Publication details
Analýza problémově orientovaných výukových situací ve výuce přírodovědy
| Title in English | Analysis of problem-oriented learning situations in primary Science instruction |
|---|---|
| Authors | |
| Year of publication | 2016 |
| Type | Article in Periodical |
| Magazine / Source | Orbis Scholae |
| MU Faculty or unit | |
| Citation | |
| Web | http://www.orbisscholae.cz/archiv/2016/2016_2_04.pdf |
| Doi | http://dx.doi.org/10.14712/23363177.2017.4 |
| Field | Pedagogy and education |
| Keywords | problem-solving competence; problem-oriented learning task; problem-oriented learning situation; primary education |
| Description | (Re)discovering interest in problem-based learning and teaching is one of the signs of the new culture of teaching and learning that is connected to the current curricular reform in the Czech Republic. The paper presents an analysis of learning situations that develop the problem-solving competence in primary Science instruction. Its aim was to describe the distribution and length of the phases of problem-oriented learning situations in primary Science instruction. 10 video recordings of primary science lessons from IRSE (Institute for Research in School Education, Masaryk University, Brno) video study were analysed. While identifying problem-oriented learning situations we followed the Problem-based learning approach. The data were analysed according to the phases of problem-oriented learning situations (Problem structuring, Initiation, Analysing the problem-oriented task, Searching for information, Synthesizing findings, Summarizing the solution, Presenting the solution, Reflecting on the solving process). Results show that the most time is allocated to analysing the problem-oriented task and to summarizing the solution. Further we can see that the more demanding in terms of pupils’ activity the phase is, the less it is included in the instruction. The presented paper can help to clarify if and how problem-oriented teaching in Science instruction occurs, and discusses how it should be implemented in instruction so that it helps to develop the new culture of teaching and learning. |
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