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European Project GRUNDTVIG/Socrates Coordinator: J.P. COSTE

SELF-FORMATION AND SELF-EVALUATION: KNOWLEDGES AND SKILLS FOR SCIENTIFIC DISCIPLINES IN SECONDARY SCHOOLS. European Project GRUNDTVIG/Socrates Coordinator: J.P. COSTE. SCAMUP, Université de Provence (Marseille, FRANCE) Dip. Chimica e Chimica Industriale, Università Genova (ITALY)

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European Project GRUNDTVIG/Socrates Coordinator: J.P. COSTE

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  1. SELF-FORMATION AND SELF-EVALUATION: KNOWLEDGES AND SKILLS FOR SCIENTIFIC DISCIPLINES IN SECONDARY SCHOOLS European Project GRUNDTVIG/Socrates Coordinator: J.P. COSTE SCAMUP, Université de Provence (Marseille, FRANCE) Dip. Chimica e Chimica Industriale, Università Genova (ITALY) Inst. Physics, Nicolas Copernic University(Torun, POLAND) Dept. Fisica Aplicada i Optica, University of Barcelona (SPAIN) Dip. Fisica & Unità INFM, Politecnico Torino (ITALY) M. CODEGONE M.ROVERE A.TARTAGLIA A.TAGLIAFERRO E.TRESSO

  2. BACKGROUND OF THE EUROPEAN PROJECT • ACCESS TO UNIVERSITY TRIGGERED BY A HIGH SCHOOL TITLE: • - should ‘guarantee’ for the knowledge acquired • student deficiencies and/or skills are not certified • disregards skills and knowledges acquired in extra-scholar • environments (working adults coming back to study, …) • GAP IN KNOWLEDGE AND SKILLS BETWEEN WHAT ACHIEVED AT • HIGH SCHOOLS AND ‘EXPECTED ENTRY LEVEL’ AT UNIVERSITY: • lacking communication among institution • high schools not clearly ‘university oriented’ • NEED TO FACE THE DECREASE OF STUDENTS INTERESTED IN • SCIENTIFIC STUDIES: • need for ‘intellectual’ stimulation • teaching with ‘modern’ techniques

  3. SCHOOL LEVEL:High school University PURPOSE OF THE PROJECT DEVELOPMENT OF A SOFTWARE THAT ALLOWS Self-evaluation (of knowledge and abilities) Self-formation Virtual tutoring BASIC SCIENCES: Mathematics, Physics, Chemistry TO BE TESTED in different countries TECHNICAL FEATURES multiplatform: Win, Mac, Unix allows Broadcast on Internet

  4. HOW ANEVALUATION SESSION WORKS(1) 1)Knowledge andABILITIESto be tested are defined 2)PROBLEMSare selected by the software 3) Problems andANSWERSare proposed to the ‘student’ Each answer isCODEDin terms of: knowledgerequired (Newton’s law, …) abilitiesinvolved (formalisation, …) tools to be used (mathematical, …) contextof presentation (movie, simulation, …) difficultylevel (1 4)

  5. HOW ANEVALUATION SESSION WORKS(2) 4) ‘Appropriate’ answers have to be selected through a JAVA INTERFACE 5) At the end of an evaluation session aREPORTis prepared by analysing the codes associated to the answers selected 6) The report is issued to either student tutor (virtual or real) examinator

  6. SELF-FORMATION (1) CONSTRUCTIVISM is the basis of our approach Learning leads to a cognitive structure by building LINKS between ‘KNOWLEDGE PILLS’ The student IS NOT TAUGHT, but stimulated to build his knowledge and expertise

  7. SELF-FORMATION (2) THE STUDENT 0) SELECTS the subject 1) GETS a problem 2) FREELY SURFS among: Exercises Descriptions Movies Simulations … 3) COMES BACK to the problem and ANSWERS 4) GETS a feedback (and a ‘surfing suggestion’ ?)

  8. VIRTUAL TUTORING 1)The studentSTARTSits working session 2a)After a‘while’, the softwarePRODUCES areport 2b)The softwareSENDS areport to the virtual tutor 3)The virtual tutor SELECTS appropriate problems for further work 4)The virtual tutor SUBMITS the problems to the student

  9. Authors Java Interface: working Student Java Interface: working Weight Matrix: working EVALUATION: CURRENT STATUS currently undergoing tests by students FORMATION: building up pages and structure VIRTUAL TUTORING: developping software

  10. CONCLUSION Work is going on Work is going on Work is going on WE ARE LOOKING FOR PARTNERS !!! THE END

  11. Identification Conceptual elaboration Demonstration Solution Meaning ABILITIES

  12. IDENTIFICATION • To identify(an element in a context) • To simplify(a situation) • To enunciate(a law)

  13. CONCEPTUAL ELABORATION • To apply(a law, a model, …) • To taylor(a law, …) to a given situation • To correlate(finding analogies and differences) • To foresee(the consequences)

  14. DEMONSTRATION • To pick-up(a model, …) • To discuss(a situation, …) • ….

  15. SOLUTION • To solve • To calculate • To estimate • To switch(equation -> graph, …)

  16. MEANING • To interpret • To deny • To sintethize • To transfer (analogies, …)

  17. THE REPORT APROFILEof the student is given in terms of: Knowledge Abilities Tools …

  18. To prepare problems THE AUTHOR’S JOB (1)

  19. THE AUTHOR’S JOB (2) To code answers

  20. KNOWLEDGE PILLS Knowledge pills are ‘standard’: For a point mass, a direct proportionality exists between the force applied to the point and the acceleration the body acquires BUT their interpretation is peculiar to each individual

  21. 2nd Netwon’s law states … F = m a If you push a cart … LINKS (PROBLEM SOLVING SKILLS) LINKS are: - the personal representation of ‘knowledge’ - structured in a personal way PROBLEM SOLVING METHOD is personal Learning is a ‘Problem’ requires a personal approach

  22. PROBLEMS

  23. ANSWERS Various types of answers: Building sentences Selecting sentences (open number) Multiple Choice Question …

  24. SELECTING SENTENCES

  25. BUILDING SENTENCES

  26. JAVA INTERFACE

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