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1
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Students’ Views on Usefulness of Chosen Physics Formulas

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PĘCZKOWSKI P., BŁASIAK W.
Edukacja-Technika-Informatyka
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2017
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vol. 8
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issue 4
201-213
EN
The study examines students' opinions on the usefulness of selected physics formulas from the school curriculum. Students have assessed 16 of the most important physics formulas, chosen by physics teachers. Additionally, eye-tracking examinations were performed. For 52 students divided on two groups: not participating in school competitions in physics and other natural sciences and participating in these competitions. Physics contest winners found over 60% of these formulas useful, whereas the average students’ result was less than 30%. The paper also presents the declarations of students, graduating from middle school, concerning their interests in school mathematics, physics, biology and computer science. Students that showed more interest in the selected subjects also perceived the areas of study presented by them to be much more useful to the society. It has also been concluded that the intention of choosing one’s profession within the area of a given subject depends on one’s interest in the subject.
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Plants growing on wastes? Classes scenario based on household wastes

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Pilichowski S., Tokarska-Osyczka A.
Edukacja Biologiczna i Środowiskowa
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2017
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issue 1
93-100
EN
„Responsible consumption and production”, „climatic action”, „life below water” and „life on land” – these four issues are only few examples of the sustainable development goals [Sustainable Development – Knowledge Platform] (https://sustainabledevelopment.un.org). To achieve them, however, one should take into consideration another goal – this is namely „quality education”. There is a need to support the process of teaching with practical experiences to awaken the curiosity. In the face of great anthropopression, here we suggest a classes scenario for the primary school students.
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Styles of teaching Science compared to job seniority and teacher’s education. The student’s perspective12

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Czapla M., Rataszewska A.
Kultura-Społeczeństwo-Edukacja
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2019
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vol. 16
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issue 2
PL
Czapla Małgorzata, Rataszewska Agata, Styles of teaching Science compared to job seniority and teacher’s education. The student’s perspective. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 95–114, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2019.16.7. The article presents the manner of work of science teachers on the basis of students’ opinions. The research included 870 6th grade primary school students, whose teachers had different work experience and level of education. The authors used the diagnostic survey as the research method. Flander’s analysis category system was used for the analysis of classroom interactions. In order to establish the relationship between the pairs of quality variables, the chi-square test of independence was used. It has been found that the teaching style is consistent with an adopted teaching model. There are two main types of teaching models: a model based on cognitive psychology and behavioural psychology. The model is reflected in the teacher’s teaching style, which might be reactive or directive. In the students’ opinion science teachers, particularly those with the shortest work experience, most often transmit their knowledge to students during classes (directive style). Those with more seniority and experience encourage students to perform certain tasks more frequently (reactive style). Science teacher’s education does not influence the teaching style and the majorityof teachers prefer a syncretic style. Students of the teacherspreferring a directive style revealed lower interest in sciencethan those who were taught in reactive style.As a result of this disinterest, the studied students only occasionallyperformed activities in direct contact with nature.
EN
Czapla Małgorzata, Rataszewska Agata, Styles of teaching Science compared to job seniority and teacher’s education. The student’s perspective. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 95–114, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2019.16.7.The article presents the manner of work of science teachers on the basis of students’ opinions. The research included 870 6th grade primary school students, whose teachers had different work experience and level of education. The authors used the diagnostic survey as the research method. Flander’s analysis category system was used for the analysis of classroom interactions. In order to establish the relationship between the pairs of quality variables, the chi-square test of independence was used. It has been found that the teaching style is consistent with an adopted teaching model. There are two main types of teaching models: a model based on cognitive psychology and behavioural psychology. The model is reflected in the teacher’s teaching style, which might be reactive or directive. In the students’ opinion science teachers, particularly those with the shortest work experience, most often transmit their knowledge to students during classes (directive style). Those with more seniority and experience encourage students to perform certain tasks more frequently (reactive style). Science teacher’s education does not influence the teaching style and the majorityof teachers prefer a syncretic style. Students of the teacherspreferring a directive style revealed lower interest in sciencethan those who were taught in reactive style.As a result of this disinterest, the studied students only occasionallyperformed activities in direct contact with nature.
4

FORMATION OF INTERDISCIPLINARY CONNECTIONS IN SCIENCE TRAINING AS A FACTOR OF THE FUTURE PSYCHOLOGISTS’ EDUCATION SYSTEM OPTIMIZATION AT HIGHER EDUCATION INSTITUTIONS

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Valentyna B.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 4(68)
13-24
EN
The article focuses on the importance of interdisciplinary connections of science training of the future psychologists at higher education institutions as one of the major means of forming coherent scientific picture of the world, awareness of the place and role of a human in it, increase of the level of education and professional training. It is stressed that science education in higher education institutions in the first half of the XX century due to the reduction in number of teaching hours and set amount of training material has been subjected to a number of difficulties It is pointed out in the article that professional training of psychologists in higher education institutions is carried out according to the curriculum, which combines three cycles of disciplines: humanitarian and socio-economic, fundamental and science, professional and practical. The author shows the analysis of research and points to insufficient scientific development of content and interdisciplinary connections of the future psychologists’ science training at higher education institutions and allows focusing on the urgency of the issues raised. The author focuses on the relevance of the issues raised. It is substantiated at the example of science training of the future psychologists in M. P. Dragomanov NPU the necessity to establish interdisciplinary connections between disciplines of fundamental, science cycles disciplines and professional and practical training from the perspective of forming an intelligent, educated, highly cultured, competent professionals. The author states that proposed structure of training and work programs in the disciplines of fundamental and science training are based on competence approach taking into account interdisciplinary connections with disciplines of professional and practical Педагогічні науки: теорія, історія, інноваційні технології, 2017, № 4 (68) 24 training which is essentially new to the students studying in the field 0301 “Social and political Sciences” of training direction 6.030103 “Practical Psychology”. It is outlined in the article the prospects for further studies that are seen in identifyingthe ways to improve science training of the future psychologists at higher education institutions.
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System edukacji w zakresie nauk przyrodniczych a IBSE (inquiry-based science education)

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Żołubak M.
Studia Etnologiczne i Antropologiczne
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2017
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vol. 17
161-174
EN
 In the context of globalization, ecology has become an important issue, not only in science and everyday life but also in education. IBSE, recommended by the European Union, is one of the current trends in children’s education. The education system in Poland assumes that students themselves should be able to ask questions and seek answers, while the teacher is to direct their educational development on the basis of the program. It is not only school that should educate and teach-everywhere children should encounter good pedagogical practices that shape their appropriate social attitudes, develop interests, and teach to think independently.
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Learning about biology: challenging the new Biology school curriculum in England

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Davies P.
Edukacja Biologiczna i Środowiskowa
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2015
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issue 1
39-50
EN
This opinion piece explains recent changes to the biology curriculum in England and then, meant very much as a starting point for discussion, poses some suggestions as to how some of the problematic changes maybe addressed and challenged. Central to the arguments made are that the new mandatory curriculum is poorly designed in terms of the way content is sequenced, especially with regard that the place that learning about evolution takes, and that opportunities for learning through meaningful practical work and informal learning opportunities have become diminished. Suggestions are made for how biology educators may address these issues and become agencies for change.
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SCIENCE EDUCATION IN V4 COUNTRIES AND THE FORMATION OF SCIENTIFIC LITERACY

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IVANA R.
Scientific Bulletin of Chełm - Section of Pedagogy
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2016
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issue 1
143-155
EN
The article deals with the science education in V4 countries from the lowest levels of school to university preparation of students, including interest in science activities. The issue of the formation of scientific literacy is also discussed. In the final part of the article the most effective teaching methods appropriate for the science education are characterized.
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Elementy środowiska w zadaniach szkolnych

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Guziak D.
Edukacja Biologiczna i Środowiskowa
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2012
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issue 4
132-139
EN
The article shows what kinds of physics, chemistry, biology and geography exercises are created by the Science Lab in Educational Research Institute. In the article there are examples of elements of environment that are used in tasks which can serve as ideas for educational projects for students and teachers. These tasks are described as useful ideas for teachers because they include answer keys and ways of solving problems. The article also marks typical mistakes that can be made by students while they work out their tasks. This work can mainly be used by teachers as a teaching tool in the field of science education.
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Gender Equality in Public Higher Education Institutions of Ethiopia: The Case of Science, Technology, Engineering, and Mathematics

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Egne R. M.
Discourse and Communication for Sustainable Education
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2014
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vol. 5
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issue 1
3-21
EN
Ensuring gender equality in higher education system is high on the agenda worldwide particularly in science disciplines. This study explores the problems and prospects of gender equality in public higher education institutions of Ethiopia, especially in science, technology, engineering, and mathematics. Descriptive survey and analytical research methods were used in the study. Subjects of the study consisted of university instructors, higher education institutions gender affairs officers, and female students. Gender-related policy documents were also used as sources of data. Questionnaire, interviews, and documents analyses were employed as tools of data collection. The data were analysed using mixed methods. The study revealed a serious under representation of female students in science disciplines in the contemporary Ethiopian public higher learning institutions. The paper discusses both the core factors that discourage women from pursuing sciences and suggestions which may assist them join and succeed in sciences.
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PISA Science Score: A Good Indicator of Competence in S & T?

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Shi W.-Z.
The New Educational Review
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2013
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vol. 31
51-59
EN
In this study, the data from the Programme for International Student Assessment (PISA) are used to investigate whether the PISA science test score is a good indicator of competence in science and technology. The researcher uses a number of scientific and technical journal articles per million people as a measure instrument to represent the competence of science and technology. A regression model analysis suggests that the PISA science scores would significantly predict competence in S & T, even when controlling the number of researchers in R&D per million people and the R&D expenditure (% of GDP). Moreover, it shows that R&D expenditure (% of GDP) is another important determinant of the competence in S & T. Multicollinearity is also found between the R&D expenditure (% of GDP) and the number of researchers in R&D per million people. The policy implication is clear.
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The Living Things in the Science Education at Primary School - The Video Research on the Current State of Instruction

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Petr J.
The New Educational Review
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2014
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vol. 36
131-143
EN
Results of an analysis of 30 biology classes of integrated sciences taught at primary schools are presented in this article. The research investigated the current state of the use of living things or their substitutes in selected thematic units of the educational area Man and His World. Results were obtained by analysing video recordings via the software Videograph.
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Science Teachers’ Expectatitons from Parents: To What Degree Do Parents Think They Satisfy Such Expectations?

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Tekbıyık A.
The New Educational Review
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2014
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vol. 37
202-214
EN
This study aimed to determine teachers’ expectations from parents for effective science teaching and reveal parents’ beliefs on how much they satisfy such expectations. Face-to-face interviews were conducted with 5 science teachers in order to determine teachers’ expectations from parents. “The Scale of Expectations from Parent (SEFP)” was developed by using the findings obtained from the interviews. It was a 5-point Likert-type scale made up of 21 items and including the scale of “parental support” and “sense of responsibility”. The developed scale was delivered to the parents of the students of the teachers participating in the interview. The research results indicated that parents’ levels of satisfying the expectations were a significant predictor of science achievement.
13
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The Use of Living and Non-living Things during School Practice in Primary Science Education

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Petr J.
The New Educational Review
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2013
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vol. 32
255-263
EN
The goal of this article is to publish the results of research on the level of use of (non-)living things in primary science education. The results of the survey carried out at 28 schools in the region of South Bohemia, the Czech Republic, are being discussed in this article. In total, 203 teachers have reported various ways of using objects in their teaching practice in terms of science education at primary level.
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An example should be just an example. Which tasks really check skills?

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Grajkowski W., Ostrowska B.
Edukacja
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2013
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issue Edukacja. An interdisciplinary approach 1
70–83
EN
The new core curriculum for natural sciences (biology, chemistry, physics and geography) at lower secondary school level details each topic and the teaching goals involved, defining the generic skills that a lower secondary school graduate should possess. The aim of the lower secondary school leaving examination is, therefore, not only to assess memorisation of specific material but also mastery of more universal skills. The authors of the article advocate the use of test questions that check the skills included in the core curriculum and employ unfamiliar examples. In this way, it should be possible to distinguish between cases in which the student knows the example (remembers the facts), and the one in which they know the principle (have mastered the skill and know how to apply it in different situations). In addition, an analysis of example tasks of this type and the results obtained by students solving them, invites the thesis that embedding a task in an unusual context does not lead to significant increase in its difficulty.
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Reforma edukacji przyrodniczej we Francji: intencje i realia

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Cariou J.-Y.
Edukacja Biologiczna i Środowiskowa
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2012
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issue 4
92-97
EN
Research on science teaching in France began thirty years after the student movement in 1968 and, like in Poland, was accompanied by the questions of educational policy. Today, a comprehensive plan of the science education reform at various levels of education, which takes into account the results of research studies is not implemented. Will necessary changes have a lasting impact on the quality of education? The author undertakes the vast reflection connected with the perspectives of science education.
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“I’m Just Going to Buy That!”: Confronting Consumerism in Teacher Education

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Ashworth E., Steele A.
Discourse and Communication for Sustainable Education
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2016
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vol. 7
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issue 1
37-48
EN
As educators at a faculty of education, the authors found that teacher candidates (TCs) invariably purchased new materials whenever they had an assignment requiring some form of construction activity. They were concerned about this learned, consumer behavior; lessons of moderation in using the Earth’s resources are important elements of sustainability education. Humans are consumers in both a natural and an anthropological sense, but are capable of sustainable consumerism. Therefore, the authors wanted to promote moderation/sustainable consumerism through an educational intervention in their teacher-education classes. Inspired by Selby’s (2011) third proposition for education for sustainable contraction, they revised an existing art/science integration project where constructions would be created from recycled and/or natural materials. The TCs’ constructions, process work, and Reflection papers provided insight into their creative thinking, and learning, regarding sustainable consumerism.
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Using Eye-Tracking Technology for the Analysis of Students' Subjective Views on Usefulness of Chosen Physics Formulas

88%
PĘCZKOWSKI P., BŁASIAK W.
Edukacja-Technika-Informatyka
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2017
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vol. 8
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issue 4
192-200
EN
This paper is the second part of research concerning students' view on usefulness of physics formulas. In the first part we examined subjective students' opinions on the usefulness of selected physics formulas from the school curriculum. No we concentrated on eye-tracking experiments. Students have assessed 16 of the most important physics formulas, chosen by physics teachers. For deeper understanding of student's choices on eye-tracking has been conducted. For 52 students divided on two groups: not participating in school competitions in physics and other natural sciences named “ordinary students” and participating in these competitions named “extraordinary students”, a relationship was observed between their eyes’ fixation time (divided into Area of Interest) on 16 displayed formulas and the frequency of recognizing these as useful. We compared also saccade duration time between these two groups of students. Physics contest winners found over 60% of these formulas useful, whereas the average students’ result was less than 30%. We observed a positive correlation between the number of eye-fixations on a given formula and the frequency of selection by the students as useful. Students that showed more interest in the selected subjects also perceived the areas of study presented by them to be much more useful to the society. It has also been concluded that the intention of choosing one’s profession within the area of a given subject depends on one’s interest in the subject.
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Enhancing problem solving skills in science education with social media and an e-collaboration tool

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Lee J., Koo Y., Kim M. H.
The New Educational Review
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2016
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vol. 43
248-259
EN
This study aimed to explore a collaborative problem solving case using social media and an e-collaboration tool, and analyze its educational implications in a qualitative research method. For achieving the research goal, a case study was conducted in a middle school class. Two rounds of one-to-one interviews with a teacher and written interviews with students were conducted. In addition, relevant class resources and the students’ final reports were also collected as data. It was shown that using social media and an e-collaboration tool could encourage students’ scientific inquiries and enhance problem solving skills as well as set up a healthy communication culture among teachers and students.
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Assessment of Science in Special Education Schools: Teachers’ Perceptions and Practice

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Skribe D. D., Vlahinja K.
The New Educational Review
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2013
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vol. 34
307-318
EN
A shift from traditional methods of teaching science to modern and better suited to pupils can be noticed in Slovenian primary schools. They should also be followed by assessment both in regular primary schools and special education schools. The purpose of this study was to find out the perceptions of special education teachers about their own practice of science assessments and their actual practices. A questionnaire and authentic written tests were used for the research. Comparative analysis revealed considerable inconsistency between perceptions and practices. The greatest differences were found in the cognitive levels of knowledge and process skills. The research results raise teachers’ awareness and thus enable changing of their practices.
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СИСТЕМА ФОРМУВАННЯ ДОСЛІДНИЦЬКИХ УМІНЬ МАЙБУТНІХ УЧИТЕЛІВ ПРИРОДНИЧИХ ДИСЦИПЛІН

75%
Грубінко В., Степанюк А.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 2(56)
227-235
EN
The object of the article is to substantiate the formation of the system of research skills of future sciences teachers that promotes the integration of ensuring quality of scientific and educational activity of students in the process of acquiring their professional competences. There have been used the complex of theoretical and empirical methods of pedagogical research. There has been proposed the innovative system of formation of research skills of future sciences teachers according to which the research component is included in the training activities of learning subject as a constant organic component. It is implemented by the following stages: motivation and target; information and procedure; organization and activity; reflexive and correction; result and evaluation. The specificity of the system lies in the features of the biological knowledge of the object and methodology, as well as in the combination of direct and indirect ways of formation of research skills as a hierarchical structure. Research conditions of higher biological education have been determined: the use of innovative learning technologies through a combination of research, simulation and activity-elements; ensuring the formation of rational thinking, reflexivity; innovativeness of students and teachers in the system of partnership in the process of carrying out research and educational activities; updating content and activity components. The practical significance is to develop: the functional structure of the interpenetration of academic and research activities; methods of diagnosis and consideration of results of scientific activities in the assessment of academic achievements of students; the forms of stimulation of scientific activity – honors, awards (scholarships, grants), the scientific business trips, etc. Research conditions of the biological education parameters have been determined: the use of innovative learning technologies through a combination of research, simulation and activity-elements; ensuring the formation of rational thinking, reflexivity; implementing the innovation policy by both a teacher and a student (updating and development of content and activity components of education, media, develop skills simulation of natural processes. The further study of the parameters are promising to solve the problem of integrating science and education.
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