Interaction during Solving the Problem-Oriented Tasks in Primary Science Education

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Interaction during Solving the Problem-Oriented Tasks in Primary Science Education

Popis výsledku v původním jazyce

Even after ten years after key competences became a part of the Czech curricula, teachers do not have a clear idea about how to go about developing them. That is why there is a strong need to concentrate on instruction that have a potential to develop them. We aimed at the problem-solving competence in primary Science. When investigating problem-oriented instruction, we must take into account two aspects: the assignment of a problem-oriented task (further POT) - based on problem-based learning approach - and its realization in instruction. However assigning a POT which gives pupils an opportunity to analyse and solve problems is just by itself not a guarantee that key competencies will actually be developed. That is why the aim of this paper is to describe how POT solving processes is constructed in a teacher–pupils dialogue. The subsidiary aims are to describe (1) the organisation of interaction while solving POT; (2) the teacher’s role in terms of how he/she helps pupils to solve POT; (3) the way repairs are treated and (4) how the teacher differentiates and helps pupils according to their individual needs. The research sample consists of 15 problem-oriented learning situations from primary Science lessons in which the problem-solving competence is developed (based on previous research). Using conversation analysis, I have found that the process of solving POTs has its specifics and there are quite a lot of differences between interactions in common (not problem-oriented) settings and the problem-oriented ones, especially in the role of the teacher.

Název v anglickém jazyce

Interaction during Solving the Problem-Oriented Tasks in Primary Science Education

Popis výsledku anglicky

Even after ten years after key competences became a part of the Czech curricula, teachers do not have a clear idea about how to go about developing them. That is why there is a strong need to concentrate on instruction that have a potential to develop them. We aimed at the problem-solving competence in primary Science. When investigating problem-oriented instruction, we must take into account two aspects: the assignment of a problem-oriented task (further POT) - based on problem-based learning approach - and its realization in instruction. However assigning a POT which gives pupils an opportunity to analyse and solve problems is just by itself not a guarantee that key competencies will actually be developed. That is why the aim of this paper is to describe how POT solving processes is constructed in a teacher–pupils dialogue. The subsidiary aims are to describe (1) the organisation of interaction while solving POT; (2) the teacher’s role in terms of how he/she helps pupils to solve POT; (3) the way repairs are treated and (4) how the teacher differentiates and helps pupils according to their individual needs. The research sample consists of 15 problem-oriented learning situations from primary Science lessons in which the problem-solving competence is developed (based on previous research). Using conversation analysis, I have found that the process of solving POTs has its specifics and there are quite a lot of differences between interactions in common (not problem-oriented) settings and the problem-oriented ones, especially in the role of the teacher.

Druh

O - Ostatní výsledky

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů