Work of Vilnius Work of Vilnius Pedagogical Pedagogical

University in WP6University in WP6Dalius DapkusDalius Dapkus

Main aim of the training Main aim of the training package (planned in WP5):package (planned in WP5):

to promote the use of to promote the use of interdisciplinary relationships with interdisciplinary relationships with the help of the help of creation of creation of problematical problematical situations while teaching non-situations while teaching non-integrated science subjectsintegrated science subjects at 7-10th at 7-10th grades.grades.

The training package:The training package: LengthLength: : one day event;one day event; Focus area:Focus area: problemic problemic

teaching;teaching; School level:School level: secondary secondary

school;school; Science content:Science content: integration of integration of

chemistry, physics and chemistry, physics and biology.biology.

TTarget audiencearget audience:: sstudents and tudents and science teachers. science teachers.

Language: Language: LithuanianLithuanian

Why problemic teaching?Why problemic teaching?

Why it is important for Lithuania?Why it is important for Lithuania? Independence in 1990 & reformation Independence in 1990 & reformation

of education system.of education system. AA new quality of teaching of science new quality of teaching of science

subjectssubjects was stressed was stressed (non- (non-integrated science subjects were integrated science subjects were taught till 1990).taught till 1990).

Problems appeared:Problems appeared:

How to teach without a special How to teach without a special preparation?preparation?

Many teachers were educated during Many teachers were educated during Soviet times, no experience with Soviet times, no experience with integration.integration.

These problems still exist.These problems still exist.

Integration of science Integration of science subjects in LT:subjects in LT:

integrated course of science subjects integrated course of science subjects is taught at primary school (1–4 is taught at primary school (1–4 grades)grades)

is continued in classes of lower is continued in classes of lower secondary school (5–6 grades). secondary school (5–6 grades).

Biology, Chemistry and Physics Biology, Chemistry and Physics become separate disciplines starting become separate disciplines starting from 7–8 gradesfrom 7–8 grades and taught without and taught without integration.integration.

Problems experienced in Problems experienced in LT:LT:

International surveys (TIMSS, PISA) International surveys (TIMSS, PISA) revealed that achievements of Lithuanian revealed that achievements of Lithuanian pupils became much better since 1995.pupils became much better since 1995.

Pupils have better skills to use theoretical Pupils have better skills to use theoretical knowledgeknowledge (tradition from Soviet times to (tradition from Soviet times to remember as much “dry” facts as possible). remember as much “dry” facts as possible).

In Lithuania, it is quite usual to read In Lithuania, it is quite usual to read textbooks of natural sciences during lessonstextbooks of natural sciences during lessons..

ButBut weak skills to solve problems, and skills weak skills to solve problems, and skills of exploratory work are not sufficient. of exploratory work are not sufficient.

WeakWeak abilities to plan and realize abilities to plan and realize experiments, to read and analyse experiments, to read and analyse measurements, to use different sources of measurements, to use different sources of information.information.

Problems:Problems: Pupils lPupils lack deeper understanding of concepts, ack deeper understanding of concepts,

processes and phenomena, they meet difficulties processes and phenomena, they meet difficulties to use knowledge in practice.to use knowledge in practice.

Quite a big percentage of pupils state that they Quite a big percentage of pupils state that they never or very rarely observe or perform never or very rarely observe or perform experiments or laboratory works, do not experiments or laboratory works, do not formulate hypothesis. formulate hypothesis.

PPupils think that teachers try to explain upils think that teachers try to explain different themes not relating with practice. different themes not relating with practice. TheyThey usually observe experiments performed by usually observe experiments performed by teachers, while independent group work is not teachers, while independent group work is not popularpopular. .

So pupils do not have So pupils do not have comprehensive (holistic) comprehensive (holistic) viewview towards nature. towards nature.

Young pupils express their positive attitude Young pupils express their positive attitude towards science subjects, while their popularity towards science subjects, while their popularity decreasesdecreases in upper classes, and related in upper classes, and related professions are not popular. professions are not popular.

Solutions?Solutions? Interdisciplinary situations could be used Interdisciplinary situations could be used

during problem-based teachingduring problem-based teaching.. The shift of knowledge from one subject The shift of knowledge from one subject

into the contents of the teaching situation into the contents of the teaching situation of another subject provides new of another subject provides new character, creates problemcharacter, creates problemicic situations, situations, and encourages acquiring new and encourages acquiring new informationinformation..

Problem-based teaching encourages Problem-based teaching encourages activity of cognition and independence activity of cognition and independence which helps to form the thinking and which helps to form the thinking and mental actions of pupilsmental actions of pupils..

So So VPU VPU group:group:

PPlans to study assumptions of lans to study assumptions of interdisciplinary relationships of interdisciplinary relationships of teaching subjects of sciences at 7–10th teaching subjects of sciences at 7–10th grades in order to encourage and grades in order to encourage and facilitate the use of problem-based facilitate the use of problem-based teaching in educational practice. teaching in educational practice.

These assumptions help creation of These assumptions help creation of problematical (theoretical and practical) problematical (theoretical and practical) situations, formulation of problems situations, formulation of problems themselves, creation of means of their themselves, creation of means of their solution and drawing of conclusions.solution and drawing of conclusions.

TTraining package raining package dealing with dealing with the the creation of problematical creation of problematical

situations for science teachers situations for science teachers

working with 7–10th grade pupils.working with 7–10th grade pupils. The analysis of the NationalThe analysis of the National General General

Programs regulating teaching of science Programs regulating teaching of science subjects and themes for the 7–10th grade subjects and themes for the 7–10th grade pupils.pupils.

The analysis of national science textbooks for The analysis of national science textbooks for the 7–10th grade pupils, in order to identify the 7–10th grade pupils, in order to identify how it is possible to elaborate problematical how it is possible to elaborate problematical situations. situations.

Distinguishing of the phenomena that are Distinguishing of the phenomena that are presented in science textbooks and are presented in science textbooks and are taught during biology, chemistry and physics taught during biology, chemistry and physics lessons. lessons.

Methodologies of interdisciplinary Methodologies of interdisciplinary problematical situations are prepared on the problematical situations are prepared on the basis of these phenomena.basis of these phenomena.

The key strategies should The key strategies should be realized during three be realized during three

phases:phases: The analysis of contents of General The analysis of contents of General

Programs (2008) of natural sciences and Programs (2008) of natural sciences and mathematics on the basis of mathematics on the basis of relationships of integration. relationships of integration.

Approximation of possibilities of parallel Approximation of possibilities of parallel integration of natural sciences and integration of natural sciences and mathematics in the school contents. mathematics in the school contents.

Preparation of didactic training Preparation of didactic training packages of natural sciences and packages of natural sciences and mathematics devoted for the problem-mathematics devoted for the problem-based teaching on the basis of based teaching on the basis of interdisciplinary integration. interdisciplinary integration.

The first phase:The first phase: the analysis of the analysis of contents of General Programs contents of General Programs

(2008).(2008). How many chapters suitable for How many chapters suitable for

interdisciplinary integration could be interdisciplinary integration could be recognized in biology, chemistry and recognized in biology, chemistry and physics programs?physics programs?

Is it possible to realize parallel Is it possible to realize parallel interdisciplinary integrationinterdisciplinary integration ((i.e. to i.e. to analyze chapters with integral contents) analyze chapters with integral contents) at the same timeat the same time? ?

How and when it would be possible to How and when it would be possible to realize problem-based teaching on the realize problem-based teaching on the basis of interdisciplinary integration?basis of interdisciplinary integration?

Six cSix comparative tables will omparative tables will be preparedbe prepared::

PhysicsPhysics--chemistry, chemistry, physicsphysics--biology, biology, chemistrychemistry--physics, physics, chemistrychemistry--biology, biology, biologybiology--chemistry,chemistry, biologybiology--physicsphysics. .

Scheme: Scheme: tthe contents of a he contents of a chapterchapter, , timetable of realization timetable of realization of a chapterof a chapter, , possible possible relationships relationships with another science with another science subject subject andand mathematics mathematics..

The second phaseThe second phase: harmonisation of : harmonisation of contents of biology, chemistry, contents of biology, chemistry, physics physics withwith mathematics mathematics..

The third phase: The third phase: preparation of preparation of a a teaching packageteaching package..

Verification of Verification of the the training training packagepackage: :

experts (specialists of biology, experts (specialists of biology, chemistry and physics) working in chemistry and physics) working in the expert board under the control the expert board under the control of Lithuanian Ministry of Education of Lithuanian Ministry of Education and Scienceand Science will be interviewed will be interviewed for for the verification of the prepared the verification of the prepared teaching package. teaching package.

Experienced science teachers will Experienced science teachers will involved.involved.

Realization of Realization of the the training training packagpackage:e:

at the university levelat the university level (s (students will tudents will be taught how to create be taught how to create problematical situationsproblematical situations – realization – realization during pedagogical practice);during pedagogical practice);

at at secondary secondary schoolschool’s level (seminars ’s level (seminars for science teachers – realization at for science teachers – realization at school). school).

Evaluation of Evaluation of the the training training packagepackage::

Quantitative analysis (interview Quantitative analysis (interview of of students and teachers that students and teachers that participated in realization participated in realization using using questionnaires)questionnaires);;

Analysis of data and improvement of Analysis of data and improvement of the training package.the training package.

Work so far:Work so far:

Analysis of contents of National General Analysis of contents of National General Programs and science textbooks – started.Programs and science textbooks – started.

Comparatible tables (Comparatible tables (pphysicshysics--chemistry, chemistry, physicsphysics--biology, biology, chemistrychemistry--physics, physics, chemistrychemistry--biology, biology, biologybiology--chemistry,chemistry, biologybiology--physicsphysics) – started.) – started.

Finding of parallel relationships with Finding of parallel relationships with mathematics – started.mathematics – started.

Gathering of information on inquiry-based Gathering of information on inquiry-based techniques used at schools (questioning of techniques used at schools (questioning of teachers, pupils and students performing teachers, pupils and students performing pedagogical practice) – started.pedagogical practice) – started.

Web page Web page www.s-team.vpu.ltwww.s-team.vpu.lt – activated. – activated.