Wyniki wyszukiwania

Wyszukiwano:
w słowach kluczowych: upper secondary school

Sortuj według:

Ogranicz wyniki do:

Artykuł dostępny w postaci pełnego tekstu - kliknij by otworzyć plik

Analysis of students’ solutions to geometry questions forming a bundle

100%

Czajkowska M., Zambrowska M.

Didactica Mathematicae

2016

tom 38

One of the main goals of mathematical education is to develop the skills for problem solving as well as skills that help carry out mathematical reasoning and argumentation.Geometric problems play here a special role. These require the person solving them to act with an inquiry attitude and a ‘specific vision’. The ‘specific vision’ is the ability one can manipulate with geometric objects in ones’ mind and perceive, separate and focus on the important information only. However, it is not enough to “see” it is also necessary to know how to interpret what is being seen. Although many researchers have dealt with the problem and many establishments have been made in this scope, the question of how to develop the skills of the “specific vision” stays still open.Herein article presents the research results which aimed at, among others, verification to what degree the combination of geometry problems formed into a bundle helps the secondary school students ‘notice’ and understand the presented situation and as a consequence to find the answer to few questions about this situation. We wanted to establish whether such an organised educational environment entails students natural thinking over the subsequent bundle of problems solved, or maybe makes them return to questions already solved, or by the usage of knowledge acquired helps students to find the problem solution for the next question or a correction for the committed mistakes. The analysis was based on some results coming from the survey School of Independent Thinking conducted by the Institute for Educational Research in 2011.

Lekcja przyrody w liceum – tradycja czy nowoczesność

51%

Wysocka-Kunisz M.

Annales Universitatis Paedagogicae Cracoviensis Studia Geographica

2014

tom 6

217-229

The 2009 reform introduced to the upper secondary school educational program a new subject called Natural Science starting with the school year 2013/14. It differs from traditional subjects of Biology, Geography, Physics and Chemistry in content, organisation and teaching. It has been prepared for pupils intending to pursue deeper education in Humanities. Also discussed in the paper was the answer to the question “How to achieve anticipated learning effects and to make Natural Science classes interesting and exciting”. The issues associated with planning and teaching Natural Science are also presented, as well as the author’s suggestions of innovations in the matter.

W roku szkolnym 2013/14 rozpoczęliśmy w liceum nauczanie przyrody, nowego przedmiotu, w założeniach reformy programowej z 2009 roku różniącego się w zakresie treści, organizacji i metod kształcenia od tradycyjnych przedmiotów biologii, geografii, fizyki i chemii, a przeznaczonego dla uczniów wybierających pogłębione kształcenie w zakresie humanistycznym. Jak osiągnąć założone cele kształcenia, sprawić, by lekcje przyrody były ciekawe i interesujące dla uczniów – jest przedmiotem dyskusji w niniejszym artykule. Przedstawiono również zagadnienia związane z organizacją i prowadzeniem lekcji przyrody oraz propozycje innowacji w tym zakresie.

Ograniczanie wyników

1 Annales Universitatis Paedagogicae Cracoviensis Studia Geographica

1 Didactica Mathematicae

1 Czajkowska M.

1 Wysocka-Kunisz M.

1 Zambrowska M.

1 2016

1 2014

Wyniki wyszukiwania

Analysis of students’ solutions to geometry questions forming a bundle

Lekcja przyrody w liceum – tradycja czy nowoczesność