Σχεδιασμός και αξιολόγηση διδακτικής παρέμβασης με βάση τις ρουτίνες σκέψης στο μάθημα της Μελέτης Περιβάλλοντος της Β’ Δημοτικού
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Keywords
Μοντέλα μάθησης ; Ομαδοσυνεργατική μέθοδος ; Out of Eden Learn ; Ρουτίνες σκέψης ; Έντεχνος συλλογισμός ; Μοντέλα εκπαιδευτικού σχεδιασμούAbstract
In this particular thesis is being analyzed the development of children’s skills in Primary Education, through teaching intervention. In more detail the design implementation and evaluation of a lesson plan is presented in environmental study of the second grade, utilizing the methodological principles/strategies of Harvard’s university “Out Of Eden Learn” program and some digital educational tools for the workshop support. This teaching intervention aims at developing 21st century skills (creativity, collaboration, communication, critical thinking), as well as the development of student’s digital literacy. The lesson plan includes three (3) workshops which are addressed to second grade primary students and were based on the principles of inquiry learning and student-centered teaching. The objectives of the course were based on Bloom’s Taxonomy with the purpose of acquiring higher thinking skills. Each workshop was two (2) teaching hours long and lasted six (6) teaching hours in total. These workshops included both digital and non-digital activities, which were designed for achieving the above objectives and implemented in computer science room and classroom. The research sample was a class of 25 students of 2nd grade of a public primary school in a suburb of Piraeus. After the completion of the tasks, they were carried out: Evaluation of the teaching intervention by five teachers of the school, Evaluation of the performance of students by the researcher and the objective attainment rate and students’ Self-Evaluation for their satisfaction rate through their workshop experience. The following seven research questions were analyzed using qualitative and quantitative statistical tools: If the learning tools that have been used piqued the children’s interest, if the teaching intervention was effective for the students, if children’s cooperation increases through the teaching intervention, how effective was the use of a rubric for the success of the teaching intervention and finally if children’s gender affects their preference regarding the learning tools and if affects their participation and performance in the workshop. The research found that the teaching intervention based of the principles of 4C’s improves students’ performance, the learning tools that are used during inquiry learning pique their interest, while the teaching intervention that implemented was effective and increased the cooperation among the children. Finally, the rubric seems to be effective for a successful teaching intervention, also children’s gender seems to affect their preference for the learning tools, as assessed by the children, but it does not affect their participation and performance during the workshop, which needs further research.