THE ICT-SUPPORTED PROCESS THE ICT-SUPPORTED PROCESS OF FORMING LEARNERS´ OF FORMING LEARNERS´

COMPETENCES IN NATURAL COMPETENCES IN NATURAL SCIENCE/CHEMISTRYSCIENCE/CHEMISTRY

Martin BílekMartin BílekDepartment of Chemistry, Faculty of Science, University Department of Chemistry, Faculty of Science, University

of Hradec Králové, Czech Republicof Hradec Králové, Czech RepublicDepartment of Chemistry, Faculty of Natural Sciences, Department of Chemistry, Faculty of Natural Sciences,

Constantine the Philosopher University in Nitra, SlovakiaConstantine the Philosopher University in Nitra, Slovakia

Hradec Králové, CZ

Nitra, SK

Curriculum InovationCurriculum Inovation

InterestInterest– What is my interest?; What I want to learn about? What is my interest?; What I want to learn about?

What I will need? What I will need?

ContextContext– ideal (school), application, society, life ideal (school), application, society, life

ContentContent– standards (?), RVP (?), tradition (!), new topicsstandards (?), RVP (?), tradition (!), new topics

CompetencesCompetences– Scientific literacy, science activitiesScientific literacy, science activities

InterestInterest: Project ROSE: Project ROSE

Natural science school subjects are interesting Natural science school subjects are interesting ++

I would like more natural sciences in the school I would like more natural sciences in the school –– Thanks Thanks sscience and technology will increase cience and technology will increase

possibilities and opportunities for next generation possibilities and opportunities for next generation ++

Science and Technology help to poor people Science and Technology help to poor people ––

ContextContext: Projekt ROSE : Projekt ROSE (J. Lavonen, 2006)(J. Lavonen, 2006)

Ideal (school) context (more answers (-), Ideal (school) context (more answers (-), more negative at girls)more negative at girls)

Application context (technology) (big Application context (technology) (big differences between boys (differences between boys (+) and girls (+) and girls ())

Social context (different preferences)Social context (different preferences) Human context (without clear Human context (without clear

preferences)preferences)

ContentContent of natural science of natural science subjectssubjects

Two level curriculum approachTwo level curriculum approach Core curriculum (guidelines) Core curriculum (guidelines) No prescribed subjects but educational areasNo prescribed subjects but educational areas Man and Nature (Phy, Che, Bio, Geo)Man and Nature (Phy, Che, Bio, Geo) School curriculum as own productSchool curriculum as own product Challenges for new approaches (integration, Challenges for new approaches (integration,

project instruction, relations with environment project instruction, relations with environment etc.etc.))

CompetencesCompetences (key) (key)

Learning competence; Learning competence; Problem solving competence;Problem solving competence; Communication competence; Communication competence; Social and personal Social and personal

competences;competences; Citizen competence; Citizen competence; Working competence.Working competence.

Main Main ccompetences for area ompetences for area Man and NatureMan and Nature

InquiryInquiry of nature facts and phenomena and of nature facts and phenomena and their relations with using of their relations with using of empirical empirical (observation, measuring, experiment)(observation, measuring, experiment) and and theoretical (modelling) methodstheoretical (modelling) methods of thinking of thinking and workingand working, ,

Formulation of questionFormulation of question about nature about nature phenomena and their processes and answers phenomena and their processes and answers searching searching

Formulation of hypothesis and their Formulation of hypothesis and their verificationverification

Etc.Etc.

Methodological approach supported by ICTMethodological approach supported by ICT(Hellberg and Bílek, 1996)(Hellberg and Bílek, 1996)

Competences in activitiesCompetences in activities

Observing and MeasuringObserving and Measuring Comparing and OrderingComparing and Ordering Exploring and ExperimentationExploring and Experimentation Foreseeing and VerificationForeseeing and Verification Discussion and InterpretationDiscussion and Interpretation Modelling and MathematizationModelling and Mathematization Searching and CommunicationSearching and Communication

Registration of values of the measured item Registration of values of the measured item in time-intervalsin time-intervals

““Pyrosis“Pyrosis“ (Rennie – Tums – Gastrogel)

The single-step mode measurements = The single-step mode measurements = a step-by-step registration of valuesa step-by-step registration of values

within one experimentwithin one experiment within a set of analysed sampleswithin a set of analysed samples within the set of experimentswithin the set of experiments

The single-step mode measurements The single-step mode measurements within a set of sampleswithin a set of samples

Acidity scale of kitchen samples – miniproject

The single-step mode measurements The single-step mode measurements within the set of experimentswithin the set of experiments

Method of isomolar series (NaOH + HCl)

Competences in activitiesCompetences in activities

Observing and MeasuringObserving and Measuring Comparing and OrderingComparing and Ordering Exploring and ExperimentationExploring and Experimentation Foreseeing and VerificationForeseeing and Verification Discussion and InterpretationDiscussion and Interpretation Modelling and MathematizationModelling and Mathematization Searching and CommunicationSearching and Communication

Prognosing and VerificationPrognosing and Verification

Competences in activitiesCompetences in activities

Observing and MeasuringObserving and Measuring Comparing and OrderingComparing and Ordering Exploring and ExperimentationExploring and Experimentation Foreseeing and VerificationForeseeing and Verification Discussion and InterpretationDiscussion and Interpretation Modelling and MathematizationModelling and Mathematization Searching and CommunicationSearching and Communication

Chemical compound DHMO Chemical compound DHMO (Dihydrogenmonooxid)(Dihydrogenmonooxid)

DHMO is chemical compound using as solution means in DHMO is chemical compound using as solution means in chemical industry and raw material for different applicationchemical industry and raw material for different applicationss (dyes, cooling means etc.) In the big amount it can be deadly. It (dyes, cooling means etc.) In the big amount it can be deadly. It has next negative effects:has next negative effects:– It causes emission of sweat and throwing up,It causes emission of sweat and throwing up,– It is main part of acid rain,It is main part of acid rain,– It causes erosion,It causes erosion,– It causes lower effectivity of brakes in the cars, It causes lower effectivity of brakes in the cars, – etc. etc.

In the survey among people (n = In the survey among people (n = 10100) was resulted opinions on 0) was resulted opinions on the graph.the graph.

What is Your oppinion about this chemical compound?What is Your oppinion about this chemical compound?

0

20

40

60

80

100

Forbid Permit I dont know

H2O

Thank You for Your attention!Thank You for Your attention!

martinmartin..bilekbilek@uhk.@uhk.czcz