The Impact of Interactive Teaching Methods Applied to the...
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The Impact of Interactive Teaching The Impact of Interactive Teaching Methods Applied to the Interdisciplinary Methods Applied to the Interdisciplinary
Learning of Natural PhenomenaLearning of Natural Phenomena
WorkshopWorkshopWorkshopWorkshopWorkshopWorkshopWorkshopWorkshopCHEIA, 12CHEIA, 12--18 18 JulyJuly 20102010
A uthor A uthor A uthor A uthor prof. Ileprof. Ileprof. Ileprof. Ileşşşşan D aniela F lorentina, an D aniela F lorentina, an D aniela F lorentina, an D aniela F lorentina,
County School B oard of S ibiuCounty School B oard of S ibiuCounty School B oard of S ibiuCounty School B oard of S ibiu
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Motto:Motto:Motto:Motto:Teachers open the door, but you must go through it yourself. (Chinese saying)
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The Curricular Reform in the The Curricular Reform in the
Romanian Educational SystemRomanian Educational System
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TEACHING STRATEGIESTEACHING STRATEGIES
� TEACHER -CENTRED
� The teacher as source of information
� Authority
� One-dimensional communication
� Transmitting information
� Evaluation focuses on memorising and reproduction
� Learner passivity
� LEARNER-CENTRED
� Learner- and activity-centred
� Cooperation: teacher-learner partnership
� Multidimensional communication
� Focus on developing thinking, abilities, attitudes
� Formative evaluation
� Learner participation: originality and creativity
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Reassessing Traditional MethodsReassessing Traditional Methods�� Traditional Traditional
MethodsMethods
Modern MethodsModern Methods �� Interactive Interactive
MethodsMethods
CCharacteristicsharacteristics
�� passive, verbalpassive, verbal
�� convey convey ““readyready--mademade””
knowledgeknowledge
�� learner: receiver of learner: receiver of
informationinformation
�� memorisingmemorising
�� teacher as main actor: teacher as main actor:
””magister dixitmagister dixit””
aactivective, participative, participative
rediscovered and complex rediscovered and complex
knowledgeknowledge
learner effort to gain learner effort to gain
knowledgeknowledge
learning engages thinking learning engages thinking
and problemand problem--solvingsolving
�� integrate verbal, iconic and integrate verbal, iconic and
active methods in teaching active methods in teaching
systemssystems
�� stimulate participation and stimulate participation and
studentstudent--student and teacherstudent and teacher--
student interactionstudent interaction
�� learning presupposes learning presupposes
research, evaluation, exchange research, evaluation, exchange
of opinions and problemof opinions and problem--
solvingsolving
Examples
�� exposition, lecture, exposition, lecture,
explanation, eexplanation, etc.tc.
problematisationproblematisation, , case studycase study, ,
modelmodellingling, etc., etc.
��Integrated teaching systems: Integrated teaching systems:
Gallery Tour, The CarrouselGallery Tour, The Carrousel, ,
The QuintetThe Quintet, , The CubeThe Cube, ..., ...
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Why do we rethink the teachingWhy do we rethink the teaching--learning learning
process?process?
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Project Title: "Teacher training in Science tecahing in Project Title: "Teacher training in Science tecahing in preuniversity education preuniversity education -- Discover!"Discover!"
Project co-financed from the Social European Fund through The Operational Sectorial Programme for the Training of Human Resources 2007-2013 "Invest in People“
Implementation period: 2009-2011
The Project targets teachers in primary and secondary school and deals with the tecahing of Sciences through investigation
�The project aims to implement European practice (proiectul Pollen) as well as the French one ( La Main a la Pate Project) in Romania
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TThe projecthe project ,,,, DiscoverDiscover !! ,, ,, in the county of Sibiuin the county of Sibiu
Training period: 5-6 October 2009Venue: Casa Corpului Didactic Sibiu and
Școala Națională de Gaz MediașTaget group: teachers in primary and secondary
school - Sibiu County (200 people) Aim: Learning Sciences through the inquiry-based
method IBM
Partners:Center for Science Education and
Training (CSET) București, The County School Board of Education Sibiu,
Sibiu City Hall,
Casa Corpului Didactic Sibiu
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Trainers:
Mr. Olivier Burger , representative of La Main a la Pate Programme , inspector at the Ministry of Education, FranceMrs. Kristina Zoldosova, The Faculty of Education Sciences, University Trnava,SlovakiaMr. Stefan Jokic,The Institute of Nuclear Sciences , SerbiaMrs. Lidia Jokic,The Institute of Nuclear Sciences , SerbiaMrs. Lídia Ochoa Cañigueral, Special Teaching Department, University of Girona, Spain.Mrs. Adelina Sporea, INFPR BucharestMr. Dan Sporea, INFPR Bucharest
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Dissemation of information within the methodic Dissemation of information within the methodic
committee!committee!
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2009 / 20102009 / 2010Integrating the teaching experiment in Integrating the teaching experiment in the lessonsthe lessons
Examples of activities during Science classes in the county of Sibiu
2009-2010
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Innovation in teaching....... Innovation in teaching....... Innovation in teaching....... Innovation in teaching....... Learning actively,Learning actively,Learning actively,Learning actively, closer closer closer closer to Science ....... to Science ....... to Science ....... to Science ....... We open the door to We open the door to We open the door to We open the door to scientific investigationscientific investigationscientific investigationscientific investigation
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PrePrePrePrePrePrePrePre--------primary school pupilsprimary school pupilsprimary school pupilsprimary school pupilsprimary school pupilsprimary school pupilsprimary school pupilsprimary school pupils
WHEN / HOW AND WHY DOES THIS
HAPPEN?
Does it mix with water or not?
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THE SURPRISE ELEMENT THE SURPRISE ELEMENT THE SURPRISE ELEMENT THE SURPRISE ELEMENT THE SURPRISE ELEMENT THE SURPRISE ELEMENT THE SURPRISE ELEMENT THE SURPRISE ELEMENT
Mixtures The Volcano
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The pupils will express their own opinions about the The pupils will express their own opinions about the The pupils will express their own opinions about the The pupils will express their own opinions about the The pupils will express their own opinions about the The pupils will express their own opinions about the The pupils will express their own opinions about the The pupils will express their own opinions about the effects of pollution from exhaust fumes.effects of pollution from exhaust fumes.effects of pollution from exhaust fumes.effects of pollution from exhaust fumes.effects of pollution from exhaust fumes.effects of pollution from exhaust fumes.effects of pollution from exhaust fumes.effects of pollution from exhaust fumes.
THE TRAVELLING BALLOONIn the end, each group will present the solution
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The educational partnershipThe educational partnershipThe educational partnershipThe educational partnershipThe educational partnershipThe educational partnershipThe educational partnershipThe educational partnership““““““““The Young EcologistsThe Young EcologistsThe Young EcologistsThe Young EcologistsThe Young EcologistsThe Young EcologistsThe Young EcologistsThe Young Ecologists””””””””
The effects of pollution and The Global Warming Phenomenon
Alternative Energy Resources - models made of recycled materials
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SENSE ORGANS
Guess the taste Guess the smell
Touch and guess
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The soundThe sound The propagation of sound The propagation of sound through vibrationsthrough vibrations
The aquatic trombone
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The propagation of theThe propagation of thesoundsound ElectrificationElectrification
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WHAT DO YOU THINK ABOUT THE AIR ?
VISCOSITY
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THE DENSITY Of LIQUIDSTHE DENSITY Of LIQUIDS
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Discover the world of plantsDiscover the world of plants !!
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The senses of autumn...The senses of autumn...
Listening to autumn !
Autumn in the classroom!
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Making a model: the water circuit in nature
The team of drops: the condensation of water
The team of clouds: the vaporisation of water
The team of snowflakes:
the melting of ice
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THE TRAINING OF TEACHERS HAS IMPROVED THE TEACHING OF THE TRAINING OF TEACHERS HAS IMPROVED THE TEACHING OF THE TRAINING OF TEACHERS HAS IMPROVED THE TEACHING OF THE TRAINING OF TEACHERS HAS IMPROVED THE TEACHING OF THE TRAINING OF TEACHERS HAS IMPROVED THE TEACHING OF THE TRAINING OF TEACHERS HAS IMPROVED THE TEACHING OF THE TRAINING OF TEACHERS HAS IMPROVED THE TEACHING OF THE TRAINING OF TEACHERS HAS IMPROVED THE TEACHING OF
SCIENCES IN CLASS. SCIENCES IN CLASS. SCIENCES IN CLASS. SCIENCES IN CLASS. SCIENCES IN CLASS. SCIENCES IN CLASS. SCIENCES IN CLASS. SCIENCES IN CLASS.
TRADITIONAL TEACHING IS BEING GRADUALLY REPLACED BY TRADITIONAL TEACHING IS BEING GRADUALLY REPLACED BY TRADITIONAL TEACHING IS BEING GRADUALLY REPLACED BY TRADITIONAL TEACHING IS BEING GRADUALLY REPLACED BY TRADITIONAL TEACHING IS BEING GRADUALLY REPLACED BY TRADITIONAL TEACHING IS BEING GRADUALLY REPLACED BY TRADITIONAL TEACHING IS BEING GRADUALLY REPLACED BY TRADITIONAL TEACHING IS BEING GRADUALLY REPLACED BY
MODERN, LEARNERMODERN, LEARNERMODERN, LEARNERMODERN, LEARNERMODERN, LEARNERMODERN, LEARNERMODERN, LEARNERMODERN, LEARNER--------CENTRED METHODS. CENTRED METHODS. CENTRED METHODS. CENTRED METHODS. CENTRED METHODS. CENTRED METHODS. CENTRED METHODS. CENTRED METHODS.
THE LEARNERS ARE ENCOURAGED TO PARTICIPATE ACTIVELY, THE LEARNERS ARE ENCOURAGED TO PARTICIPATE ACTIVELY, THE LEARNERS ARE ENCOURAGED TO PARTICIPATE ACTIVELY, THE LEARNERS ARE ENCOURAGED TO PARTICIPATE ACTIVELY, THE LEARNERS ARE ENCOURAGED TO PARTICIPATE ACTIVELY, THE LEARNERS ARE ENCOURAGED TO PARTICIPATE ACTIVELY, THE LEARNERS ARE ENCOURAGED TO PARTICIPATE ACTIVELY, THE LEARNERS ARE ENCOURAGED TO PARTICIPATE ACTIVELY,
TO USE THEIR ORIGINALITY AND CREATIVITY. TO USE THEIR ORIGINALITY AND CREATIVITY. TO USE THEIR ORIGINALITY AND CREATIVITY. TO USE THEIR ORIGINALITY AND CREATIVITY. TO USE THEIR ORIGINALITY AND CREATIVITY. TO USE THEIR ORIGINALITY AND CREATIVITY. TO USE THEIR ORIGINALITY AND CREATIVITY. TO USE THEIR ORIGINALITY AND CREATIVITY.
WITHIN THE TEACHINGWITHIN THE TEACHINGWITHIN THE TEACHINGWITHIN THE TEACHINGWITHIN THE TEACHINGWITHIN THE TEACHINGWITHIN THE TEACHINGWITHIN THE TEACHING--------LEARNING PROCESS THE TEACHER LEARNING PROCESS THE TEACHER LEARNING PROCESS THE TEACHER LEARNING PROCESS THE TEACHER LEARNING PROCESS THE TEACHER LEARNING PROCESS THE TEACHER LEARNING PROCESS THE TEACHER LEARNING PROCESS THE TEACHER
COOPERATES WITH THE LEARNERS, THEY ARE PARTNERS.COOPERATES WITH THE LEARNERS, THEY ARE PARTNERS.COOPERATES WITH THE LEARNERS, THEY ARE PARTNERS.COOPERATES WITH THE LEARNERS, THEY ARE PARTNERS.COOPERATES WITH THE LEARNERS, THEY ARE PARTNERS.COOPERATES WITH THE LEARNERS, THEY ARE PARTNERS.COOPERATES WITH THE LEARNERS, THEY ARE PARTNERS.COOPERATES WITH THE LEARNERS, THEY ARE PARTNERS.
Conclusions:
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SELECTED BIBLIOGRAPHYSELECTED BIBLIOGRAPHY
� Bocoş, Muşata, Didactica disciplinelor pedagogice. Un cadru constructivist, Editura paralela 45, Piteşti, 2007;
� Cerghit, Ioan, Metode de învăţământ, Editura Polirom, Iaşi, 2006;
� Ionescu, Miron, Radu, Ioan, Didactica modernă, Editura Dacia, Cluj-Napoca, 1995;
� M. Peneş, I. Şortan, Geografie, editura Ana, Bucureşti, 2006
� M. Soigan, V. Motrescu, V. Florescu, ,, Geografia Romaniei si cunoasterea mediului inconjurator’’, E.D.P. Bucuresti, 1996
� D. O. Crocnan, E. Hutanu,”Să descoperim natura!” EDP, Bucureşti, 2002
� CNC,Ghiduri metodologice pentru aria matematică și științele naturii, București, 2001
� Malinovschi, Viorel,D idactica fizicii, EDP, București, 2003
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GRGRGRGRGRGRGRGRĂĂDINIDINIDINIDINIDINIDINIDINIDINIŢŢA CU PROGRAM PRELUNGIT NR. 12, MEDIAA CU PROGRAM PRELUNGIT NR. 12, MEDIAA CU PROGRAM PRELUNGIT NR. 12, MEDIAA CU PROGRAM PRELUNGIT NR. 12, MEDIAA CU PROGRAM PRELUNGIT NR. 12, MEDIAA CU PROGRAM PRELUNGIT NR. 12, MEDIAA CU PROGRAM PRELUNGIT NR. 12, MEDIAA CU PROGRAM PRELUNGIT NR. 12, MEDIAŞŞ
CLUBUL ELEVILORCLUBUL ELEVILORCLUBUL ELEVILORCLUBUL ELEVILOR MEDIAMEDIAMEDIAMEDIAȘ
ŞCOALA CU CLASELE ICOALA CU CLASELE ICOALA CU CLASELE ICOALA CU CLASELE I----VIII VIII VIII VIII ““““MIHAI EMINESCUMIHAI EMINESCUMIHAI EMINESCUMIHAI EMINESCU””””, MEDIA, MEDIA, MEDIA, MEDIAŞ
ŞCOALA CU CLASELE ICOALA CU CLASELE ICOALA CU CLASELE ICOALA CU CLASELE I----IV, RUSCIORI IV, RUSCIORI IV, RUSCIORI IV, RUSCIORI
ŞCOALA CU CLS. ICOALA CU CLS. ICOALA CU CLS. ICOALA CU CLS. I----VIII NR. 18 SIBIUVIII NR. 18 SIBIUVIII NR. 18 SIBIUVIII NR. 18 SIBIU
GRUP GRUP GRUP GRUP ŞCOLAR MCOLAR MCOLAR MCOLAR MÎÎÎÎRRRRŞA A A A
ŞCOALA CU CLASELE I COALA CU CLASELE I COALA CU CLASELE I COALA CU CLASELE I ––––VIII VIII VIII VIII ““““MIHAI EMINESCUMIHAI EMINESCUMIHAI EMINESCUMIHAI EMINESCU”””” SIBIU SIBIU SIBIU SIBIU
ŞCOALA CU CLS.ICOALA CU CLS.ICOALA CU CLS.ICOALA CU CLS.I----VIII IGHIVIII IGHIVIII IGHIVIII IGHIŞUL NOUUL NOUUL NOUUL NOU
ŞCOALA CU CLS.ICOALA CU CLS.ICOALA CU CLS.ICOALA CU CLS.I----VIII ,,I.P. MORAR,, DÂRLOSVIII ,,I.P. MORAR,, DÂRLOSVIII ,,I.P. MORAR,, DÂRLOSVIII ,,I.P. MORAR,, DÂRLOS
ŞCOALA CU CLS.ICOALA CU CLS.ICOALA CU CLS.ICOALA CU CLS.I----VIII VIII VIII VIII ȘEICA MAREEICA MAREEICA MAREEICA MARE
LICEUL DE ARTĂ SIBIU
ŞCOALA CU CLASELE ICOALA CU CLASELE ICOALA CU CLASELE ICOALA CU CLASELE I----VIII OCNA SIBIULUIVIII OCNA SIBIULUIVIII OCNA SIBIULUIVIII OCNA SIBIULUI
ŞCOALA CU CLASELE ICOALA CU CLASELE ICOALA CU CLASELE ICOALA CU CLASELE I----VIII VIII VIII VIII CÂRCÂRCÂRCÂRȚAAAA
ŞCOALA CU CLASELE ICOALA CU CLASELE ICOALA CU CLASELE ICOALA CU CLASELE I----VIII VIII VIII VIII NR.4 MEDIANR.4 MEDIANR.4 MEDIANR.4 MEDIAȘ
I want to thank my colleagues from the following schools for having provided me with the material for this presentation:
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TH A N K Y O U !TH A N K Y O U !TH A N K Y O U !TH A N K Y O U !TH A N K Y O U !TH A N K Y O U !TH A N K Y O U !TH A N K Y O U !
VVVVVVVVĂĂĂĂ ĂĂĂĂ M U LM U LM U LM U LM U LM U LM U LM U LŢŢŢŢŢŢŢŢU M E SC U M E SC U M E SC U M E SC U M E SC U M E SC U M E SC U M E SC
P E N TR U A TE NP E N TR U A TE NP E N TR U A TE NP E N TR U A TE NP E N TR U A TE NP E N TR U A TE NP E N TR U A TE NP E N TR U A TE N ŢŢŢŢŢŢŢŢIE !IE !IE !IE !IE !IE !IE !IE !
CHEIA, IULIE 2010