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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
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
PURPOSE OF THE PROJECT
DEVELOPMENT OF A SOFTWARE THAT ALLOWS
Self-evaluation (of knowledge and abilities)
Self-formation
Virtual tutoring
SCHOOL LEVEL:
High school
BASIC SCIENCES:
Mathematics, Physics, Chemistry
TO BE TESTED
in different countries
University
TECHNICAL FEATURES
multiplatform: Win, Mac, Unix
allows Broadcast on Internet
HOW AN EVALUATION SESSION WORKS (1)
1) Knowledge and ABILITIES to be tested are defined
2) PROBLEMS are selected by the software
3) Problems and ANSWERS are proposed to the ‘student’
Each answer is CODED in terms of:
knowledge required (Newton’s law, …)
abilities involved (formalisation, …)
tools to be used (mathematical, …)
context of presentation (movie, simulation, …)
difficulty level (1 4)
HOW AN EVALUATION SESSION WORKS (2)
4) ‘Appropriate’ answers have to be selected through a
JAVA INTERFACE
5) At the end of an evaluation session a REPORT is
prepared by analysing the codes associated to the
answers selected
6) The report is issued to either
student
tutor (virtual or real)
examinator
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
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’ ?)
VIRTUAL TUTORING
1) The student STARTS its working session
2a) After a ‘while’, the software PRODUCES a report
2b) The software SENDS a report to the virtual tutor
3) The virtual tutor SELECTS appropriate problems for
further work
4) The virtual tutor SUBMITS the problems to the student
CURRENT STATUS
EVALUATION:
Authors Java Interface:
working
Student Java Interface:
Weight Matrix:
working
working
currently undergoing tests by students
FORMATION: building up pages and structure
VIRTUAL TUTORING:
developping software
CONCLUSION
Work is going on
Work is going on
Work is going on
WE ARE LOOKING FOR PARTNERS !!!
THE END
ABILITIES
Identification
Conceptual elaboration
Demonstration
Solution
Meaning
IDENTIFICATION
• To identify (an element in a context)
• To simplify (a situation)
• To enunciate (a law)
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)
DEMONSTRATION
• To pick-up (a model, …)
• To discuss (a situation, …)
• ….
SOLUTION
• To solve
• To calculate
• To estimate
• To switch (equation -> graph, …)
MEANING
• To interpret
• To deny
• To sintethize
• To transfer (analogies, …)
THE REPORT
A PROFILE of the student is given in terms of:
Knowledge
Abilities
Tools
…
THE AUTHOR’S JOB (1)
To prepare problems
THE AUTHOR’S JOB (2)
To code answers
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
BUTacquires
their interpretation is peculiar to each individual
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
2nd Netwon’s law states …
F=ma
If you push a cart …
PROBLEMS
ANSWERS
Various types of answers:
Building sentences
Selecting sentences (open number)
Multiple Choice Question
…
SELECTING SENTENCES
BUILDING SENTENCES
JAVA INTERFACE