WP6
Dissemination and Research
in the Czech Republic:
Annual Report - 2010
University of South Bohemia,
Faculty of Education
Iva Stuchlíková, Jan Petr, Miroslav Papáček
(A) Implementation and dissemination
National workshop for biology teacher educators
Biology didactics in the Czech Republic 2010
and inquiry based education
(DiBi 2010)
•
March 25-26, 2010; University of South Bohemia, Faculty of
Education
Outputs:
1.
Start of cooperation with the Czech Individual national
project ESF„Support of Technics and Sciences“ guaranted by
the Czech Ministry of Education
2. On-line booklet – Papáček M. (Ed.) 2010:Didaktika biologie v
České republice 2010 a badatelsky orientované vyučování (DiBi
2010). Sborník příspěvků semináře, 25. a 26. března 2010,
Pedagogická fakulta Jihočeské Univerzity, České Budějovice.
165 s. (In Czech; English abstracts)
ISBN 978-80-7394-210-6
http://www.pf.jcu.cz/stru/katedry/bi/DiBi2010.pdf
.
Outputs:
3.
Agreement on organization of a national Summer school of
inquiry based biology education 2010
4.
Suggested scheme of IBSE implementation and dissemination
in the Czech Republic:
Summer school of IBBE 2010
for teacher educators, pre and in-service teachers
↓
↓
Implementation of IBBE seminar to
Implementation of IBBE to postgradual
pre-service teacher curriculum
courses of in-service teachers
at universities
in regions
↓
↓
Implementation and dissemination of IBBE to pupil education in schools in regions
↓
Summer school of IBBE 2011 …
↓
etc.
(by Papacek 2010; modified)
Summer school of inquiry based
biology education 2010
• August 30 – September 1, 2010; University of South Bohemia,
Faculty of Education
Summer school of inqiury based
biology education 2010
• August 30 – September 1, 2010; University of South Bohemia,
Faculty of Education
• National level
Organized for:
pre- and in-service teachers and biology teacher educators
Content:
majority: good examples - demonstrations and practices
minority: some words about theory
Seminar for in-service teachers
• September 15, 2010; at primary school Horní Stropnice
Seminar for in-service teachers
• September 15, 2010; at primary school Horní Stropnice
• Regional level
Organized for:
in-service biology and other (e.g. elementary) teachers
Content: water life in the region
majority: demonstration and practices based on tasks from BiO
minority: some words about theory
Conclusion for activity 6.3 of WP6
•
one day workshop is good form – this was verified during the Summer school and
regional seminar
•
design of the workshop:
– 2 hrs presentation of the data on competition power for enlargement of student
motivation with discussion about students motivation for science/biology
•
•
screening of willingness to participate in olympiads at the school level.
interest development stories and motivation of successful olympionics in biology
– 2 hrs small group work on the competition tasks –
•
optimally 1-2 task from different domains of biology
– 2 hrs discussion of prospective ways
•
•
•
•
implementation of competition tasks in the regular education
modification of tasks for school use
difficulties of implementation of competition tasks (adaptation of tasks, obtaining of material
and equipment, …)
etc.
Ingrowth of IBSE problematic to the Annual
Conference of Individual National Project
„Support of Technics and Sciences“
organized by management of INP STS and supervised
by the Ministry of Education of the Czech Republic
•
•
September 14 – 16, 2010; Palacký University, Olomouc
Participants: teacher educators and scientists from different Czech
universities and the Czech Academy of Sciences, journalists, public
relations staff members, Ministry of Education representatives, …
National level
Most important points of the content:
1. Lecture on IBSE presented by Doris Jorde
2. Discussion to the IBSE
3. Information on Summer school of IBBE
4. Plan to arrange a series of pioneer regional IBSE projects (IPN STS
and the Ministry of Education)
(B) Research
Pre- and in-service teacher positions to the
IBSE implementation and dissemination in CR
50 teachers filled questionaire (South Bohemia) + 34 were
interviewed (South and Central Bohemia)
IBSE – yes or not?
Basically YES – but:
• too difficult
• time consuming
• sometimes expensive
• lack of motivation – in some cases
Biology Olympiad – preliminary results
- are there enough usable tasks?
YES – but:
tasks are designed for the competition and it is useful or necessary
to adapt them for the school use (lessons, seminars, practices)
there are some very interesting tasks on the higher competition
level and it is frequently difficult to adapt them for lower
education grade
there are useful tasks on the school level as well
Motivation – preliminary results:
Screening of willingness to participate in olympiads at the school level.
104 pupils/students interviewed
38 are not participating in any Olympiad or similar competition
–
–
–
–
–
lack of knowledge, skills, motivation;
some dislike competitive situations,
some miss more creativity and team work,
some missed the information.
stress
When asked about prospective support, the students wanted more assistance of the teacher, some
need to be assured that they are able to cope with the tasks, some would like to get the support from
classmates and would like to have some continuous all year activities to prepare.
66 participated in one or more
–
–
–
previous interest, like competitive activities
willingness to learn more from the science or prepare for a career in science.
teacher’s stimulation or encouragement, sometimes even forcing.
The personal gain is especially the opportunity to compare one’s knowledge and skills with
others who are good in the subject; good feeling of mastering something new, learning more, and
when successful, feeling of strong satisfaction. Some students mentioned, that they miss the
opportunity to confront their current status (of subject knowledge) at school lessons.
Motivation – preliminary results:
In depth investigation of the biology interest development
We interviewed participants of BiO competition (N=39).
Findings – learning goals orientation
We measured student’s mastery and performance goals, as well as mastery and performance goals of
their teachers and parents (as seen by the student).
The students
•
high mastery orientation,
•
but also higher performance avoidance orientation (trying to avoid the situations, where the
student’s performance is low in comparison to the others).
•
very low performance orientation – they do not want to learn just for demonstrating their
competence.
The parents
•
slightly higher (than normative sample) both – mastery and performance orientation (really
caring about their child academic outcomes)
•
mastery orientation was higher than the performance one, but the difference was not
statistically significant. This refers to students’ perceptions that their parents want them to
develop their competence. (e.g. My parents want me to spend time thinking about
concepts.)
The teachers
•
high score on mastery goals – the students see their biology teachers as much more mastery
oriented than the students from the normative sample. This refers to students’ perceptions that
their teacher emphasizes engaging in academic work in order to develop competence. (e.g.
„My teacher thinks mistakes are okay as long as we are learning.“, „My teacher gives us time
to really explore and understand new ideas.“