THE ICT-SUPPORTED PROCESS OF FORMING LEARNERS´ COMPETENCES IN NATURAL SCIENCE/CHEMISTRY

1. THE ICT-SUPPORTED PROCESS OF FORMING LEARNERS´ COMPETENCES IN NATURAL SCIENCE/CHEMISTRY Martin Bílek Department of Chemistry, Faculty of Science, University of Hradec Králové, Czech Republic Department of Chemistry, Faculty of Natural Sciences, Constantine the Philosopher University in Nitra, Slovakia

2. Hradec Králové, CZ Nitra, SK

3. Curriculum Inovation • Interest • What is my interest?; What I want to learn about? What I will need? • Context • ideal (school), application, society, life • Content • standards (?), RVP (?), tradition (!), new topics • Competences • Scientific literacy, science activities

4. Interest: Project ROSE • Natural science school subjects are interesting + • I would like more natural sciences in the school – • Thanks science and technology will increase possibilities and opportunities for next generation + • Science and Technology help to poor people –

5. Context: Projekt ROSE (J. Lavonen, 2006) • Ideal (school) context (more answers (-), more negative at girls) • Application context (technology) (big differences between boys (+) and girls () • Social context (different preferences) • Human context (without clear preferences)

6. Content of natural science subjects • Two level curriculum approach • Core curriculum (guidelines) • No prescribed subjects but educational areas • Man and Nature (Phy, Che, Bio, Geo) • School curriculum as own product • Challenges for new approaches (integration, project instruction, relations with environment etc.)

7. Competences (key) • Learning competence; • Problem solving competence; • Communication competence; • Social and personal competences; • Citizen competence; • Working competence.

8. Main competences for area Man and Nature • Inquiry of nature facts and phenomena and their relations with using of empirical (observation, measuring, experiment) and theoretical (modelling) methods of thinking and working, • Formulation of question about nature phenomena and their processes and answers searching • Formulation of hypothesis and their verification • Etc.

9. Methodological approach supported by ICT (Hellberg and Bílek, 1996)

10. Competences in activities • Observing and Measuring • Comparing and Ordering • Exploring and Experimentation • Foreseeing and Verification • Discussion and Interpretation • Modelling and Mathematization • Searching and Communication

11. Registrationofvaluesofthemeasureditemin time-intervals “Pyrosis“(Rennie – Tums – Gastrogel)

12. The single-step mode measurements = a step-by-step registrationofvalues withinone experiment within a set ofanalysedsamples withinthe set ofexperiments

13. The single-step mode measurementswithin a set ofsamples Acidity scale of kitchen samples – miniproject

14. The single-step mode measurementswithinthe set ofexperiments Method of isomolar series (NaOH + HCl)

15. Competences in activities • Observing and Measuring • Comparing and Ordering • Exploring and Experimentation • Foreseeing and Verification • Discussion and Interpretation • Modelling and Mathematization • Searching and Communication

16. Prognosing and Verification

17. Competences in activities • Observing and Measuring • Comparing and Ordering • Exploring and Experimentation • Foreseeing and Verification • Discussion and Interpretation • Modelling and Mathematization • Searching and Communication

18. Chemical compound DHMO (Dihydrogenmonooxid) • DHMO is chemical compound using as solution means in chemical industry and raw material for different applications (dyes, cooling means etc.) In the big amount it can be deadly. It has next negative effects: • It causes emission of sweat and throwing up, • It is main part of acid rain, • It causes erosion, • It causes lower effectivity of brakes in the cars, • etc. • In the survey among people (n = 100) was resulted opinions on the graph. • What is Your oppinion about this chemical compound? H2O

19. Thank You for Your attention! martin.bilek@uhk.cz