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Innowacyjne metody nauczania oparte na metodzie rozwiązywania problemów webquest czynnikiem rozwoju kluczowych kompetencji osób z zaburzeniami słuchu w kształceniu zawodowym

100%

Zacłona T., Józefiak J.

Studia Ekonomiczne. Gospodarka, Społeczeństwo, Środowisko

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2021

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issue 2/2021 (8)

89-104

EN

Recognizing the special educational needs of people with hearing impairments, as well as their complexity and diversity, one should seek effective and efficient methods of development, including social and cognitive competences. As K. Krakowiak pointed out, there are no universal methods, and the ones that are used should take into account the individual preferences of the student (Krakowiak, 2016, pp. 51-52). This can be achieved, among others by adopting the existing and creating new teaching methods and the means adequate to the individual and special educational needs of deaf and hard of hearing people (cf. Bartoszek, Sak, 2014, pp. 107-108). In this article, the authors analysed the possibilities of using the WebQuest (WQ) method in vocational education of people with hearing impairments. As part of the project entitled: Innovative teaching methods based on the WebQuest problem-solving method, financed by Iceland Liechtenstein Norway Grands, 120 teaching tools based on the WQ method were created. Half of them were implemented in vocational education of people with hearing impairments at the Janusz Korczak Special Educational Center for the Deafin Krakow. The results of the research conducted among the teachers and students testing the method showed that the WQ method is useful in vocational education of people with hearing impairments. It supports the development of students' key competences and skills, i.e. targeted information search, information processing, problem solving, critical and creative thinking, team collaboration, thinking in terms of analysis, synthesis and evaluation of information. However, its implementation in the education of people with hearing impairments has some limitations, which were identified in the conducted research.

PL

Dostrzegając specjalne potrzeby edukacyjne osób z zaburzeniami słuchu oraz ich skomplikowanie i zróżnicowanie, powinno się poszukiwać skutecznych oraz efektywnych metod rozwijania w tej grupie kompetencji społecznych i poznawczych. Jak zauważyła K. Krakowiak, nie istnieją metody uniwersalne, a te stosowane powinny uwzględniać indywidualne preferencje ucznia (2016, s. 51-52). Można to osiągnąć m.in. przez adaptowanie istniejących oraz tworzenie nowych metod i środków dydaktycznych, adekwatnych do indywidualnych i specjalnych potrzeb edukacyjnych osób niesłyszących oraz słabosłyszących (por. Bartoszek, Sak, 2014, s. 107-108). W niniejszym artykule autorzy pochylili się nad możliwościami wykorzystania w kształceniu zawodowym osób z zaburzeniami słuchu metody WebQuest (WQ). W ramach projektu pn. Innowacyjne metody nauczania oparte na metodzie rozwiązywania problemów WebQuest, finansowanego z Iceland Liechtenstein Norway Grands, powstało 120 narzędzi dydaktycznych opartych o metodę WQ. Połowa z nich została przetestowana w edukacji zawodowej osób z zaburzeniami słuchu w Specjalnym Ośrodku Szkolno-Wychowawczego dla Niesłyszących im. Janusza Korczaka w Krakowie. Wyniki przeprowadzonych badań w gronie testujących metodę nauczycieli i uczniów wskazały, że metoda WQ jest przydatna w kształceniu zawodowym osób z zaburzeniami słuchu. Wspiera ona kształtowanie kluczowych kompetencji i umiejętności uczniów tj.: ukierunkowane szukanie informacji, przetwarzanie informacji, rozwiązywanie problemów, krytyczne i twórcze myślenie, współpracę w zespole, myślenie na poziomie analizy, syntezy i ewaluacji informacji. Jej implementacja w kształceniu osób z zaburzeniami słuchu ma jednak pewne ograniczenia, które zidentyfikowano w przeprowadzonych badaniach.

2

Developing students critical thinking during biology lessons in junior high school with the use of IT

94%

Szot I.

Edukacja Biologiczna i Środowiskowa

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2014

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issue 1

42-46

EN

Critical thinking is one of the most important modern human skills. In an age when an overwhelming amount of information is available on the Internet, one of the most important aims of school is to develop student ability to select and evaluate information found on the Internet. The aim of this research was to examine how critical thinking at junior high school level can be developed using the Internet as a source of information. A group of second year students of junior high school (age 14–15) were asked to complete some WebQuests. Their WebQuest task was, to prepare information required for the next biology lesson using given Internet sources. WebQuest topics concerned human anatomy and physiology (e.g.: digestive, circulatory and the respiratory system). Apart from the Internet sources, students were later given a presen-tation by the teacher during the lesson. The experimental group included 46 students (75% of the second year) who attempted a minimum three of five assigned papers. Completed papers were analysed. Content selection and form of presentation during class were assessed. Results show that: - 32% of students prepared all or almost all work with a high level of accuracy, - 35% of students improved their work during the experi-ment, - 20% of students did not correctly complete any of the assignments. Well-prepared papers were those which were not copied from website articles. They showed deep level of subject understanding and proper source selection. Also, the form of paper allowed quick and easy access to the information. This research will be continued.

3

EFFECT OF LEARNER PROFICIENCY LEVELS ON METHODOLOGICAL EFFECTIVENESS: CASE OF STAD AND WEBQUEST (STADIBTM)

94%

Awada G., Burston J.

Teaching English with Technology

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2020

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vol. 20

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issue 3

63-84

EN

This study set to investigate the critical importance of integrating Student Team Achievement Division (STAD) and WebQuest, STADIBTM for short, on developing the advanced-level argumentative writing skills of L2 English university students. The study employed a pre-post-test comparison of the experimental group (N=54) versus the control group (N=24). The data from the study have been systematically reanalysed to evaluate in detail how the initial learner proficiency levels correlated with improvements in the specific areas covered by the evaluation rubric that guided the collaborative writing activities of experimental group students.

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WebQuest w nauczaniu analizy układów równowagi fazowej

84%

CIESIELKA M., SUŁOWSKI M.

Edukacja-Technika-Informatyka

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2013

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vol. 4

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issue 2

308-313

PL

W artykule zaprezentowano zastosowanie metody WebQuest w wyższym szkolnictwie technicznym. Metodę wykorzystano do nauczania inżynierii materiałowej – temat: „Analiza układów równowagi fazowej”. Przedstawiono szczegółowy opis materiałów do metody oraz uwagi metodyczne związane z wdrożeniem projektu.

EN

In this paper the method of WebQuest in technical university education was presented. The method was used for materials science teaching. The topic of the lecture was the analysis of phase diagrams. In the article detailed description of materials for the method and methodological remarks related to the implementation of the project were shown

5

WebQuest as the Answer for Altering Learning/Educational Needs Using the Example of LSP

83%

Kic-Drgas J.

Studia Edukacyjne

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2018

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issue 49

257-267

EN

The paper aims to present the possibilities WebQuest gives in the educational context for recognising and catering to individual learners’ needs. The focus of the article is on altering the learning conditions contributing to the deepening diversity of learners’ needs. The use of the example of WebQuest as a teaching tool in LSP (Language for SpecificPurposes) class for monitoring needs, together with a highly personalised teaching process, is analysed. The presented application of WebQuest fillsin the gap in the individualisation of the teaching process.

6

Edukacja zdalna formą kształcenia ukierunkowanego na studenta

67%

Kowalik A.

Pedagogika Szkoły Wyższej

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2013

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issue 2

93-109

EN

The changes taking place in the modern world pose new challenges and demands on universities, especially pedagogical universities, which students join in a few years the teaching staff of different types of schools. This challenge and the requirement is to support students in developing independent learning skills with the use of information and communication technologies, and network resources. The requirements of the modern world mean a change within what is academic which means the transition from the academic teaching towards the direction of the students learning. One of the ways to meet this challenge is to develop distance education at universities. It is also highlighted, as one of the most important current challenges to higher education in the 2012 edition of The Horizon Report. The article concentrates on real and effective ways to use the new information and communication technologies in academic, that take into account the ideas of constructivism and expanding students learning environment.

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