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Uniwersytet Adam Mickiewicza w Poznaniu; Boulder Language Technologies
Project Publication
School Directors, Young People, Researchers, Teachers, Policy Makers
1 - 2 pages
The E - Teacher of Science Subjects is an Integrated learning environment for the development of scientific thinking , information literacy and language skills of students second and third stage of education funded under the Human Capital Operational Programme and the European Social Fund was founded to create and implement an innovative pilot program teaching science (physics , chemistry, biology and nature in schools basic ) modeling technique based on the dialogue in the classroom Questioning the Author and e-learning platform BLT VHT which are contained multimedia teaching materials made in Flash .

E-learning platform provides an environment in which students in extra-curricular activities ( 45 minutes per week) familiarized themselves with aspects of physics, chemistry , biology and nature. The learning process was based on discussions with the teacher during which assumptions were used method Questioning the Author ( QTA ) and advanced Flash animations in which virtual teacher Monika presented selected topics in nature. The platform is also equipped with a module for teaching English vocabulary related to the phenomena of nature and mininetwork WWW module , which is a database of articles on this issue articles equipped with a search engine.
The overall objective of the project was to increase students' interest in learning physics, chemistry and nature, and consequently encourage them to continue education in the fields of critical importance to the knowledge economy .
The specific objectives of the project were :
- Changing the approach of teachers to the teaching of science - the transmission to constructivist;
- to Maintain and develop students' interest in the natural sciences .
- The awakening and development of the students' interest in continuing education in middle schools or high schools Profile mathematics and physics or biology and chemistry , and in sciences
- The transition from the conception of the natural sciences, humanities and information capabilities as a separate science to understand science as a whole multimodule and interdisciplinary
- Changing the approach to science students with the analytical encyclopedic form .
- Supporting key skills to function in the knowledge economy .
As part of the project "E - Teacher of Science subjects. Integrated learning environment for the development of scientific thinking , information literacy and language skills of students second and third stage of education " 30 scenarios were implemented in chemistry at the high school and 30 from nature at the primary level .

The inclusion of methods QTA system teaching chemistry and science help, the task , to mobilize students to a thorough analysis of a natural learning in the context of the events of daily life and to develop the skills of critical analysis of information provided by various types of media . In other words, QTA method improved the students' comprehension of information , has helped in the development of conversational skills in general, and particularly the discussion of science and scientific issues .

The selected topics were : the processes of convection (heat and water movement ) , freezing and solidification , the hardness of the water , the solubility of gases , corrosion, fuel of the future , as well as the safe use clearing of the tube with ammonia water , reasonable consumption of Coca-Cola and carbonated water and means for heartburn . In each of them we meet every day, often without understanding the causes and effects of the phenomenon. For example, everyone knows that freezing water expands , but few people understand why this is happening. Many drink Coca-Cola , but no one is really interested in its composition , not only in the context of the current in the phosphoric acid (V ), but with respect to the contained sugar ( 2 liters of cola contains a glass sugar). The same applies to other situations. QTA method for chemistry gave so stress-free opportunity to talk about these situations, but also through a number of Flash animations , self- initiate such events and to observe their effects and have a look into the matter ( for example, look at the process of corrosion in a drop of water). In this way, students learned the unique solubility of ammonia , which in a classroom situation would be quite difficult to implement because of its toxic properties . The presence of a virtual teacher Monica enabled the students to safely repeat the learned content even the weakest student . The interactive tasks have become not only places for monitoring and evaluation of knowledge and skills , but also created an opportunity for great fun and prepare for action , in fact, a laboratory manual .

It seems that the method QTA has helped change the mentality of students ( open them in an active conversation and searching for solutions ), but also ( and perhaps primarily ) has changed the mentality of teachers who, because of overloaded programs , but also a routine procedure in teaching every day not found in the use of this type of discussion. We do not say that the lessons were conducted in a feed , because the case of chemistry does not happen, but rather that they were observational methods , sometimes problematic , sometimes practical, but rarely give the student an opportunity to fully self- exploration.

In summary, it si believed that the animations designed in a unique way referring to familiar to students of physico-chemical phenomena , and the conversation about them QTA encouraged the students to discuss the problem posed , improved mobilization of students to formulate and express their views on these phenomena and problems , including those related to environmental protection and safety conditions of life in the modern world . Due to the method specified by the QTA communication strategy chemistry teacher and science were able to sustain and direct the discussion in such a way that as a consequence of the exchange of ideas and views of students reached the correct scientific explanation that verified in a series of interactive tasks.

Comments about this Publication

Your comments are welcome

Date: 2013.12.13

Posted by Marcela Grecova (Czech Republic)

Message: 1) Which kind of successful experience does the publication describe?
The article named E-nauzyciel przyrody (E - Teacher of Science Subjects) shows very useful projects’ portal. The portal was founded to create and implement an innovative pilot programme of science teaching(chemistry including).

2) Why is this publication relevant?
E-learning platform provides an environment in which students in extracurricular activities familiarize themselves with aspects of chemistry and nature. This is very useful for student.

3) Does the publication present most effecitve solution to overcome barriers?
It does. The article describes very useful portal. It helps to make new contacts between students and teachers easier.

4) Does the publiation present the new teaching methodologies?
Yes, it does. Online teacher is really great idea. Pupils and students are not affraid, they can return to individual topics, they can choose how much time will they spent with each of avaliable issues.
5) Does the publication suggest how to use ICTs in the teaching of chemistry?
The portal is avaliable online. It needs to be used by ICTs. There is no portal like this in Czech republic. It would be nice to make this in Czech language.

National Reports on successful experiences to promote lifelong learning for chemistry The national reports on chemistry successful experiences to promote lifelong learning for chemistry are now available on the related section of the project portal. The reports presents examples of successful experiences in the partner countries and the results of testing of ICT resources with science teachers.