOL 2nd stage PRIMARY SCHOOL 1st stage PRE-SCHOOL YEAR KINDERGARTEN birth

14 OBSERVATIONS age FORMAL SCHOOL EDUCATION INTELLECTEMOTIONSINTELLECTEMOTIONS 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 childrens 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 childs development (intellectual and emotional among others). In Poland many parents do not have any preparation to that task and they dont 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 UPPER SECONDARY SCHOOL 4th stage LOWER SECONDARY SCHOOL 3rd stage PRIMARY SCHOOL 2nd stage PRIMARY SCHOOL 1st stage PRE-SCHOOL YEAR KINDERGARTEN birth

15 CONCLUSIONS (1) D eclarative 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 Solving a problem by using a science minded approach KNOW-HOWKNOW-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; Learning science at primary and lower secondary levels BASE FOR COMPETENCES (1)

20 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 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 1. How to Teach about the Protection of the Environment?, 1991, WSP Kraków; 2. Education– Environmental Protection - Industry, 1992, ATR Bydgoszcz; 3. Microcomputers in Teaching Science and Technology, 1993, WSP Zielona Góra; 4. Light in Teaching Science and Technology, 1994, WSP Częstochowa; 5. Energy and Environment, 1995, Uniwersytet Gdański; 6. Environment and Cancer Prevention, 1996, SGGW Warszawa; 7. New Environmental Friendly Materials, 1997, Uniwersytet Opolski; 8. Science and Technology Serving the Environment, 1998, Politechnika Łódzka, Filia w Bielsku-Białej; 9. Science and Technology for Restructuring Industrial Regions, 1999, Politechnika Śląska, Gliwice; 10. Marine Science and Technology, 2000, WSM, Szczecin; 11. Science and Technology Serving Aviation, 2001, WSOSP, Dęblin; 12. Environmental Management, 2002, Politechnika Białostocka; 13. Ecology in Tourism, 2003, Uniwersytet Rzeszowski; 14. Technology in Medicine, 2004, Śląska Akademia Medyczna, Zabrze; 15. Aviation and Space Technology, 2005, WM ATR Bydgoszcz; 16. 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 TRIALFOLLOWING the PILOTS of GLIDERS BOARD 1 Aviation tradition BOARD 2 School for pilots of gliders Board 3 The Airoprt in Fordon BOARD 4 Pilots 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. 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)

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 (teachers 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 SNPPiT: Stowarzyszenie Nauczycieli Przedmiotów Przyrodniczych i Technicznych PROGRAM of the series of OPEN LECTURESMY 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 21 st 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 21 st 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 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


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